Keck Foundation LOI

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== Introduction ==
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Earlham College requests $354,400 to develop multidisciplinary science curriculum modules and summer research projects focusing on a common environmental issue. This project will emphasize collaboration among the natural and physical sciences departments at Earlham College, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. It is clear that cutting-edge scientific research is becoming increasingly multidisciplinary and collaborative at all levels; therefore, it is essential to train our students to develop multi-faceted approaches to problem solving. This project will introduce an important scientific problem and ask students to collect and analyze data, as well as make interpretations, using different disciplinary perspectives in both coursework and independent research projects with faculty. We believe this idea of collaborative learning will transform our undergraduate curriculum in the sciences and provide a model for collaborative programs among the sciences at other liberal arts colleges.
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A grant from the Keck Foundation, together with support from Earlham College, would support a modest amount of equipment and a three year program of development and initial offerings of the curriculum modules including a summer research component. The curriculum modules will be created for both introductory and upper-division science courses in geoscience, chemistry, computer science, biology, mathematics, and environmental science.  The three methods (field, laboratory, and computational) will be integrated in the modules such that students at all levels will experience first hand how modern scientific inquiry is carried out using multidisciplinary approaches. 
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Our choice of metals in the environment will generate module and research topics centered around faculty expertise, student interest, and local impact. We anticipate that following the scientific and pedagogical success of this initial topic, we would further develop it as well as additional topics to reflect the changing interests of students, faculty, and the community.
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\begin{document}
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'''Local physical aspects:''' The environmental impact of agriculture, local industry and geology on ground water sources would be studied using quantitative analysis of metal uptake in different trophic levels including bioaccumulation studies in plant and aquatic life and computational modeling of aqueous speciation to assess bioavailability. The study sites will include a local plot developed on-campus, conveniently located within walking distance of classrooms, as well as Springwood Lake, a small Richmond lake with documented pollution impacts from previous industrial activity. Recently, an Earlham student (Graham, 2003) demonstrated a pronounced increase in metals concentrations with depth in Springwood Lake sediments. 
+
\centerline{\large \bf Multidisciplinary Science Curriculum Modules and Student/Faculty Research}
 +
   
