Andrew Feig: Dept. of Chemistry

Carl Bauer: Dept. of BiologyLynda Delph: Dept. of BiologyViola Ellison: Dept. of BiologyBill Harwood: School of EducationRoger Innes: Dept. of BiologyGeorge Rebec: Dept. of Psychology, Neurobiology Program

The Integrated Freshman Learning Experience (IFLE)– an Experimental Approach to Discovery

Learning at the Introductory Level

Cottrell Scholars Meeting, July 9-11, 2004

HHMI Biological Sciences Education ProgramResearch Corp.

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

Knowledge building

The IU-HHMI Learning Ladder

Active Inquiry

Integrated Understanding

Conceptual Learning

Factual Recall

Capstone

IFLE

ICE

SRI for Teachers

K-12 interventionImproved pipeline~10/summer

Large format coursesInquiry-basedGrad student teacher training~2,300/year

InterdepartmentalEntry level experienceOpen-endedInquiry-basedRemove research- teaching dichotomy~ 20/year

Expand research opportunitiesUndergrad research journal~ 100/year

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

Targets incoming freshman already intent on a science major

Course content to be steered by student interest not faculty decreestudents to select topic and then figure out what they need to know

Cross-departmental experience:team-taught to look at a core questions from different perspectivesexplore how disciplines build on each other

Premise: Inquiry and exploration are more important than factual recall

IFLE Program in a Nutshell

Pre-freshman research experience8-week introduction to research in IU laboratories

IFLE CurriculumThree 10-week modules over 2 semestersreplaces intro biology sequence

Post-freshman year research experience

Program folds into IU-STARS program, Capstone, and independentresearch

Goals for Student Development

Provide a foundation for future science learning change student approach to learning

science is more about what scientists do, than the facts they know introduce central themes currently being studied by scientists encourage future laboratory research

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

The IFLE Modules

1. The Subcellular MilieuWhat 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 EnvironmentHow 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 BehaviorWhat distinguishes neurons from other cells?How do neurons communicate?How are they organized?How do neurons control behavior?

IFLE Mechanics - the 1st Year

5 students began program1 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 classalso 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 fundsall research grade equipment

The IFLE Classroom - Student Collecting Data while TA Observes

Student/Faculty Feedback - Year 1

Extremely high satisfaction rating (students and faculty) very small sample size

Too little class timeAdjust class sessions to include short and long periodsmake better use of hours

Major change in perception regarding what students are capable ofeven freshmen

Too little structure for entering studentsmust phase in increasing independence over yearextra writing assignments and reading quizzes to be added

Students who completed curriculum all doing lab work this summermentors indicate huge gains in lab skills and confidence

Challenges for Year 2

ExpansionWorking with 17 students this fall rather than 5

AdjustmentAlter curriculum to meet observed deficienciesNew faculty member taking over one module due to sabbatical leave

AssessmentFollow first cohort as they enter main-stream coursesUnderstand how faculty changed by teaching in this way

Begin consideration of perpetuationHow to incorporate learning style after grant period ends if assessmentwarrants

Student Learning and Faculty Adjustment

Issues pertaining to student maturity:Students had no concept of how to self-direct learningDid 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 classHad to install quizzes to ensure out-of-class preparation

Program Assessment

Student Learning Gains and Attitudes:

Curriculum being shadowed by graduate student from School of EducationSurveys/interviews compared to non-IFLE cohorts focusing on:

what is scienceapproach to sciencehow 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 teachingUse 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?

Barriers to Interdisciplinary Teaching

Department culturefocus on research above all elseteaching innovation is not conducive to cutting-edge research

Interdepartmental politicsBiology 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 perspectiveBest teachers needed in large, highly visible teaching assignmentsRecruit students (grad or undergrad) into department

Credit and CompensationWhich Dept. gets teaching credits and kudos?If teaching is done with another department, who covers home dept. load?

Acknowledgements

HHMIResearch Corp.

IU COAS

Carl BauerLynda DelphViola EllisonBill HarwoodRoger Innes

George Rebec

Trudy McConnellTeddie Phillipson

Faculty Involved

Logistics and Analysis

THE IFLE STUDENTS

Support