Integrating Campus Sustainability Initiatives and Data into Instructional Practices

开发了一种网络学习工具，使校园可持续发展项目能够作为相关的体验式学习网站整合到各种各样的课程中。这一努力的广泛目标是吸引本科生，以帮助他们发展21世纪所需的STEM相关技能。该项目的目标是开发、试点和评估一个框架，该框架可以作为未来在其他大学使用的一个步骤。该框架包括校园可持续性网络学习基础设施（CLICS），以及如何将这些数据用于基于项目的学习体验的示例，以及培训教师在自己的课堂上使用此类工具设计体验式学习模块的议程。评估和评价提供了初步证据，表明该方法吸引了学生，并帮助他们在21世纪的STEM技能中脱颖而出。开发和评估网络基础设施工具和培训框架，以帮助将CLICS的价值带入课堂，这是该项目的主要智力价值。CLICS包括传感器、数据采集和基于原理图的开源图形界面的规范，使用户能够轻松访问和解释。11名教师接受了在课堂上使用CLICS的培训，每年影响300多名学生。许多涉及可持续发展问题的课程中，女学生的比例相对较高。因此，该项目不成比例地支持STEM课程中的性别多样性。

A cyber-learning tool was developed to enable the integration of campus sustainability projects into a wide variety of classes as relevant, experiential learning sites. The broad goal of this endeavor is to engage undergraduate students in order to help them develop the STEM related skills needed in the 21st Century. The goal of this project is to develop, pilot and assess a framework that can be employed as a step towards future use at other universities. The framework includes the cyber-learning infrastructure for campus sustainability (CLICS), as well as examples of how these data can be used in project-based learning experiences, and an agenda for training instructors to design experiential learning modules using such a tool in their own classes. Assessment and evaluation provides preliminary evidence that the approach engages students and helps them excel in 21st century STEM skills. The development and assessment of a framework for cyber-infrastructure tools and training to help bring the value of CLICS into the classroom represents the primary intellectual merit of this project. CLICS includes specifications for sensors, data acquisition and a schematic-based open-source graphical interface to enable easy user access and interpretation. Eleven faculty members are trained to use CLICS in their classrooms, impacting over 300 students per year. Many classes that do address sustainability issues have a relatively high percentage of female students. Thus, this project disproportionately supports gender diversity in STEM classes.