 +
\section*{Introduction}
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'''Computational science:''' Computational methods are now an important part of basic research in all of the natural sciences, yet few undergraduate programs have such components. Earlham is very well positioned to develop a template for incorporating computational methods into science curricula, e.g. our multidisciplinary approach, the high percentage of our graduates that go on to earn Ph.D.s in the sciences, and our existing computational science research program.
+
Earlham College requests \$342,400 to develop multidisciplinary science curriculum modules and student/faculty research projects focusing on a common core problem: metals in the environment.  This project will emphasize collaboration among our natural science departments, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. Scientific research is becoming increasingly multidisciplinary and collaborative; therefore, it is essential to train our students to develop multi-faceted approaches to problem solving. This project will introduce an important scientific problem, ask students to collect and analyze data, and to make interpretations using different disciplinary perspectives in both coursework and independent research projects with faculty. We believe this idea of collaborative multidisciplinary learning will transform our undergraduate curriculum in the sciences and provide a model for programs among the sciences at other liberal arts colleges.
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== '''PROJECT DESCRIPTION'''==
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A grant from the Keck Foundation would support a modest amount of equipment, curriculum module and seminar development, and student/faculty summer research, over three years. Curriculum modules will be created for both introductory and upper-division science courses.  Field, laboratory, and computational methods will be integrated in the modules for students at all levels to experience first-hand how modern scientific inquiry is carried out using a multidisciplinary approach. Our study of metals in the environment will generate module and research topics reflecting faculty expertise, student interest, and local impact. Following the scientific and pedagogical success of this initial topic, we intend to expand it to reflect the changing interests of students, faculty, and the community.  We will study anthropogenic impacts on two local ecosystems: nearby Springwood Lake with documented pollution impacts from industrial activity and a site on campus.
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'''CURRICULUM MODULE DEVELOPMENT:''' Curriculum modules relevant to this proposal will be incorporated into six introductory courses in five departments in the Sciences with a total enrollment of approximately 310 students per year. XXX% of Earlham Students will have taken one of these courses by the time they have graduated. Additionally, curriculum modules will be incorporated into seven upper-level courses in Chemistry, Geology, and Computer Science.  
+
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'''Introductory Course Modules:'''  To illustrate how traditional topics can be introduced in an innovative way into an introductory course using this environmental project as a unifying theme, we propose to incorporate a new environmental chemistry component into our general chemistry class (typical enrollment of 90). This unit will introduce students to fate and transport modeling of metals by measuring the distribution coefficient, Kd, which is a common parameter used to estimate the concentration of metal pollutants in aqueous systems. Kd is a measure of the chelating ability of the soil in a soil-water mixture. A distribution coefficient for copper has previously been measured in a standardized soil material1, and the procedure will be adapted to soils collected from our study sites. The module will be conducted over two laboratory periods. The first week will consist of a spectroscopy lab, where the students will be introduced to atomic and molecular absorption spectroscopy for the determination of the metal concentration in water, and to infrared spectroscopy for the characterization of soil components  
+
Earlham College is a four-year, private, coeducational institution providing a liberal arts education for 1200 undergraduates.  In 2000, Earlham ranked eighth among 1302 institutions of higher learning in the Biological Sciences category of the Baccalaureate Origins Report.  One quarter of Earlham students major in science.  Earlham's teaching philosophy strongly emphasizes collaborative student/faculty research, both within courses and extracurricularly.  Earlham students regularly present papers at the annual Butler University Undergraduate Research Conference and at the annual Merck/Earlham College Undergraduate Research  Conference, and at national conferences in a wide range of science disciplines. Students are frequently co-authors on papers submitted to refereed scientific journals.
-
In the second week, students will use atomic spectroscopy to determine Kd of one or more metals in both standard soils, as well as soils collected from both Springwood Lake and our on campus test site. The effect of pH on Kd will also be investigated for the soils.  The results will be used to discuss such environmental issues as acid rain and metal mobilizationThe soil Kd results will be compiled in a database for use in fate and transport modeling.
+
Four aspects of our project work together to make it powerful: 1) our focus on local problems; 2) the combined use of field, laboratory, and computational methods; 3) the longitudinal involvement of students as they take introductory through upper-level science classes; and 4) showing students how modern science is multidisciplinary with teams of scientists who inform and illuminate the different disciplinary perspectives of a problem.   
-
Dunnivant, F.M.; Kettel, J., "An Environmental Chemistry Laboratory for the Determination of a Distribution Coefficient", J. Chem. Ed. 79(6), 2002, 715-717.
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\section*{Description}
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'''Upper Division Course Modules:''' Hydrogeology, a course in the Geosciences Department, serves to illustrate application of our curricular approach to an upper-level offering. The 1 to 3 week modules developed for hydrogeology will result in the complete characterization of the hydrogeologic setting of both the on campus research plot and Springwood Lake. For the on campus plot, characterization will entail installation of several analysis-grade ground water monitoring wells, suction lysimeters and multi-level piezometers. The hydraulic properties of the subsurface will be calculated on the basis of constant head slug tests and constant discharge pumping stress tests and monitoring points will be chemically characterized to establish background conditions prior to experimental metal dosing. Total metal concentrations will be quantified by Inductively-Coupled Plasma spectrometry (ICP) and aqueous species distributions will be modeled using a public-domain equilibrium speciation model (e.g. MINTEQA2,PHREEQC). Hydrogeology students will be engaged in all facets of the subsurface investigation, aquifer property determination and sample collection. Students in other courses will cooperatively engage with Hydrogeology students to develop the protocols for running the environmental fate experiments, chemical analyses and equilibrium speciation modeling.  
+
Curriculum modules relevant to this proposal will be incorporated into 6 introductory courses in 5 departments in the Sciences. Almost every one of Earlham's 1200 students will take at least one of these classes before they graduate. Additionally, curriculum modules will be incorporated into at least 7 upper-level courses in 4 departments in the Sciences.
