CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA



CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA

ACADEMIC SENATE

GENERAL EDUCATION COMMITTEE

REPORT TO

THE ACADEMIC SENATE

GE-013-034

SCI 310, INTEGRATED SCIENCE III

GENERAL EDUCATION AREA B SYNTHESIS COURSE

General Education Committee Date: 5/26/04

Executive Committee

Received and Forwarded Date: 6/23/04

Academic Senate Date: 9/22/04

First Reading

10/20/04

Second Reading

Background

The College of Science is proposing SCI 310 Integrated Science III as a General Education synthesis course for Area B, Mathematics and Natural Science.

Resources

Lenard Troncale

Discussion

SCI 250, 251, 310 Integrated Science I, II, III, respectively, are new courses constituting a 16 unit Integrated Science General Education (ISGE) program. ISGE is complementary to the long-standing 32 unit IGE program (which does not affect Area B). The three ISGE courses constitute, respectively, 5 units, 5 units, and 6 units, and an interdisciplinary lab component is built into each course, so that collectively they would satisfy all of GE Area B. The ISGE program would not be open to majors in the Colleges of Science or Engineering, or in other disciplines where specific higher level courses in mathematics or the sciences would be required for the degree.

The ISGE program is a year-long course of study for non-science, non-technical majors which explores the natural sciences in a cross-disciplinary framework. The seven “sciences” which are addressed are Astronomy, Physics, Chemistry, Geology, Biology, Computer Science, and Mathematics. They are presented via a multimedia approach using integrative common themes across the disciplines rather than as traditional separate subjects. Prerequisites are completion of GE Area A. The extensive writing component requires students to electronically compose questions, responses, and comments each week on the integrative themes and case studies considered. The outcomes assessment is a very thorough evaluation of program efficacy, and includes both short-term and long-term memory, progress on a year-long project, participation in class discussions, skill-training problem assignments, interdisciplinary lab reports, and survey participation.

Recommendation

The GE Committee has found this course (SCI 310) to be in compliance with the guidelines for GE Area B4. There were no comments on the Undergraduate Studies website. The course was approved by the GE Committee on May 26, 2004 and is now forwarded to the Academic Senate with our strong recommendation.

For GE credit the entire sequence, SCI 250, 251, and 310, must be completed. Partial completion of the sequence can only be used for unrestricted elective credit.

California State Polytechnic University

College of Science

Proposal: Implement the Integrated Science General Education (ISGE) Program to complement the Cal Poly IGE Program using the curriculum for three Integrated Science courses designed for the National Science Foundation. Approve Integrated Science I, II, and III courses as Science Synthesis (Area B4).

I. Catalog Description:

SCI 310 (CSA 310) Integrated Science III: (6 units)

Key facts, theories, tools, & techniques of seven sciences integrated by showing how their phenomena are examples of the same fundamental systems processes, symmetry & duality, chaos & origins, development & evolution. Includes similarities and differences of the scientific method across science, and similarities between the natural and social sciences.

No lectures. Multimedia self-study, two 2-hour, face-to-face skill-training and discussion sessions weekly. One interdisciplinary lab session every 3 weeks.

Preliminaries

This course is the third in a series of three analogous and interrelated courses that use the same strategies to present a unified year of integrative study. Because of its innovative & unusual nature as a “hybrid” of computerized, multimedia courseware and experiential learning, we preface this proposal with brief explanations of the three-course program including ISGE objectives, history & funding, institutional impacts, and preliminary evidence for efficacy.

What is ISGE? The Integrated Science GE Program offers a yearlong course of study that is intended to fulfill the entire science general education requirement for non-science majors (16 quarter units) at most universities. ISGE substantially reorganizes the natural science topical matter from a disciplinary-based to a rigorously cross-disciplinary based framework. It requires that non-science students achieve a deep understanding of the most important theories and mechanisms of seven sciences (Astronomy, Physics, Chemistry, Geology, Biology, Computer Science, and Mathematics) presented not by discipline, but rather by common features across the disciplines, as advocated by a recent AAAS report. The main synthesis strategy involves using nine widely recognized systems processes as Integrative Themes. Each theme is presented first, and numerous case studies of phenomena from the several sciences are then shown to share common identifying features with each theme with each other. This focus on systems processes is timely as many of the natural sciences are becoming more responsive to systems aspects of their respective phenomena. Each theme is also used as a common learning framework enabling non-science students to learn the many new specifics of each phenomena and discipline as a special case of the theme. Electronic “links” between phenomena in a science, “connections” between sciences, “bridges” between the natural sciences and social science/humanities, and “domain integrators” are also used for synthesis consistently across the year of modules. The course sequence also includes 15 modules comparing the scientific method across the sciences.

