Case for the Sciences, Case Statement

Campaign for the Sciences

“Tell me and I forget.

Teach me and I remember.

Involve me and I learn.”

– Benjamin Franklin

2

A New Dawn for Science at Franklin College As it was for Ben Franklin, science is once again at the heart of social and economic change. With its long history of transforming students into professional and community leaders, Franklin College is at the forefront of educating the next generation of scientists. Here’s how we are doing it: • R einventing our science curriculum to better prepare all students to reach their goals and dreams.

•B uilding on our core educational values, providing a liberal arts background in the context of a strong science education.

• R enovating and expanding Barnes Hall, the nerve center of Franklin’s science education program, to focus on research-based science learning.

These educational changes are under way, but Franklin College can fully implement these changes only through the development of a modern, state-of-the-art center for science education.

Your support is vitally important to help Franklin College meet the science education demands of the 21st century. With your help, we can continue to prepare Franklin College graduates for the future.

Building more for students...

4x more undergraduate research capacity 5x more student interaction space 27% increase in lab area per student 28% increase in teaching lab size 131% increase in lab space

3

Putting the Liberal Arts to Work Indiana is a national leader in the booming life sciences industry, serving as home base for global headquarters and major operations centers for AIT Laboratories, Beckman Coulter, Boston Scientific, Biomet, Cook Medical, Covance, DePuy Orthopaedics, Dow AgroSciences, Eli Lilly and Company, Mead Johnson, MedCo, OrthoWorx, Roche Diagnostics, WellPoint and Zimmer.

Indiana’s position of strength in the industry creates unprecedented opportunities for partnerships, internships and future careers for Franklin College graduates.

Through the Campaign for the Sciences, Franklin will build capacity to seize these opportunities that will serve as a catalyst for Indiana’s economy.

Franklin graduates traditionally remain in Indiana to work and raise families, creating a potential pipeline of employees with the Midwestern values and strong work ethic sought by prospective employers. By combining technical skills with the breadth of the liberal arts, Franklin graduates will support the state’s economic development while also strengthening their alma mater’s competitive position in Indiana’s highereducation landscape.

Timing is of the essence. Franklin’s reinvented science curriculum is redefining the way students learn science. The design and scope of the center for science education will enable Franklin to prepare graduates who can compete successfully in the new science marketplace.

“What is it going to take for Indiana to maintain leadership in the life sciences and to compete effectively on the world stage? We must not squander the advantage we’ve created.”

— John C. Lechleiter, Ph.D., Chairman, President and CEO, Eli Lilly and Company

The Franklin College Campaign for the Sciences, supporting renovation and expansion of Barnes Hall, will enhance students’ potential for success by ensuring the new curriculum is fully realized.

“Franklin College graduates know their fundamentals.

The college does a great job teaching theory-related concepts. I’d like to see the college with the capacity to take on more students.”

–M ichael A. Evans, Ph.D., Founder, AIT Laboratories

4

Educating 21st Century Scientists • Curricular change is essential to successfully educate 21st century scientists, according

83

%

to “Vision and Change in Undergraduate Education: A Call to Action,” a report from the American Association for the Advancement of Science, the National Science Foundation, the National Institute of Health and the Howard Hughes Medical Institute.

of Franklin graduates applying for medical school since 1981 have been accepted, more than 1.5 times the national rate.

• The need for graduates with hands-on science skills was expressed in interviews with leaders from AIT Laboratories, Eli Lilly and Company, Cook Medical, Johnson Memorial Health, OrthoWorx, Franciscan/St. Francis Health and others.

• The design and construction of educational facilities directly influences the teaching of the sciences, according to Project Kaleidoscope, a national science learning spaces collaboratory.

Ten-year linear trend line for science graduates as percentages of total Franklin College graduates 25% 20% 15% 10% 5% Science graduates

12 -20 11 20

11 -20 10 20

10 -20 09 20

09 -20 08 20

08 -20 07 20

07 -20 06 20

06 -20 20

05

05 -20 04 20

04 -20 03 20

20

02

-20

03

0%

“Medical schools need more undergraduates with educational experiences that are more about problem solving and reasoning than about memorizing factual information.”

— D. Craig Brater, M.D., Dean, Indiana University School of Medicine (Retired)

35

A Curriculum for the Future The new science curriculum at Franklin College focuses on applied learning and opens pathways for students to become part of the changing professional landscape.

