Building Bridges: Science Education Reform at Bryn Mawr College

建立桥梁：布林莫尔学院的科学教育改革是在文科设置科学教学改革的一个机构范围内的努力。它解决了国家需要提供一致有效的模式，科学和数学教学的时候，学生来与越来越多的不同的大学预科准备。该计划建立在布林莫尔以前所做的各种努力的基础上，得到了各种私人和联邦资金来源的支持，并通过本科科学教育改革的国家努力得到了通知。 搭建桥梁寻求：通过汇集科学家，人文主义者和社会科学家的努力来改善数学和科学的教学;将教师教育计划的基于探究和合作的教学方法注入数学/科学教学;并鼓励大学教师，预科教师和学生之间的更多互动。具体活动将包括：研讨会的教员教学在一个新的跨学科的大学研讨会计划，要求所有本科生;一个讨论系列科学教学法的教员，研究生，和学前教师;支持课程的发展，纳入新的教学方法，修订介绍科学课程，并发展课程桥梁数学/科学和教师教育;还有一个针对数学和科学学生的同伴辅导项目。建桥的结果将进行定量评估，在教师参与该项目的程度方面，和定性，通过现有的学生课程评估计划和教师/学生的态度和科学能力感的影响评估。在三年赠款期结束时，通过“搭建桥梁”开展的工作将制度化，其成果将通过学院网站Serendip以及在国家科学和科学教育会议上的发言加以传播。

Building Bridges: Science Education Reform at Bryn Mawr College is an institutionwide effort at science teaching reform in a liberal arts setting. It addresses the national need to provide consistently effective models for science and mathematics teaching at a time when students come with increasingly varying pre-college preparation. The program builds upon a wide array of efforts previously undertaken at Bryn Mawr, with the support of various private and federal funding sources, and is informed by national efforts in undergraduate science education reform. Building Bridges seeks: to improve the teaching of math and science through efforts that bring together scientists, humanists and social scientists; to infuse the inquiry-based and cooperative pedagogical methods of the teacher education program into math/science teaching; and to encourage greater interaction among college faculty members, precollege teachers, and students. Specific activities will include: workshops for faculty members teaching in a new cross-disciplinary College Seminar program, required of all undergraduates; a discussion series on science pedagogy for faculty members, graduate students, and precollege teachers; support for the development of courses incorporating new pedagogical approaches, the revision of introductory science courses, and the development of courses bridging math/science and teacher education; and a peer tutoring program for math and science students. The results of Building Bridges will be evaluated both quantitatively, in terms of the extent of faculty participation in the project, and qualitatively, through an existing student course evaluation program and an assessment of the impact on faculty/student attitudes toward and sense of competence in science. The work undertaken through Building Bridges will be institutionalized at the end of the three-year grant period, and its results disseminated through Serendip, a College Web site, and through presentations at national science and science education meetings.