-
For Springwood Lake, previous and on-going investigations by industrial concerns and municipal and state regulatory agencies have developed a library of data, including that from many existing monitoring wells in the area.  Complete hydrogeological characterization of Springwood Lake will require students to compile and evaluate extant subsurface and hydraulic data to identify data gaps and perform the sampling required to fill them.
+
{\bf Introductory Course Modules} - To illustrate how traditional topics can be introduced in an innovative way using this environmental project as a unifying theme, we propose to incorporate a new environmental chemistry component into our general chemistry class (typical annual enrollment of 90). This unit will introduce students to fate and transport modeling of metals by measuring the distribution coefficient, Kd, which is a common parameter used to estimate the concentration of metal pollutants in aqueous systems. Students will learn the significance of Kd, a measure of the soil sorption capacity, by determining this parameter in standardized material and applying the procedure to soils collected from our study sites.
-
'''SUMMER RESEARCH:'''  Overall, we propose that the summer research component of this project will involve an annual average of six faculty and twelve students over three summers. Research projects will be carried out in chemistry, biology, geosciences and computer science.  
+
The module will be conducted over two laboratory periods. The first week will consist of a spectroscopy lab, where the students will be introduced to absorption spectroscopy for the determination of the metal concentration in water, and to infrared spectroscopy for the characterization of soil components.  In the second week, students will use atomic spectroscopy to determine Kd of one or more metals. The effect of pH on Kd will also be investigated for the soils.  The results will be used to discuss such environmental issues as acid rain and metal mobilization.  The soil Kd results will be compiled in a database for use in fate and transport modeling.
-
'''Chemistry:''' Initial work in the chemistry department will center on the collection, sample preparation and analysis of metals in a variety of environmental matrices, and the development and implementation of metal speciation protocols. Additional research projects will include investigation of the redox chemistry of soil, characterization of the metal ligand complexes present in these soils/leachates and synthesis of metal chelating ligands for use in soil studies and linking to nanoparticles for detection of metals. Chemistry will collaborate in the implementation of remote monitoring of chemical species (e.g. pH, dissolved oxygen, ion specific electrodes...).  
+
{\bf Upper Division Course Modules} - Hydrogeology serves to illustrate an application of our project to an upper-level course.  The lab modules for hydrogeology will target complete hydrogeologic characterization of both the on-campus research site and Springwood Lake. For the on-campus site, we will install ground water monitoring wells and multi-level piezometers. Subsurface hydraulic properties will be determined via constant-head slug tests and constant-discharge pump tests.  Quantitative analyses (using Earlham's Inductively Coupled Plasma spectrometer) will establish baseline metals concentrations. Students will track the environmental fate of target metals added to the control site under regulated conditions.
-
'''Biology:''' Initial work in the biology department will include the sampling of aquatic biota (macropthytes and animals) in Springwood Lake in order to describe and quantify the food chains, evaluate the extent of bioaccumulation of metals by those organisms, and assess the rates of biomagnification occuring in higher trophic levels.
+
The proposed modules for hydrogeology will give students an experience that embodies much of the professional practice of the science. Students will conduct all facets of the subsurface investigation, aquifer property determination, and sample collection. Students in other courses will cooperatively engage with hydrogeology students to develop the protocols for performing the environmental fate experiments, chemical analyses and equilibrium speciation modeling.  
-
'''Geosciences:'''
+
{\bf Summer Research} - Overall, we propose that the summer research component of this project will involve at least 6 faculty each year, about 18 projects total, and at least 36 students over three summers.
-
'''Computer Science:'''  Development, deployment, and management of the field monitoring equipment.  
+
Chemistry: collection, sample preparation and analysis of metals in a variety of environmental matrices, and the development and implementation of metal speciation protocols; investigation of the redox chemistry of soil; characterization and model synthesis of the metal-ligand complexes present in these soils/leachates.
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'''PROFESSIONAL DEVELOPMENT WORKSHOPS:''' Weeklong professional development workshops for the faculty involved in the project will be held each summer to increase the breadth of knowledge of each of the participating faculty in the other core disciplinesPossible topics include: computational science and modeling methods, environmental geology and hydrology, analytical laboratory techniques, and bioavailability, toxicity, and bioaccumulation of metals.
+
Biology: sampling of aquatic biota (macrophytes and animals) in Springwood Lake to describe and quantify the food chains; evaluate the extent of bioaccumulation of metals by those organisms; assess the rates of biomagnification occurring in higher trophic levels.   
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== 3) Purposes, Aims, and Impact ==
+
Geosciences: characterization of the physical properties of subsurface soils by conducting whole-soil hydraulic conductivity tests and laboratory grain-size analyses; determine reactivities of soil minerals by quantifying mineral constituents, cation-exchange capacities, organic matter content and surface functional groups.
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The purpose of this project is not only to bridge the gap between scientific research and science education by incorporating research modules into courses and encouraging summer research activity, but also to introduce students to the different disciplinary perspectives that can be used to approach scientific problems.  In addition to using multidisciplinary approaches and techniques in courses and research as previously described, we will also institute a series of seminars offered at multiple levels taken by small groups of interested students who are also enrolled in one of the courses with a research project module.  In these small groups, students will discuss and present the work their class is pursuing on the topic, and students will do weekly readings and assignments meant to broaden their understanding of the nature of modern, multidisciplinary science.
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Computer Science: design, development, deployment, and management of the field monitoring equipment using photovoltaic panels, batteries, imbedded controllers, wireless data transfer interfaces, environmental sensors, and open source tools; modeling of the biochemical and groundwater processes.
