CS 14: Engaging Business Majors in General Education Science Courses. Fred D. Ledley , Professor and Chair of Natural a

1. CS 14: Engaging Business Majors in General Education Science Courses. Fred D. Ledley, Professor and Chair of Natural and Applied Sciences—Bentley University Stephen S. Holt, Professor and Director of Natural Sciences—Babson College

2. Science education for students majoring in business disciplines: the issue • Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (NAS, 2006) and other reports argue that greater scientific and technical competency is essential for the success of American companies in the global economy • Primary focus has been on building a work force of scientists, technologists, engineers, and mathematicians to drive innovation in academia and industry • Little attention has been directed at the literacy of non-scientists in who influence the direction of science and innovation and provide critical support for innovation-based companies through roles in industry, government, or NGOs.

3. Science education for students majoring in business disciplines: the issue • Industry funds more scientific research than government or NGOs, in addition to traditional development activity (National Patterns of R&D Resources, NSF). • Business graduates represent >20% of all undergraduates (Digest of Education Statistics, NCES, 2007). • Innovation-based companies require informed business leadership for management, finance, marketing, etc. • Decisions made in science and technology-driven industries will influence the direction of science and innovation. No data is available on how much science education students are receiving in business schools.

4. Science education for students majoring in business disciplines: the project • How much science education is required of students completing BS degrees in business? • Identify science requirement for 59 schools listed in Business Week ranking of “top 50 business schools” within the last three years • Data from web sites of business schools and parent institutions • Data confirmed by telephone calls to advising office

5. Science education for students majoring in business disciplines: the data • Few business school catalogues or web sites address requirements for graduation. Many refer to general education requirements of parent institution. • “Stated” science requirement determined by reviewing requirements for graduation with B.S. in business discipline. • “Natural science” requirement determined as the minimum number of required courses in traditional science disciplines including astronomy, biology, chemistry, physics, earth science, but excluding psychology, math, economics, etc.

6. Science education for students majoring in business disciplines: schools # schools=59 public=22, private (religious)=11, private (not religious)=26 Length of business program: 2 year=16, 3 year=3, 4 year=40 students in institution: mean=20,582, median=14,500 students in business school: mean= 1,800, median=1,727 students in business class (calculated students/years): mean=535, median= 463

7. Stated Science and Natural Science Requirement in Public and Private Schools

8. Preliminary Conclusions • 2/59 top business schools have no stated science requirement • 11/59 top business schools allow students to graduate with no natural science courses • 31/59 top business schools require no laboratory science • Business schools at private institutions have fewer stated science requirements than public institutions • Business schools at private institutions with religious affiliations have fewest stated science requirements • No significant differences in minimum number of natural science courses among institutions studied

9. Science education for students majoring in business disciplines: questions • Is this enough? • Miller: college-level science courses critical in maintaining high level of scientific literacy • Is this curriculum on point? • Do courses designed for students in STEM subjects or students majoring in liberal arts/humanities meet the business needs of innovation driven industries? • Do these courses take advantage of unique strengths of business students in math, IT More research is required to understand how college-level science education for business students can best serve the needs of innovation driven industries

11. Required Science at Babson

12. General Requirements Two required semesters 1- Foundation Level 2- Intermediate Level Electives generally require only Foundation Level as pre-requisite

13. Foundation Level • Three credit hours • Six two-hour labs integrated into each course • Can waive out with AP≥4 (or intro course transfer) • Includes learning goals in all basic sciences • Three thematic “flavors” • Search for Life in the Universe • Oceanography • History of the World, Part 1

14. Intermediate Level • Three credit hours • Six two-hour labs integrated into each course • Virtually impossible to waive out • Can use any Foundation Level as pre-req • Emphasis on specific applications/technologies • Three flavors: • Biotechnology • Electronic Technology • Environmental Technology

15. Problems • Bi-modal student distribution: those that are interested and those that are “forced” to attend • First-year curriculum makes most students postpone Foundation Level to second year • Exposure to most basic principles is superficial • Students can postpone Intermediate until 4th year, so electives require only Foundation pre-req • Do business students value science more for business advantage or for education?

17. Science at Bentley University

18. General Education Science Requirements One 4-credit, laboratory-based science course – discipline basedchoices in astronomy, chemistry, green biology, geology, human biology, and physics One elective in math or natural science specialized applications of business interest. courses spanning boundary of science and business

19. Science-based concentrations in Liberal Studies Major Second major - 95% students major in business disciplines) Eight courses - at least 6 in A&S departments- no more than four in any one department- includes courses in general education core E-portfolio Mentoring Culminating project in its third year, the LSM (all concentrations) is thesecond most popular major at Bentley

20. Science-based concentrations in Liberal Studies Major

21. Science-based concentrations in Liberal Studies Major

22. Retaining discipline focus in the core requirement: - example: human biology COURSE GOALS Be able to apply knowledge of basic biological mechanisms at the molecular level to an enhanced understanding of human health as well as developments in the biopharmaceutical and health care industry. Recognize relevance of basic biological mechanisms at the nanoscale/molecular level in everyday life. Understand the process of scientific discovery, scientific method, research, and development in contemporary human biology, translational medicine, and industry provide students with scientific basis for Liberal Studies Major concentration

23. Retaining discipline focus in the core requirement: example human biology Leverage strength of business students in math/IT, interest in personal health, and future applications in business Novel content map based on minimum number of core biological concepts 1. Genomics 2. Biological pathways 3. Electricity Select exemplary topics to expand on core concepts Projects encourage students to apply core biological concepts to topics of personal interest.

25. Survey Respondents(preliminary results) Babson Faculty Bentley Faculty Meeting Registrants

31. Questions for you… How could the science curriculum of your institution or department best serve the needs of students majoring in business and pursuing business careers?