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一项在文科背景下进行的机构范围的科学教学改革。它解决了在学生进行越来越多样化的大学前准备的时候，为科学和数学教学提供始终如一的有效模式的国家需要。该计划建立在之前在Bryn Mawr进行的一系列努力的基础上，得到了各种私人和联邦资金来源的支持，并受到全国本科科学教育改革努力的启发。建立桥梁寻求：通过将科学家、人文主义者和社会科学家聚集在一起的努力来改善数学和科学的教学；将教师教育计划中基于探究和合作的教学方法注入数学/科学教学；并鼓励大学教职员工、大学预科教师和学生之间更多的互动。具体活动将包括：为所有本科生要求在新的跨学科大学研讨会计划中授课的教职员工举办讲习班；为教职员工、研究生和大学预科教师举办关于科学教育学的系列讨论；支持采用新的教学方法的课程的开发，修订科学入门课程，开发连接数学/科学和教师教育的课程；以及为数学和理科学生开展同行辅导计划。将通过现有的学生课程评估计划和对教师/学生对科学能力的态度和意识的影响的评估，从定量和定性两个方面评估建造桥梁的结果。通过“建造桥梁”开展的工作将在三年资助期结束时制度化，其成果将通过大学网站Serendip以及在国家科学和科学教育会议上的介绍加以传播。

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.