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In addition to impact on the Earlham curriculum, this project will also have an impact on the local community.  Since all projects will be grounded in scientific issues important to our local and regional environment, we will hold a yearly poster session open to our community in which students will present aspects of their projects linking them into a larger scientific and social context.  We believe this innovative approach, combining classroom scientific inquiry, summer research projects, multidisciplinary discussion, and community participation, will give our students a unique opportunity to engage in truly collaborative science.
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\section*{Purposes, Aims, And Impact}
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== 4) Timeline
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This project will bridge the gap between modern scientific research and science education by incorporating research modules into courses and further developing multidisciplinary summer research activity.  In addition to using multidisciplinary approaches in courses and research, we will institute a series of seminars for small groups of students who are enrolled in one of the courses with a research project module.  In these small groups, students will discuss and present the work their class is pursuing on the topic, and engage in weekly readings and assignments meant to broaden their understanding of the nature of modern, multidisciplinary science.
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3 years, full summer of activity in 2007 through spring semester 2010.
+
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January 2007-June 2007 Purchase and installation of equipment
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An important artifact of this project will be further development of Earlham's Environmental Studies program, which is largely staffed by the same faculty that would be a part of this work.
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June 2007-August 2007 Course module development; faculty/student research
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August 2007-May 2008 Initial implementation of course modules
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June 2008-August 2008 Course module development; faculty/student research
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August 2008-May 2009 Continued implementation of course modules
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June 2009-August 2009 Course module development; faculty/student research
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August 2009-May 2010 Final implementation of course modules
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In 2010, Earlham will be in the final stages of a capital campaign that we believe will provide an endowment for sustainable summer science researchThis will allow continued research in this and expanded topics.
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Because this project will impact the local community, we will hold an annual poster session on-campus for the public in which faculty and students will present their resultsWe believe this innovative approach of combining classroom scientific inquiry, summer research projects, multidisciplinary discussion, and community participation will give our students a unique opportunity to engage in truly modern collaborative science.
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== 5) Justification for why Keck and not some other funding source ==
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\section*{Timeline}
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The costs involved in the proposed interdisciplinary science research and curriculum development project exceed the capacity of the Earlham College operating budget.  In order to plan, implement and evaluate this project, we must secure outside funding.  Private and government funding sources for interdisciplinary projects are few and far between.  Even then, many focus on one core discipline with collaborative disciplines radiating from the core.  In addition, most are targeted toward large research universities, and not at undergraduate colleges and liberal arts institutions.
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Spring 2007 & Purchase and installation of equipment \\
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Summer 2007 & Course module and seminar development, student/faculty research \\
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Academic 2007-08 & Initial implementation of course modules and seminars \\
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Summer 2008 & Course module and seminar development, student/faculty research \\
 +
Academic 2008-09 & Continued implementation of course modules and seminars \\
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Summer 2009 & Course module and seminar development, student/faculty research \\
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Academic 2009-10 & Continued implementation of course modules and seminars \\
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\end{tabular*}
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By reviewing W.M. Keck Foundation funded projects, we believe that Keck places a high value on research at undergraduate colleges and in funding innovative projects. With educational programs that have strength across the full range of the liberal arts and sciences, Earlham has demonstrated unusual strength in the sciences, and stands alongside the undergraduate institutions that have received Keck support. Because of our shared interest in multidisciplinary projects and the confidence in undergraduate collaborative research, Earlham turns to the W. M. Keck Foundation to seek support.
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\section*{Justification For Keck Request}
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== Appendix A - Budget ==
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The costs involved in the proposed multidisciplinary project exceed the capacity of Earlham's operating budget.  In order to plan and implement this project, we must secure outside funding.  Private and government funding for multidisciplinary projects at 4-year colleges is limited.  Furthermore, many focus on one core discipline with collaborative disciplines radiating from the  core.
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<pre>
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                                   Year 1      Year 2      Year 3       Total
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\newpage
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\section*{Budget}
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 +
\begin{verbatim}
 +
                                   2007       2008      2009      Total
PERSONNEL               
PERSONNEL               
-
   Faculty Salaries and Stipends             
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   Faculty Stipends             
-
     Summer research             $28,800     $28,800     $28,800     $86,400  
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     Summer research (@$600/wk) $28,800   $28,800   $28,800   $86,400  
-
     Workshop facilitators         $3,000     $3,000     $3,000     $9,000
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     Project Coordinator         $3,000     $3,000     $3,000    $9,000  
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     Project Coordinator          $3,000      $3,000      $3,000      $9,000  
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   Student Stipends                 
   Student Stipends                 
-
     Summer research             $38,400     $38,400     $38,400     $115,200  
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     Summer research (@$400/wk) $38,400   $38,400   $38,400   $115,200  
-
TOTAL PERSONNEL                                                     $219,600  
+
TOTAL PERSONNEL                                               $210,600  
                  
