FIRST II Faculty Institutes for Reforming Science Teaching Through Field Stations

生物科学(61)理科教学改革学院项目(一)使27所高校322门课程的92名教职员工能够采用主动、探究式的科学教学，从而为所有学生提供了更多获得科学理解的机会。我们正在将First I扩展为一个名为First II的全国性传播项目，该项目为生物学教师、大学、四年制和社区学院的博士后和研究生提供大规模、长期的专业发展计划。第一个II项目是提供广泛的教学实践和材料的传播，使教师有能力帮助所有学生使用积极的教学方法和探究学习科学。第一个II项目正在由以全美八个生物野外站为中心的科学家/教员团队实施和维持。野外考察站团队正在与所在地区的学院和大学的教职员工合作，举办一系列研讨会，在课堂和实地模拟积极的探究式科学教学。First II还使教师能够学习和使用多种评估策略，这些策略提供学生学习的证据，而他们的同龄人接受这些策略。我们正在探索在机构内部认可、评估和奖励教学的方法。在第一阶段，我们正在收集证据，证明教师教学的变化和学生学习的改善都会产生影响。以每个外地站为中心的教员网络和长期生态研究网络办公室主持的全国传播网络正在促进教员之间的合作，以实现他们在科学教学中实现卓越的改革，以及关于教学学术的新标准和战略。

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.