The Faculty Associates in Science and Technology Leadership Corps Project for Enhancing Environmental Technology Education

环境技术教育伙伴关系（PETE）提出了FAST领导团队项目的修订版本——科学和技术领导团队教师协会促进环境技术教育。FAST项目（FAST- i）是一个非常成功的面向两年制大学教师的专业发展项目。从我们在项目中的工作来看，我们觉得我们提出的专业发展活动确实有希望使FAST-Il成为一个比它的前身更强大、更广泛的教师发展项目。fast -1将为新一批70-100名教师提供服务，每三年一次。我们计划一获得资金就开始这个项目。活动分为三个阶段。阶段1。课程101——科技教育中的宏观和微观问题导论：进入小组的学生将通过完成一个基于网络的研讨会来开始FAST项目。不能上网的教员将收到硬拷贝。阶段2。-教师助理暑期实习：在他们的工作坊经验之后，助理将在私营企业，国家实验室，国防部设施或联邦或州监管机构进行4-8周的实习。阶段3。课程和课程开发技术援助网络：在暑期实习后的学年，教师助理将致力于课程和课程设计，开发新课程或修改现有课程。fast - 1项目将建立在其前身开发和评估的项目组成部分的良好基础上。FAST- i的数据使我们得出结论，FAST项目是社区和技术学院师资发展的可行模式，将促进全国范围内对环境技术教育的系统影响。

The Partnership for Environmental Technology Education (PETE) proposes a revised version of the FAST Leadership Corps Project -- Faculty Associates in Science and Technology Leadership Corps for Enhancement of Environmental Technology Education. The FAST project (FAST-I) was a very successful professional development program for faculty from two-year colleges. From our work in the program, we feel our proposed professional development activities hold real promise for making FAST-Il a stronger and more broadly-based faculty development program than its predecessor. FAST-Il will serve a new cohort of 70-100 faculty for each of 3 years. We plan to start the program as soon as funding is granted. There are three phases of activities. Phase 1. Curriculum 101 --- An Introduction to Macro and Micro Issues in Science and Technology Education: An entering cohort would begin the FAST Project by completing a Web-based workshop. Faculty without Web access will receive hard copies. Phase 2.-- Faculty Associate Summer Internship: Following their workshop experience, Associates would enter a 4-8 week internship in private industry, a national laboratory, Department of Defense facility, or a federal or state regulatory agency. Phase 3. Course and Curriculum Development Technical Assistance Network: In the academic year following the Summer Internship, Faculty Associates will work on course and curriculum design, developing a new course or revising an existing course. The FAST-Il Project will rest on a sound foundation of program components developed and evaluated in its precursor. The data from FAST-I allow us to conclude that the FAST program is a viable model for community and technical college faculty development that will facilitate nation-wide systemic impact on environmental technology education.