IUPUI Undergraduate STEM Laboratory Transformation

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Title of Abstract: IUPUI Undergraduate STEM Laboratory Transformation

Name of Author: KATHLEEN MARRS
Author Company or Institution: IUPUI
Author Title: ASSOCIATE DEAN FOR ACADEMIC AFFAIRS
PULSE Fellow: No
Applicable Courses: General Biology
Course Levels: Introductory Course(s)
Approaches: Mixed Approach
Keywords: Course Transformation Authentic Research Interdisciplinary

Name, Title, and Institution of Author(s): Simon Atkinson, IUPUI

Goals and intended outcomes of the project or effort, in the context of the Vision and Change report and recommendations: GOALS: A better blend of ‘scientific teaching’ and ‘classroom research’ will make teaching more evidence based and classrooms more student-centered. Active, interdisciplinary, authentic research will begin with the first-year biology courses and be available to all students. Emerging interdisciplinary fields such as genomics, proteomics, metagenomics, synthetic biology, biochemistry, bioinformatics, computational biology, and systems biology that are leading to today’s breakthrough discoveries will be more integrated in the undergraduate curriculum. INTENDED OUTCOMES: * Increased numbers of students - especially underrepresented minority students - earn BA/ BS degree in STEM in 4 years (6 years) * New, original research co-authored by undergrads * New research advances in STEM Education * Increased collaboration between schools * Increased faculty development and reward for blending teaching / research

Describe the methods and strategies that you are using: METHODS & STRATEGIES * Transformation of General Biology, Cell Biology, Genetics, Microbiology labs - restructured to include authentic research, math/computational approaches * Organic Chemistry labs - Interdisciplinary Distributed Drug DIscovery D3 Project continues into Biology (currently funded by NSF-TUES) * Faculty professional development in Biology, Chemistry and other departments for progressive course transformation and lab improvement

Describe the evaluation methods that you used (or intended to use) to determine whether the project or effort achieved the desired goals and outcomes: EVALUATION METHODS TO BE USED: Tracking number and demographics of students who: * Continue STEM major * Pursue undergraduate research experience * Add minors * Complete internships * Graduate in STEM * Graduate in other majors (‘leavers’) * Gain acceptance to professional schools * SALG/SURE * IUPUI RISE completion Number of faculty/ course transformation efforts, collaborations, publications, further research funding.

Impacts of project or effort on students, fellow faculty, department or institution. If no time to have an impact, anticipated impacts: ANTICIPATED IMPACTS: * Increased numbers of students - especially underrepresented minority students - earn BA/ BS degree in STEM in 4 years (6 years) * New, original research co-authored by undergrads * New research advances in STEM Education * Increased collaboration between schools * Increased faculty development and reward for blending teaching / research Long term expectations: * Institutional Impacts * School & Departmental Impacts * State & National Impacts * Societal & Individual Impacts

Describe any unexpected challenges you encountered and your methods for dealing with them: ANTICIPATED CHALLENGES: * Faculty time & effort needed to sustain change * Graduate TA preparation & training * Reaching all students

Describe your completed dissemination activities and your plans for continuing dissemination: DISSEMINATION: * Peer-reviewed publication * Conference & workshop presentations * Center for Teaching & Learning Professional Development

Acknowledgements: NSF-DUE #1140602 Advancing Undergraduate Chemical Education Through Contextualized Organic Laboratories (M. O’Donnell, PI, K. Marrs, Co-PI)