1. Accomplishments:  We determined lab and course needs: 8 sections of 18 students each; 36 students per lecture section.  380 students/year  Most labs have been designed.  We are in the process of acquiring necessary resources for the course.  Trial course in the catalogue for Fall 2015  The dean of the College of Arts and Sciences is a major advocate for this course.  The director of the core curriculum is very receptive to our needs and is committed to assisting us in the development of the course.  The Vision and Change document has been very helpful in guiding us in the formation of our objectives and ways we can accomplish them.  Meetings will PULSE members have helped us focus on necessary implementation steps. PRODUCTS (& REFLECTIONS …) ACTIONS (& INTENTIONS ….) BARRIERS & CHALLENGES STRENGTHS & LEVERAGE SUSTAINABILITY RESOURCES & ALLIES NW-PULSE @ NW Biology instructors Conference 2015  As long as the administration continues to provide financial support for people and resources, this course will be sustainable.  On April 13-14, 2015, three PULSE ambassadors visited with our department and helped guide us in the further development of an action plan for the course. Continued interaction with PULSE would help us stay on track.  We have identified a faculty member to lead the development of the labs and streamline them for flexibility with instruction.  The course has strong alignment with Vision and Change goals (see table below). VISION – Our vision is to integrate Vision and Change into Gonzaga University’s new core curriculum. E. Addis, S. Wood, M. Bertagnolli Integrating Vision and Change into the University Core Gonzaga University MAIN GOAL– Our long term goal is to engage all Gonzaga undergraduates in the process of scientific inquiry to promote their formation of global leaders. The goal will be achieved by the formation and implementation of a Science Inquiry course.  We have a plan that will accommodate the predicted number of students to take the course in Fall 2016.  We have obtained the funds necessary to purchase all needed equipment for the lab.  We have identified space that will be sufficient for next year, but it is not ideal. This work was supported in part by an NSF RCN UBE award # 1345033. FUTURE GOALS  Negotiation of how the credits of this course will be distributed between class and lab time.  At this time, financial commitment is for the hiring of adjuncts to support this course.  We have limited class and lab space.  At this time, most of these barriers are at the administrative level. UNINTENDED CONSEQUENCES?  As other departments and colleges have realized that the science inquiry course is a reality, they are attempting to pass of current course offerings as meeting the objectives.  To align courses objectives with course outcomes.  Assess if the course changes students’ attitudes toward science (suggestions?). V&C CompetenciesCourse objectives 1. Process of scienceParticipate in scientific inquiry and understand the elements and recursive nature of the scientific method including observations, models, predictions, and testing. 2. Quantitative reasoningUse quantitative reasoning and analysis throughout the scientific inquiry process. 3. Modeling and simulationRecognize that uncertainties in measurements may allow competing models and ideas to be considered. 4. Interdisciplinary nature of scienceComprehend the interdisciplinary nature of the sciences and the influence of science on contemporary issues in society. 5. Communicate and collaborate with other disciplines Communicate about scientific ideas and results, using appropriate means. 6. Relationship between science and society Become a discerning consumer of multiple sources of scientific information by evaluating their credibility.