Learning through inquiry
"Going forward the opportunity exists to build a strong identity that is defined by our orientation as a progressive and engaged institution providing rigorous active-learning opportunities for students…"
— Clark's Academic and Financial Plan
"Learning by doing" is a longstanding hallmark of a Clark education. Students think creatively about how they might use their new knowledge in a real situation. They learn more deeply and retain more knowledge. And learning is more exciting.
For example, in psychology professor and associate provost Nancy Budwig's "Introduction to Child and Adolescent Development" course, students never liked the chapter on biological aspects of adolescent development because it involved a lot of memorization. Recently, Worcester was debating the issue of school start-up time and most of the discussion focused around financial issues. "But no one was discussing adolescent sleep patterns and how the biological changes in adolescence impact when they go to bed, when they wake up and when they learn best," Budwig explains.
Budwig took this as an active-learning opportunity. Her students researched the topic and wrote briefs to the school committee advocating for a start-up time for high-school students based on developmental research. "The students thought this was great," says Budwig, who noticed a marked improvement in their persuasive writing skills, and comprehension and retention of the material.
Currently, about 40 percent of Clark undergraduates experience active learning, typically in the junior and senior years. Clark seeks to raise this percentage and offer more opportunities in introductory courses, especially in the first year.
Last year Judith Miller was appointed associate dean for special academic initiatives. In this new position, Miller is helping departments measure learning outcomes for undergraduate majors and helping faculty develop inquiry-based learning assignments. Miller has national standing as a prolific scholar in areas of teaching excellence, and experience with curricular innovation and assessment.
This fall, Clark is offering 24 first-year seminars—a marked increase over the 15 offered last year. These seminars are intensive, stimulating and challenging. Clark is also offering two special science courses, two math research classes and one computer science research class designed for first-year students.
Miller says the goal is for students to complete the first year able to read critically, solve problems, formulate intelligent questions, evaluate evidence, find infor mation and communicate effectively orally and in writing. "Learning through inquiry is the foundation of a Clark education," she says.
Creating a Community of Scientists
The science lab is a natural place for students to learn through inquiry, and this learning becomes even more sophisticated when you have the resources to test the possibilities. With the opening of Clark's new Cathy '83 and Marc ''81 Lasry Center for Bioscience in January, Clark is on the cutting-edge of groundbreaking science—research that plays a key role in making the world a better place.
Critical to Clark's commitment to student research, the 50,000 square-foot, state-of-the-art facility is the new home for Clark's Biology Department. The Lasry Center for Bioscience was dedicated on April 28 in honor of Cathy '83 and Marc '81 Lasry, (pictured above) who donated $5 million toward the cost of the building.
"Cathy's and Marc's generosity to the University is well known at Clark and beyond," says President John Bassett. "This new center bearing their name is a central part of Clark's commitment to excellence in teaching and learning in the new century."
Designed by Tsoi/Kobus and Associates of Cambridge, Mass., the Lasry Center for Bioscience includes two classrooms, seven teaching labs and 12 research labs, 14 faculty offices, two conference rooms and three lounge spaces. It also includes a sequencing facility, dark room and many lab-support spaces that allow for more shared equipment. But the facility is not your typical science building. Light fills the laboratories and classrooms and floods the dramatic atrium lobby through banks of windows. Accents in warm wood and the greens, blues and yellows on the walls give visitors a welcome feeling as they enter.
"It's a beautiful, beautiful space," says Susan Foster, chair of the department, who especially loves the sitting areas throughout the building. Soft chairs, tables and whiteboards give students a place to work and collaborate. The building, including the front lawn, is also wireless, making it easier for students to work in the building.
"The Lasry Center is going to increase the sense of community in the department," Foster says. "It will help us attract good students, but more importantly, it will make those students want to be around the department a lot more."
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President's Report 2005
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