| NSF Org: |
OCE Division Of Ocean Sciences |
| Recipient: |
|
| Initial Amendment Date: | July 29, 2020 |
| Latest Amendment Date: | July 29, 2020 |
| Award Number: | 2037372 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Elizabeth Rom
elrom@nsf.gov (703)292-7709 OCE Division Of Ocean Sciences GEO Directorate for Geosciences |
| Start Date: | August 15, 2020 |
| End Date: | July 31, 2021 (Estimated) |
| Total Intended Award Amount: | $97,450.00 |
| Total Awarded Amount to Date: | $97,450.00 |
| Funds Obligated to Date: |
|
| History of Investigator: |
|
| Recipient Sponsored Research Office: |
21 N PARK ST STE 6301 MADISON WI US 53715-1218 (608)262-3822 |
| Sponsor Congressional District: |
|
| Primary Place of Performance: |
N194 County Road N Wisconsin Dells WI US 53965-9124 |
| Primary Place of
Performance Congressional District: |
|
| Unique Entity Identifier (UEI): |
|
| Parent UEI: |
|
| NSF Program(s): | EDUCATION/HUMAN RESOURCES,OCE |
| Primary Program Source: |
|
| Program Reference Code(s): |
|
| Program Element Code(s): |
|
| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.050 |
ABSTRACT
Three university field stations, including Upham Woods Outdoor Learning Center at the University of Wisconsin-Madison, the Baruch Marine Field Laboratory (BMFL) at the University of South Carolina, and the University of Georgia Marine Institute (UGAMI), are collaborating to produce a suite of virtual estuarine field experiences polished for distance-delivery in undergraduate programs. UGAMI at Sapelo Island and BMFL at North Inlet - Winyah Bay, will be the two filming locations for these virtual modules because they have unique access to relatively pristine model estuarine systems dominated by Spartina alterniflora marsh that are similar to low-gradient, Spartina marshes that rim the Atlantic and Gulf of Mexico coastlines from approximately New York through Texas, with the exception of the mangrove systems of South Florida. The virtual field experiences will be more accessible and equitable than traditional in-person field experiences and can help address barriers to participation in the traditional field experiences, such as mobility impairments, financial limitations, family obligations, as well as reduce limitations of geographic accessibility. The videos, datasets, and educational materials will be available for free download and will be developed to be compatible with platforms used by universities in virtual learning. Upham Woods?s expertise in environmental education will help ensure the quality and applicability of these assets. Providing these experiences to a wider audience has the potential to broaden the pipeline of students pursuing careers in STEM fields. The final products will feature research by and voices of a diverse group of scientists to address issues of equity in the university field station community and to better represent human diversity in ecological fields, and the modules will be distributed widely to undergraduate institutions, outdoor education centers and schools.
This project will develop products that address widespread educational challenges posed by the COVID-19 pandemic for the marine science community. The pandemic has dramatically impacted the educational landscape in the United States, radically limiting the traditional in-person, experiential educational programs for undergraduates and high school students. The crisis has highlighted the need to develop educational content and experiences that provide access to outdoor, field-based learning to all students, not just those who are able to access in-person programs. This project will bring accessible, engaging, and rigorous science experiences to learners by developing a suite of virtual estuarine field experiences for undergraduate courses. These experiences will consist of ten modules, each focusing on a particular estuarine ecology topic and featuring research projects, datasets, prompts, and worksheets to support science learning. A range of topics will be covered in the modules, such as fish ecology, fisheries research field techniques, coastal physical oceanography, coastal depositional processes, biogeochemical processes in the coastal zone, benthic and water column processes, field sampling and laboratory methods for estuarine biogeochemistry research, human interactions with coastal ecosystems, research ethics, formulating research questions and hypotheses, designing field studies, laws governing research, collecting and analyzing data, scientific writing and presentation skills. The modules will also be modified for delivery to high school students as virtual modules that can be incorporated into programs at outdoor education centers and schools.
This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
During this project- Response to COVID-19 Field Research and Education Disruptions: Creating Virtual Field Experiences in Coastal and Estuarine Science we developed 10 multimedia learning modules focused on various topics in estuarine ecology. Each of these modules includes an interactive map, videos shot by and/or featuring researchers in the field, data sets, and activities for students to mimic the real world field experience. Each of the modules was designed to address foundational topics that could be taught in either a college-level course, or K12 class using the Next Generation Science Standards (NGSS) as a way to introduce students to disciplinary core ideas, cross cutting concepts and scientific practices. Featured scientists in many of the modules demonstrate field-based practices, and students are able to apply other practices (e.g. using mathematics and computational thinking; engaging in argument from evidence) themselves. The modules were evaluated for scientific accuracy, alignment with appropriate learning objectives at different levels of Bloom’s taxonomy, assessments that matched said learning objectives, and engaging activities for K12 and/or college audiences.
This project has the potential to benefit society and contribute to more equitable science education in several ways, especially given the synergy and combined reach of the three associated organizations. Engagement with STEM is an equity issue now more than ever given the challenges posed by COVID-19 and distance science learning. Because this project will be distance-delivered, the virtual field experiences will be more accessible and equitable than traditional in-person field experiences, being limited to those who have the means to participate. Having these educational opportunities available to students of all ages as a virtual product provides more enriching educational experiences for students otherwise without access. These virtual field opportunities can help address barriers to participation in the traditional field experiences, such as mobility impairments, financial limitations, family obligations, as well as reduce limitations of geographic accessibility. This project will improve equitable access to field experiences for students that are under-represented in these fields and to students that are far from coastal regions. The videos, data sets, and educational materials will be available for free download. Providing these experiences to a wider audience has the potential to broaden the pipeline of students pursuing careers in STEM fields. These products are available and hosted on the project website, providing a platform and opportunities for researchers to introduce the modules and respond to any questions from educators about integration of modules into their courses.
Last Modified: 11/19/2021
Modified by: Robert J Hougham
Please report errors in award information by writing to: awardsearch@nsf.gov.
