Campaign for the Sciences

“Tell me and I forget. Teach me and I remember.

Involve me and I learn.” – Benjamin Franklin

2

As it was for Ben Franklin, science is once again at the heart of social and economic change. With its long history of transforming students into professional and community leaders, Franklin College is at the forefront of educating the next generation of scientists. Here’s how we are doing it:

• Reinventing our science curriculum to better prepare all students to reach their goals and dreams.

• Building on our core educational values, providing a liberal arts background in the context of a strong science education.

• Renovating and expanding Barnes Hall, the nerve center of Franklin’s science education program, to focus on research-based science learning.

These educational changes are under way, but Franklin College can fully implement these changes only through the development of a modern, state-of-the-art center for science education.

Your support is vitally important to help Franklin College meet the science education demands of the 21st century. With your help, we can continue to prepare Franklin College graduates for the future.

A New Dawn for Science at Franklin College

Building more for students...

4x more undergraduate research capacity5x more student interaction space27% increase in lab area per student28% increase in teaching lab size 131% increase in lab space

“Tell me and I forget. Teach me and I remember.

Involve me and I learn.” – Benjamin Franklin

3

Indiana is a national leader in the booming life sciences industry, serving as home base for global headquarters and major operations centers for AIT Laboratories, Beckman Coulter, Boston Scientific, Biomet, Cook Medical, Covance, DePuy Orthopaedics, Dow AgroSciences, Eli Lilly and Company, Mead Johnson, MedCo, OrthoWorx, Roche Diagnostics, WellPoint and Zimmer.

Indiana’s position of strength in the industry creates unprecedented opportunities for partnerships, internships and future careers for Franklin College graduates. Through the Campaign for the Sciences, Franklin will build capacity to seize these opportunities that will serve as a catalyst for Indiana’s economy.

Franklin graduates traditionally remain in Indiana to work and raise families, creating a potential pipeline of employees with the Midwestern values and strong work ethic sought by prospective employers. By combining technical skills with the breadth of the liberal arts, Franklin graduates will support the state’s economic development while also strengthening their alma mater’s competitive position in Indiana’s higher-education landscape.

Timing is of the essence. Franklin’s reinvented science curriculum is redefining the way students learn science. The design and scope of the center for science education will enable Franklin to prepare graduates who can compete successfully in the new science marketplace.

The Franklin College Campaign for the Sciences, supporting renovation and expansion of Barnes Hall, will enhance students’ potential for success by ensuring the new curriculum is fully realized.

Putting the Liberal Arts to Work

“Franklin College graduates know their fundamentals. The college does a great job teaching theory-related concepts. I’d like to see the college with the capacity to take on more students.”

– michael a. evans, Ph.D., Founder, AIT Laboratories

“What is it going to take for Indiana to maintain leadership in the life sciences and to compete effectively on the world stage? We must not squander the advantage we’ve created.”

— john C. lechleiter, Ph.D., Chairman, President and CEO, Eli Lilly and Company

4

“Medical schools need more undergraduates with educational experiences that are more about problem solving and reasoning than about memorizing factual information.”

— D. Craig Brater, m.D., Dean, Indiana University School of Medicine (Retired)

Educating 21st Century Scientists

• Curricular change is essential to successfully educate 21st century scientists, according

to “Vision and Change in Undergraduate Education: A Call to Action,” a report from

the American Association for the Advancement of Science, the National Science

Foundation, the National Institute of Health and the Howard Hughes Medical Institute.

• The need for graduates with hands-on science skills was expressed in interviews with

leaders from AIT Laboratories, Eli Lilly and Company, Cook Medical, Johnson Memorial

Health, OrthoWorx, Franciscan/St. Francis Health and others.

• The design and construction of educational facilities directly influences the teaching of

the sciences, according to Project Kaleidoscope, a national science learning spaces

collaboratory.

83%of Franklin graduates applying for medical school since 1981

have been accepted, more than 1.5 times the national rate.

0%

5%

10%

15%

20%

25%

2002-2

003

2003-2

004

2004-2

005

2005-2

006

2006-2

007

2007-2

008

2008-2

009

2009-2

010

2010-2

011

2011-2

012

Ten-year linear trend line for science graduates as percentages of total Franklin College graduates

Science graduates

53

A Curriculum for the Future

“When I first came to Franklin College 22 years ago, a professor would stand at the front of the room and speak for 50 minutes. If students were lucky, they could keep up.”

Franklin’s science curriculum, based on national recommendations and input from Indiana life sciences leaders, emphasizes student engagement and critical thinking. Small changes to Barnes Hall over the years have helped facilitate parts of the new curriculum, but greater change is needed.

