The new integrated science sequence known as "An Integrated, Quantitative Introduction to the Natural Sciences" — which is cross-listed as CHM 231, COS 231, MOL 231 and PHY 231 — is getting rave reviews from its students.
The science course — intended as a two-semester sequence — is an integrated approach to science that is designed to draw connections between fields. In addition to natural sciences like chemistry, molecular biology and physics, students are also taught computer science.
The new sequence was advertised in fliers sent out with the matriculation packet to every freshman over the summer. "The fliers were very convincing that people will need a universal knowledge of science for the future," Virginia Wylly '08 said. "It just seemed like a good opportunity."
Students said they joined the sequence for numerous reasons. Some saw the class as an opportunity to gain a foundation in many different scientific fields; others saw it as a chance to help them narrow down their possible majors; and still others thought that it sounded really "cool."
"It's everything I wanted to do in college all in one class," Joe Rokicki '08 said.
The class is especially helpful to those entering the University who are unsure about their major.
"I'm interested in science and plan on majoring in it, but I'm not sure what exactly I want to focus on," Erika Sloan '08 said. "[This class] helps you figure out where your main interests lie."
"If I bomb this class, then I'll know not to major in science," she joked.
Students attend lectures Monday through Friday at 10 a.m. In addition, students must attend one precept and one three-hour lab a week.
Not only is the course academically demanding but some students also worry about being "guinea pigs" for a few professors' "pet projects."
"I was a little nervous [coming into the class] because people were like, 'You decided to be a guinea pig? You should've waited a year,'" Sharon Weeks '08 said.
The course has four professors and three teaching assistants on hand. Typically, one professor lectures while the other professors sit in the back of the classroom. These professors occasionally add extra insights.
"They all bring something different to the course," Sarah Pfau '08 said.
Wylly praised the course instructors. "[They are] really some of the best professors in the school, I've been told," she said.
Because this new method of integrating different sciences and technology is still in its experimental stage, the class is small, with only 35 enrolled freshmen. The small size make the environment conducive to asking questions, Anita Gupta '08 said.
Moreover, as the first group to take the class, students find the professors flexible and eager for feedback.
"They record everything because we're a test," Pfau said. "We're like the guinea pigs."
But not everyone is bothered by being the experimental students.
"I actually think it's really interesting because everyone's waiting to see how we do," Wylly said. "We determine the success of the program."
Nic Byrd '08 said, "In this case, it's such an interesting idea that I'm really enjoying it."
Though most engineering faculty advisers were enthusiastic about the new integrated method of teaching science, some expressed reservations. A few worried that the class would not teach the core fundamentals of science because it is such an untested method.
"I went out on a limb taking this class," said Rokicki, a B.S.E. candidate whose faculty advisers did not encourage him to take it.
But Byrd said the course does not seem designed to exclude engineers. "This class is set up so engineers could potentially take it as well as hard science A.B. majors," Byrd said.
The class was not recommended for students considering a premed track, students were told.
Because the sequence is such a different way of approaching science, medical schools may not allow the class to fulfill certain prerequisites such as physics, chemistry and biology.
"That's one of the drawbacks of this course," said Pfau, who is considering a premed track. "I had trouble deciding at first whether I wanted to do it or not."
Pfau said she discussed her concerns with health professions advisers who assured her the medical schools would accept these credits, but she is still unsure whether this is true.
Glenn Cummings, Director of Health Professions Advising (HPA), said that there was always a chance medical schools would not allow the class to fulfill certain premed requirements. However, he added that HPA regularly communicates with medical schools and would make an effort to explain any anomalies that appear on students' transcripts.
"My hunch is that most medical schools will be fine with this program because it's science at such a high level," Cummings said.
Among the students, there is a general agreement that the science sequence is difficult because it lacks a set outline or single textbook.
In lecture, the disciplines are intertwined and combined as they are taught, Pfau said.
Professor Michael Hecht, who lectures on chemistry in the class, agreed that the science sequence is very different from other science courses.
"It's a tricky business trying to do something we haven't done before," Hecht said. "How does one teach science as it is currently practiced?"
Though it is recommended that students take AP Chemistry, AP Physics and BC Calculus in advance, not all students have met these requirements.
"Everyone's at some different skill level," Gupta said. "Some haven't taken physics, some haven't taken chemistry and so they're showing us from the beginning how everything stems together."
"They want to make sure you have a good foundation. Not a physics foundation, not a chemistry foundation, but a science foundation," she added.
Weeks agreed that the interdisciplinary approach is unique. "It's cool in that respect because it's not an insight you'd see in any traditional science course," she said.
The different connections made between scientific disciplines in lecture are some of the students' favorite aspects of the course. Rokicki said he was nervous going into the class, but after the professors started making connections he felt much better about his decision to enroll.
Lectures emphasize chemistry, physics and the basics of computer science. Next year, a greater biological emphasis will be integrated into the course.
In addition to the nine hours of class, students also face weekly problem sets, computer science homework and lab reports. There is an optional three-hour problem set session every Tuesday night at which a teaching assistant helps students.
Though the workload may be less than in other science courses, the work is more difficult.
"It's not your traditional problem set," Weeks said. "Our problem set last week was three questions. When you tell other people that, they're like, 'What?' and you're like 'You don't understand. You haven't seen these questions!'"
Students said they have spent between four and eight hours trying to answer one question.
"I spent eight hours on one physics problem last week, and didn't even get the physics problem right," Byrd said.
After taking the class, Wylly joked that she might consider switching to a humanities major. "[The class] is definitely challenging," she said. "It's challenging in a good way, though."
Most students agree the class is worth the challenge.
"It's hard, but I'm glad it's hard," Rokicki said. "If it weren't hard, it'd be a waste of time."
As Ashley Wolf '08 said, "It's an adventure."
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