A Mathematics, Science and Technology Program for Non-Technical Majors

项目摘要弗吉尼亚大学是一所充满活力的现代机构，旨在通过激发探索精神来丰富年轻人的思想，以了解宇宙的本质和人类在其中的作用。《美国新闻与世界报道》连续四年将弗吉尼亚大学评为最佳公立大学，并将威斯康星大学排在同侪中的第11名，这些大学的教职员工对本科教学有着不同寻常的强烈承诺。包括科学和技术素养在内的通识教育，不仅是文理学院课程的核心内容，也是专业本科课程的基础。该项目的目标是在两个方面提高弗吉尼亚大学学生的科学素养：通过培养未来的K-8教师，教授中小企业与技术课程和最佳教学实践；向未来的商业、法律和政府领导人提供中小企业与技术学科的广泛背景，使他们能够更好地评估科学信息，并对技术问题做出明智的判断。所有毕业生毕业时都应该对中小企业和电信有基本的了解，但对于那些将教授下一代人才的学生来说，这一需求最为关键。作为该项目的一部分，将开发三门数学课程和一门科学课程，以完成一系列连贯的数学、科学和技术课程，为未来的K-6教师提供必要的教学知识和教学方法，使其成为教育改革努力的领导者。这些课程将使用实践活动和技术，作为积极学习的深思熟虑计划的一部分。为期两个学期的顶峰课程将整合数学、科学和技术概念，学生在数学、科学、工程或医学系的导师的指导下，分组进行研究项目。在库里教育学院教授的科学和数学方法课程将补充内容课程。高科技行业正以惊人的速度增长，迫切需要一支有技术素养的劳动力。一个由法律和商业专业学院、地方学校分部以及商业和政府领导人代表组成的指导委员会将研究要求，并为一个跨学科或多学科的专业提出学习课程，以满足当今劳动力对新兴高科技的需求。文理学院的科学、数学和技术专业将提供一个广泛的背景，包括数学、科学和工程方面的几个学科。这一新专业还将为未来的中学教师、科学和数学教师提供服务。最后，弗吉尼亚大学教学资源中心为教职员工和研究生助教举办的研讨会和研讨会将鼓励所有学生更有效地教学，特别是科学和数学课程的非技术专业学生。将在教学资源中心内设立一个新的教员顾问职位，与教员和研究生教学助理合作，为实验室小班和大班讲课提供最佳教学做法。

Project Summary A Mathematics, Science and Technology Program for Non-Technical Majors The University of Virginia is a vigorous, modern institution whose purpose is to enrich young minds by stimulating a spirit of inquiry directed toward understanding the nature of the universe and the role of mankind in it. U.S. News and World Report has ranked the University of Virginia as the best public university for four consecutive years, and has also ranked UVa eleventh among a peer group of "top national universities" where faculty have "an unusually strong commitment to undergraduate teaching." Liberal education, which includes scientific and technological literacy, is the central intellectual concern of the university, not only in the curricula of the College of Arts and Sciences, but also as a foundation for professional undergraduate programs. The goal of the project is to improve the scientific literacy of students at the University of Virginia on two fronts: by preparing prospective K-8 teachers in SME&T content and best teaching practices; and to provide future business, law, and government leaders with a broad background in SME&T disciplines so that they are better able to evaluate scientific information and make informed judgments about technical issues. All graduates should leave the university with a basic understanding of SME&T, but the need is most critical for those students who will teach the next generation. As part of this project, three mathematics courses and one science course will be developed to complete a coherent sequence of mathematics, science, and technology courses that will give prospective K-6 teachers both the content knowledge and pedagogy necessary to become leaders in educational reform efforts. The courses will use hands-on activities and technology as part of a well thought-out plan for active learning. A two-semester capstone course will integrate math, science, and technology concepts as students work in groups on research projects with mentors from the m athematics, science, engineering or medical faculty. Science and math methods courses taught in the Curry School of Education will complement the content courses. The high-technology business sector is growing at a phenomenal rate, creating an urgent need for a technically literate work force. A steering committee with representatives of the professional schools of law and business, local school divisions, as well as business and government leaders will study requirements and propose a course of study for an interdisciplinary or multidisciplinary major addressing the emerging high-technology needs of today's work force. A science, mathematics, and technology major within the College of Arts and Sciences will provide a broad background encompassing several disciplines in mathematics, science and engineering. This new major will also serve the needs of prospective middle school teacher science and mathematics teachers. Finally, seminars and workshops for faculty and graduate teaching assistants sponsored by the University of Virginia Teaching Resource Center will encourage more effective teaching for all students, but particularly for non-technical majors in science and mathematics courses. A new position will be established within the Teaching Resource Center for a faculty consultant who will work with faculty and graduate teaching assistants on best teaching practices for small laboratory classes as well as large lecture classes.