Tag Archives: WELL

Invited talk at the U. of Maryland Center for Science and Technology (CSTE)

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In November, I was invited to visit the Center for Science and Technology (CSTE) at the University of Maryland. During my visit, I met with CSTE-affiliated faculty and graduate students and gave a Distinguished Lecture. My talk, entitled, “Scientific Modeling for K-16 Earth Systems Education: Theoretical Perspectives and Empirical Insights”, focused on empirical and theoretical work associated with the WELL, MoHSES, and CliMES projects.  This was a wonderfully engaging experience – many thanks to Randy McGinnis and Diane Kettelhut for the invitation!

SCIL 109 Water in Society Spring, 2017

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As part of the WELL project, our team had the chance to teach our new course – SCIL 109 Water in Society – this past spring semester.  It was an amazing opportunity work with 45 undergraduate students, both STEM and non-STEM majors from an array of programs.  It was also a wonderfully enriching experience to collaborate with colleagues spanning multiple disciplines as part of our instructional team.  The course touched on core hydrology concepts, exploration of contemporary real-world water-related challenges, and opportunities to communicate about both the scientific and non-scientific dimensions of these issues.  Students used computer-based water modeling tools based upon authentic datasets, worked in collaborative teams on long-term projects, participated in site visits, and developed and presented infographics to attendees at an international water-focused conference.   Please see our spring, 2017 syllabus and course calendar here.

CADRE video series: What is Scientific Modeling?

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In a new video series from CADRE, a network for STEM education researchers funded by the National Science Foundation’s Discovery Research K-12 (DR K-12) program, I had a chance to share a bit about the importance of scientific modeling in science learning environments. It’s very exciting to be featured as part of a group, including Dan Damelin (The Concord Consortium) and Brian Reiser (Northwestern University), discussing this important topic related to our MoHSES, NE WETS, WELS2, and WELL projects.

What is Scientific Modeling? from CADREK12 on Vimeo.

2017 UNL STEM Education Research Retreat

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In October, the 2017 STEM Education Research Retreat was held on East Campus in Hardin Hall in partnership between the Center for Science, Mathematics, and Computer Education, IANR Science Literacy, and the Nebraska Collaborative for Food, Energy, & Water Education.  Over 75 UNL faculty, postdocs, and graduate students representing nearly all of UNL’s academic Colleges and Extension participated in this year’s event.  Over 30 posters were presented in two consecutive poster sessions, showcasing the high-quality and innovative STEM education research being conducted at the university and across the state.  Participants also participated in an interactive webinar with NSF Program Officers to learn more about the NSF Improving Undergraduate STEM Education (IUSE) funding program.  It was a pleasure to co-plan and host this event in conjunction with colleagues from across campuses.  Kudos to Devarati Bhattacharya, Erin Ingram, Tina Vo, Diane Lally, Kari Nelson, Destini Petitt, and McKenzie Peterson for presenting their research, including work from the MoHSES, WELL, and UnICORN projects.    IMG_0799 IMG_0800 IMG_0807 IMG_0808IMG_08112016-10-18 13.03.51

Collaboration w/ ReSTEM Institute at University of Missouri

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Thanks to Troy Sadler, Laura Zangori, and the rest of the team with the ReSTEM Institute in the University of Missouri College of Education for a engaging and productive couple of days of collaboration with Jenny Dauer and myself.  It was a great conversation around socio-scientific issues, science-informed decision-making, and science literacy in a range of K-16 contexts and across an array of unique projects.  I look forward to working with ReSTEM as the external evaluation team on the Fostering Undergraduate Students’ Disciplinary Learning and Water Literacy (WELL) project, funded by an NSF IUSE grant (DUE-1609598), and the SCIL/AECN/NRES 109: Water in Society course over the next 3 years.
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WELL project press

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Some nice press from the UNL news on our newly-funded, 3-year NSF IUSE project – Fostering Undergraduate Students’ Disciplinary Learning and Water Literacy (WELL; DUE-1609598) – which focuses on design-based research around the new SCIL/AECN/NRES 109: Water in Society course at UNL.

The funding will support the development of a new “Water in Society” undergraduate course. Water in Society will be an interdisciplinary course, drawing from the fields of science, technology, engineering, and mathematics (STEM) education, hydrological sciences and social and decision sciences.
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“Our hope is that all UNL students, whether they’re studying to be a scientist, teacher or lawyer will have the background to make educated decisions when it comes to their food, and the Water in Society course can support that goal,” said Forbes.

 

NSF IUSE project funded

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I am very excited to lead a newly-funded, 3-year NSF IUSE Engaged Student Learning: Exploration project (DUE-1609598) focused on the iterative design,  nsf_logoimplementation, and study of a new, interdisciplinary course for non-majors – SCIL/AECN/NRES 109: Water in Society – at the University of Nebraska-Lincoln (UNL). The Fostering Undergraduate Students’ Disciplinary Learning and Water Literacy (WELL) project presents an outstanding opportunity to iteratively develop and study an innovative undergraduate STEM learning experience through design- and discipline-based education research.  We are lucky to have an amazing, interdisciplinary team on board for this project, including faculty associated with UNL’s Water for Food Global Institute and two graduate students.  The new course will be an integral part of a newly-established undergraduate minor – Food, Energy, & Water in Society – in CASNR, as well as a key component of a growing suite of undergraduate experiences associated with the IANR Science Literacy Initiative.