Andrew Feig: Dept. of Chemistry Carl Bauer: Dept. of Biology Lynda Delph: Dept. of Biology

1. The Integrated Freshman Learning Experience (IFLE)– an Experimental Approach to Discovery Learning at the Introductory Level Andrew Feig: Dept. of Chemistry Carl Bauer: Dept. of Biology Lynda Delph: Dept. of Biology Viola Ellison: Dept. of Biology Bill Harwood: School of Education Roger Innes: Dept. of Biology George Rebec: Dept. of Psychology, Neurobiology Program HHMI Biological Sciences Education Program Research Corp. Cottrell Scholars Meeting, July 9-11, 2004

2. Form Should Follow Function Recent research from educators shows that many standard instructional practices in undergraduate teaching – traditional lecture, laboratory, and recitation courses – are relatively ineffective at helping students master and retain the important concepts of their disciplines over the long term. These practices, moreover, do not adequately develop creative thinking and do not encourage the use of investigative and collaborative problem-solving skills that employers often seek. -- WB Wood and JM Gentile, Science (2003) 302:1510

3. The IU-HHMI Learning Ladder Knowledge building Active Inquiry Capstone Expand research opportunities Undergrad research journal ~ 100/year Integrated Understanding ICE Large format courses Inquiry-based Grad student teacher training ~2,300/year Conceptual Learning IFLE Interdepartmental Entry level experience Open-ended Inquiry-based Remove research- teaching dichotomy ~ 20/year SRI for Teachers Factual Recall K-12 intervention Improved pipeline ~10/summer

4. IFLE - The Design Phase • Pedagogical problems IFLE is trying to address: • late entry of students into laboratory experiences • poor integration of subject matter • lack of inquiry-based experiences • little development of teamwork skills Premise: Inquiry and exploration are more important than factual recall Targets incoming freshman already intent on a science major Cross-departmental experience: team-taught to look at a core questions from different perspectives explore how disciplines build on each other Course content to be steered by student interest not faculty decree students to select topic and then figure out what they need to know

5. IFLE Program in a Nutshell • Pre-freshman research experience 8-week introduction to research in IU laboratories • IFLE Curriculum Three 10-week modules over 2 semesters replaces intro biology sequence • Post-freshman year research experience • Program folds into IU-STARS program, Capstone, and independent research

6. Goals for Student Development • Teach students to ask the right questions distinguish those that are finite enough to be answered readily • Develop scientific writing skills through assignments, critiques, and rewriting • Instill a general knowledge of common techniques used across fields of study • Provide a foundation for future science learning change student approach to learning science is more about what scientists do, than the facts they knowintroduce central themes currently being studied by scientistsencourage futurelaboratory research

7. The IFLE Modules 1. The Subcellular Milieu What types of molecules are involved? What is their environment like? How do they respond to environmental stimuli? What roles do they play? 2. Cells and Their Environment How do you define a cell? How do cells become specialized in their functions? How do cells communicate? How do cells sense their environment and respond to it? 3. Neurocircuits and Behavior What distinguishes neurons from other cells? How do neurons communicate? How are they organized? How do neurons control behavior?

8. IFLE Mechanics - the 1st Year 5 students began program 1 dropped out after first semester Met weekly to discuss scientific topics over summer Formal class times - 5 hrs twice/week (4.5 Cr course) Students had 24/7 access to converted research lab equipped for class also contained office/interaction space 1 major graded assignment per module intermediate assignments turned in but not graded Note: lab setup cost ≈$250,000 using HHMI grant funds all research grade equipment

9. The IFLE Classroom - Student Collecting Data while TA Observes

10. Student/Faculty Feedback - Year 1 Extremely high satisfaction rating (students and faculty) very small sample size Too little class time Adjust class sessions to include short and long periods make better use of hours Major change in perception regarding what students are capable of even freshmen Too little structure for entering students must phase in increasing independence over year extra writing assignments and reading quizzes to be added Students who completed curriculum all doing lab work this summer mentors indicate huge gains in lab skills and confidence

11. Challenges for Year 2 Expansion Working with 17 students this fall rather than 5 Adjustment Alter curriculum to meet observed deficiencies New faculty member taking over one module due to sabbatical leave Assessment Follow first cohort as they enter main-stream courses Understand how faculty changed by teaching in this way Begin consideration of perpetuation How to incorporate learning style after grant period ends if assessment warrants

12. Student Learning and Faculty Adjustment Issues pertaining to student maturity: Students had no concept of how to self-direct learning Did not understand inquiry even though they had selected inquiry-based program Issues pertaining to time management: Carrot and stick mentality pervaded students focused on classes with formal/traditional structure over IFLE assignments Issues pertaining to knowledge base: Students initially did not seek out necessary knowledge - expected to be given info in class Had to install quizzes to ensure out-of-class preparation

13. Program Assessment Student Learning Gains and Attitudes: Curriculum being shadowed by graduate student from School of Education Surveys/interviews compared to non-IFLE cohorts focusing on: what is science approach to science how to seek scientific understanding GPA and other standard academic performance measures Faculty Development: Teaching journal Interviews with faculty before, during and after teaching Role of inquiry in teaching Use of inquiry and discovery methods in non-IFLE teaching Changes in commitment to teaching Are IFLE faculty more likely to be ambassadors of teaching within their depts?

14. Barriers to Interdisciplinary Teaching Department culture focus on research above all else teaching innovation is not conducive to cutting-edge research Interdepartmental politics Biology Dept (which is strong) viewed as “enemy” rather than teammate Cooperation viewed as disloyalty perspective that time is used to support goals of another dept. Monetary perspective Best teachers needed in large, highly visible teaching assignments Recruit students (grad or undergrad) into department Credit and Compensation Which Dept. gets teaching credits and kudos? If teaching is done with another department, who covers home dept. load?

15. Acknowledgements THE IFLE STUDENTS Faculty Involved Carl Bauer Lynda Delph Viola Ellison Bill Harwood Roger Innes George Rebec Logistics and Analysis Trudy McConnell Teddie Phillipson Support HHMI Research Corp. IU COAS