“When we began to revamp our science curriculum, we sought out life sciences leaders right here in Indiana and around the globe. The result is a curriculum focused on student engagement and critical thinking. But we didn’t stop there. We analyzed our facilities and conceptualized a new and improved Barnes Hall that offers more lab space and more flexible classrooms in an environment designed to inspire our students.”

Alice Heikens, Ph.D.Professor of biology

The new science curriculum at Franklin College focuses on applied learning and opens pathways for students to become part of the changing professional landscape. Enhancements to Barnes Hall will be critical to fully implementing the new curriculum.

“We looked at the building and realized it was dictating the way we taught. It is fine and good to have a model of instruction based on collaborative learning, but if the facilities don’t support that model, it doesn’t work.”

Steve Browder, Ph.D.Professor of biology and head of natural sciences

New science curriculumTechnology | CollaborationResearch | Problem solving

Science writing

6

All Franklin College students will benefit from the educational opportunities and outcomes made possible by a new, innovative curriculum and center for science education.

Students will learn in a center designed and constructed to:

• Support hands-on education

• Emphasize integration of technology and interdisciplinary teamwork

• Create more research opportunities

• Heighten student-faculty interaction

From the close relationships that develop through research and discovery, to the competence and values that collaboration and cooperation instill, Franklin’s science community will give students foundational skills that serve them well.

Learning to Think Critically

“Through the liberal arts, Franklin teaches students how to think critically and reason analytically. In addition to classes in their major, students take classes in several areas, such as history, public speaking and English. These liberal arts courses develop our communication skills and teach us how to collaborate.”

– Alli StropeS, Class of 2013

“I can’t wait to see the center for science education. We need more lab space and opportunities to take full advantage of our professors’ knowledge and expertise.”

– KhAdijetou AbdourAhmAne (AtAmA), Class of 2016

“The main factor that drew me to Franklin was the very high acceptance rate for medical school. The professors really work with you, and they are passionate about helping you succeed. The professors make you believe that you can pursue and accomplish anything you want to achieve in life.”

– jAcob collinS, Class of 2016

7

Building on Success

The experience Michael O’Dell, M.D., had as a biology and chemistry major while at Franklin College set him along the path to a successful career in academic medicine. A member of Franklin College’s Board of Trustees, O’Dell is a nationally recognized clinician and researcher in neurological rehabilitation. O’Dell

is a professor of clinical rehabilitation medicine at Weill Cornell Medical College and teaches at the New York-Presbyterian Hospital in New York City. He is also chief of clinical rehabilitation services and medical director of the Inpatient Rehabilitation Medicine Center at New York-Presbyterian Hospital/Weill Cornell Medical Center.

Michael O’Dell, M.D.Class of 1981

“It is rare to develop a new science curriculum and only then design a building to house that curriculum. Yet this is perfectly consistent with the philosophy of Franklin College. The appropriate perspective is not that of the bricks or mortar or cement, but the perspective of the young people being educated. Franklin College prides itself on a student focus — not on research or getting the next grant, but on educating the next generation of scientists. The Campaign for the Sciences is built around that student of the 21st century and beyond. This is how we do things at Franklin.

“The fact that this new science curriculum and center are housed at Franklin College means we are poised to cultivate not just great scientists but great humanitarian scientists. Our commitment to and history of great liberal arts undergraduate education guarantees that these young people will ask and solve those great scientific questions of the 21st century within the context of ethics, public service and the greater good.”

8

Few, if any, Franklin College students have shared the experience of Brian Reynolds, Ph.D. Returning to Franklin after once being dismissed for academic non-performance, Reynolds embarked on a path to redemption. Refocusing on science with help from professors like Steve Browder,

Reynolds worked nights while excelling through 25- and 27-credit-hour semesters. Reynolds graduated from the college and went on to earn a Ph.D. in microbiology and immunology from Indiana University. Today, he works as a project leader in the Duke University School of Medicine. So highly respected for his expertise, he counsels heads of state and leaders from around the world.

“Franklin College grounded us all in a way that made us unafraid to bury ourselves in relationships and good works, to approach the difficult knowing that we were equipped to take on the task, to fail with dignity and strive with fervor. Combine that with the educational and curricular advancements that the Campaign for the Sciences will bring, and it will be world-class in several ways.”

Brian Reynolds, Ph.D.Class of 1986

After Theressa Wright, M.D., graduated from Franklin College, she embarked on a unique path through degrees in medical technology, science and medicine; a residency in internal medicine; a fellowship in cardiology; and positions in medicine, clinical research and pharmaceutical drug development. Wright is a member

of the Franklin College Board of Trustees and senior director, global patient safety — medical, early phase medicine and co-chair of the Cardiovascular Safety Advisory Committee at Eli Lilly and Company.