                  
EQUIPMENT               
EQUIPMENT               
-
   Ultrasonic Nebulizer           $15,000             
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   Ultrasonic Nebulizer         $15,000             
-
   Large freeze drier             $25,000             
+
   Large freeze drier           $25,000             
-
   Acid digestion system         $25,000             
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   Acid digestion system       $25,000             
    
    
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   Field Monitoring (4 @ $3000per):               
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   Field Monitoring (4@$3000 each):               
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     Temperature            
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     Temperature, pH (digital), conductivity, redox (reduction oxidation  
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    PH (digital)              
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    potential), pressure transducer, nitrate selective probe, computer,
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    Conductivity               
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     packaging, and communications   
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    Redox (reduction oxidation potential)
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   Total Field Monitoring       $12,000             
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    Pressure Transducer           
+
-
    Nitrate selective probe            
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     Computer, packaging, and communications   
+
-
   Total Field Monitoring         $12,000             
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   Field Sampling:                       
   Field Sampling:                       
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     Monitoring wells (one time install)
     Monitoring wells (one time install)
     Drawing equipment               
     Drawing equipment               
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   Total Field Sampling           $15,000
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   Total Field Sampling         $15,000
    
    
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   Biology sampling gear           $3,800
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   Biology sampling gear         $3,800
-
TOTAL EQUIPMENT                                                       $95,800  
+
TOTAL EQUIPMENT                                                 $95,800  
                  