Multiple Objectives: The design of ISGE was informed by an initial systems analysis of problems facing conventional General Education and Interdisciplinary Courses. ISGE features and methods were designed to synergistically overcome these 40 specific obstacles to achieving best practice in interdisciplinary GE. Program objectives included: (1) developing significant integration of the natural sciences using seven synthesis strategies that illustrate the fundamental similarities between natural systems, (2) developing innovative multimedia techniques to make learning science more effective & enjoyable, and to help students learn more, better, faster. (3) developing advanced unconventional methods for assessment, (4) developing innovative methods for widespread dissemination of best practices. The 52 ISGE demonstrations given to-date to audiences on three continents ranging from educators to administrators, from academia to industry to government agencies have received outstanding praise and interest.

History & Funding: The Academic Senate & President passed ISGE Concepts & Methods, and the initial outlines for the three courses in 1994. Subsequent production was enabled by 15 Grants and Contracts from the National Science Foundation (two peer-reviewed grants), the Chancellor’s Office, the CPP administration, two other CSU campuses, and private Foundations. These grants have provided ca. $600,000 for design and production, and $400,000 for purchase or use of computer hardware and software, lab furniture and materials. There are good prospects for continued external support for production of additional ISGE modules. Institute personnel are now preparing a $1M proposal to NSF for National Dissemination and another $1M of matching to a private foundation. W.H. Freeman has expressed interest in publishing an ISGE text. Nine test or “pilot” ISGE courses have been offered at CPP CSU, Monterey Bay, and CSU, Sonoma to ca. 250 students. The current University catalogue (page 93) and the Schedule of Classes (page 44) describe ISGE as a special CPP “integrative program” pending final approval by the Senate and President.

Institutional Impacts: The Institute presenting the ISGE courses does not earn FTES. All FTES generated by the ISGE Program are allocated to the participating science departments. Dissemination prospects are strong with academic officers and faculty at 27 universities stating in writing their desire to examine, adopt, and/or adapt ISGE. Ease of Internet dissemination promises large-scale impact for improved science education (15 of the interested campuses were in our CSU system with a non-science student body of ca. 360,000 students). Widespread dissemination of ISGE would provide significant revenue flow to Cal Poly.

Evidence of Efficacy: (1) 75% of 165 non-science students in seven different test pilot course offerings on 2 CSU campuses earned outstanding grades of “A” or “B” on 600 to 900 points of computerized quizzes, multiple choice exams, essays, homework, and lab reports. (2) ISGE successfully reached key target audiences in the non-science population (80% pre-service teachers, 76% female, 54% minority, 33% < 20 in age, and 28% ESL). (3) Student satisfaction was measured by a 102-question instrument that asked students to compare ISGE T&L methods to that of the conventional college course on a Likert scale of 1 to 7. The test population of 165 students rated ISGE at a grand median of 6 and a grand mode of 7 or “much better than” to “very much better than” conventional course methods. 98% of the test pilot students rated the ISGE learning experience better than conventional courses. Over 60% of courseware features were ranked at the highest possible mode score of “7” (“very much better than”) conventional courses.

II. Required Background or Experience:

Completion of GE Area A, Subareas 1, 2, and 3. The ISGE series already covers all of Area B.

It is helpful, but not necessary, for students to have minimal skills in using a computer.

This course develops its own introductory presentation of fundamental concepts of the physical, life, and information sciences, their mutual integration, and similarities with the human sciences and arts. It simultaneously accomplishes basic preparation in the natural sciences (astronomy, physics, chemistry, geology, biology, mathematics appreciation, and computer science) using synthesis and integration and a detailed introduction to the new fields of the systems sciences. It accomplishes these tasks assuming an audience of non-science majors with normal high school preparation for college.