Enhancements to Barnes Hall will be critical to fully implementing the new curriculum.

Steve Browder, Ph.D. Professor of biology and head of natural sciences

“We looked at the building and realized it was dictating the way we taught. It is fine and good to have a model of instruction based on collaborative learning, but if the facilities don’t support that model, it doesn’t work.”

New science curriculum Technology | Collaboration Research | Problem solving Science writing

“When I first came to Franklin College 22 years ago, a professor would stand at the front of the room and speak for 50 minutes. If students were lucky, they could keep up.”

Franklin’s science curriculum, based on national recommendations and input from Indiana life sciences leaders, emphasizes student engagement and critical thinking. Small changes to Barnes Hall over the years have helped facilitate parts of the new curriculum, but greater change is needed.

Alice Heikens, Ph.D. Professor of biology

6

“When we began to revamp our science curriculum, we sought out life sciences leaders right here in Indiana and around the globe. The result is a curriculum focused on student engagement and critical thinking. But we didn’t stop there. We analyzed our facilities and conceptualized a new and improved Barnes Hall that offers more lab space and more flexible classrooms in an environment designed to inspire our students.”

Learning to Think Critically All Franklin College students will benefit from the educational opportunities and outcomes made possible by a new, innovative curriculum and center for science education.

Students will learn in a center designed and constructed to: • Support hands-on education • Emphasize integration of technology and interdisciplinary teamwork • Create more research opportunities • Heighten student-faculty interaction From the close relationships that develop through research and discovery, to the competence and values that collaboration and cooperation instill, Franklin’s science community will give students foundational skills that serve them well.

“Through the liberal arts, Franklin teaches students how to think critically and reason analytically. In addition to classes in their major, students take classes in several areas, such as history, public speaking and English. These liberal arts courses develop our communication skills and teach us how to collaborate.”

– Alli Stropes, Class of 2013

“I can’t wait to see the center for science education. We need more lab space and opportunities to take full advantage of our professors’ knowledge and expertise.”

– Khadijetou Abdourahmane (Atama), Class of 2016

“The main factor that drew me to Franklin was the very high acceptance rate for medical school. The professors really work with you, and they are passionate about helping you succeed. The professors make you believe that you can pursue and accomplish anything you want to achieve in life.”

– Jacob Collins, Class of 2016 7

Building on Success The experience Michael O’Dell, M.D., had as a biology and chemistry major while at Franklin College set him along the path to a successful career in academic medicine. A member of Franklin College’s Board of Trustees, O’Dell is a nationally recognized Michael O’Dell, M.D. clinician and researcher in Class of 1981 neurological rehabilitation. O’Dell is a professor of clinical rehabilitation medicine at Weill Cornell Medical College and teaches at the New YorkPresbyterian Hospital in New York City. He is also chief of clinical rehabilitation services and medical director of the Inpatient Rehabilitation Medicine Center at New YorkPresbyterian Hospital/Weill Cornell Medical Center.

“It is rare to develop a new science curriculum and only then design a building to house that curriculum. Yet this is perfectly consistent with the philosophy of Franklin College. The appropriate perspective is not that of the bricks or mortar or cement, but the perspective of the young people being educated. Franklin College prides itself on a student focus — not on research or getting the next grant, but on educating the next generation of scientists. The Campaign for the Sciences is built around that student of the 21st century and beyond. This is how we do things at Franklin.

“The fact that this new science curriculum and center are housed at Franklin College means we are poised to cultivate not just great scientists but great humanitarian scientists. Our commitment to and history of great liberal arts undergraduate education guarantees that these young people will ask and solve those great scientific questions of the 21st century within the context of ethics, public service and the greater good.”

8

After Theressa Wright, M.D., graduated from Franklin College, she embarked on a unique path through degrees in medical technology, science and medicine; a residency in internal medicine; a fellowship in cardiology; and positions in medicine, clinical Theressa Wright, M.D. research and pharmaceutical drug Class of 1972 development. Wright is a member of the Franklin College Board of Trustees and senior director, global patient safety — medical, early phase medicine and co-chair of the Cardiovascular Safety Advisory Committee at Eli Lilly and Company.