                  
SUPPLIES                 
SUPPLIES                 
-
   Per student per year           $1,000            
+
   Per student (12) per year     $1,000   $1,000    $1,000 
-
TOTAL SUPPLIES                   $13,000   $13,000     $13,000       $39,000  
+
TOTAL SUPPLIES                 $12,000   $12,000   $12,000     $36,000  
                  
                  
-
GRAND TOTAL                                                         $354,400  
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GRAND TOTAL                                                     $342,400  
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</pre>
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\end{verbatim}
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+
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== Appendix B - Reviewers ==
+
-
We'll need complete addresses, telephone, and fax
+
-
<pre>
+
-
Lew Reilly
+
-
Ursinus College
+
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Department of Physics
+
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Collegeville, PA
+
-
+
-
Scott Brooks - BioGeoChemist
+
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Environmental Sciences Division, POB 2008
+
-
Oak Ridge National Laboratory
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Oak Ridge, TN  37831
+
-
 
+
-
Mic's friend
+
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Oak Ridge National Laboratory
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Oak Ridge, TN
+
-
 
+
-
Robert M. Panoff, Ph.D.
+
-
President and Exececutive Director
+
-
Shodor Education Foundation, Inc.
+
-
300 W. Morgan St., Suite 1150
+
-
Durham, NC  27701 
+
-
VOX: +1-919-530-1911  FAX:  +1-919-530-1944
+
-
rpanoff@shodor.org
+
-
 
+
-
Brock Spencer
+
-
Beloit College
+
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Department of Chemistry
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Beloit, WI  53511
+
-
 
+
-
Biologist?
+
-
 
+
-
Bruce Herbert, Professor
+
-
Department of Geology and Geophysics
+
-
Texas A & M University
+
-
MS 3115
+
-
College Station, Texas 77845
+
-
herbert@geo.tamu.edu
+
-
979-845-2405
+
-
</pre>
+
-
 
+
-
== Appendix C - College Collateral ==
+
-
Fact sheet
+
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Background on each department, orange flyers?
+
In 2010, Earlham will be in the final stages of a capital campaign which includes support for an on-going summer student/faculty science research program.  This endowment would continue support for the projects described in this proposal.
-
Division Brag Sheets - EllieV's revisions?  SaraP?
+
\end{document}

Latest revision as of 11:31, 31 January 2006

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\usepackage{pslatex} %\usepackage{times} %\usepackage{palatino} %\usepackage{palatcm} %\usepackage{helvet} %\usepackage{bookman}

\begin{document}

\centerline{\large \bf Multidisciplinary Science Curriculum Modules and Student/Faculty Research}

\section*{Introduction}

Earlham College requests \$342,400 to develop multidisciplinary science curriculum modules and student/faculty research projects focusing on a common core problem: metals in the environment. This project will emphasize collaboration among our natural science departments, including biology, chemistry, computer science, geosciences, mathematics, and environmental science. Scientific research is becoming increasingly multidisciplinary and collaborative; therefore, it is essential to train our students to develop multi-faceted approaches to problem solving. This project will introduce an important scientific problem, ask students to collect and analyze data, and to make interpretations using different disciplinary perspectives in both coursework and independent research projects with faculty. We believe this idea of collaborative multidisciplinary learning will transform our undergraduate curriculum in the sciences and provide a model for programs among the sciences at other liberal arts colleges.

A grant from the Keck Foundation would support a modest amount of equipment, curriculum module and seminar development, and student/faculty summer research, over three years. Curriculum modules will be created for both introductory and upper-division science courses. Field, laboratory, and computational methods will be integrated in the modules for students at all levels to experience first-hand how modern scientific inquiry is carried out using a multidisciplinary approach. Our study of metals in the environment will generate module and research topics reflecting faculty expertise, student interest, and local impact. Following the scientific and pedagogical success of this initial topic, we intend to expand it to reflect the changing interests of students, faculty, and the community. We will study anthropogenic impacts on two local ecosystems: nearby Springwood Lake with documented pollution impacts from industrial activity and a site on campus.

