Research

Current and Ongoing Projects

  1. Robert Noyce Teacher Scholarship Program for USF Science Majors
    PI: Allan Feldman (Teaching & Learning), Co-PI’s: Larry Plank (HCPS), Luanna Prevost (Biology), Benjamin Herman (Teaching & Learning) and Gerry Meisels (CSL)
    Funded by the National Science Foundation for $1,199,843; 9/1/14-8/31/19

    The NSF Robert Noyce USF Scholarship Program for Science Majors will provide scholarships to majors in biology, chemistry, geosciences and physics to complete a 5-year program of studies that results in the bachelor's degree in the College of Arts and Sciences and the Masters of Arts in Teaching (MAT) degree with certification in secondary science in the College of Education (the Accelerated Bachelor's to MAT in Science Education Program, or Accelerated Program). The USF Noyce Program will also include summer internships in STEM education research for undergraduate freshman and sophomore science majors.

  2. Climate Change Narrative Game Education (CHANGE).
    PI: Glenn Smith; Co-PIs Allan Feldman, Yiping Lou, Yi-Hsin Chen, Larry Plank (HCPS). Funded by the National Science Foundation for $449,972.00; 9/15/13-8/31/17.

    This exploratory project helps high school students learn complex Global Climate Change (GCC) science by making it personally relevant and understandable. CHANGE creates a prototype curriculum, and integrates it into elective Marine Sciences high school courses. Research will examine the project's impact on student learning of climate science, student attitude toward science, and teacher instruction of climate science. The goal of this project is to develop a place-based futuristic gaming simulation model that can easily extend to the other locales in other states, based on local climate change effects, local stakeholders, local economic and social effects to motivate the high school students in that area. CHANGE uses: (a) scientifically realistic text narratives about future Florida residents (text stories with local Florida characters, many years in the future based on GCC), (b) local, place-based approach grounded in west-central Florida Gulf Coast using scientific data, (c) a focus on the built environment, (d) simulations & games based on scientific data to help students learn principles of GCC so students can experience and try to cope with the potential long term effect of GCC via role-play and science-based simulation, and (e) a web-based eBook narrative where sections of narrative text alternate with simulations/computer games. The proposed project will work with 25 high school Marine Science teachers in 25 schools in Hillsborough County, Florida. The project delivers new research for instructional technologists and serious game developers regarding effective interface and usability design of intermedia narrative gaming-simulations for education.

    This project employs and researches innovative models for delivering high school GCC education. GCC is a complex topic involving numerous factors and uncertainties making teaching this extremely important topic very difficult. The pioneering techniques proposed for this project will advance science education of GCC. It also will deliver new research for instructional technologists and serious game developers regarding effective interface and usability design of intermedia narrative gaming-simulations for education. Effective education is probably the most crucial part in our ability to cope with climate change. CHANGE will educate underserved low SES and minority high school students in Hillsborough County, and later elsewhere, with a model making GCC personally relevant to them.

  3. Coastal Areas Climate Change Education (CACCE) Partnership
    PI: Jeff Ryan (CAS); Co-PIs: Allan Feldman (Science Education), Frank Muller-Karger (Marine Science), Fernando Gilbes (University of Puerto Rico)
    Funded by NSF for $495,154;
    Time Period: September 2010 – September 2012

    The Coastal Area Climate Change Education (CACCE) Partnership was an effort to organize a wide range of partners and stakeholders in the coastal regions of the southeastern United States and the Caribbean to educate current K-12 and college students, and the broader public about the impacts of global climate change.

  4. Leadership for Integrated Middle School Science (LIMSS)
    PI: Robert Potter (Biology); Co-PIs: Dana Zeidler (Science Education), Pam Caffery (Science Supervisor, Hillsborough County Public Schools)
    Funded by the U.S. DOE Institute of Education Sciences for $1,444,403
    Time Period: 2008-2012

    The goal of this three-year professional development program was to build a cadre of 30 Teacher Leaders in 10 middle schools in Hillsborough County. After two years of professional development, LIMSS’ Teacher Leaders planned and facilitated a 4-day summer institute for their science colleagues (Second Generation Teachers) and are now mentoring these science teachers at their schools to implement inquiry-based science and increase student achievement in science.

  5. Science That Matters
    PI: Robert Potter (Chemistry): Co-PIs: Gerry Meisels (CSL), Bruce Cochran, Dana Zeidler (Science Education)
    Funded by NSF for $104,269.00 (0231179)
    Year: 2003

    This grant supported the development of A Standards Based Interdisciplinary Science Course for Non-Science Majors and Future Elementary School Teachers-Instructional Material Upgrade and Multi-site Implementation.

  6. Cross Bar Ranch Science Education Center
    PI: Dana Zeidler (Science Education)
    Funded by the Pasco County Utilities for $59,596.00
    Year: 2003

    Funds were provided to develop informal environmental science education.