III. A. General Education and Synthesis Course Justification:

Evidence for Significant Integration of Subject Material in this ISGE course during the full year of study includes the following. (1) It will cover significant topical material from astronomy, physics, chemistry, geology, biology, math, and computer science (in more than 250 identified case studies). (2) Key phenomena of these seven conventional science disciplines are completely re-organized and integrated as different specific examples of the same nine systems processes common to all natural and social systems. (3) Material covered is synthesized by numerous computerized “links” between different topics in the same science. (4) Material covered is synthesized by presentation of numerous computerized “connections” between the sciences (e.g. similar general patterns between biology and computer science phenomena, or between astronomy and biology, etc.). (5) Material covered is synthesized by presentation of numerous computerized “bridges” (similarities) between a phenomenon in a science and a phenomenon in human systems (e.g. between biochemistry and economics, or biology and business). (6) The similarities and differences of use of the scientific method in the seven sciences are covered in 15 additional modules thereby using the methods of science as an integrator. (7) Includes significant coverage of cross-disciplinary specialties (astrobiology/bioastronomy, earth systems science, systems biology, biochemistry, bioinformatics, etc.) that integrate neighboring sciences. (8) Includes coverage of the “Great Boundary Crossers” (that is scientists that made new discoveries and theories that synthesized previously separate domains). (9) A demonstration of ISGE before the Academic Senate’s Interdisciplinary Course Program Committee two years ago resulted in unanimous agreement that ISGE fulfilled the requirements of the program in an exemplary manner. (10) Fulfills virtually every criterion for synthesis listed in the 2002 guidelines for GE Sci-Tech Synthesis courses (see paragraph 4, this section).

Evidence for the Interdisciplinary Qualifications of the instructor for the ISGE Course Trilogy includes the following. (1) Has already taught nine test pilot course sections of ISGE, each one quarter in duration, on three CSU campuses to a total population of >250 students. (2) Wrote two National Science Foundation proposals (to Division of Undergraduate Education, Course and Curriculum Development Program) awarded only after approval by two Review Panels of interdisciplinary scientists. (3) Was awarded four grants from the CSU Chancellors Office for design and testing of interdisciplinary courses. (4) Has extensive experience in the systems processes used as Integrative Themes through publications and presentations at numerous national and international conferences (see resume). (5) Served as Vice President and Managing Director of the International Society for General Systems Research and President of the International Society for the Systems Sciences (ISSS) organizations dedicated to research on systems processes. (6) Has 33 years of experience in designing and teaching interdisciplinary courses having initiated and tested 15 such courses listed in CPP catalogue. (7) Served as Director for the Institute for Multidisciplinary Programs (CPP, 1970-77) and Institute for Advanced Systems Studies (1977 – present) that organized Fellows from as many as 25 CPP discipline-based departments for interdisciplinary education and research. (8) Has taught many of the cross-disciplinary contents contained in ISGE in >30 different courses offered at Cal Poly (and University of Vienna, UCSD, etc.) over his 33 years of teaching experience. (9) Specializes in subject matter that includes cross-disciplinary topical material (such as Evolution; Origins across the Sciences; several research projects on General Systems Theory; and his main specialty of Cell and Molecular Biology which itself combines many aspects of the computer sciences (Bioinformatics), Biochemistry, and Physics.

Quantitative Reasoning: At present, fulfillment of B1 primarily consists of students taking GE courses in one particular area of math, such as algebra, or calculus (see current Schedule of Classes). ISGE provides an alternative by emphasizing the use of math in the context of all of the natural sciences and its widespread applications. It emphasizes “appreciation” of mathematics as itself a major similarity and integrator of all the natural sciences. ISGE does this in several ways. (1) There are numerous case studies in the Learning Modules on Math’s intersection with the Integrative Themes (e.g. Chaos across the Sciences or Fractals in Nature). Several of these practice the student in doing math (e.g. the Set Case Study includes operations on sets and requires student practice of such operations). (2) Because of their nature, some of the Case Studies included for Physics and Chemistry require use of mathematical operations or quantitative reasoning. (e.g. understanding theories of motion, or balancing chemical equations and reactions). (3) About one-third of the Skill-Training Sessions will be devoted to introducing the student to basic concepts and operations in Probability and Statistics, and especially the cross-disciplinary uses and misuses of statistics in science and society. (4) The entire section on Hierarchies across the Sciences involves understanding of, and operations on Scientific Notation. (5) The Interdisciplinary Labs require applying math operations and statistics to the data collected. While the depth of coverage in ISGE cannot match any one of the conventional GE courses, it does accomplish significantly greater breadth. Like coverage of the other sciences, ISGE also emphasizes giving students a strong sense of the role math plays in their day-to-day lives (through many practical applications and appreciations).

