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Despite the intent to advance engineering education with NGSS, teachers across all grades lack self-efficacy in engineering pedagogy. Instructional shifts envisioned by NGSS, especially with inclusion of engineering, require substantial learning by teachers. For rural schools, due to geographic location and smaller collegial networks, there are challenges in providing content-specific professional learning. This project gathered researchers from four states to provide PL aligned to NGSS and delivered remotely to 150 rural teachers. In summer 2023, experts led a five-day workshop which modeled shifts called for by NGSS (e.g., equitable, discourse-rich, phenomena-based) and provided opportunities to experience next-generation teaching and learning. Likert scale surveys were collected before and after the workshop to gauge self-efficacy regarding teaching science and engineering. We found that science-focused PL, with engineering embedded rather than as stand-alone component, afforded growth in self-efficacy for teaching engineering. Pre-workshop surveys showed that teachers had higher self-efficacy towards teaching science than teaching engineering (Wilcoxon signed-rank; p<.001). Positive attitudes toward teaching science were leveraged to provide PL and pre-workshop to post-workshop analysis showed growth in self-efficacy towards teaching engineering (p<.001). Results are important for professional learning around teaching engineering, for professional learning with rural teachers, and for remote access to professional learning. 

Our work in progress draws from an ongoing investigation of the needs of elementary teachers in small, rural school districts. Due to geographic location, rural schools often struggle to provide content-specific professional learning (PL). Smaller networks of science in these settings may also be barriers. We are exploring how targeted instructional supports that take rural teachers’ contexts into consideration can be sustained through the implementation of cost-effective modest supports. Our research examines the immediate impacts of PL, sustainability of PL outcomes when coupled with modest supports, specific impacts on engineering instruction, and student learning impacts. The intervention started with an online PL to introduce teachers to the NGSS and provide them with a foothold for three-dimensional teaching. This PL was designed for rural teachers using online platforms and resources. The program’s conceptual framework leverages a suite of modest supports previously identified to sustain PL outcomes. These supports are designed to scaffold teachers’ professional growth, provide steady encouragement, and foster community. Approximately 160 teachers across four states were recruited to participate in a 1-year online program, which started with a 5-day PL focused on NGSS-aligned science and engineering instruction. Some modest supports that have since followed, such as professional learning community (PLC) sessions and dedicated electronic supports (e.g., Google Site, shared resources, etc.). These sessions have been tailored to support teachers in these rural settings. Since the project began, we have collected responses from participating teachers about supports they believe would aid their understanding of science and engineering instructional strategies. We are continuing to collect data as teachers are planning science and engineering learning experiences for their classrooms. Our presentation will share details about teachers’ needs and rural contexts, and findings about the immediate impacts of the intervention. 

Previous studies have shown that algal-derived dissolved organic matter (DOM) has a strong influence on the formation of disinfection byproducts (DBPs) during the treatment of drinking water. In the summer of 2010, we evaluated the role of nitrogen and phosphorus loading and phytoplankton abundance as drivers of the concentrations and quality of DOM and the associated DBP formation in 30 reservoirs in the mountains and plains of the State of Colorado. Optical properties such as Specific Ultraviolet Absorbance at 254 nm (SUVA 254 ) and fluorescence spectroscopy were used to characterize DOM quality. Nutrient concentrations such as total nitrogen were also assessed and were associated with high concentrations of chlorophyll a (Chl-a). In turn, high total organic carbon (TOC) concentrations were associated with high concentrations of Chl-a, and the DOM in these reservoirs had a fluorescence signature indicative of contributions from phytoplankton growth. The reservoirs with TOC concentrations above 4 mgC/L were predominantly located in the plains and many are impacted by agricultural runoff and wastewater discharges, rather than in the mountains and are characterized by warm water conditions and shallow depths. For a subset of fourteen reservoirs, we characterized the composition of the phytoplankton using a rapid imaging microscopy technique and observed a dominance by filamentous Cyanobacteria in reservoirs with TOC concentrations above 4 mgC/L. The combination of high TOC concentrations with microbial characteristics resulted in high potential for production of two major classes of regulated DBPs, trihalomethanes and haloacetic acids. While fluorescence spectroscopy was useful in confirming the contribution of phytoplankton growth to high TOC concentrations, evaluation of predictive models for DBP yields found that all equally predictive models included SUVA 254 and some of these models also included fluorescence indices or logTOC. These findings provide a limnological context in support of the recent guidelines that have been implemented for protection of high-quality drinking water supplies in the State of Colorado.