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  1. Free, publicly-accessible full text available March 1, 2023
  2. The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. One purpose of this project is to engage with middle and high school science teachers to assist them in using project-based learning and real-world data collection in their classrooms with their students through harbor restoration initiatives. It was found that Underrepresented Minority (URM) students reported having higher levels of interest in STEM and science than did the non-URM students. While this is a success, it was found that the URM students had lower expectations for success in STEM courses and interest in STEM careers. It was concluded that URM students may need additional support in order to build their confidence and help them to become aware of opportunities in STEM education and careers.
  3. Student research in STEM education is an important learning component for both undergraduate and graduate students. It is not sufficient for students to learn passively in lecture-based classrooms without engaging and immersing themselves in the educational process through real-world research learning. Experiential learning for STEM students can involve conducting research, alongside and through the guidance of their professors, early in a student’s undergraduate or graduate program. The authors consider such experiences to be the hallmark of a high-quality STEM education and something every student, undergraduate and graduate, should have during the course of their programs. The purpose of this case study is to document the faculty authors’ experiences in student-faculty research and provide guidance and recommendations for best practices based upon the authors’ experience, data, and literature findings. Moreover, the study presents the experience of the faculty authors’ international student researchers in STEM with focus on two student researchers, one undergraduate and one graduate, who are international STEM. The students served as co-authors on this project. Findings from this case study indicate that students were highly engaged in the research process and found these skills valuable preparation for further study and career. Moreover, the students expressed enthusiasm and engagement formore »the research process.« less
  4. The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers inorder to provide their students with experiential learning through environmental impact in New York City with thevision that public school students in New York City can benefit from environmental science and experiential learningwork through authentic research, data collection, and experimentation. The purpose is to engage science teachers withexperiential learning opportunities in the New York Harbor that helps them create engaging lessons for their ownstudents. It was found that teachers responded most positively to workshops that included hands-on activities,specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachersreported that the BOP-CCERS program prepared them to support student learning of the program content and scientificresearch activities. Students who engage in real-world science are more likely to see the relevance of science and seethemselves working toward a career pathway in STEM.
  5. This paper identifies the complex interactions of a multi-member partnership and outlines the synergetic opportunitiesand challenges within the model. At the core of the partnership model is the restoration of the waterways surroundingNew York City through the reestablishment of the oyster into New York Harbor. The overarching goal was to connectmembers of the community to their environment to increase social awareness and responsibility. Stewardship of theharbor through involvement of education, business, and private sectors increased the citizen science involvement of thecommunity. The key to the success of this partnership model is the overlapping of roles and responsibilities as well asa strong “connector” serving to mediate the interactions among the stakeholders and enable the success of thepartnership. The partnerships were dynamic and evolving blurring lines and responsibilities. Serendipitous outcomesenhanced partnership relationships and in turn, the efficacy of the project.
  6. The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS)(NSF DRL 1440869/PI Lauren Birney) program is a National ScienceFoundation (NSF) supported initiative through collaboration by multiple institutions and organizations led by PaceUniversity. Partners on this initiatitve include Columbia Lamont Doherty, the New York Aquairum, the New YorkHarbor Foundation, the New York Academy of Sciences, the River Project, Good Shepher Services, SmartstartEvaluation and Research, the University Maryland Center for Environmental Science and Fearless Solutions. Inthis study, teachers from one cohort were paired with teachers from a succeeding cohort in order to facilitate amentoring process between the two cohorts. This allows for teacher ambassardors to have a support structurethroughout the program, seek integral feedback, modify teaching techniques, integrate project research and establishlong term partnerships within the project team.
  7. The purpose of this study was to investigate the potential impacts of microteaching on experienced teachersparticipating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace Universityas part of a National Science Foundation-funded research project on the education model known as the Curriculum andCommunity Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in thefellowship program as they participated in monthly workshops in cohorts and continuously interact with each otherduring the two years of the program. Each teacher in Cohort 1 of the CCERS Fellowship was required to provide a brieflesson that they have used in the classrooms from the CCERS curriculum. Generally, the Teaching Fellows’micro-lessons contained appropriate objectives presented to the class aligned well to the objectives of the CCERSinitiative, which focused on harbor restoration learning within a STEM context. By conducting field studies atrestoration stations that students set up near their schools, students across all schools learned about the biology,chemistry, ecology and history of the Hudson River. In addition to teaching science content, all teachers incorporatedlessons on helping students to develop literacy strategies to build vocabulary. The microteaching modules allowed forteachers to gain insight as to how the curriculum was being implementedmore »into other teachers’ classrooms. It permittedfor teachers’ exposure to the various teaching methods and resources being used to assist underrepresented studentsand students where English is a second language.« less
  8. Usually several deformation mechanisms interact to accommodate plastic deformation. Quantifying the contribution of each to the total strain is necessary to bridge the gaps from observations of microstructures, to geomechanical descriptions, to extrapolating from laboratory data to field observations. Here, we describe the experimental and computational techniques involved in microscale strain mapping (MSSM), which allows strain produced during high-pressure, high-temperature deformation experiments to be tracked with high resolution. MSSM relies on the analysis of the relative displacement of initially regularly spaced markers after deformation. We present two lithography techniques used to pattern rock substrates at different scales: photolithography and electron-beam lithography. Further, we discuss the challenges of applying the MSSM technique to samples used in high-temperature and high-pressure experiments. We applied the MSSM technique to a study of strain partitioning during creep of Carrara marble and grain boundary sliding in San Carlos olivine, synthetic forsterite, and Solnhofen limestone at a confining pressure, Pc, of 300 MPa and homologous temperatures, TTm, of 0.3 to 0.6. The MSSM technique works very well up to temperatures of 700 °C. The experimental developments described here show promising results for higher-temperature applications.