EASTERN MICHIGAN UNIVERSITY
Creative Scientific Inquiry Experience (CSIE) Program:
Developing Integrated Science Curriculum
Ellene Tratras Contis, Jose Vites, Theodora Katsika, Jacinda Lisi, Ebaa Saad, Santita Campbell
NSF DUE: 05-25514
PROGRAM DESCRIPTION
RESULTS
Since its inception, the CSIE Program has retained and increased the number of science,
technology, engineering, and mathematics (STEM) graduates. It focuses on a creative approach
that comprises of faculty professional development, curricular reform, and student
collaboration to STEM faculty, peers, and the community through hands on activities.
Retention of STEM majors to graduation
 84% of CSIE graduates
 78% of non-CSIE graduates
Transition into a STEM major from a
non-STEM major by the time of graduation
CSIE GOALS
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Provide professional development for faculty to create CSIE experiences
Enhance student academic advancement towards graduation in STEM major
Support student academic – career development and disciplinary skills
Institutionalize crucial project components to sustain the CSIE Program
Analyze and disseminate the results of the CSIE Program
 64.7% of CSIE graduates
 25.1% of non-CSIE graduates
OPPORTUNITY AND CHALLENGES
Opportunities in STEM
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Established a program in which CSIE can be institutionalized
Leveraged the discoveries to expand internal assessment practices
Disseminated information at national and international conferences
Energized the faculty to engage in improving STEM curriculum via:
• Inter- and Intra- departmental collaborative
• Larger contribution of first- and second-year students in research
• Inducted development of additional externally funded projects
Program Challenges and Future Goals
The CSIE Program continues to work with Academic Affairs to address the following:
• Long-term program resources sustainability
• Continuation of Faculty Professional Development Institutes
• Creation of additional CSIE courses and experiences
• Expanded collaborations with community organizations
• Incorporate transfer and non-traditional student s into STEM program
CSIE GOAL STRATEGIES
Train CSIE Faculty Fellows to incorporate specific teaching strategies to make the connections
between classes more engaging and accessible to first- and second-year students. Strategies
developed during CSIE Faculty Fellows Institutes include:
• Interdisciplinary theme-based course experiences
• Academic Service-Learning (AS-L) experiences and community-based research
• Specific skill development and team building techniques
• Timely academic advising and long-term academic planning
• Career exploration, faculty - student mentoring, and community partner connections
Why the CSIE program works
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Philosophy/pedagogy of Academic Service-Learning
Curricular innovations
Development of Faculty culture and education
Innovative way for students to be involved and prosperous in STEM fields
CSIE PROGRAM COMPONENTS
The CSIE Program encourages the collaboration among faculty, students,
and local non-profit organizations.
CONCLUSION
The CSIE Program:
Students enrolled in CSIE experiences enjoy:
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• Implements effective model for interdisciplinary collaboration
• Endorses faculty-student interactions which are key to student retention
• Assists departments to make informed decisions through our assessment
processes
• Provides proven model that can be replicated across the University beyond
STEM, in many disciplines, such as, the arts, humanities, and social sciences
• Provides proven STEM model that can be replicated at other educational
institutions
Intensive one-on-one faculty-student interaction
Community-based research experiences
Condensed class sizes
Convenient scheduling
Customized academic assistance
Career exploration and mentoring
Financial support
COURSE DEVELOPMENT
Courses are either assembled into theme-linked clusters of two STEM courses plus a one credit
hour CSIE seminar or stand-alone class. The seminars are team taught by the faculty from the
core STEM courses.
CSIE STUDENT SURVEY
2 + 1 Clusters
Strong connection to University
Strong connection to STEM classes
 > 50% of CSIE graduates
Interdepartmental
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 > 40% of CSIE graduates
CSIE + Introduction to BIOL I/II + General CHEM I/II
CSIE + Introduction to PHYS + Calculus I (MATH)
CSIE + Genetics (BIOL) + Medical Ethics (PHIL)
CSIE + Earth Science (GEOL) + Astronomy (PHYS)
High qualitative academic learning experience
 > 60% of CSIE graduates
Intradepartmental
Recommend the CSIE program to any STEM student
• CSIE + Organic CHEM I + Quantitative Analysis (CHEM)
 ~ 70% of CSIE graduates
Stand-alone Seminars
Feel the CSIE experience is very useful
• CSIE: Science Olympiad Coaching Clinic (2 STEM ED)
• CSIE: Scoop on Poop-Groundwater Studies (GEOL)
• CSIE: Undiscovered Urban Scientists (DUETS/COE)
 > 60% of CSIE graduates
OVERALL PROGRESS
CSIE Program Impact of Strategies to Date
GRADUATION RATES
60.00%
The pre- and post- “Survey of STEM Student Interactions and Experiences” was administered from
2007 to 2010. The ensuing discoveries reflect data collected from both CSIE and non-CSIE
students enrolled in common STEM courses.
50.00%
Fall 2006 through Fall 2011:
40.00%
EMU
30.00%
CSIE
20.00%
NON-CSIE
10.00%
• 514 Students participated in the CSIE Program at EMU
• 39 Faculty Fellows have been trained in the program pedagogy (~ 30% of all STEM faculty)
• 28 different CSIE seminars have been developed and implemented
CSIE Student Retention
• 23% of CSIE students have completed an undergraduate degree of which 76% are STEM
degrees
• 14 CSIE graduates enrolled at EMU to pursue master’s degrees in STEM
These findings show that CSIE students:
0.00%
Four-year
Five-year
Six-year
“The smaller class sizes made it a great
learning experience because you were able
to get to know your professors better and
have more one-on-one time with them.”
Chelsey Petersen
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Value faculty interaction, encouragement, and mentoring
Rely on faculty advice about course sequences and research
Continue in STEM field undergraduate education
Pursue higher STEM education (Masters/PhD/MD)
“Every single professor, from top to bottom, is
so friendly and always willing to help
students.”
Gonzalo Gonzalez