Forging productive relationships to advance student competence in biological experimentation

Developing Virtual and Experiential Learning Materials for Multiple Cybersecurity Educational Paths for Liberal Arts Students

The Privilege of Student, Experiential-Learning, Engineering Competition Teams (SELECT): Factors contributing to cultures of exclusion (or inclusion)

Title: Instrument-driven and Research based Teaching Strategies Using Remotely Capable EPMA and SEM Instrumentation to Transform Undergraduate Geoscience Education.Abstract: Instrument-driven and/or research based curriculum has been an effective strategy in teaching across many disciplines in science, technology, engineering and mathematics (STEM) and has long been a part of science instruction. Geoscience faculty at the University of South Florida (USF), Florida International University (FIU), Florida Gulf Coast University (FCGU), and Valencia College (VC) have collaborated to develop active-learning geoscience curricula in which remotely operable analytical instrumentation available (Scanning Electron Microscope and Electron Probe Micro-Analyzer) at the Florida Center for Analytical Electron Microscopy (FCAEM) can be operated by undergraduates who collect data in real-time over the internet. In our NSF-TUES Type 2 project, we have developed in-class activities for undergraduate courses in Physical Geology, Earth Materials, Mineralogy, Petrology and Stratigraphy in order to assist interested faculty in employing these strategies and to expand the use of remote electron microscopy in undergraduate Geoscience education. The implementation of SEM and EPMA classroom activities by new faculty users is aided by free instrument time for trial runs along with instructional video tutorials and an on-site post-doctoral researcher available for remote assistance. Preliminary data show that undergraduates who have participated in instrument-based curricula have increased student achievement, and increased participation and willingness to conduct independent research projects. A critical point in the education of undergraduates in the sciences is the transitions from a passive learner to a largely independent investigator. Facilitating the transitions from a directed learner to an active researcher is a key objective of this project. Active-learning and instrument-driven integrated activities provided by this project may develop the technical and intellectual skills in undergraduates appropriate for continued research and foster the next generation of Geoscience and STEM scientists.

Hands-On Experiences with Stable Isotopes in the Geosciences Curriculum

Improving Scientific Reasoning, Writing, and Self-Efficacy in an Series of Interdisciplinary Capstone Courses at a Historically Black Institution

Broadening Access to STEM Through a Hybrid Online 2+2 Program

ROOT - an open access online web site for student driven in-class instruction in science using original on-line sources.

TAILS: Enhancing Expertise, Sociability and Literacy through Teaching Artificial Intelligence as a Lab Science

Dissemination of Microprocessor Courses through Classroom and Interactive Cyber-Enabled Technologies