IUSE: Fostering Undergraduate Students' Disciplinary Learning and Water Literacy

IUSE：培养本科生的纪律学习和水素养

• 批准号: 1609598
• 负责人: Cory Forbes
• 金额: $ 29.9万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-08-01 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1609598&HistoricalAwards=false
• 关键词: IUSE; Fostering; Undergraduate; Students; Disciplinary

This project will support undergraduate students to develop robust understanding of core hydrological concepts, as well as the social, cultural, economic, and political dimensions of water-related issues. This project will design and study a new, interdisciplinary undergraduate course, Water in Society, designed for first year students (STEM majors and non-majors). Project work will be transdisciplinary, drawing from the fields of STEM education, hydrological sciences, and social and decision sciences, and will contribute to theory and research on undergraduate teaching and learning about human-environmental systems, STEM-informed decision-making, and science literacy. The project will impact the future STEM workforce, as well as cultivate water literacy in future voters and consumers.The project will utilize a pre-specified, iterative instructional design process to inform the development and ongoing refinement of a course grounded in tenets of effective post-secondary STEM instruction and contemporary learning theory. Consistent with the project's focus on early-stage, exploratory research in an instructional design context, the project will explore associations between student outcomes, malleable factors, and mediating or moderating variables to clarify underlying theory about how students engage in STEM-informed decision-making about socio-hydrological issues. The project is a direct response to calls for discipline-based educational research on undergraduate students' science learning. Project deliverables will include a research-based, interdisciplinary water science course and empirical research findings from study of course implementation throughout the project period.

该项目将支持本科生对核心水文概念以及与水有关的问题的社会，文化，经济和政治层面的深入理解。 该项目将设计和研究一个新的，跨学科的本科课程，水在社会中，专为一年级学生（STEM专业和非专业）。 项目工作将是跨学科的，从STEM教育，水文科学，社会和决策科学领域借鉴，并将有助于本科教学和学习有关人类环境系统，STEM知情决策和科学素养的理论和研究。 该项目将影响未来的STEM劳动力，并培养未来选民和消费者的水素养。该项目将利用预先指定的迭代教学设计过程，为基于有效的中学后STEM教学原则和当代学习理论的课程的开发和持续改进提供信息。与该项目在教学设计背景下对早期探索性研究的关注一致，该项目将探索学生成绩，可塑性因素和中介或调节变量之间的关联，以澄清有关学生如何参与STEM知情决策的基本理论关于社会水文问题。 该项目是对以学科为基础的本科生科学学习教育研究的直接回应。 项目成果将包括一个以研究为基础的跨学科水科学课程，以及整个项目期间课程实施研究的实证研究结果。