Using needs analysis in the development of tools to help instructors enhance their content assessment

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.

Broadening the impact and evaluating the effectiveness of randomization-based curricula for introductory statistics

Integrating Testing into CS/IT Courses Supported by a Cyberlearning Environment

Designing Creative, Balanced, and Synergistic Interdisciplinary Projects for Students in Computing in the Arts Programs

Integrating a course-based undergraduate research experience (CURE) by expanding the use of online remote electron microscopy in the classroom

Co-valuing Instructional Laboratory Course Offerings

Integrating Writing Skill Development into STEM Education: A Model from Civil Engineering

Making: A Computing in the Arts Community

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