Design & Development: Colorado Science and Engineering Inquiry Collaborative

设计、发展和研究教育项目以支持工程兴趣和技能的发展以满足21世纪世纪的技术需求是很重要的。本项目，设计&开发：科罗拉多科学和工程调查协作（SCENIC），将满足这些需求，通过从事，动手空气和土壤质量环境工程课程和相关的推广基础设施的发展，以支持农村科罗拉多初中和高中学生的学习和工程身份的发展。这些基于探究的课程将在科罗拉多农村K-12学校的科学教室中开发和完善，由高中学生，科罗拉多大学博尔德分校（CU）学生和教师以及高中教师和当地社区合作伙伴之间的合作伙伴关系。该课程将整合CU环境监测设备到科学和/或工程教室，让初中/高中学生在自己的社区调查环境问题，与追求工程学位的大学生的支持。农村高中学生调查项目的结果将在学年结束时的一次活动中向当地社区成员介绍。在整个项目中，一个CU研究人员团队将调查这一过程，以了解学生如何开始认同工程，合作的工作以及下一学年需要改进的地方。该项目有助于研究工程师的形成，包括了解学生如何形成工程师，如何改造系统，以更好地开发工程师，以及如何为其他人提供路线图，以开发类似的举措。拟议的设计和开发项目将调查和完善教育基础设施，支持工程和科学学习和身份形成的推广计划，在12个农村科罗拉多高中。设计为基础的研究将通知材料和方法的完善，以支持高中学生的查询，并推进我们的基本过程和机制，支持工程身份形成的基本理解。研究问题是：外展计划的教育基础设施方面如何支持农村高中学生参与和认同工程和科学？开展与当地相关的环境监测如何有助于农村学生的工程和科学身份发展？SCENIC通过在线，互动课程和亲自访问将大学工程教师和学生导师与农村高中整合在一起，以支持高中生开展具有教育影响力的当地环境监测项目。大学本科和研究生工程专业的学生参加了一个两学期的课程，准备他们指导高中生。环境监测吊舱和其他教育资源和互动支持机制将通过基于设计的研究迭代改进。该项目将推进有关将尖端的大学环境监测研究工具应用于高中课堂的知识，以影响工程身份的发展。SCENIC的大学支持的课程和指导将影响农村学生，学区和当地社区。结果将通过在农村高中的研讨会，学生展示他们的工作，同行评审的出版物，地方和国家会议，并通过在NSF支持的教学工程数字图书馆出版的课程进行传播。出版物和会议将明确针对研究受众和实践教师受众在K-12和高等教育水平。这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

It is important to design, develop and investigate educational programs to support the development of interests and skills in engineering for advancing technology needs in the 21st Century. This project, Design & Development: Colorado SCience and ENgineering Inquiry Collaborative (SCENIC), will meet these needs through the development of engaging, hands-on air and soil quality environmental engineering curriculum and an associated outreach infrastructure to support rural Colorado middle and high school students’ learning and engineering identity development. These inquiry-based curricula will be developed and refined in Colorado science classrooms at rural K-12 schools by a collaborative partnership between high schools students, University of Colorado Boulder (CU) students and faculty as well as high school teachers and local community partners. The curriculum will integrate CU environmental monitoring equipment into science and/or engineering classrooms to allow middle/high schools students to investigate environmental issues in their own community, with the support of college students pursuing engineering degrees. Results of the rural high school students’ inquiry projects will be presented to members of local communities at an event at the end of the school year. Throughout the project, a team of CU researchers will investigate the process to understand how students begin to identify with engineering, what is working about the collaborations and where improvement is needed for the following school year. This project contributes to research in the formation of engineers including an understanding of how students are formed into engineers, how to transform the system to better develop engineers, and how to provide a roadmap for others to develop similar initiatives. The proposed design and development project would investigate and refine an educational infrastructure for supporting engineering and science learning and identity formation in an outreach program in twelve rural Colorado high schools. Design-based research will both inform the refinement of the materials and approach for supporting high school student inquiry, and advance our fundamental understanding of the underlying processes and mechanisms that support engineering identity formation. The research questions are: How do aspects of the outreach program’s educational infrastructure support rural high school students’ participation in and identification with engineering and science? How does conducting locally relevant environmental monitoring contribute to rural students’ engineering and science identity development? SCENIC integrates university engineering faculty and student mentors with rural high schools via on-line, interactive curriculum and in-person visits to support high school students in carrying out educationally impactful local environmental monitoring projects. University undergraduate and graduate engineering students enroll in a two-semester course that prepares them to mentor the high school students. Environmental monitoring pods and other educational resources and interactive support mechanisms will be iteratively improved via design-based research. The project will advance knowledge regarding the adaptation of cutting-edge university research tools for environmental monitoring into high school classrooms to impact engineering identity development. SCENIC’s university-supported curriculum and mentoring will impact rural students, school districts, and local communities. Results will be disseminated through symposiums at the rural high schools where students showcase their work, peer-reviewed publications, local and national conferences, and through curriculum published in the NSF-supported TeachEngineering Digital Library. Publications and conference sessions will explicitly target both research audiences and practicing teacher audiences at both K-12 and higher education levels.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.