New England Science Faculty Enhancement Collaborative

在学院和大学的科学课堂上存在着严重的问题，包括目标专业转向其他学科和普遍的学生冷漠，特别是在入门级课程中。这些问题的存在，是因为有太多的材料和记忆的覆盖面，竞争的气氛，和新的教师是不是准备教本科科学课程。这些问题刺激了刚刚开始的改革努力。因此，现在有一个真实的需要的程序，帮助教授纳入学生主动的方法到他们的课堂。为了解决这个问题，我们建议制定一个以东北部5个高等教育合作伙伴为中心的研讨会计划。我们的计划将针对教授，包括入门级和年轻的教师，谁教入门课程。汉普郡学院是这个项目的牵头机构;该学院在学生积极的探究科学教学方面有一个全国公认的项目。方案目标是：1）通过“培训培训者”模式有效地接触大量教师，2）为研讨会领导者提供有效的培训和工具，以领导区域研讨会计划，3）向研讨会参与者介绍有效的学生主动方法及其基础的学习理论，4）帮助研讨会参与者将他们选择的学生主动方法纳入课程，5）将有学生积极教学经验的教师（导师）与区域经验不足但感兴趣的教师，特别是新教师联系起来，6）汇集来自不同学科和不同类型机构的多元化教师群体，特别强调科学中代表性不足的群体，以及7）利用联合体作为确定研讨会领导者和研讨会参与者的有效手段

There are serious problems in the college and university science classroom including intended majors who switch to other disciplines and pervasive student apathy, especially in introductory level courses. These problems exist because there is too much emphasis on coverage of material and memorization, an atmosphere of competition, and new faculty are either under prepared to teach undergraduate science courses. These issues have stimulated reform efforts that are just beginning to take place. As a result, there is now a real need for programs that help professors incorporate student-active approaches into their classrooms. To address this, we propose to develop a program of workshops centered in 5 sites throughout the northeast where higher education partnerships exist. Our program will target professors, including entry level and young faculty, who teach introductory courses. Hampshire College is the lead agency on this project; the college has a nationally recognized program in student-active, inquiry science teaching. Program objectives are to: 1) effectively reach large numbers of faculty through the "train the trainers" model, 2) give workshop leaders effective training and tools for leading regional workshop programs, 3) introduce workshop participants to effective student-active approaches and the learning theories underlying them, 4) help workshop participants incorporate student-active approach(es) of their choosing into a course, 5) link faculty experienced with student-active teaching (mentors) with regional inexperienced but interested faculty, and especially new faculty, 6) bring together a diverse group of faculty from different disciplines and types of institutions, with special emphasis on underrepresented groups in science, and 7) use consortia as effective means to identify workshops leaders and workshop participants