mark tuominen physics department university of massachusetts amherst tuominen@ physics.umass.edu...

Mark Tuominen, July 6, 2013, Nano K12 1

Mark TuominenPhysics Department

University of Massachusetts [email protected]

iCons: http://www.cns.umass.edu/icons-program/

Integrated Concentration in Science (iCons):

Undergraduate Education Through Interdisciplinary, Team-Based, Real-

World Problem Solving

This work is supported by NSF grant DUE-1140805, the Dreyfus Foundation, and the University of Massachusetts at Amherst

mailto:[email protected]

mailto:[email protected]


Thomas Edison

“ If we did all the things we are capable of, we would literally astound ourselves ”


Educational Goals:

• Attitude• Skills• Knowledge

ASK

Training students to become scientific leaders


It is innately human to experiment

[Movie of child repeatedly observing the motion of a ball inserted into a water tube]


Enabling students to become scientific leaders


I Tor ?

[Note for print version: The “I-shaped” person is a deep expert in one field. The “T-shaped” person has depth in one field, but has additional knowledge that enables her or him to be adept at working on real-world problems that are best solved through interdisciplinary teamwork; this type of person is known as a boundary spanner. Both the “I” and “T” types of people are useful to society.]


iCons ∙ Integrated Concentration in Science

RenewableEnergy BiomedicineClean

WaterClimate Change


The iCons Experience• 18-credit concentration• Case studies / laboratory / research• 4 essential elements– Problem-based science / engineering– Multidisciplinary student teams– Student-driven collaborative learning– Portfolio reflection

The iCons Edge• Success in careers and graduate school– Expertise in real-world problems– Leadership, teamwork experience– Superior communication skills– Multidisciplinary research skills

Unpacking complex real-world problems


Doing Science


Communicating Science


Faculty involved with iCons (so far)

S. AuerbachChemistry

J. MinoHCC Psychology

J. TysonChemistry

S. GarmanBiochemistry

J. GlavenHarvard Medical School

J. MarkarianiCons Program Mgr

M. TuominenPhysics

R. ZimmermanBiochemistry

J. WiledenComputer Science

S. LeschineMicrobiology

M. StassenAssessment

A. DinsmorePhysics

.

J. TelferVeterinary & Animal Science

J. FermannChemistry.

K. MaiolatesiHCC Biology

G. WyseBiology

P. DauenhauerChemical Eng.

M. LeckieGeosciences

S. PetschGeosciences

E. WalkerBiology

C. LannertPhysics

C. NielsenProgram Coordinator

D. VenkataramanChemistry

E. ConnorBiology

.

12

Four Year Program

Global Challenges,Scientific Solutions• Team Work • Begin Portfolio• Case Studies, e.g.,o Cholera in Haitio Gulf Oil Spill …

Year 1: Gen Ed “I”

Integrative Communication• Read Write Speak Debate• Bridge Disciplines• Develop Portfolio

Year 2: Junior Yr Writing

Discovery Lab• Student-designed Experiments• Cutting-edge Equipment• Real-world Applications

Year 3: Upper Level Elec

Capstone Project• Interdisciplinary Research• Senior Symposium• Complete Portfolio

Year 4: Honors Thesis

Mark Tuominen, July 6, 2013, Nano K12

ChooseTheme• Biomed• Energy


Integrative Communication• Read Write Speak Debate• Bridge Disciplines• Mentoring

Year 2: Jun Yr Writing


Year 3: Upper Lev Elec

Capstone Project• Interdisciplinary Research• Senior Symposium• Mentoring


ChooseThemeGlobal Challenges,

Scientific Solutions• Case Studies• Team Work• Begin Portfolio


iCons 1: Global Challenges, Scientific Solutions – Learning Goals

• Critically evaluate societal challenges and possible scientific solutions.• Discover scientific concepts in context of real world problems.• Integrate ideas across science disciplines in designing solutions.• Develop quantitative understanding of societal problems and solutions.• Use and interpret primary data in formulating a scientific argument.• Work in diverse teams to collaboratively design problem solutions. • Provide and utilize constructive criticism of work process and product.

JustinFermann

Chemistry

SusanLeschine

Microbio

StevePetsch

Geosciences

iCons 1











iCons 1: Global Challenges, Scientific Solutions• NatSci 190IH (one section, ~50 students) – 4 credits• Dreyfus Foundation “Special Grant Program”• Case Study Cycle:

– Inception: Students prep for class– Engagement: Teams address big Q– Research: Online, real, etc.– Create: Proposal, oral, etc.– Reflect: Team, product, self grade

• Cholera in Haiti / Alzheimer’s Disease Gulf Oil Spill / Biomass Utilization (Spring 2011)

• Bacterial Fuel Cells / Deforestation (Spring 2012)• Final Team Project: Write new case study

JustinFermann

Chemistry

SusanLeschine

Microbio

StevePetsch

Geosciences

iCons 1











iCons 1









iCons 2



iCons 2: Integrative Communication (4 cr)• NatSci 290IH: Biomed / Energy Sections• Communication Products

– Abstracts– Policy Pieces– Research Proposals– Debates

• Selected Biomedicine Problem Areas– Cancer Immunotherapy– BPA and Endocrine Disruptors

• Selected Renewable Energy Problem Areas– Nuclear Waste– Capturing Offshore Wind

