Improving the Gateway Courses in Chemistry, Mathematics, and Physics

在过去的二十年里，加州大学伯克利分校一直积极致力于提高科学和数学的本科教育。作为这些努力的一部分，专业发展方案创建了数学“密集讨论组"模式。这些IDS强调学生积极学习高水平的课程材料，以及协作努力和良好的沟通技巧，已被证明是非常成功的，通过介绍微积分课程推进某些代表性不足的群体。IDS模式最近也被用于代表性不足的学生的物理和化学，取得了同样的成功。一个为期两年的试点计划被提议开始为所有低年级物理、化学和数学的学生扩大这些IDS，同时改善这些学科之间的跨学科交流。这些变化将需要创建新的课程材料和改进研究生教师培训。再加上其他正在进行的课程改革在伯克利分校，这些改进预计将大大提高学生在这些网关课程的成绩，以提高学生的表现和保留在上师课程，并产生毕业生很好地匹配在科学，工程，技术和其他学科的雇主的需求。这一提议是将一所主要研究型大学低年级的学术改革制度化的第一次尝试。将对结果进行彻底评估并广泛传播。

Over the past two decades the University of California at Berkeley has been actively engaged in improving undergraduate education in science and mathematics. As a part of these efforts, the Professional Development Program has created the `Intensive Discussion Section` (IDS) model for mathematics. These IDSs, which emphasize active student learning of course material at a high level, as well as collaborative efforts and good communication skills, have proven highly successful in advancing certain underrepresented groups through introductory calculus courses. The IDS model has recently been adopted in physics and chemistry for underrepresented students as well, with the same success. A two-year pilot program is proposed to begin expanding these IDSs for all students in lower division physics, chemistry, and mathematics, and at the same time to improve cross- disciplinary exchange among these subjects. These changes will require creation of new course materials and improved graduate student instructor training. Coupled with other ongoing curriculum reform at Berkeley, these improvements are expected to greatly improve student achievement in these gateway courses, to improve student performance and retention in upper division coursework, and to produce graduates well matched to the needs of employers in science, engineering, technology, and other disciplines. This proposal represents the first attempt to institutionalize academic reform in lower division at a major research university. The results will be thoroughly evaluated and disseminated widely.