“As a school, we have a unique opportunity now. Having new, state-of-the-art equipment and technology in the center will allow students to not just learn what they may need to know to meet the needs of today, but more importantly, to develop the foundation for critical thinking that will impact their ability to meet the needs of the future. Additionally, to have the right equipment and a learning environment nurturing possibilities and explorations, Franklin College will be recognized as an even greater institution that engages students and teaches them to be innovative and creative. In short, through effective learning and practical application, in a supportive and nurturing environment, there is no telling what our students can do or become.”

Theressa Wright, M.D.Class of 1972

Walden’s findings on the effects of pH level enabled Lilly to revise its insulin formula and revamp production to create exponentially greater amounts of insulin at a higher quality. The breakthrough was vital in the Indianapolis-based company’s evolution as a global pharmaceuticals giant.

In November 2012, 95 years after Walden graduated from Franklin College, Lilly announced a $140 million expansion of the company’s insulin manufacturing operation, the latest in a long line of growth for the company over the 20th and early 21st centuries.

Walden was one of only 48 students in his graduating class, but his scientific contributions have had an enormous impact on millions of individuals around the world who benefited from mass-produced insulin.

Continuing a History of Science InnovatorsFranklin College’s impact on the life sciences industry spans decades and reflects the significant work of numerous notable alumni, including George Walden.

Walden graduated from Franklin College in 1917 with a degree in chemistry. Just five years later, while working as a biochemist at Eli Lilly and Company,

Walden made a scientific discovery that revolutionized the mass production of insulin.

George WaldenClass of 1917

9

Progressive academic institutions such as Franklin College

are increasingly offering students the chance to “do

science,” to dig deeply into a few areas, building a body

of experiences and concepts that form a solid foundation

for work in any field. The new science curriculum expands

this approach.

Such engaged learning is the goal of curricular reform at

Franklin College and is fundamental to the new science

program, which is a model for other disciplines. With the

reinvented science curriculum and the center for science

education, the college is committed to engaging every

student in collaborative, hands-on research and learning.

The transformative process of teamwork will benefit all

Expanding on Our Core Educational Values

students, regardless of major, giving them fundamental skills

for the workplace and graduate school.

Active engagement is at the core. Classrooms and labs will

be models of inquiry and facilitate problem solving. The net

effect will be a science program and a learning facility that

are exemplary.

Franklin College is committed to engaging every student in

collaborative, hands-on research.

10

Creating Opportunity for the Next Generation of Innovators

Franklin College’s science center will capitalize on the great research work already taking place. The center’s spacious labs will accommodate multiple team projects concurrently and enable the type of long-term research that gives students the chance to build upon their peers’ discoveries. The college is proud of what students, faculty and staff have been able to accomplish, and an expanded and enhanced center for science education will facilitate more undergraduate research opportunities.

Understanding an impactSeveral students and a biology professor researched the effects of estrogen and bisphenol A on the rate of cell growth and production of endothelin-1. The students used cell culture techniques, electrophoresis and enzyme-linked immunosorbent assays to investigate changes in the cellular function of oviduct cells and presented their findings at the Indiana Academy of Science.

Testing an effectivenessDietary supplements including antioxidants represent a multimillion dollar industry. A group of students tested the effectiveness of the antioxidant cysteamine in protecting cells from damage caused by oxidative stress as a result of metabolism in the cell. Their work, conducted with two professors, showed the protective effect of cysteamine against oxidative damage in saccharomyces cerevisiae in the absence of endogenous repair machinery. Their findings were presented at the Federation of American Societies for Experimental Biology, the Butler Undergraduate Research Conference and the Indiana Academy of Science.

Creating an energy sourceCooking oil from the campus dining hall was used to create biodiesel fuel for campus tractors. Several students, faculty and staff collaborated on converting the cooking oil and characterizing the fuel components; they used chromatographic methods that enabled comparison of fuel efficiency between biodiesel and regular diesel.

The byproduct of the biodiesel production, glycerol, was used in another project to make hand soap, supporting the project’s aim to recycle 100 percent of the dining hall’s used cooking oil. The work was presented at the American Chemical Society Regional Meeting, the Butler Undergraduate Research Conference and the Lugar Collegiate Energy Summit.

11

Campaign for the Sciences r e n D e r i n g s o F t h e C e n t e r F o r s C i e n C e e D u C at i o n

12

· More student research space – a dramatic increase in research space will support student/faculty research projects to drive learning by allowing students hands-on experience.

· Flexible classrooms and lab spaces – Facilities will accommodate both lab and lecture activities that can be repurposed as educational needs and paradigms change.

· Science on display – Provides increased visibility of student research projects, generating excitement and conversation among students and faculty.

