Building Bridges: Science Education Reform at Bryn Mawr College

搭建桥梁：布林莫尔学院的科学教育改革是全校范围内在文科环境下的科学教学改革。它解决了在学生大学前准备日益多样化的情况下，为科学和数学教学提供持续有效模式的国家需求。在各种私人和联邦资金来源的支持下，该项目建立在布林莫尔以前所做的一系列广泛努力的基础上，并受到国家在本科科学教育改革方面的努力的影响。搭建桥梁旨在：通过汇集科学家、人文主义者和社会科学家的努力，改善数学和科学的教学；将教师教育计划的探究性和合作性教学方法融入数学/科学教学；鼓励大学教职员工、预科教师和学生之间更多的互动。具体活动将包括：所有本科生都必须参加的跨学科学院研讨会的教师教学研讨会；针对教师、研究生和大学预科教师的科学教学法系列讨论；支持开发采用新教学方法的课程，修订科学导论课程，以及开发连接数学/科学与教师教育的课程；还有一个针对数学和理科学生的同伴辅导项目。根据教师参与项目的程度，将对“架桥”项目的结果进行定量评估，并通过现有的学生课程评估计划和对教师/学生对科学的态度和能力感的影响进行定性评估。通过建设桥梁进行的工作将在三年赠款期结束时制度化，其结果将通过学院网站Serendip以及在国家科学和科学教育会议上的报告进行传播。

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.