Tag Archives: water

Published research on undergrad students’ reasoning about water SSIs

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Many thanks to all members of our research and instructional team who collaborated on a study investigating undergraduate students’ reasoning about water-focused socioscientific issues.  Carried out in the first iteration of the revised SCIL 101 course (formerly AGRI/NRES 103) with more than 200 students, study results illustrate strengths and limitations of students’ thinking about the use of groundwater for agriculture in the context of a multi-week course module.  Thanks to Dr. Jaime Sabel for leading this effort!

Sabel, J.L., Vo, T., Alred, A., Dauer, J.M., & Forbes, C.T. (2017). Undergraduate students’ scientifically-informed decision-making about socio-hydrological issues. Journal of College Science Teaching, 46(6), 64-72.

WELS2 summer 2017 workshop

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In June, the WELS2 project team held a 1-week workshop for more than 30 Nebraska middle- and high school science teachers at the University of Nebraska-Lincoln.  The workshop focused on supporting teachers to learn to use a computer-based groundwater modeling tool, the Hydrogeology Challenge, and to develop instructional materials and supports that would enable them to use this tool within their existing science curriculum.

As part of the workshop, teachers explored the Next Generation Science Standards, conducted water-related investigations, learned about the scientific practice of modeling, and worked on curricular resources to support their own teaching.  Teachers also had the opportunity to participate in the workshop as part of a UNL graduate course – NRES 898 Teaching and Learning about Water Systems.  We thank our project partners from the Groundwater Foundation and Water for Food Global Institute for contributing to making this workshop a successful experience for all involved.  We look forward to continuing to work with NE teachers through ongoing academic year activities and a teacher research experience in summer, 2018.

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.

WELS2 project funded

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Our team is excited to announce grant support for the Water Education Leaders for Secondary Science (WELS2) project at the University of Nebraska-Lincoln (UNL).  Through funding from USDA-NIFA and the NE Coordinating Commission for Postsecondary Education, we will develop, implement, and evaluate a 15-month sustained professional development program for middle and secondary STEM teachers in the state of Nebraska focused on teaching and learning about water resources.  This project is grounded in a partnership involving the UNL School of Natural Resources, Robert B. Daugherty Water for Food Global Institute, UNL water scientists, the Groundwater Foundation, and six Nebraska school districts.  More information about the project can be found here and here.

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.

Wrapping up the Nebraska WETS Project

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Today we wrapped up our 18-month Water for Elementary Teachers of Science in Nebraska (NE WETS) project with 2 consecutive days of workshops held at Hastings Middle School.  The project provided us to opportunity to work with an amazing group of K-6 teachers from in and around Hastings, NE.  Thanks go out to wonderful UNL project team members Tina Vo and Tonya Bernadt, Chad Dumas, Ph.D., HPS Director of Curriculum, Instruction, and Assessment, and the teachers who made the project possible.  IMG_7551

2015 Nebraska WETS Workshop Series

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Thanks to a fantastic group of elementary teachers for all their hard work in this first summer of the Water for Elementary Teachers of Science (Nebraska WETS) project.  We had a great workshop series in June and August of this summer focused on scientific modeling, formative assessment, and water science.   The summer component was also offered as graduate course credit (NRES 898 – Teaching and Learning about Water Systems).  We appreciate the support of Hastings Public Schools for being a wonderful district partner and allowing us access to amazing facilities at Hastings Middle School.  NE WETS Summer 2015

Is The Food That’s Good For You Good For The Environment?

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Here’s a very accessible and nicely-done article that weighs the pros and cons of various approaches to agricultural production.  The author emphasizes the importance of tradeoffs in assessing the impact of growing certain commodities using conventional or organic methods, including not only the use of synthetic fertilizers, but also water use, transportation, and consumer demand.  Some interesting information about avocados.