Interdisciplinary Environmental Program: Environmental Chemistry Laboratory Course and Field-Based Environmental Science Capstone Course

该项目实施了一个创新的实验室和基于现场的环境化学选项，并启动了跨学科环境研究计划的发展。目标是为学生在环境研究，教育和/或环境分析，监测和评估领域的职业生涯做好准备。该项目正在改编来自Susan Libes（Coastal卡罗莱纳大学）的组件，该实验室手册由NSF奖9750477支持，以及来自Maureen Seviny（俄勒冈州理工学院）的组件，NSF项目9752662。 一些实验室方法和实验是根据其他已出版的环境教科书改编的。 时间专门用于课程的课程开发，这样的实验是预先测试（由科学教育的学生作为指导研究项目），其教育价值，并包括合作和协作学习方法。通过增加专门用于环境和分析科学的原子吸收光谱仪（AAS）和现场工作工具包等特定仪器，可以实现以下四个目标。(1)开发环境化学实验室课程，涵盖：i）使用仪器作为诊断工具的环境化学，ii）使用仪器作为定量工具的环境分析，iii）使用STELLA，minteqa 2和EXCEL软件的环境建模。 (2)开发基于实地的环境科学顶级课程，结合i）地理（地理信息系统（GIS），全球定位系统（GPS）和遥感（RS）），ii）化学（化学分析）和iii）生物学（生物分析），以开发特定区域的环境影响评估。 生物和化学专业的学生都参加了第二门课程，并在团队中工作，以制定环境评估和影响声明。 (3)本科环境研究项目正在使用现代仪器。 (4)仪器分析课程正在改进，增加了一个新的AAS。

This project implements an innovative laboratory and field based Environmental Chemistry Option and initiates the development of an Interdisciplinary Environmental Studies Program. The goal is to prepare students for careers in environmental research, education and/or in the areas of environmental analyses, monitoring and assessment. The project is adapting components from Susan Libes', Coastal Carolina University, laboratory manual supported by NSF award 9750477, and from Maureen Seviny's, Oregon Institute of Technology, NSF project 9752662. A number of laboratory methods and experiments are being adapted from other published environmental texts. Time is devoted to the curriculum development of the courses such that the experiments are pre-tested (by science education students as directed studies projects) for their educational value and include cooperative and collaborative learning methods. By adding specific instrumentation such as an atomic absorption spectrometer (AAS) and kits for field work, which are dedicated to the environmental and analytical sciences, the following four aims can be accomplished. (1) Development of an Environmental Chemistry Laboratory Course to cover: i) environmental chemistry using instruments as diagnostic tools, ii) environmental analysis using instruments as quantitative tools, and iii) environmental modeling using STELLA, minteqa2 and EXCEL software. (2) Development of a Field-Based Environmental Science Capstone Course combining i) geography (Geographic Information System (GIS), Global Positioning System (GPS) and remote sensing (RS)), ii) chemistry (chemical analyses), and iii) biology (biological analyses) in order to develop an environmental impact assessment of a given area. Both biology and chemistry students take this second course and work in teams to develop the environmental assessment and impact statement. (3) Undergraduate environmental research projects are using the modern instrumentation. (4) The Instrumental Analysis Course is being improved with the addition of a new AAS.