This award is for a Science and Technology Center devoted to the emerging area of nanobiotechnology that involves a close synthesis of nano-microfabrication and biological systems. The Nanobiotechnology Center (NBTC) features a highly interdisciplinary, close collaboration between life scientists, physical scientists, and engineers from Cornell University, Princeton University, Oregon Health Sciences University, and Wadsworth Center of the New York State Health Department. The integrating vision of the NBTC is that nanobiotechnology will be the genesis of new insights into the function of biological systems, and lead to the design of new classes of nano- and microfabricated devices and systems. Biological systems present a particular challenge in that the diversity of materials and chemical systems for biological applications far exceeds those for silicon-based technology in the integrated-circuit industry. New fabrication processes appropriate for biological materials will require a substantial expansion in knowledge about the interface between organic and inorganic systems. The ability to structure materials and pattern surface chemistry at small dimensions ranging from the molecular to cellular scale are the fundamental technologies on which the research of the NBTC is based. Nanofabrication can also be used to form new analytical probes for interrogating biological systems with unprecedented spatial resolution and sensitivity. Three unifying technology platforms that foster advances in materials, processes, and tools underlie and support the research programs of the NBTC: Molecules of nanobiotechnology; Novel methods of patterning surfaces for attachment of molecules and cells to substrates; and Sensors and devices for nanobiotechnology. Newly developed fabrication capabilities will also be available through the extensive resources of the Cornell Nanofabrication Facility, a site of the NSF National Nanofabrication Users Network. The NBTC will be an integrated part of the educational missions of the participating institutions. NBTC faculty will develop a new cornerstone graduate course in nanobiotechnology featuring nanofabrication with an emphasis on biological applications. Graduate students who enter the NBTC from a background in engineering or biology will cross-train in the other field by engaging in a significant level of complementary course work. Participation in the NBTC will prepare them with the disciplinary depth and cross-disciplinary understanding to become next generation leaders in this emerging field. An undergraduate research experience program with a strong mentoring structure will be established, with emphasis on recruiting women and underrepresented minorities into the program. Educational outreach activities are planned to stimulate the interest of students of all ages. One such activity partnered with the Science center in Ithaca is a traveling exhibition for museum showings on the subject of nano scale size. National and federal laboratories and industrial and other partners will participate in various aspects of the NBTC such as by hosting interns, attendance at symposia and scientist exchanges. Partnering with the industrial affiliates will be emphasized to enhance knowledge transfer and student and postdoctoral training. This specific STC award is managed by the Directorate for Engineering in coordination with the Directorates for Biological Sciences, Mathematical and Physical Sciences, and Education and Human Resources.
This research study involves collaboration between researchers at the University of Maryland, College Park and Bowie State University, an HBCU, to examine a multi-component pre-service model for preparing minority students to teach upper elementary and middle level science. The treatment consists of (1) focused recruitment efforts by the collaborating universities; (2) a pre-service science content course emphasizing inquiry and the mathematics of data management; (3) an internship in an after school program serving minority students; (4) field placements in Prince Georges County minority-serving professional development schools; and (5) mentoring support during the induction year. The research agenda will examine each aspect of the intervention using quantitative and qualitative methods and a small number of case studies.
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TEAM MEMBERS:
James McginnisSpencer BensonScott Dantley
The Nanoscale Science and Engineering Center entitled New England Nanomanufacturing Center for Enabling Tools is a partnership between Northeastern University, the University of Massachusetts Lowell, the University of New Hampshire, and Michigan State University. The NSEC unites 34 investigators from 9 departments. The NSEC is likely to impact solutions to three critical and fundamental technical problems in nanomanufacturing: (1) Control of the assembly of 3D heterogeneous systems, including the alignment, registration, and interconnection at three dimensions and with multiple functionalities, (2) Processing of nanoscale structures in a high-rate/high-volume manner, without compromising the beneficial nanoscale properties, (3) Testing the long-term reliability of nano components, and detect, remove, or prevent defects and contamination. Novel tools and processes will enable high-rate/high-volume bottom-up, precise, parallel assembly of nanoelements (such as carbon nanotubes, nanorods, and proteins) and polymer nanostructures. This Center will contribute a fundamental understanding of the interfacial behavior and forces required to assemble, detach, and transfer nanoelements, required for guided self-assembly at high rates and over large areas. The Center is expected to have broader impacts by bridging the gap between scientific research and the creation of commercial products by established and emerging industries, such as electronic, medical, and automotive. Long-standing ties with industry will also facilitate technology transfer. The Center builds on an already existing network of partnerships among industry, universities, and K-12 teachers and students to deliver the much-needed education in nanomanufacturing, including its environmental, economic, and societal implications, to the current and emerging workforce. The collaboration of a private and two public universities from two states, all within a one hour commute, will lead to a new center model, with extensive interaction and education for students, faculty, and outreach partners. The proposed partnership between NENCET and the Museum of Science (Boston) will foster in the general public the understanding that is required for the acceptance and growth of nanomanufacturing. The Center will study the societal implications of nanotechnology, including conducting environmental assessments of the impact of nanomanufacturing during process development. In addition, the Center will evaluate the economic viability in light of environmental and public health findings, and the ethical and regulatory policy issues related to developmental technology.
