 The Integrated Life Science (ILS) Learning Community at The University of Maryland Dr. Boots Quimby Associate Director

BIO 2010 Scientific Foundations for Future Physicians Vision and Change 1) Discrete subjects  integrated sciences 2) Memorizing “required” knowledge  mastering competencies 3) Passive lectures  active engagement, group learning, inquiry-based learning, etc. 4) Overall goal - “how to think like scientists” Birth of ILS

ILS Mission  To inspire, educate and launch the careers of talented honors students in all aspects of the life sciences

Four Aspects to the program  Academic  Research  Community  Service

Academics  Fours academic courses taken over two years  Organismal Biology  Genes and Genomics  Mathematical Modeling or Cell Biology  Research and Applications in Life Science Todd Cooke Raymond St. Leger Jonathan Simon Boots Quimby

Research  Required to complete 240 hours of life science mentored research  60% of students complete the research requirement the summer after their freshman year

Community  Live together on a single dormitory floor  First year is required  Second year is optional  Staff offices are in the dormitory  ILS Provides a variety of academic and social activities

Service  Service Learning Course  Students complete 12 hours of service with set service partners  Focuses on 3 areas related to the life sciences  Social determinants of health  STEM education  Sustainability

ILS Students  Majors  70% Biological Sciences  15% Bioengineering  10% Biochemistry  5% other  Career goals  80% medical school  20% graduate school

Retention Rates  First Year: 87%  Second Year: 94%

Assessment  Course pre- and post-surveys  Student perceptions surveys  Focus groups

Results  Students have an enhanced awareness of the multidisciplinary nature of science  We are meeting our targeted Vision and Change Core Concepts for Biological literacy and Disciplinary Practice  Students feel a strong sense of belonging, social support, and positive peer interactions both academically and socially  Sense of belonging and social support is correlated with GPA

Conclusions  The ILS program is an effective model for implementing the new reforms in undergraduate biology education.  Integration of a social-cultural component through a living-learning aspect of the program is a critical element for successful implementation.

ils.umd.edu

Challenges  Competition  Faculty interactions  Diversity