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

该项目实施了创新的实验室和现场环境化学选项，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。该项目正在改编苏珊·利布斯的组件，由美国国家科学基金会奖9750477支持的实验室手册，以及来自俄勒冈理工学院的莫琳·塞维尼的美国国家科学基金会项目9752662。一些实验室方法和实验正在改编自其他已发表的环境文本。将时间用于课程的开发，以使实验预先测试(由科学教育学生作为指导的研究项目)的教育价值，并包括合作和合作学习方法。通过增加专门用于环境和分析科学的特定仪器，如原子吸收光谱仪(AAS)和用于实地工作的工具包，可以实现以下四个目标。(1)开发环境化学实验室课程，包括：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，以及iii)使用Stella、minteqa2和EXCEL软件进行环境建模。(2)开发一门以实地为基础的环境科学顶峰课程，将地理(地理信息系统(GIS)、全球定位系统(GPS)和遥感(RS))、化学(化学分析)和生物学(生物分析)结合起来，以便对特定地区进行环境影响评估。生物和化学专业的学生都选修了第二门课程，并以小组形式进行环境评估和影响陈述。(3)本科生环境科研项目正在使用现代仪器。(4)仪器分析课程正在改进，增加了一门新的原子吸收光谱。

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.