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Past Program Development

Integrative Curriculum Rationale | References | 2005 Campus Conversation & Seminar Series | 2005 Summer Institute | Other Human Biology Undergraduate Degree Programs

An Integrative Curriculum Fostering Self-Authorship and Science Literacy in Undergraduate Students
Indiana University Bloomington

"Self-authorship is simultaneously a cognitive (how one makes meaning of knowledge), interpersonal (how one views oneself in relationship to others), and intrapersonal (how one perceives one's sense of identity) matter." Baxter Magolda. 1999. Creating Contexts for Learning and Self-Authorship

photo of Craig Nelson with students The Human Biology Program has developed an integrative curriculum fostering self-authorship and science literacy in undergraduate students. In the Human Biology Program, students will develop the thinking needed to explore complex scientific problems, to integrate their scientific knowledge with societal concerns, and to provide and advocate for ethical and multi-dimensional solutions. By emphasizing key pedagogies of case study analysis, team-based learning, and original research, this integrative program will develop frameworks for incorporating facts and concepts, but will also foster life-long learning skills in scientific inquiry, interdisciplinary thinking, critical analysis, interpersonal communication, and self-reflection. In cultivating fundamental skills, in examining history through science literature, and by addressing current life science concerns of our society, students will be prepared to address the complex problems they will face in the future.

Interdisciplinary programs offer students diverse perspectives and approaches to issues, fostering development of problem-solving and critical thinking skills. Moreover, the integration of different disciplines within education is being recognized as a necessity. An interdisciplinary approach assists students in building a framework in which to incorporate the overwhelming number of facts and concepts necessary to be competitive in the information age. In many ways such programs can not avoid an inquiry-based approach to student learning.

Integrative Learning (pdf)
What is integrative learning?

Case-Based Learning
Case-Based learning is one signature pedagogy of the Human Biology Curriculum. This link provides resources for developing, implementing and assessing case-based teaching and learning.

Team-Based Learning
Team-Based learning is another signature pedagogy of the Human Biology Curriculum. Collaborative, cooperative, and active learning strategies in general engage students and foster teaching and learning partnerships both inside and outside the classroom.

References informing the Human Biology Program include:

For a discussion of cognitive development refer to Forms of Intellectual and Ethical Development in the College Years - A Scheme, William G. Perry, Jr. Jossey-Bass (1999).
For a discussion of learning in the disciplines refer to, Learning to Think - Disciplinary Perspectives , Janet G. Donald, Jossey-Bass (2002).
For a discussion of self-authorship refer to, Creating Context for Learning and Self-Authorship - Constructive-Developmental Pedagogy, Marcia B. Baxter-Magolda, Vanderbilt University Press (1999).
For a study of interdisciplinary programs, including the Stanford University Human Biology Program, refer to The Interdisciplinary Studies Project at Project Zero , Harvard Graduate School of Education, Veronica Boix Mansilla and Howard Gardner. Article reference: Assessing Student Work at Disciplinary Crossroads, V. B. Mansilla, Change , AAHE publication, January/February 2005.
For more information regarding integrative learning, please visit the Carnegie Foundation Integrative Learning Project's website.
Some additional references (pdf)

2005 Campus Conversations and Seminar Series

Campus-wide conversations in the Spring of 2005 and intensive program development by Faculty Fellows during the 2005 Summer Institute have informed the Human Biology Program of student competencies, classroom pedagogies, and core curriculum development. Below you will find the schedule for this seminar series and pdf files summarizing past events.

A Campus Conversation Examining the Human Condition:
Support for the Development of Teaching, Learning, and Curriculum in Human Biology
2005 Seminar Schedule:

February 4, 2005
The Conversation Begins
Summary (pdf)
February 18, 2005
What Is Human Biology?
Summary (pdf)
March 4, 2005
Central Problems/Themes In Human Biology
Summary (pdf)
March 25, 2005
35 years of Human Biology at Stanford: From Radical Idea to
One of the Most Popular Undergraduate Degree Programs
Craig Heller, Stanford University
Dr. Heller's Presentation (Powerpoint)
April 8, 2005
Disciplinary Thinking in an Interdisciplinary Context
Summary (pdf)
April 22, 2005
The Student Voice: Past and Present Students
Summary (pdf)
April 29, 2005
Dysfunctional Illusions of Rigor
Craig Nelson, Indiana University
Summary (MS Word document)

Affinity Maps Showing Curriculum Development

Affinity Maps Showing Curriculum Development

2005 Summer Institute

The first Human Biology Summer Institute was held May 18-24, 2005 at the University Club in the Indiana Memorial Union. During these five intense days, seven courageous faculty members were engaged in understanding what it means to developmentally construct a core curriculum in Human Biology. Student outcomes for the curriculum were constructed across the core and for each of the four courses comprising the core curriculum. The design team initiated an outline of course structure and content that would achieve the conceived outcomes.

Human Biology Core Curriculum

2005 Summer Institute Participants

FOUNDING MEMBERS
Robert J. Meier, Professor Emeritus of Anthropology
Craig E. Nelson, Professor Emeritus of Biology
Whitney M. Schlegel, Director Human Biology and Associate Professor of Biology
FACULTY FELLOWS
Vivian Halloran, Assistant Professor of Comparative Literature
Frederika Kaestle, Assistant Professor of Anthropology
Jane McLeod, Professor of Sociology
Joseph Near, Associate Professor of Pharmacology, Wild Joe
Phillip Quirk, Research Assistant Professor of Medical Sciences
Georgia Strange, Professor of Fine Arts, Guardians: Matrimony
Michael Wade, Professor of Biology
CAMPUS INSTRUCTIONAL CONSULTING
Doug Karpa-Wilson
Katherine Kearns
Jennifer Meta Robinson
Ross Peterson-Veatch
HUMAN BIOLOGY CURRICULUM DEVELOPMENT COORDINATOR
Meg Streepey
COLLEGE OF ARTS AND SCIENCES, Dean's Office
Catharine M. Hoff
Catherine Larson
Kumble R. Subbaswamy
Theodore S. Widlanski

Other Human Biology Undergraduate Degree Programs

There are many examples of successful Human Biology undergraduate degree programs across the country at all types of institutions. As a starting point for your thoughts about the structure and content of Human Biology at IU, we have provided links to some of those programs. Keep in mind that Human Biology at IU ultimately will reflect the individual strengths and unique talents of the faculty and students on the Bloomington campus! (these also need to be linked)