A Mathematics, Science and Technology Program for Non-Technical Majors

弗吉尼亚大学是一所充满活力的现代化大学，其宗旨是通过激发探索精神来丰富年轻人的思想，以了解宇宙的本质和人类在其中的作用。美国新闻与世界报道连续四年将弗吉尼亚大学评为最佳公立大学，在“顶尖国家大学”的同行中，弗吉尼亚大学也排名第十一，这些大学的教师“对本科教学有着异乎寻常的强烈承诺”。" 自由教育，其中包括科学和技术素养，是大学的中心智力关注，不仅在艺术和科学学院的课程，而且作为专业本科课程的基础。 该项目的目标是在两个方面提高弗吉尼亚大学学生的科学素养：通过准备中小企业T内容和最佳教学实践的潜在K-8教师;并为未来的商业，法律和政府领导人提供中小企业T学科的广泛背景，使他们能够更好地评估科学信息并对技术问题做出明智的判断。 所有的毕业生都应该在离开大学时对SME T有一个基本的了解，但对于那些将教授下一代的学生来说，这一需求最为关键。 作为该项目的一部分，将开发三门数学课程和一门科学课程，以完成一系列连贯的数学、科学和技术课程，使未来的K-6教师具备成为教育改革努力领导者所需的内容知识和教学法。 这些课程将使用实践活动和技术作为深思熟虑的主动学习计划的一部分。 两个学期的顶点课程将整合数学，科学和技术的概念，学生在小组工作的研究项目与导师从数学，科学，工程或医学系。 在教育的咖喱学校教授的科学和数学方法课程将补充内容课程。 高科技商业部门正以惊人的速度增长，迫切需要一支懂技术的劳动力队伍。 指导委员会与法律和商业，地方学校部门，以及企业和政府领导人的专业学校的代表将研究要求，并提出一个跨学科或多学科的主要解决当今劳动力的新兴高科技需求的学习课程。艺术与科学学院内的科学，数学和技术专业将提供广泛的背景，包括数学，科学和工程的几个学科。 这个新的专业也将服务于未来的中学教师科学和数学教师的需求。 最后，由弗吉尼亚大学教学资源中心赞助的教师和研究生助教研讨会和讲习班将鼓励所有学生更有效地教学，特别是对科学和数学课程的非技术专业。 将在教学资源中心内设立一个新的职位，由一名教师顾问担任，他将与教师和研究生助教合作，为小型实验室课程和大型讲座课程提供最佳教学实践。

Project Summary A Mathematics, Science and Technology Program for Non-Technical Majors The University of Virginia is a vigorous, modern institution whose purpose is to enrich young minds by stimulating a spirit of inquiry directed toward understanding the nature of the universe and the role of mankind in it. U.S. News and World Report has ranked the University of Virginia as the best public university for four consecutive years, and has also ranked UVa eleventh among a peer group of "top national universities" where faculty have "an unusually strong commitment to undergraduate teaching." Liberal education, which includes scientific and technological literacy, is the central intellectual concern of the university, not only in the curricula of the College of Arts and Sciences, but also as a foundation for professional undergraduate programs. The goal of the project is to improve the scientific literacy of students at the University of Virginia on two fronts: by preparing prospective K-8 teachers in SME&T content and best teaching practices; and to provide future business, law, and government leaders with a broad background in SME&T disciplines so that they are better able to evaluate scientific information and make informed judgments about technical issues. All graduates should leave the university with a basic understanding of SME&T, but the need is most critical for those students who will teach the next generation. As part of this project, three mathematics courses and one science course will be developed to complete a coherent sequence of mathematics, science, and technology courses that will give prospective K-6 teachers both the content knowledge and pedagogy necessary to become leaders in educational reform efforts. The courses will use hands-on activities and technology as part of a well thought-out plan for active learning. A two-semester capstone course will integrate math, science, and technology concepts as students work in groups on research projects with mentors from the m athematics, science, engineering or medical faculty. Science and math methods courses taught in the Curry School of Education will complement the content courses. The high-technology business sector is growing at a phenomenal rate, creating an urgent need for a technically literate work force. A steering committee with representatives of the professional schools of law and business, local school divisions, as well as business and government leaders will study requirements and propose a course of study for an interdisciplinary or multidisciplinary major addressing the emerging high-technology needs of today's work force. A science, mathematics, and technology major within the College of Arts and Sciences will provide a broad background encompassing several disciplines in mathematics, science and engineering. This new major will also serve the needs of prospective middle school teacher science and mathematics teachers. Finally, seminars and workshops for faculty and graduate teaching assistants sponsored by the University of Virginia Teaching Resource Center will encourage more effective teaching for all students, but particularly for non-technical majors in science and mathematics courses. A new position will be established within the Teaching Resource Center for a faculty consultant who will work with faculty and graduate teaching assistants on best teaching practices for small laboratory classes as well as large lecture classes.