Fulfillment of Senate’s GE Guidelines for Sci-Tech Synthesis Courses: Study of the course outlines for Integrated Science I, II, and III indicates that individual course and/or course series content fulfills 12 for 12 of the “General Guidelines” and fulfills each criterium in multiple learning modules. Each course includes impact of sci-tech on society and values, includes natural systems issues, has a dozen modules exclusively covering the history and philosophy of science and the scientific method, includes many case studies on health and diseases, medical technology, and its ethical implications. The Integrative Themes that are the hallmark of course organization are a general systems theory (and have been presented as such at numerous international conferences). The course also includes exploration of Earth systems and the relationships between the Earth’s biological and physical systems. There are modules on evolution that explore the impact of evolution on science and society. There are several case studies that include portions on the impact of computers on society and individuals. The unique “bridges” between the sciences and society cover the impact of natural systems studies on economics and culture. The Integrated Science courses also fulfill 8 of 8 of the “Educational Objectives” cited in the Senate GE Guidelines for such courses. It includes the Lower Division coverage of the main science phenomena. Its Knowledge Mapping assignments practice students in analytical thinking. Its electronic games and skill training sessions practice students in tools of integrative thinking. Its Interdisciplinary labs require the collection and analysis of numerical data. Its I-Labs and Skill-Training Sessions (as well as Discussion Sessions) include cooperative, collaborative, and team learning methods. However, ISGE does not claim to be Interdisciplinary Synthesis across Areas B, C, and D although it has many links with both.

III. B. Expected Outcomes:

There are several levels of Learning Objectives (LO’s) for ISGE. At the highest (design) level there are learning objectives for each of the four ISGE T&L methods (multimedia modules; skill-training sessions; discussion sessions; interdisciplinary labs). These are common to all presentations across the year of courseware. At the most immediate level, each computerized learning module begins with student interactive study of from 10 to 15 learning objectives for that module. These are usually very specific for the case studies contained in that module (i.e. for the science phenomena or examples of the integrative theme in that science for that module). Case Study or scientific domain learning objectives specify what students must learn about the example phenomena for each science discipline (astronomy, physics, chemistry, geology, biology, computer science, mathematics). These are closest to the LO’s encountered in the sciences in conventional courses. On the intermediate level, Integration Learning Objectives describe which specific Identifying Features of the Integrative Theme (systems mechanism) must be learned so students can look for them and use them for comparisons across the set of modules taken over the next three-week period. These appear in an introductory module at the beginning of the three-week sequence. Additional LO’s are included in the Student Study Guides and Skill-Training Guides. The result is a very large number of specific LO’s for every portion of the course; too many to include in this proposal. So we have included samples in Appendices to represents the Global and Case Study LO’s.

Please examine the following:

Appendix A: Global Learning Objectives for Each Type of ISGE Course Method (2 pages, pink)

Appendix B: Sample Learning Objectives for Modules and Science Case Studies (4 pages, yellow)

Appendix C: Typical Quarter Assignments & Expectations for Sci/CSA 250 (1 page, red)

IV. Instructional Resources: Text, Readings, Software, and Internet Resources:

There currently is no text for this course. Its integration of subject matter is unique and cannot be found in any current publication. Trefil and Hazen, for example, do not use the systems mechanisms as Integrative Themes. In fact, W.H. Freeman has asked us to develop a text to compete with Trefil and Hazen. Five publication houses have traveled to Cal Poly to see demonstrations of the courseware and expressed interest in publishing a text and CD-ROM based on its integration. The most attractive offer to date was suggested by the President (now Chairman) of W.H. Freeman, publisher of Scientific American.

Student Study Guides of 20 to 30 pages each support most of the early ISGE Computerized Modules. These will be available for student purchase at the CPP Copy Center at nominal cost.

The courseware is currently available on a CD-ROM at no charge to CPP students. It will also be available for download or use on the Internet via a server in CLA C5-8. When sufficient material is produced and all copyright agreements are finalized, Internet access to ISGE will be by subscription or purchase of a DVD in place of a text, or with a text.

Most ISGE Modules include a learning feature for further exploration that guides students to pertinent Internet sites produced by scientists from the seven disciplines covered. The Integrated Science Internet Selections (I.S.I.S. Gateway) alerts students to these special specific sites as they move through the ISGE curriculum. Each site is an extension of material the student has just covered and is linked to ISGE to allow them further exploration of related material. The Institute for Advanced Systems Studies also maintains a Popular Science Library in CLA C5-8 containing many popular science books from each of the seven sciences. Both of these provide students examples of the opportunity for lifelong reading and learning.