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TEAM MEMBERS:
Ahmed BusnainaNicol McGruerGlen MillerCarol BarryJoey Mead
resourceprojectProfessional Development, Conferences, and Networks
This model science teacher retention and mentoring project will involve more than 300 elementary teachers in "Lesson Study" of inquiry science around school gardens. Drawing on the rich resources of the University of California Botanical Garden and the science educators at the Lawrence Hall of Science this project will develop Teacher Leaders and provide science content professional development to colleagues in four urban school districts. Using the rich and authentic contexts of gardens to engage students and teachers in scientific inquiry opens the opportunity to invite parents to become actively involved with their children in the learning process. As teachers improve their classroom practices of teaching science through inquiry with the help of school-based mentoring they are able to connect the teaching of science to mathematics and literacy and will be able to apply the lesson study approach in their teaching of other innovative projects. Teacher leaders and mentors will have on-going learning opportunities as well as engage participating teachers in lesson study and reflection aimed toward improving science content understanding and the quality of science learning in summer garden learning experiences and having context rich science inquiry experiences throughout the school year.
The "Salmon Research Team: A Native American Technology, Research and Science Career Exposure Program" is a three-year, youth-based ITEST project submitted by the Oregon Museum of Science and Industry. The project seeks to provide advanced information technology and natural science career exposure and training to 180 middle level and high school students. Mostly first-generation college-bound students, the target audience represents the Native American community and those with Native American affiliations in reservation, rural and urban areas. Students will investigate computer modeling of complex ecological, hydrological and geological problems associated with salmon recovery efforts. Field experiences will be provided in three states: Oregon, Washington and northern California. The participation of elders and tribal researchers will serve as a bridge between advanced scientific technology and traditional ecological knowledge to explore sustainable land management strategies. Students will work closely with Native American and other scientists and resource managers throughout the Northwest who use advanced technologies in salmon recovery efforts. Student participation in IT-dependent science enrichment and research activities involving natural science fields of investigation will occur year round. Middle school students are expected to receive at least 330 contact hours including a one-week summer research experience, a one-week spring break program, and seven weekends of residential programs during the school year. The high school component consists of 460 contact hours reflecting one additional week for the summer research experience. In addition to watershed and salmon recovery related research, students will be involved in other ancillary research projects. A vast array of partners are positioned to support the field research experience including, for example, the U.S. Department of the Interior, Redwood National State Park, College of Natural Resources and Sciences at Humboldt State University, Confederated Tribes of the Warm Springs, University of Oregon Institute of Marine Biology, University of Washington Columbia Basin Research project, the Northwest Center for Sustainable Resources at Chemeketa Community College and the Integrated Natural Resource Technology program at Mt. Hood Community College. The project is intended to serve as a model for IT-based youth science programs that address national and state education standards and are relevant to the cultural experience of Native American students. Two mentors will provide continued support to students: an academic mentor at the student's schools and a professional mentor from a local university or natural resource agency. Incentives will be provided for student participation including stipends and internships. Career exposure and work-related skills are integrated throughout the project activities and every program component. Creative strategies are used to encourage family involvement including, for example, salmon bakes and museum discounts.
