Advanced Placement Digital Library for Biology, Physics and Chemistry

莱斯大学与大学理事会合作，正在为高中预修课程(AP)学生和生物、物理和化学(BPC)教师创建一个在线数字图书馆。AP课程由大学理事会管理，在国内和国际上都被认为是高中教授的要求很高的本科生课程。在一个分两个阶段的过程中，高级预科数字图书馆(APDL)正在建立一系列具有教育意义的有效互联网资源。在第一阶段，与BPC主题和概念直接相关的教育资源由项目人员研究和收集，由AP大师教师和大学教师审查和验证，并按这三门课程中教授的主题和概念进行分类和组织。在第二阶段，该收藏向AP教师和学生开放，通过他们的输入，APDL成为动态更新资源的宝贵来源。APDL是一个资源库，教师和学生可以在他们选择的时间和地点以自己的速度学习BPC概念，并根据兴趣和需求选择个性化的知识构建道路。APDL正在通过为每个主题使用内容小组的协作构建过程，为这三个主题收集资源。审查小组由几名AP成员组成：一名对AP课程有深入了解并担任领导职位以影响变革的高等教育教员；五名在教授学生和他们的同龄人方面具有丰富经验的AP教师；一名在大学学习这门学科的本科生；以及两名项目内容专家。专家小组只选择那些支持对该专题进行深入研究的资源。通过如此广泛的审查创建的集合然后向更大的AP教师和学生社区开放，供他们使用和输入。教师和学生的同行评审对用户来说都是可见的。最终结果是与BPC中的AP主题一致的资源主体，并且可以通过概念进行搜索。对于每门课程，教师都会找到一个与收集到的资源超链接的主题大纲。AP教师通过在全国范围内举行的60,000多个大学理事会专业发展会议来了解APDL。大学理事会致力于将这些藏品放在他们的官方网站AP Central上，拥有超过5万名注册用户。虽然高级科学课程的学生和教师是这本藏书的目标受众，但我们希望它对其他人也有帮助，如大量AP预科教师、高中教师和正在学习非AP课程的学生、本科生和高等教育教职员工在这些科目上教授入门课程。NSF数学和物理科学局的多学科活动办公室正在为这个项目提供重要的联合资金，以认识到数字图书馆收集生物、化学和物理学科的学生学习资源的重要性。

Rice University, in collaboration with the College Board, is creating an online digital library for high school Advanced Placement (AP) students and teachers of Biology, Physics and Chemistry (BPC). The AP program, administered by the College Board, is accepted both nationally and internationally as a demanding undergraduate level curriculum taught in high schools. In a two-phased process, the Advanced Placement Digital Library (APDL) is building a collection of educationally valid Internet resources. In Phase One, educational resources directly related to BPC topics and concepts are researched and collected by project personnel, reviewed and validated by master AP teachers and college faculty, and cataloged and organized by the topics and concepts taught in these three courses. In Phase Two, the collection opens to AP teachers and students, and through their input, APDL serves as a valuable source of dynamically updated resources. APDL serves as a reservoir of resources where teachers and students can educate themselves about BPC concepts, at their own pace, at a time and place of their choosing, and take individualized knowledge-building paths based on interest and needs. APDL is collecting resources for these three subjects through a collaborative construction process using a content panel for each subject. The review panel consists of several AP constituents: a higher education faculty member who has in-depth knowledge of the AP curriculum and holds leadership positions to influence change; five AP teachers with considerable experience in teaching students and their peers; an undergraduate student who is studying the subject at the university level; and two project content experts. The panel selects only those resources that support advanced study of the topic. A collection created through such a broad review is then opened to the larger community of AP teachers and students for their use and input. Peer-review of both teachers and students is visible to the users. The end result is a body of resources aligned to AP topics in BPC and searchable by concept. For each course, teachers find a topic outline of that is hyperlinked to the collected resources.AP teachers are informed about APDL via the more than 60,000 College Board professional development conferences that occur nationwide. The College Board is committed to housing the collection on their official site, AP Central, with over 50,000 registered users. While students and teachers of advanced science courses are the targeted audiences for this collection, we expect it to be useful to others such as, a large body of Pre-AP teachers, high school teachers and students taking non-AP courses, undergraduate students and higher education faculty teaching introductory courses in these subjects.Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate of Mathematical and Physical Sciences in recognition of the importance of a digital library collection of learning resources for students in the disciplines of biology, chemistry and physics.