“As a school, we have a unique opportunity now. Having new, state-of-the-art equipment and technology in the center will allow students to not just learn what they may need to know to meet the needs of today, but more importantly, to develop the foundation for critical thinking that will impact their ability to meet the needs of the future. Additionally, to have the right equipment and a learning environment nurturing possibilities and explorations, Franklin College will be recognized as an even greater institution that engages students and teaches them to be innovative and creative. In short, through effective learning and practical application, in a supportive and nurturing environment, there is no telling what our students can do or

Few, if any, Franklin College students have shared the experience of Brian Reynolds, Ph.D. Returning to Franklin after once being dismissed for academic non-performance, Reynolds embarked on a path to redemption. Refocusing Brian Reynolds, Ph.D. on science with help from Class of 1986 professors like Steve Browder, Reynolds worked nights while excelling through 25- and 27-credit-hour semesters. Reynolds graduated from the college and went on to earn a Ph.D. in microbiology and immunology from Indiana University. Today, he works as a project leader in the Duke University School of Medicine. So highly respected for his expertise, he counsels heads of state and leaders from around the world.

“Franklin College grounded us all in a way that made us unafraid to bury ourselves in relationships and good works, to approach the difficult knowing that we were equipped to take on the task, to fail with dignity and strive with fervor. Combine that with the educational and curricular advancements that the Campaign for the Sciences will bring, and it will be world-class in several ways.”

become.”

Continuing a History of Science Innovators Franklin College’s impact on the life sciences industry spans decades and reflects the significant work of numerous notable alumni, including George Walden.

Walden graduated from Franklin College in 1917 with a degree in chemistry.

Just five years later, while George Walden working as a biochemist at Class of 1917 Eli Lilly and Company, Walden made a scientific discovery that revolutionized the mass production of insulin.

Walden’s findings on the effects of pH level enabled Lilly to revise its insulin formula and revamp production to create exponentially greater amounts of insulin at a higher quality. The breakthrough was vital in the Indianapolis-based company’s evolution as a global pharmaceuticals giant.

In November 2012, 95 years after Walden graduated from Franklin College, Lilly announced a $140 million expansion of the company’s insulin manufacturing operation, the latest in a long line of growth for the company over the 20th and early 21st centuries.

Walden was one of only 48 students in his graduating class, but his scientific contributions have had an enormous impact on millions of individuals around the world who benefited from mass-produced insulin.

9

Expanding on Our Core Educational Values Progressive academic institutions such as Franklin College are increasingly offering students the chance to “do science,� to dig deeply into a few areas, building a body of experiences and concepts that form a solid foundation for work in any field. The new science curriculum expands

Franklin College is committed to engaging every student in collaborative, hands-on research.

this approach.

Such engaged learning is the goal of curricular reform at Franklin College and is fundamental to the new science program, which is a model for other disciplines. With the

10

students, regardless of major, giving them fundamental skills for the workplace and graduate school.

reinvented science curriculum and the center for science

Active engagement is at the core. Classrooms and labs will

education, the college is committed to engaging every

be models of inquiry and facilitate problem solving. The net

student in collaborative, hands-on research and learning.

effect will be a science program and a learning facility that

The transformative process of teamwork will benefit all

are exemplary.

Creating Opportunity for the Next Generation of Innovators Franklin College’s science center will capitalize on the great research work already taking place. The center’s spacious labs will accommodate multiple team projects concurrently and enable the type of long-term research that gives students the chance to build upon their peers’ discoveries. The college is proud of what students, faculty and staff have been able to accomplish, and an expanded and enhanced center for science education will facilitate more undergraduate research opportunities.

Understanding an impact Several students and a biology professor researched the effects of estrogen and bisphenol A on the rate of cell growth and production of endothelin-1. The students used cell culture techniques, electrophoresis and enzyme-linked immunosorbent assays to investigate changes in the cellular function of oviduct cells and presented their findings at the Indiana Academy of Science.

Testing an effectiveness Dietary supplements including antioxidants represent a multimillion dollar industry. A group of students tested the effectiveness of the antioxidant cysteamine in protecting cells from damage caused by oxidative stress as a result of metabolism in the cell. Their work, conducted with two professors, showed the protective effect of cysteamine against oxidative damage in saccharomyces cerevisiae in the absence of endogenous repair machinery. Their findings were presented at the Federation of American Societies for Experimental Biology, the Butler Undergraduate Research Conference and the Indiana Academy of Science.