Earlham College is a four-year, private, coeducational institution providing a liberal arts education for 1200 undergraduates.  In 2000, Earlham ranked eighth among 1302 institutions of higher learning in the Biological Sciences category of the Baccalaureate Origins Report.  One quarter of Earlham students major in science.  Earlham's teaching philosophy strongly emphasizes collaborative student/faculty research, both within courses and extracurricularly.  Earlham students regularly present papers at the annual Butler University Undergraduate Research Conference and at the annual Merck/Earlham College Undergraduate Research  Conference, and at national conferences in a wide range of science disciplines. Students are frequently co-authors on papers submitted to refereed scientific journals.

Four aspects of our project work together to make it powerful: 1) our focus on local problems; 2) the combined use of field, laboratory, and computational methods; 3) the longitudinal involvement of students as they take introductory through upper-level science classes; and 4) showing students how modern science is multidisciplinary with teams of scientists who inform and illuminate the different disciplinary perspectives of a problem.

\section*{Description}

Curriculum modules relevant to this proposal will be incorporated into 6 introductory courses in 5 departments in the Sciences. Almost every one of Earlham's 1200 students will take at least one of these classes before they graduate. Additionally, curriculum modules will be incorporated into at least 7 upper-level courses in 4 departments in the Sciences.

{\bf Introductory Course Modules} - To illustrate how traditional topics can be introduced in an innovative way using this environmental project as a unifying theme, we propose to incorporate a new environmental chemistry component into our general chemistry class (typical annual enrollment of 90). This unit will introduce students to fate and transport modeling of metals by measuring the distribution coefficient, Kd, which is a common parameter used to estimate the concentration of metal pollutants in aqueous systems. Students will learn the significance of Kd, a measure of the soil sorption capacity, by determining this parameter in standardized material and applying the procedure to soils collected from our study sites.

The module will be conducted over two laboratory periods. The first week will consist of a spectroscopy lab, where the students will be introduced to absorption spectroscopy for the determination of the metal concentration in water, and to infrared spectroscopy for the characterization of soil components. In the second week, students will use atomic spectroscopy to determine Kd of one or more metals. The effect of pH on Kd will also be investigated for the soils. The results will be used to discuss such environmental issues as acid rain and metal mobilization. The soil Kd results will be compiled in a database for use in fate and transport modeling.

{\bf Upper Division Course Modules} - Hydrogeology serves to illustrate an application of our project to an upper-level course. The lab modules for hydrogeology will target complete hydrogeologic characterization of both the on-campus research site and Springwood Lake. For the on-campus site, we will install ground water monitoring wells and multi-level piezometers. Subsurface hydraulic properties will be determined via constant-head slug tests and constant-discharge pump tests. Quantitative analyses (using Earlham's Inductively Coupled Plasma spectrometer) will establish baseline metals concentrations. Students will track the environmental fate of target metals added to the control site under regulated conditions.

The proposed modules for hydrogeology will give students an experience that embodies much of the professional practice of the science. Students will conduct all facets of the subsurface investigation, aquifer property determination, and sample collection. Students in other courses will cooperatively engage with hydrogeology students to develop the protocols for performing the environmental fate experiments, chemical analyses and equilibrium speciation modeling.

{\bf Summer Research} - Overall, we propose that the summer research component of this project will involve at least 6 faculty each year, about 18 projects total, and at least 36 students over three summers.

Chemistry: collection, sample preparation and analysis of metals in a variety of environmental matrices, and the development and implementation of metal speciation protocols; investigation of the redox chemistry of soil; characterization and model synthesis of the metal-ligand complexes present in these soils/leachates.