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TEAM MEMBERS:
Travis Southworth-NeumeyerDaniel Calvert
The National Research Council, through its Board on Science Education, will carry out a synthesis study of informal science learning based on a workshop funded by a prior NSF planning grant. The intellectual merit of this project is based on the formation of a committee of experts representative of the diversity of the field who will engage in a fact-finding process on learning science in informal settings, deliberate about the evidence and produce a major report that will be published by the National Academies Press. The study will describe the status of knowledge in the field currently, articulate a common framework for the next generation of research on informal science learning and provide guidance to the community of practice. By presenting what we know about the characteristics of effective informal science learning environments across a range of outcome measures, the study will achieve broader impacts by assisting practitioners, policymakers and researchers in directing their efforts towards realizing the potential of informal science education for advancing public science literacy.
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TEAM MEMBERS:
Heidi SchweingruberC. Jean Moon
resourceprojectProfessional Development, Conferences, and Networks
The Nanoscale Science and Engineering Education (NSEE) Center for Learning and Teaching (NCLT) would focus on the research and development of nano-science instructional resources for grades 7-16, related professional development opportunities for 7-12 teachers, and programs infused with nano-science content for education doctoral students. The Center would bring together educators and scientists from several areas of nano-science and engineering research to collaborate with science teachers and doctoral candidates in education on both the development of the resources and research on their efficacy. The PI has prior experience as director of the Materials World Modules project, an NSF-funded curriculum currently in use in several secondary schools across the country. Lead partners in the proposed Center are Northwestern University, Purdue University, University of Michigan, University of Illinois at Chicago and University of Illinois at Urbana-Champaign. Additional partners include Argonne National Laboratory, West Point Military Academy, Alabama A & M University, Fisk University, Hampton University, Morehouse College and University of Texas at El Paso. The additional partners will widen the geographic range of the project, expanding opportunities to reach a diverse and currently underrepresented population of graduate students, teachers and ultimately students. STEM and Education faculty and researchers from the partner institutions would participate in interdisciplinary teams to address the Center's mission: Provide national education leadership and resources for advancing NSEE Create and implement professional development programs in NSEE Use innovative ideas in learning to design instructional materials for grades 7-16 Conduct research relating to integration of NSEE into science, technology, engineering and mathematics (STEM) education.
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TEAM MEMBERS:
R. P. H. ChangThomas MasonNcholas GiordanoJoseph Krajcik
Maine is a rural state with unequal access to computers and information technology. To remedy this, the Maine laptop program supplies iBooks to every seventh and eighth grade student in the state. The goal of EcoScienceWorks is to build on this program and develop, test and disseminate a middle school curriculum featuring computer modeling, simple programming and analysis of GIS data coupled with hands-on field experiences in ecology. The project will develop software, EcoBeaker: Maine Explorer, to stimulate student exploration of information technology by introducing teachers and students to simple computer modeling, applications of simulations in teaching and in science, and GIS data manipulation. This is a three-year, comprehensive project for 25 seventh and eighth grade teachers and their students. Teachers will receive 120 contact hours per year through workshops, summer sessions and classroom visits from environmental scientists. The teachers' classes will field test the EcoScienceWorks curriculum each year. The field tested project will be distributed throughout the Maine laptop program impacting 150 science teachers and 17,000 middle school students. EcoScienceWorks will provide middle school students with an understanding of how IT skills and tools can be used to identify, investigate and model possible solutions to scientific problems. EcoScienceWorks aligns with state and national science learning standards and integrates into the existing middle school ecology curriculum. An outcome of this project will be the spread of a field tested IT curriculum and EcoBeaker: Maine Explorer throughout Maine, with adapted curriculum and software available nationally.
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TEAM MEMBERS:
Walter AllanEric KlopferEleanor Steinberg
resourceprojectProfessional Development, Conferences, and Networks
The Center for Informal Learning and Schools (CILS) is a five-year collaborative effort between the Exploratorium in San Francisco, the University of California at Santa Cruz, and King's College London. The purpose of the Center is to study the intersection of informal science learning that takes place in museums and science centers and formal learning that takes place in schools, and to prepare leaders in informal science education. Through the efforts of the center, new doctoral level leaders will be prepared who understand how informal science learning takes place and how informal institutions can contribute to science education reform. A Ph.D. program will be offered to 16 individuals at King's College London (two cohorts of eight) and a post-doctoral program to six scientists interested in issues of learning and teaching in informal settings. A doctoral program is planned at the University of California at Santa Cruz for 24 students, 12 whose interests are primarily in education and 12 who come from the sciences. In addition to doctoral level training, there will be a certification program for existing informal science professionals to better enable them to support teachers, students and the general public. That program will provide 160 informal science educators 120 hours of professional development experiences, and an additional 24 informal science educators with a master's degree in informal science education at UC Santa Cruz. A Bay Area Institute will be developed to serve as a central focus for all CILS activities. It will bring together researchers and practitioners; it will offer courses and workshops for graduate students; and it will provide a central location for reporting research findings and methodologies that focus on how informal learning institutions can best contribute to science education reform.