· Collaborative learning spaces – more informal spaces where collaboration between students and faculty can take place, maximizing informal learning opportunities.

· Improved technology – instructional spaces with technology to facilitate maximum utilization of web-based resources and distance learning.

· Silver Leadership in Energy and Environmental Design (LEED) Certification – Developed by the u.s. green Building Council, this rating system is reflective of a building’s level of practical and measurable green design, construction, operation and maintenance solutions.

13

60%22%

1%

4%

5%

8%

Classrooms

Labs

Offices/AdminFirst Floor Second Floor Third Floor

Study Facilities

Special Use

General Use

Zoology LabBotany Lab

Herb

arium

Museum

Field B

iology

Study

40-PersonClassroom

58-PersonClassroom

80-PersonCollaboratorium

40-PersonClassroom

Office Office Office

Office

Study

Lab Support

Office

Study

DividableClassroom

(40 or 20 person)

Greenh

ouse

PsychologyLab

Anatomy/Physiology

Lab

PhysiologyLab

Lab Support

MicrobiologyLab Genetics Lab

GeneralChemistry

Lab

Animal Room #2

GeneralBiology Lab

Breakroom

ComputerLab

Research Lab

Study

ColdGrowth

Opento

below

LabSupport

LabSupport

ConferenceRoom

Office

OfficeStudy

Study

Study

Study

Office

Office Office Office

GeneralPhysics Lab

PChem/Advanced

Physics Lab

OrganicChemistry

Lab

Analytic/Instrumentation

Lab

ChemicalPrep

NMR

Lab Support

OfficeOfficeOffice

Office

Office

Office

Office Office Office

Office

Office

40-PersonClassroom

Research Lab

Research Lab

StudyResearch

LabChemical

Stock

Chemistry/PhysicsInstrumentation

Study

Genera

lStora

ge

Library/Lounge

Optics Lab Support

Opento

below

Study

Study

29,808 square Feet toDay

66,765 square Feet uPon ComPletion

14

60%22%

1%

4%

5%

8%

Classrooms

Labs

Offices/AdminFirst Floor Second Floor Third Floor

Study Facilities

Special Use

General Use

Zoology LabBotany Lab

Herb

arium

Museum

Field B

iology

Study

40-PersonClassroom

58-PersonClassroom

80-PersonCollaboratorium

40-PersonClassroom

Office Office Office

Office

Study

Lab Support

Office

Study

DividableClassroom

(40 or 20 person)

Greenh

ouse

PsychologyLab

Anatomy/Physiology

Lab

PhysiologyLab

Lab Support

MicrobiologyLab Genetics Lab

GeneralChemistry

Lab

Animal Room #2

GeneralBiology Lab

Breakroom

ComputerLab

Research Lab

Study

ColdGrowth

Opento

below

LabSupport

LabSupport

ConferenceRoom

Office

OfficeStudy

Study

Study

Study

Office

Office Office Office

GeneralPhysics Lab

PChem/Advanced

Physics Lab

OrganicChemistry

Lab

Analytic/Instrumentation

Lab

ChemicalPrep

NMR

Lab Support

OfficeOfficeOffice

Office

Office

Office

Office Office Office

Office

Office

40-PersonClassroom

Research Lab

Research Lab

StudyResearch

LabChemical

Stock

Chemistry/PhysicsInstrumentation

Study

Genera

lStora

ge

Library/Lounge

Optics Lab Support

Opento

below

Study

Study

15

Interior Renderings

Silver LEED certification

Flexible classrooms incorporating technology

16

Collaborative learning spaces

More student lab and research space

17

$25 Million Neededrenovating and expanding Barnes hall will enable the college to continue recruiting top faculty and students, providing the best possible education and building on the tradition of program excellence.

A Campaign Guided by Knowledge

The evolution of Franklin College’s science curriculum and the institution’s vision for a center for science education are based on extensive interviews with Indiana business, science and higher education leaders and with national science associations. In order for Franklin graduates to be competitive in the 21st century workforce, they must be trained in fundamentally different ways. Prospective employers and graduate schools look for graduates who are problem solvers; have interdisciplinary training in biology, chemistry and physics; are able to work productively and collaboratively; are skilled in the use of

current and emerging technologies; and communicate clearly and effectively.

The center for science education will meet the changing expectations of the marketplace and the radically different learning styles of the millennial generation. The new curriculum will continue to grow Franklin students’ graduate school acceptance rates and job placement opportunities. As a result, the science program will be a leader in preparing the next generation of Hoosier life sciences growth.

Partner with Franklin College and support the Campaign for the Sciences today.

18

101 Branigin BoulevardFranklin, indiana 46131-2623

(317) 738-8000 • (800) 852-0232www.franklincollege.edu