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

跨学科（99）该项目支持电感耦合等离子体发射分光光度计（ICP）的收购，为建立一个五门课程的序列，整合了基于问题的学习，和教师发展的综合课程的实施的核心。课程顺序通过环境交流和解决问题，研究和分析方法，环境统计，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是从成功的方案在蒙特克莱尔州立大学（NSF-DUE 9952667），米德尔伯里学院（NSF-DUE 9980911），万年青州立学院（NSF-DUE 9972501），和州长的州立学院（NSF-DUE 0088831）改编。南缅因州大学的环境科学与政策项目正在通过增加一个新的学士学位来加强其课程。现有的B.A.℃下胡扯学位于2001年获得批准，并在2002学年实施。增加一个B. S。学位选项修改了当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，环境统计和高级研讨会），以形成一个完整的，有凝聚力的课程序列。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，同时制定研究建议，以指导他们未来的活动。接下来，他们在实地和实验室获得数据收集和生成方面的实践培训，并了解侧重于其选定主题的数据质量目标。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综合他们以前的研究。最后，学生通过在学院范围的研究研讨会，区域或（如果合适的话）国家会议上的专业演讲来达到研究的高潮。每个课程的集体成果将产生一个全面的和可评估的学生研究组合。介绍学生和教师的一系列环境主题在一个有序的课程结构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，吸引和吸引学生，同时让他们建立解决问题的能力，沟通能力和分析能力。特别是，这种方法吸引并提高了一个大型非传统USM学生团体（主要是女性，老年人和兼职）的科学技能。学生的成果预计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践技能。该项目将在24个月内实施，课程修改将在两个层面上进行评估：具体课程的成功和整体序列结果。这些结果正在向我们机构内的科学同行团体、我们地区和国家会议传播，万维网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.