Transformation of General Biology: Creating a Model for the 21st Century

生物科学（61）本项目为非科学专业的学生提供以学习者为中心的指导，通过使用“高科技”（多媒体，虚拟实验室活动和网络教学材料）和“高接触”（协作学习，主动学习，指导性湿实验室活动和小组会议），促进学生的批判性思维，解决问题的能力和创造力。 这个项目的重点是讲座和实验室课程开发，设备购置，教师发展和实验室改进。 振兴的课程，增强的教学和改进的实验室设置为学生更好地准备先进的科学课程，教学职业，技术培训，最重要的是，提高科学素养和在家庭，工作场所和世界的应用。 项目的主要成果是：（a）振兴和改革普通生物学课程，其中包括“高技术”和“高接触”方法，使学生在生物学方面保持较高的学习率和取得更大的成功;（B）学生和教师在计算机、因特网、远程学习、WebCT、CD-ROM、DVD和其他先进技术方面的实践经验;（c）为兼职及全职教师而设的生物学教与学资源图书馆;（d）促进教师在应用现行教与学方法方面的发展;（e）通过增加对技术资源的了解和获得技术资源的机会，加强对有潜力的K-12教师的培训（Penick，1995年）;（f）提高学生的科学素养（Uno& Bybee，1994年）。 该项目建立在并适应了俄勒冈州大学NSF资助的生物学研讨会项目，该项目将积极和协作学习纳入课堂。 PCC模式适应车间生物学的元素到社区学院设置与学生小组工作的额外重点。

Biological Sciences (61) This project provides learner-centered instruction for non-science majors that promotes critical thinking, problem-solving skills, and creativity among students through the use of "high technology" (multimedia, virtual lab activities, and web-delivered instructional materials) and "high touch" (collaborative learning, active learning, directed wet laboratory activities, and small group sessions). The focus of this project is on lecture and laboratory curriculum development, equipment acquisition, faculty development, and laboratory improvement. The revitalized curriculum, enhanced teaching, and improved laboratory setting prepare students better for advanced science courses, teaching careers, technical training and, most importantly, improve science literacy and application in the home, workplace, and world. The major project outcomes are: (a) a revitalized, transformed General Biology Curriculum that includes a "high technology" and "high touch" approach leading to higher student retention and success in biology; (b) hands-on student and faculty experience with computers, the Internet, distance learning, WebCT, CD-ROM, DVD, and other advanced technology; (c) a Faculty Teaching and Learning Biology Resource Library for part-time and full-time faculty; (d) faculty development in application of current teaching and learning practices; (e) enhanced preparation of potential K-12 teachers by increasing knowledge of and access to technological resources (Penick, 1995); and (f) improved science literacy among students (Uno & Bybee, 1994). This project builds on and adapts the NSF-funded Workshop Biology program at the University of Oregon that incorporated active and collaborative learning into the classroom. The PCC model adapts elements of Workshop Biology into a community college setting with an added emphasis on student group work.