Team-based learning in a

nanotechnology course:
Enhancing critical thinking
through course structure

Linda Vanasupa, Materials Engineering, California Polytechnic State University, San Luis Obispo,
California

Teaching team:Matthew Ritter (Biology), Barbara Schader (Library Science), Peter Schwartz
(Physics), Katherine Chen (Materials Engineering), Richard Savage (Materials Engineering), Lynne
Slivovsky (Electrical Engineering), Lars Tomanek (Biology)

Supported in part by National Science Foundation Department Level Reform Grant #EEC-0530760
Learning domains: nanoscale
science and technology, biology,
ethics and society

Systems thinking
Broad Course Goals

Critical thinking

Motivation to learn
Four technologies serve as
the learning context
Cellular Level
Application: gold nanoshells for
cancer treatment
Ecological Level
Application: molecular
manufacturing

Biological Systems Level

Application: microfluidic
Organ Level glucose sensors
Application: tissue
engineering of an organ
 Team-based learning*
strategy used throughout
Ecological Level
Application:
molecular
manufacturing Organ Level
Application: tissue
engineering of an organ Debate
preparation

10-week quarter Team Debates

Cellular Level
Application: gold nanoshells for Biological Systems Level
cancer treatment Application: microfluidic
glucose sensors

*Team-based Learning, ed. by L. Michaelsen, A. B. Knight, L. D. Fink

Primary source readings
assigned before each class

Clues for…

•Author’s authority
•Publications’ merit
•Voo-doo “science”
Each learning module
begins with the application
SOCIETY AND ETHICS SCIENCE

Implications of technology Which biological system?

and its development? How does it function?
society

What, how, why?

s t a r t

Application:

ENGINEERING
 Class periods: activities to
apply concepts

Individual In-class Activities

preparation
team quiz Group activities (1-2 hours)

Team written Report

appeals results

Solo quiz Instructor input

Students exhibit high levels
of interest and involvement
40

Almost always
35

30

Sometimes
25

20

Usually
15

10
5

0
Read assigned
1
Read assigned
2

material before this material before all

class classes
 Motivation boosted by learning
nanotech application first
“Learning the application increased my
interest in learning the science behind it.”
25
“Learning the application increased my
motivation for learning nanoscale science and
engineering.”
25

20 20

15 15

10 10

5 5

0 0
Strongly Agree Disagree Strongly Strongly Agree Disagree Strongly
agree disagree agree disagree
Complexity of activities
increased to build critical
thinking
Group work – Inside of Class (6 hours)

initial
exposure

Complex
activities

Individual work – Outside of Class

Most sense a greater ability to
critically evaluate information

“I have a greater ability to critically evaluate information

about nanotechnology because of taking this course”
25

20

15

10

0
Strongly Agree Disagree Strongly
agree disagree
Most believe that course
structure aids learning
30
Agree
25
Agree strongly

20 Strongly disagree
Disagree

15

10

0
Course structure
1 Activities aid
2 learning Better understanding
3
aids learning of interrelationships:
Nanotechnology,
biology, ethics,
society
Students perceive they are
better at systems thinking
“I have an expanded understanding of the relationships
between nanotechnology, biology, ethics and society”
30

25
4/21/06
20

15

10

0
Strongly agree Agree Disagree Strongly disagree
A direct measure of
performance says…
“Give an example of the interrelationships between
nanotechnology, biology, ethics and society”
12

10
6/6/06
8

0
None One Two Three Four
One Big lesson:

Performance exams
MUST be a graded part
of the course
Team-based learning structure
aids development of critical
thinking attributes
Systems thinking
Initial signs

Structure, Critical thinking

Complex
applications Sense of mastery

Motivation to learn
Application first