V. Minimum Student Materials:

It is helpful, but not necessary, for students to possess a CD-ROM or DVD-ROM-capable home or laptop computer. In the absence of this, students may use any “open” university computer lab, or the dedicated ISGE lab CLA C5-8. ISGE will also be available over the Internet for dissemination to other CSU campuses.

VI. Minimum College Facilities:

Use of the open-seat, College of Science Multimedia Learning Center, CLA C5-8. This facility currently has 15 Pentium Workstations and 15 Sunblade 100 Workstations. It has been upgraded twice during ISGE production. It was used for several of the test pilot ISGE courses in past years and was capable of supporting student on-campus usage for all ISGE Components, including studying the Multimedia Modules, doing the Interdisciplinary Labs, and participating in the Skill-Training and Group Discussion Sessions.

VII. Course Outline: (due to the unusual length of the yearlong ISGE course outlines and their presentation as computerized multimedia, samples of coverage of the knowledge base, at different levels of detail, are included as Appendices to this proposal)

Please examine the following:

Appendix D: Outline of Case Studies Covered in SCI/CSA 250 organized by three Integrative Themes & seven Disciplines (5 pages, blue)

Appendix E: A Sample Case Study for First Integrative Theme for SCI/CSA 250 (5 pages, gold)

VIII. Instructional Methods:

ISGE course methods are as integrative and interdisciplinary as the pre-integrated content by balancing the student-centered, active-learning, flexible-time, personal tutoring of the multimedia modules with three scheduled, face-to-face collaborative learning sessions. Each week of the 30-week series students would further explore the same topics learned in the technological (multimedia) portions for that week with a two-hour small-group discussion session, a two-hour skill-training session, and ca. three-hours of interdisciplinary lab protocols (the latter performed once every three weeks). This “hybrid” learning methodology enhances the strengths and cancels the weaknesses of computer managed instructional methods and problem-centered group learning methods. Students have decisively favored “not having multimedia alone” in their scores on the relevant post-course evaluation questions.

Evidence for the efficacy of these innovative “hybrid” interdisciplinary T&L methods for the ISGE Course Trilogy includes the following. (1) ISGE computerized learning modules contain 22 built-in multimedia-based learning aids or features to help students learn more, faster, better. These Learning Aids are designed to overcome the obstacles to successful general education and interdisciplinary learning by non-science students. Please see Appendix F (2 pages, green) for a listing of 33 Learning Aids and unique Trademarkable Features enabled by the computerized courseware. Some of these are not yet completely programmed or found in every module (2) ISGE pilot course students consistently achieved high grades as cited above. (3) The weekly skill-training sessions teach students specific skills for integration and synthesis; few other courses of study include such skills as explicitly as ISGE. IGE is an exception.

Writing Requirements: Students must compose and submit electronically two questions every week that either seek clarification of material covered in the multimedia for that week or seek extension of the information. All class questions (for that Integrative Theme and Case Study, from all sections, from all campuses) are collected and made available to the students electronically on the ISGE Server and Bulletin Board. Electronic Bulletin Boards are maintained for students to read and submit written comments to each other on each week’s topic, application of the topic to their lives, and reaction to other’s questions.

Students must complete a yearlong written project. At timed intervals (procedure “step” deadlines), each student is required to write and submit for critique the project proposal outline, project proposal methods, project proposal resources, drafts of the project content, description of the STELLA systems model components, and the science phenomena at the foundation of the simulation.

The midterm and final for Sci/CSA 250 include both essays and multiple-choice. Several of the course evaluation instrument questions also require written input.

IX. Outcomes Assessment:

Student learning is measured by success in completing 900 challenge points distributed as follows.

