FIRST II Faculty Institutes for Reforming Science Teaching Through Field Stations

生物科学（61）教师学院改革科学教学项目（FIRST I）使27所学院和大学的92名教授322门课程的教师能够使用积极的，基于探究的科学教学，从而为所有学生提供更多的机会获得科学理解。我们正在将FIRST I扩展为一个全国性的传播项目，称为FIRST II，它为大学、四年制和社区学院的生物学教师、博士后和研究生提供大规模、长期的专业发展计划。FIRST II项目正在广泛传播教学实践和材料，使教师能够使用积极的教学方法和探究帮助所有学生学习科学。FIRST II项目正在由美国八个生物野外站的科学家/教师团队实施和维持。实地站小组正在与本区域各学院和大学的教员合作，举办一系列讲习班，在课堂和实地模拟积极的、以探究为基础的科学教学。FIRST II还使教师能够学习和使用多种评估策略，提供学生学习的证据，他们的同龄人接受。我们正在探索如何在教学可以承认，评估和奖励机构内。在FIRST II中，我们正在收集教师教学变化和学生学习改善的影响的证据。以每个实地站为中心的教师网络和由长期生态研究网络办公室主办的全国传播网络正在促进教师之间的合作，以实现卓越的科学教学改革，以及教学奖学金的新兴标准和战略。

Biological Sciences (61) The Faculty Institutes for Reforming Science Teaching project (FIRST I) enabled 92 faculty teaching 322 courses at 27 colleges and universities to use active, inquiry-based science teaching, thus providing more opportunities for all students to gain scientific understanding. We are expanding FIRST I into a national dissemination project, called FIRST II, which provides large-scale, long-term professional development program for biology faculty, postdoctoral and graduate students from universities, four-year, and community colleges. The FIRST II project is providing widespread dissemination of instructional practices and materials that give faculty the ability to help all students learn science using active teaching methods and inquiry. The FIRST II project is being implemented and sustained by teams of scientists/faculty centered at eight biological field stations throughout the United States. The field station teams are working with faculty from colleges and universities in their region in a series of workshops that model active, inquiry-based science teaching both in the classroom and the field. FIRST II is also enabling faculty to learn and use multiple assessment strategies that provide evidence of student learning which their peers accept. We are exploring ways in which teaching can be recognized, evaluated, and rewarded within institutions. In FIRST II we are gathering evidence for the impact of both changes in faculty teaching and improvements in students' learning. The networks of faculty centered at each field station, and the national dissemination network hosted by the Long-Term Ecological Research Network office are facilitating collaboration among faculty about their reforms toward achieving excellence in science teaching, and about the emerging criteria and strategies for the scholarship of teaching.