Creating an energy source Cooking oil from the campus dining hall was used to create biodiesel fuel for campus tractors. Several students, faculty and staff collaborated on converting the cooking oil and characterizing the fuel components; they used chromatographic methods that enabled comparison of fuel efficiency between biodiesel and regular diesel.

The byproduct of the biodiesel production, glycerol, was used in another project to make hand soap, supporting the project’s aim to recycle 100 percent of the dining hall’s used cooking oil. The work was presented at the American Chemical Society Regional Meeting, the Butler Undergraduate Research Conference and the Lugar Collegiate Energy Summit.

11

Campaign for the Sciences

R en d e r i n g s o f t h e c en t e r f o r s c i en c e e d u c at i o n

12

· More student research space – A dramatic increase in research space will support student/faculty research projects to drive learning by allowing students hands-on experience.

· Flexible classrooms and lab spaces – Facilities will accommodate both lab and lecture activities that can be repurposed as educational needs and paradigms change.

· Science on display – Provides increased visibility of student research projects, generating excitement and conversation among students and faculty.

· Collaborative learning spaces – More informal spaces where collaboration between students and faculty can take place, maximizing informal learning opportunities.

· Improved technology – Instructional spaces with technology to facilitate maximum utilization of web-based resources and distance learning.

· Silver Leadership in Energy and Environmental Design (LEED) Certification – Developed by the U.S. Green Building Council, this rating system is reflective of a building’s level of practical and measurable green design, construction, operation and maintenance solutions.

13

29,808 square feet today 66,765 square feet upon completion

Lab Support Museum

Herbarium

Greenhouse

Botany Lab

Microbiology Lab

Zoology Lab

Field Biology

Growth

Office

Cold

Lab Support

Genetics Lab

Study

Office

Study Research Lab

Office

Office

80-Person Collaboratorium Animal Room #2

Office

Office Office

40-Person Classroom

Office

Study

(40 or 20 person)

Break room

Study

Conference Room

Psychology Lab

Dividable Classroom

First Floor 14

Open to below

Office

Office

Study

40-Person Classroom

Office

General Biology Lab Study

Study

58-Person Classroom

Study Computer Lab

NMR

General Chemistry Lab

Organic Chemistry Lab

Chemistry/Physics Instrumentation

8%

Analytic/ Instrumentation Lab

5% 4%

Study

General Storage

Lab Support

Research Lab

Office

Chemical Stock Chemical Prep

Anatomy/ Physiology Lab

1%

Office

PChem/ Advanced Physics Lab

Research Lab

Lab Support Office

40-Person Classroom

Office

Optics Lab Support

Open to below

Study

y

Lab Support

Study

Physiology Lab

Office

Office

General Physics Lab Research Lab

Study

Office

Second Floor

60%

22%

Office

Office

Office Office

Library/ Lounge

Third Floor

Classrooms

Study Facilities

Labs

Special Use

Offices/Admin

General Use

15

Interior Renderings

Flexible classrooms incorporating technology

Silver LEED certification 16

Collaborative learning spaces

More student lab and research space

17

A Campaign Guided by Knowledge The evolution of Franklin College’s science curriculum and the institution’s vision for a center for science education are based on extensive interviews with Indiana business, science and higher education leaders and with national science associations. In order for Franklin graduates to be competitive in the 21st century workforce, they must be trained in fundamentally different ways. Prospective employers and graduate schools look for graduates who are problem solvers; have interdisciplinary training in biology, chemistry and physics; are able to work productively and collaboratively; are skilled in the use of

$25 Million Needed

current and emerging technologies; and communicate clearly and effectively.

The center for science education will meet the changing expectations of the marketplace and the radically different learning styles of the millennial generation. The new curriculum will continue to grow Franklin students’ graduate school acceptance rates and job placement opportunities. As a result, the science program will be a leader in preparing the next generation of Hoosier life sciences growth.

Renovating and expanding Barnes Hall will enable the college to continue recruiting top faculty and students, providing the best possible education and building on the tradition of program excellence.

Partner with Franklin College and support the Campaign for the Sciences today.

18

101 Branigin Boulevard Franklin, Indiana 46131-2623 (317) 738-8000 • (800) 852-0232 www.franklincollege.edu