Short-Term Memory

E-Learning Games for each case study (E-quizzes, randomized)…………..250

Completion of LO Interactions and “Surprise” focus questions………………..50

Long-Term Memory

Midterm (objective and essay)…………..…….…………………………………120

Final (objective and essay)…………………….…………………………………150

Progress on Year-Long Project (writing deadlines)……………………………………………75

Participation in Discussion Sessions………………………………………………………...….65

Skill-Training Problem Assignments & Knowledge Maps……………………………..…….100

Interdisciplinary Lab Reports………………………………………………………………….....65

Assessment Instrument & Survey Participation…………………………………………….….25

Total Quarter Points………………………………………………………………………...…900

ISGE Program assessment uses formative, summative, seamless, and adaptive assessment techniques to evaluate program efficacy. The two-hour ISGE demo provides detail on the 25 obstacles to effective general education and 25 obstacles to effective interdisciplinary T&L. This is the “formative” evaluation for ISGE design and testing. We have designed three instruments for “summative” evaluation. We begin the course with a 61-question Pre-Test of Attitudes to Science and Learning Science. This instrument also asks specific written response questions about student understanding of the scientific method. We end the course with the same instrument as a 31-question Post-Test of Student Attitudes toward science to see if substantive changes have occurred for each student and the ISGE population as a whole. We have also designed an electronic 111-question instrument that asks students to judge each and every category of ISGE methodology, as well as each ISGE Learning Feature for its effectiveness for them relative to the methods they have encountered in the conventional college course. Results of use of these instruments for the test pilot population of CSU students on two campuses are cited above and more detail is available on the NSF website, or by request. Responses of students in the discussion sessions are also part of the summative method. Altogether >33,000 responses have been encoded for our summative evaluation to-date.

In addition to the above, we are proud to announce that the ISGE project, through its NSF funding, and using three Cal Poly Pomona SOAP grants, has developed two new Assessment Techniques not used anywhere else. These have been presented at national conferences. ISGE uses Authorware Professional software from Macromedia for delivery of its multimedia modules. A7P automatically maintains student data on a wide range of variables about student decisions and performance as they are taking the module. This is an integral part of the programming software’s LMS (Learning Management System). We continue to develop software to retrieve this data and combine it for class performance measures, not just for the section, but for all sections at a college, and for all colleges using the ISGE courseware. This allows us to gather “seamless” data (on the fly; as it happens; without interrupting the student) and also to enable slight changes to any particular section of courseware that appears to need change to test whether or not the change improves or inhibits learning across the whole population, or for particular segments. Operating the course is evolving the course, “seamlessly.” This enables “evolutionary /or/ adaptive” assessment and represents two new tools for the national assessment toolbox begun at Cal Poly and available nowhere else to our knowledge.

X. Current Status:

Dr. Troncale is on sabbatical until Spring to finally complete “sufficient” modules for the first yearlong offering of ISGE (25 MMM’s). The “ideal” plan for ISGE would provide a “library” of modules for instructors on different campuses to select from to complete the study program. This would involve a module of case studies for each of the seven sciences for each of the Integrative Themes (7 modules x 9 Integrative Themes = 64 total modules). If one includes the 15 modules for the Scientific Method as an Integrative Theme and the Introductory Modules, the long-term plan would entail ca. 90 modules to choose from. This “ideal” design is the one presented in the Knowledge Map outline for the entire course (if all thee course outlines are fused). Production of one hour of interactive activity in multimedia costs ca. $50,000 to $100,000 according to industry standards (for a total cost of $9 million dollars for the ideal). Clearly, this is a very ambitious “ideal” product whose maximum production is not needed for initial offerings, but is desirable for completeness and flexibility in the future. For example, it is not yet clear from the pilot courses whether or not non-science students can handle more than one multimedia, self-study module per week given the skill-training sessions, discussion sessions, and labs that they must complete each week. Our preliminary data from the pilot audience indicates that our interactive, ISGE multimedia modules take from one to three hours for a typical student to complete, not counting completing the several “learning games” (quizzes) at the end of each module. For the first year of offering, 10 modules will be required per quarter, or more than one per week (given the normal 9 study weeks to allow time for Introduction, holidays and exams). Completion of study of two Integrative Themes per quarter (e.g. Hierarchy Integrative Theme and Scientific Method Theme for the first quarter), instead of the “ideal” four will be required. We will increase these each year while monitoring student reactions and performance.

Twenty modules are already completed or enough for two quarters. By the end of the sabbatical in April, 25 modules will be complete, enough to offer the first yearlong pilot given Senate and Presidential approval. By the earliest start date, Fall ’04, 35 modules will be available (or 12 per quarter; 1.5 per week). Thereafter, production of the “ideal” Library of 70 to 90 ISGE modules will proceed simultaneously with offering the yearlong ISGE courseware. Significant portions of CPP revenue flow will be reinvested in module production. Proposals to several Federal and Private Foundation sources will be submitted. For example, the NSF Division that has already funded ISGE twice in the past has two additional follow-on programs for funding successful projects (Adaptation and Implementation at other colleges, and National Dissemination).

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