SUNY Oswego Institution-Wide Reform of Science, Mathematics & Technology Instruction

项目概要：纽约州立大学奥斯韦戈学院范围内的科学、数学、技术教学改革 该项目旨在为纽约州立大学奥斯韦戈的所有本科生改革科学、数学和技术（SME T）教学，有五个目标。首先是改进普通学生和理科专业学生的SME T入门课程。该项目支持的教师正在加强现有的中小企业技术课程，并开发新的面向问题的跨学科课程。国家科学和数学教育改革文件和新的纽约州立大学奥斯韦戈普通教育计划所定义的卓越标准是这一过程的基准。结果是一套必修课程，为所有学生（专业和非专业，妇女和少数民族）提供直接的经验，在合作环境中进行调查，并在真实的世界背景下积极学习重要的中小企业T概念。 第二，教师发展活动提供了持续的机会，教师发展领域的有效中小企业T教学法（调查，主动学习，概念理解，真实的世界背景下，合作）和教学技术。1998年和1999年举办的两次暑期班以及随后每一学年的后续活动促进了这一发展。教师有机会学习和分享有效的教学策略，加强他们的跨学科知识基础，学习和实施创新的教学技术。第三，作为这些专业发展机会的一部分，正在与跨部门的区域企业建立新的伙伴关系，以改善中小企业T课程的提供。 第四，为了创造一个鼓励教师在学科之间寻求新的联系并从事深思熟虑的研究的环境，正在审查教师奖励制度。 这一改革要素的目标是重新定义奖励结构，使其支持教育学和跨学科教学的奖学金，不仅在中小企业T，但在所有学科。第五，现有的体制结构正在精简和扩大，以提供一个机制，在专业发展，伙伴关系和支持教师奖励制度，不仅在中小企业T，但在所有学科的持续增长。

Project Summary: SUNY Oswego Institution-Wide Reform of Science, Math, & Technology Instruction This project to reform science, math, and technology (SME&T) instruction for all undergraduate students at SUNY Oswego has five objectives. First is the improvement of introductory SME&T courses for both general students and science majors. Faculty supported by the project are strengthening a wide range of existing SME&T courses and develop new issues-oriented, interdisciplinary courses. The criteria for excellence defined by national science and math education reform documents and by the new SUNY Oswego General Education Program is the benchmark for this process. The result is a suite of required courses which provide all students (majors and non-majors, women and minorities) with direct experience with inquiry in a collaborative setting and active learning of important SME&T concepts in a real world context. Second, faculty development activities are providing sustained opportunities for faculty development in the areas of effective SME&T pedagogy (inquiry, active learning, conceptual understanding, real world context, and collaboration) and instructional technologies. This development is stimulated through two summer institutes, held in 1998 and 1999, and by follow-up activities throughout each subsequent academic year. Faculty have opportunities to learn and share effective pedagogical strategies, enhance their interdisciplinary knowledge base, and learn about and implement innovative instructional technologies. Third, as part of these professional development opportunities, new partnerships are being formed with regional businesses across departments to improve SME&T course offerings. Fourth, in order to create an environment that encourages faculty to seek new connections among disciplines and engage in thoughtful pedagogies, the faculty reward system is being examined. The goal of this element of reform is to redefine of the reward structure so that it supports a scholarship of pedagogy a nd interdisciplinary instruction, not only in SME&T, but across all disciplines. Fifth, the existing institutional structures are being streamlined and augmented to provide a mechanism for sustaining growth in professional development, partnerships, and a supportive faculty reward system, not only in SME&T but across all disciplines.