National Chautauqua Workshop Program

跨学科(99)三十多年来，Chautauqua大学教师短期课程计划为两年和四年制院校的本科生教师提供了一系列精心设计的短期课程、研讨会和实地经验。该项目为教职员工提供了一个机会，通过与科学、数学和工程学科前沿的学者进行深入的互动，跟上各自领域(S)的最新趋势。该计划是尖端研究成果与中学后教育教学方法之间的桥梁。参与者将他们在项目课程中学到的知识转化为更有见地、更有效的本科教学。在该项目中，将在华盛顿州西雅图、加州州立大学多明格斯山庄、德克萨斯州奥斯汀、俄亥俄州代顿和纽约州立大学石溪分校(纽约州长岛)的五个区域中心提供67个短期课程。该课程的学术价值在于，它促进了科学、数学和工程学本科教师使用最新的教学内容知识来教授最新的内容。Chautauqua短期课程方案的更广泛影响来自于其全国性的范围和对学科的广泛覆盖。在国家科学基金会最后一次授予Chautauqua的为期七年的研讨会期间，超过12,700名不同的大学教师参加了740门单独的课程。因此，每年有超过2200,000名本科生受益于改进的教学。近三分之一的教职员工来自两年制学院。

Interdisciplinary (99)For over three decades, the Chautauqua Short Courses for College Teachers Program has provided a wide array of carefully designed short courses, workshops, and field experiences to undergraduate faculty from two and four-year institutions. The Program provides an opportunity for faculty members to stay abreast of emerging trends in their field(s) through intensive interaction with scholars at the frontiers of science, mathematics, and engineering disciplines. The Program serves as a conduit between cutting-edge research findings and teaching approaches in post secondary education. Participants translate what they learn in Program courses into more informed, more effective, undergraduate teaching. In this project, 67 short courses will offered at five regional centers in Seattle Washington, California State University at Dominguez Hills, Austin Texas, Dayton Ohio, and SUNY Stony Brook (Long Island, NY). The intellectual merit of this program is that it facilitates the teaching of up-to-date content using up-to-date pedagogical content knowledge by undergraduate faculty in the sciences, mathematics, and engineering. The broader impact of the Chautauqua Short Courses Program derives from its national scope and wide coverage of disciplines. Over the course of the last Chautauqua grant from NSF, spanning seven years of workshops, more than 12,700 distinct college teachers have participated in 740 individual courses. As a result, more than 2,200,000 undergraduate students have benefited from improved instruction annually. Nearly a third of faculty participants have come from two year colleges.