MCCCD: Systemic Reform in Science - Phase I

科学系统改革第一阶段项目让来自全国最大的社区学院系统（20万学生）的10所学院的教师参与跨学科活动，以便更好地为教授比过去有更广泛学习需求的学生做好准备。该项目的总体目标是通过增加教师使用将科学课程与现实应用联系起来的方法来提高学生的成功。主要活动是内容改编，为科学课程创建20个跨学科模块。这些模块的实施是通过管理团队（MT）完成的，该团队的成员是PI， co - pl和9名科学教师，他们在各个学院担任同伴导师（PM）。正在开展活动，通过教员讲习班和讨论会支持跨学科模块的整合和使用。这包括每年1-2天的研讨会，在科学课堂中实施主动学习，并在每个学院的科学教师中建立合作学习团队（CLT），他们与项目经理一起在科学课堂中实施跨学科模块和主动学习。结果目标包括：1)使用与系统改革相一致的方法的全职科学教师的数量比基准年增加75%；2)使常规使用新方法的全职科学教师的总体比例达到50%（100名教师中有50名）。本项目将采用最佳实践范例的改编和实施来指导，这些范例许多是由国家科学基金会资助的项目产生的，这些项目促进了批判性思维、解决问题的能力和创造力/协作学习，并且是跨学科的/与上下文相关的。主要评价活动有：1)MT定期监测；2)模块中试；3)前后评价设计，衡量实施水平。在编写完最后评价报告后，项目进程/成果和跨学科模块正在通过项目网站和在选定的区域和国家会议上的介绍进行传播。其他计划包括制作多媒体光盘只读存储器、散发讲习班的录象带和在有关专业期刊上发表出版物。由于对技术人员教育的潜在影响，该项目由先进技术教育计划共同资助。

Interdisciplinary (99) The Systemic Reform in Science Phase I Project is involving faculty from the 10 colleges of the nation's largest community college system (200,000 students) in interdisciplinary activities to better prepare them for teaching students who have a wider range of learning needs than in the past. The project's overall goal is to improve student success through increased faculty use of methods, which link science courses through real-life applications. The major activity is the adaptation of content to create 20 interdisciplinary modules for science courses. Implementation of these modules is being accomplished through the Management Team (MT) whose members are the PI, Co-Pls, and nine science faculty who serve as Peer Mentors (PM) at the individual colleges. Activities are being implemented to support integration and use of the interdisciplinary modules through faculty workshops and seminars. This includes an annual 1-2 day workshop on implementing active learning in science classrooms, and the establishment of Collaborative Learning Teams (CLT) of science faculty at each college who are working together with PMs to implement interdisciplinary modules and active learning in science classrooms. Outcome objectives include: 1) increasing, by 75 % over the baseline year, the number of full-time science faculty who use approaches aligned with systemic reform and 2) bringing the overall proportion of full-time science faculty who routinely use new approaches to 50% (50 faculty of 100). This project will be guided by using the adaptation and implementation of best practice examples, many generated by NSF sponsored projects, which foster the promotion of critical thinking, problem-solving skills and creativity/collaborative learning and which are interdisciplinary/contextually relevant. Major evaluation activities are: 1) regular monitoring by the MT; 2) pilot-testing of modules; 3) and pre-post evaluation design to measure implementation levels. Following preparation of a Final Evaluation Report, project processes/outcomes and interdisciplinary modules are being disseminated through the Project's website and through presentations at selected regional and national conferences. Other plans include the generation of a multimedia CD-ROM, the dissemination of videotapes of the workshops and publications in relevant professional journals. Because of the potential for impact on the education of technicians, this project is being co-funded by the Advanced Technological Education program.