Biology: sampling of aquatic biota (macrophytes and animals) in Springwood Lake to describe and quantify the food chains; evaluate the extent of bioaccumulation of metals by those organisms; assess the rates of biomagnification occurring in higher trophic levels.

Geosciences: characterization of the physical properties of subsurface soils by conducting whole-soil hydraulic conductivity tests and laboratory grain-size analyses; determine reactivities of soil minerals by quantifying mineral constituents, cation-exchange capacities, organic matter content and surface functional groups.

Computer Science: design, development, deployment, and management of the field monitoring equipment using photovoltaic panels, batteries, imbedded controllers, wireless data transfer interfaces, environmental sensors, and open source tools; modeling of the biochemical and groundwater processes.

\section*{Purposes, Aims, And Impact}

This project will bridge the gap between modern scientific research and science education by incorporating research modules into courses and further developing multidisciplinary summer research activity. In addition to using multidisciplinary approaches in courses and research, we will institute a series of seminars for small groups of students who are enrolled in one of the courses with a research project module. In these small groups, students will discuss and present the work their class is pursuing on the topic, and engage in weekly readings and assignments meant to broaden their understanding of the nature of modern, multidisciplinary science.

An important artifact of this project will be further development of Earlham's Environmental Studies program, which is largely staffed by the same faculty that would be a part of this work.

Because this project will impact the local community, we will hold an annual poster session on-campus for the public in which faculty and students will present their results. We believe this innovative approach of combining classroom scientific inquiry, summer research projects, multidisciplinary discussion, and community participation will give our students a unique opportunity to engage in truly modern collaborative science.

\section*{Timeline}

\begin{tabular*}{6.5in}{l@{\extracolsep{\fill}}l} Spring 2007 & Purchase and installation of equipment \\ Summer 2007 & Course module and seminar development, student/faculty research \\ Academic 2007-08 & Initial implementation of course modules and seminars \\ Summer 2008 & Course module and seminar development, student/faculty research \\ Academic 2008-09 & Continued implementation of course modules and seminars \\ Summer 2009 & Course module and seminar development, student/faculty research \\ Academic 2009-10 & Continued implementation of course modules and seminars \\ \end{tabular*}

\section*{Justification For Keck Request}

The costs involved in the proposed multidisciplinary project exceed the capacity of Earlham's operating budget. In order to plan and implement this project, we must secure outside funding. Private and government funding for multidisciplinary projects at 4-year colleges is limited. Furthermore, many focus on one core discipline with collaborative disciplines radiating from the core.

\newpage

\section*{Budget}

\begin{verbatim}

                                 2007       2008       2009      Total

PERSONNEL

 Faculty Stipends             
   Summer research (@$600/wk) $28,800    $28,800    $28,800    $86,400 
   Project Coordinator         $3,000     $3,000     $3,000     $9,000 
 Student Stipends                
   Summer research (@$400/wk) $38,400    $38,400    $38,400   $115,200 

TOTAL PERSONNEL $210,600

EQUIPMENT

 Ultrasonic Nebulizer         $15,000            
 Large freeze drier           $25,000            
 Acid digestion system        $25,000            
 
 Field Monitoring (4@$3000 each):              
   Temperature, pH (digital), conductivity, redox (reduction oxidation 
   potential), pressure transducer, nitrate selective probe, computer, 
   packaging, and communications  
 Total Field Monitoring       $12,000            
 Field Sampling:                      
   Lake sediment cores to 2 m              
   Shelby soil cores               
   Monitoring wells (one time install)
   Drawing equipment              
 Total Field Sampling         $15,000
 
 Biology sampling gear         $3,800

TOTAL EQUIPMENT $95,800

SUPPLIES

 Per student (12) per year     $1,000    $1,000     $1,000  

TOTAL SUPPLIES $12,000 $12,000 $12,000 $36,000

GRAND TOTAL $342,400 \end{verbatim}

In 2010, Earlham will be in the final stages of a capital campaign which includes support for an on-going summer student/faculty science research program. This endowment would continue support for the projects described in this proposal.

\end{document}

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