Cohort and Problem-Based Learning in an Undergraduate Environmental Science and Policy Curriculum

跨学科(99)本项目支持购置电感耦合等离子体发射光谱仪(ICP)，这是建立整合以问题为基础的学习的五门课程序列的核心，并支持实施综合课程的师资培养。课程顺序通过环境沟通和问题解决、研究和分析方法、环境统计学、环境影响评估和高级研讨会跟踪专业。跨学科的环境主题和分层课程模式取材于蒙特克莱尔州立大学(国家科学基金会-截止日期9952667)、米德尔伯里学院(国家科学基金会-截止日期9980911)、长青州立学院(国家科学基金会-截止日期9972501)和州长州立学院(国家科学基金会-截止日期0088831)的成功项目。南缅因州大学的环境科学与政策项目正在加强其课程，在现有的学士学位基础上增加一个新的理科学士学位。理科学士学位于2001年获得批准，并将在2002学年实施。增加理科学士学位选项修改了目前的跨学科课程模式，需要修改和改造两门课程(环境传播和环境影响评估)，并创建三门新课程(研究与分析方法、环境统计学和高级研讨会)，以形成一个完整的、连贯的课程序列。首先向学生介绍主要的环境主题、其原因和潜在的解决方案，同时还开发一个研究提案来指导他们未来的活动。接下来，他们在实地和实验室接受数据收集和生成方面的实践培训，并被介绍以其选定的主题为重点的数据质量目标。然后，学生们使用他们在环境统计课程中生成的数据。学生团队接下来通过全面的影响评估方法来综合他们之前的研究。最后，学生通过在大学范围内的研究研讨会、地区性会议或全国性会议上的专业陈述来达到他们研究的顶峰。每门课程的集体成果将形成一个全面的和可评价的学生研究文件夹。通过有序的课程结构向学生和教职员工介绍一系列环境主题，加强了整个课程的跨学科学习目标。此外，在五门课程序列中编织一个重点环境主题会吸引学生并引起他们的兴趣，同时允许他们建立解决问题的技能、沟通能力和分析能力。特别是，这种方法吸引并提高了大量非传统USM学生(主要是女性、年龄较大的和兼职学生)的科学技能。预计学生的成果将提高对环境科学知识的理解，提高与沟通、实验室分析、数据收集和研究写作有关的实用技能。该项目将在24个月内实施，对课程修改进行两个层面的评估：具体课程的成功情况和总体顺序结果。结果正在我们机构、我们地区内的科学同行小组中传播，并在全国会议上传播，WWW通过我们的计划主页提供对我们结果的访问。

Interdisciplinary (99)This project supports the acquisition of an Inductively Coupled Plasma Emission Spectrophotometer (ICP), the centerpiece for establishing a five-course sequence that integrates problem-based learning, and faculty development for implementation of the integrated courses. The course sequence tracks majors through Environmental Communication and Problem-solving, Research and Analytical Methods, EnvironmentalStatistics, Environmental Impact Assessment, and Senior Seminar. The interdisciplinary environmental themes and a hierarchical course model are adapted from successful programs at Montclair State University (NSF-DUE 9952667), Middlebury College (NSF-DUE 9980911) Evergreen State College (NSF-DUE 9972501), and Governor's State College (NSF-DUE 0088831). The Environmental Science and Policy Program at the University of Southern Maine is strengthening its curriculum by adding a new B.S. degree to the existing B.A. degree. The B.S. degree was approved in 2001 and is being implemented during the 2002 academic year. The addition of a B.S. degree option modifies the current interdisciplinary curriculum model and requires revising and transforming two courses (Environmental Communication and Environmental Impact Assessment) and creating three new courses (Research and Analytical Methods, Environmental Statistics, and Senior Seminar) to form an integrated, cohesive course sequence. Students are first introduced to dominant environmental themes, their causes, and potential solutions while also developing a research proposal to guide their future activities. Next they gain hands-on training in data collection and generation in both the field and laboratory and are introduced to data quality objectives focusing on their selected theme. Students then use the data they generated in an environmental statistics course. Student teams next synthesize their prior studies through comprehensive impact assessment approaches. Lastly, students culminate their research through a professional presentation at either a college-wide research symposium, regional, or, if appropriate, national meeting. The collective outcomes from each course will result in a comprehensive and evaluative student research portfolio. Introducing students and faculty to a range of environmental themes across a sequenced course structure strengthens the interdisciplinary learning goals for the curriculum as a whole. In addition, the weave of a focus environmental theme across a five-course sequence engages and interests students while allowing them to build problem-solving skills, communication abilities, and analytical competence. In particular, this approach attracts and improves the science skills of a large non-traditional USM student body (predominately female, older, and part-time). Student outcomes are expected to improve understanding of environmental scientific knowledge, increase practical skills relating to communication, laboratory analysis, data collection, and research writing. This project is being implemented over a 24-month period and the curriculum modifications are being evaluated at two levels: course-specific successes and overall sequence outcomes. The results are being disseminated to science peer groups within our institution, our region, and at national meetings and WWW provides access to our results through our Program homepage.