Scott Auerbach

Chemistry

Dhandapani Venkataraman

Chemistry

Scott Garman

Biochemistry

Bob Zimmermann

Biochemistry









iCons 2



George Bixby Finance, Biology MinorKevin Cavanaugh Math/StatsEmily Travers Environmental ScienceAidan McKenna Chemical Engineering

iCons 2











iCons 3

iCons 3: Team Discovery Lab (4 cr)• Biomed: Bio 383H (Genes & Genome Anal; HHMI)• Energy: NatSci 390IH (NSF w/ Holyoke CC)• Lab Format

– Initial Scaffolding (“bootcamp”)– Unit Projects– Student-driven design/hypotheses

• Biomedicine Lab– Unknown Gene Expression– Protein / Phenotype Correlation

• Renewable Energy Unit Projects (examples)– Algal Biomass– Harvesting Waste Energy– Photovoltaics

Elsbeth Walker

Biology

Sam Hazen

Biology

Mark Tuominen

Physics

Kate Maiolatesi

HCC Biology



Year 2: Jun Yr WritingChooseThemeGlobal Challenges,





iCons 4



iCons 4: Capstone Project (6 cr)• NatSci 499 Y/T (or E/F or C/D)• Individual Honors Capstone Projects Plus

– Student support teams– Portfolio (integrative experience)– Mentoring iCons 3 students– Senior Exposition

• Building List of “Participating” UMass Labs


“ All life is an experiment. The more experiments you make, the better. ”

- Ralph Waldo Emerson

iCons 3E: Renewable Energy Laboratory Course


iCons 3E: Renewable Energy (RE) Laboratory Course

Learning goals – attitudes, skills, and knowledgea) Integrative understanding of RE theory and practiceb) Core RE laboratory skillsc) Leadership in framing RE experimental investigationsd) Multidisciplinary communicatione) Synergistic collaboration and project management

Pedagogical elements:1. Problem-based science with RE lab focus 2. Multidisciplinary teamwork3. Student-driven learning4. Building portfolio


iCons 3E: Timeline

Energy Bootcamp Unit Project 1 Unit Project 2

Scaffolded course structureStudent “ownership”

Instructor guidance

wk1 wk15


Energy Boot Camp – considerable scaffolding present

• Students learn core skills central to renewable energy lab research, including measurement of:

Energy storage capacity; calorimetry of fuelsFuel types; bio, chemical, mechanical, electrical, etcElectrical measurements; voltage, current, powerEnergy transfer efficiencies; fuels, light, and electricity

• Students also learn system approaches to renewable research problems, and become certified on instrumentation for future independent use.

• Practice in using Trello for project management and data archiving.

• Pre- and post-lab assessments


Base facilities include a lab suite that offers physical chemistry, analytical chemistry, biology, and electronics for scientists courses – to facilitate iCons 3E, a modest amount renewable energy equipment and supplies were added


Energy Boot Camp Activities (4 weeks)

• Safety• Electrical measurements for energy• Thermodynamics• Hydrogen gas generation• Fuel cell• Solar cell• Chemical fuels• Algae as biofuel• Microbial fuel cell• Energy storage• Interconversions: Mechanics, thermal, electrical• Data acquisition methods


Unit Projects – advanced, student-driven, less scaffolding

Project 1 (4 weeks) -- from menu of feasible research topics. Master resource list is provided. Small budget is available if extra supplies are needed.


Project 1 “menu”

• Make your own solar cell.

• Storage of electrical energy.

• Harvesting “waste” energy.

• Hydrogen fuel cell membrane.

• Solar thermal.

• Algae as an energy source.

• Microbial fuel cell.

• Ethanol from a renewable source.

RANKVOTINGPROCESSTOFORMTEAMS


Project 1 menu

• Make your own solar cell.

• Storage of electrical energy.

• Harvesting “waste” energy.

• Hydrogen fuel cell membrane.

• Solar thermal.

• Algae as an energy source.

• Microbial fuel cell.

• Ethanol from a renewable source.


Unit Projects – advanced, student-driven, less scaffolding

Project 1 (4 weeks) from menu of feasible research topics. Master resource list is provided. Small budget is available if extra supplies are needed.

• Inception >> pre-proposal oral• Initial research >> full proposal powerpoint • Full research >> written and oral report

“Kaizen” and reflection are integral.

Roles in team identified and accountable.

Everything must be documented electronically with Trello


Using Trello for Project Management

Trello is a free, cloud-based project management application

• Coordination • Timeline • Repository • Reporting


Effects of Temperature and CO2 on Spirulina Growth

Zach Smith, Chantalle Dolim, Chris Wu, and Sam Mardell

Example Proposal


Project 2 (6 weeks) is entirely student designed and led. Anything feasible is fair game. Larger project budget is available if extra supplies are needed. Same process: pre-proposal, initial research, proposal, research, Kaizen, report out, reflection. Project showcase and cross-iCons dissemination.


Project 2: Project Titles.

• H2 Catalysis and Renewable Energy Storage

• Nanoparticle semiconductors in thermocouples

• Algae & Wastewater


• provides students an opportunity to complement their traditional degree study with practice solving real-world problems through interdiscipinary teamwork

• enables students to become “T-shaped” experts with strong communication skills

• fosters natural curiosity and desire to innovate by starting freshman year, continuing through graduation

• cultivates the attitude, skills, and knowledge of students so that they can astound themselves !

iCons is a program that…


iCons webpage: http://www.cns.umass.edu/icons-program/ my email: [email protected]

mark tuominen physics department university of massachusetts amherst tuominen@ physics.umass.edu...

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