Investigation of science faculty with education specialties within the largest university system in the United States.
Investigation of science faculty with education specialties within the largest university system in the United States.
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DOI：
10.1187/cbe.10-08-0106
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Williams KS
中科院分区：
文献类型：
--
作者：
Bush SD;Pelaez NJ;Rudd JA;Stevens MT;Tanner KD;Williams KS
改善科学教育的努力包括大学科学系聘请具有教育专业的科学教师（SFES），即在其学科范围内的科学教育中发挥专业作用的科学家。虽然这些立场已经存在了几十年，并可能越来越普遍，很少有报告调查SFES的方法，以改善科学教育。我们目前的SFES在加州州立大学（CSU）系统，在美国最大的大学系统的全面数据。我们发现，CSU SFES从事三个关键领域，包括K-12科学教育，本科科学教育和基于学科的科学教育研究。因此，CSU SFES似乎处于有利地位，可以从科学部门内部对科学教育产生影响。然而，似乎对这些SFES立场的目的缺乏明确性和一致性。此外，CSU SFES中的科学教育正规培训有限。虽然超过75%的CSU SFES通过他们的教学，奖学金和服务来实现，但我们的结果显示，近40%的CSU SFES正在认真考虑离开他们的职位。我们的数据表明，科学部门可能会受益于明确的讨论SFES的作用和战略，以支持他们的专业活动。
Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K–12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.
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DOI：
10.1187/cbe.06-09-0189
发表时间：
2006-01-01
期刊：
CBE life sciences education
影响因子：
--
作者：
Bush, S D;Pelaez, N J;Tanner, K D
通讯作者：
Tanner, K D
影响因子：
4.4
作者：
McWilliam, Erica;Poronnik, Philip;Taylor, Peter G.
通讯作者：
Taylor, Peter G.
影响因子：
2.1
作者：
Pelaez, NJ;Gonzalez, BL
通讯作者：
Gonzalez, BL
影响因子：
4.6
作者：
Walczyk, Jeffrey J.;Ramsey, Linda L.;Zha, Peijia
通讯作者：
Zha, Peijia
影响因子：
3.7
作者：
Woodin, Terry;Carter, V. Celeste;Fletcher, Linnea
通讯作者：
Fletcher, Linnea