This sixth through eighth grade comprehensive, project-based, science curriculum focuses on students acquiring deep understandings of the concepts, principles and habits of mind articulated in national science standards. The curriculum builds upon the experiences of the Center for Learning Technologies in Urban Schools developing the LeTUS modules for Chicago and Detroit Public Schools. The project brings together scientists and science educators from three universities, teachers and administrators from six school districts, curriculum speialists from Project 2061, educational researchers from EDC, and Kendall/Hunt publishers. The design principles, arising from research on teaching and learning, include alignment with standards, assessments, contextualization, sustained student inquiry, embedded learning technologies, collaboration, and scaffolds between and within modules. Phase 1 focuses on the development of two units: Structure of Matter and Diversity of Life and Evolution. Learning outcomes are identified, target understanding performances are specified and assessments are designed before the activities are developed. Everday authentic questions that students hold as important provide the basis for projects, contextualize the activities and give coherence to the curriculum. In addition to the student materials and teacher guides, the project develops materials to provide information to administrators and the community to understand and support the implementation of the modules. Issues of language, literacy, culture and diversity are addressed. Professional development materials address teacher attitudes and beliefs while educating the teachers about the new context and pedagogy.
The Mashantucket Pequot Museum and Research Center will implement a three-year, research-based community program entitled "Archeology Pathways for Native Learners." This comprehensive program consists of four components or pathways that are designed to increase participation of Native Americans in science. Pathway #1 invites students and teachers from New Haven Public Schools to participate in archaeology field research, which expands to include youth throughout the northeastern US. Students will be involved with site excavation, documentation and analysis of findings in an archaeology laboratory, working with scientists to interpret findings, and communicating the results of research to their peers and through the project Web site. Concurrently, in the first year of the project, Pathway #2 will focus on the expansion of museum programs for youth and community members in addition to the creation of related professional development programs for educators. Pathway #3 calls for replication of the research model at Navajo sites in New Mexico and Arizona during year three, while Pathway #4 emphasizes leadership training workshops for Native Americans from over 50 tribal communities. Workshops will focus on the creation of research-based youth programs in native communities across the country, using a train-the-trainer model to disseminate the model. It is anticipated that this project will reach more than 60,000 youth and community members, in addition to over 450,000 individuals via the Archeology Pathways website.
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TEAM MEMBERS:
Kevin McBrideMarc BlosverenElizabeth TheobaldGeoffrey BrownTrudie Lamb-Richmond
Understanding the Science Connected to Technology (USCT) targets information technology (IT) experiences in a comprehensive training program and professional support system for students and teachers in science, technology, engineering and mathematics (STEM). Participants have opportunities to assume leadership roles as citizen volunteers within the context of science and technology in an international watershed basin. Training includes collection, analysis, interpretation and dissemination of scientific data. BROADER IMPACTS: Building on a student volunteer monitoring program called River Watch, the USCT project enables student scientists to conduct surface water quality monitoring activities, analyze data and disseminate results to enhance local decision-making capacity. The project incorporates state and national education standards and has the potential to reach 173 school jurisdictions and 270,000 students. USCT will directly impact 81 teachers, 758 students and 18 citizen volunteers. The USCT project provides direct scientist mentor linkages for each participating school. This linkage provides a lasting process for life-long learning and an understanding of how IT and STEM subject matter is applied by resource professionals. Broader impacts include accredited coursework for teachers and students, specialized training congruent with the "No Child Left Behind Act of 2001," and building partnerships with Native American schools. INTELLECTUAL MERIT: The USCT project is designed to refocus thinking from static content inside a textbook to a process of learning that includes IT and STEM content. The USCT engages students (the next generation of decision makers) in discovery of science and technology and expands education beyond current paradigms and political jurisdictions.