Collaborative Proposal: CCB FEST-Community College Biology Faculty Enhancement through Scientific Teaching

这一综合性州立机构(旧金山州立大学)和社区学院(Foothill-de Anza社区学院)之间的合作项目正在为社区学院生物学教师建立一个多管齐下的教师增强计划。预计150名大学教职员工和11名研究生将直接受益于这一项目，以改进他们的教学方法，更多的本科生将从改进后的课程中受益。该计划的结构和内容仿照威斯康星大学Jo Handelsman组织的科学教学研究所，其目标是提高教师的教学专业知识，为教师提供支持，反复改变他们的教学方式，并在旧金山湾区发展社区学院教师的专业学习社区。这个项目的三个方面是：1.科学教学研讨会系列：5个3小时工作坊的介绍性系列，为那些时间有限的教师提供学习，希望以后能参与更激烈的体验(在旧金山湾区内10所社区大学的春季学期中轮流提供)；2.科学教学暑期学院，为期一周的全天活动在旧金山州立大学校园举行；3.后续活动，帮助教师将所学知识付诸实践，并在参与者和他们的同事之间发展一个教学社区。该项目还受益于由金伯利·坦纳开发的额外资源--SEPAL(科学教育伙伴关系和评估实验室)，这是SFSU的一个研究生培训项目，包括与教师合作发展教师的教学优势。讲习班上使用的材料包括：乔·汉德尔斯曼为威斯康星大学麦迪逊分校长期科学教学研究所讲习班编写的《科学教学工作簿》，专为研究密集型大学的教职员工和教授大型入门课程的教师设计；《生物学教学方法》，这是金伯利·坦纳撰写的一本出版物集，旨在将教育文献中的关键发现转化为大学课堂的实用教学战略；以及为花冠课程开发的课程材料。智力价值：这个项目的优点在于它使用了成功的活动和为一个受众开发的材料来改变为不同受众提供的机会。广泛的影响：鉴于涉及的教师教授的学生人数众多，而且在旧金山湾区，许多四年制学校的生物专业学生从社区大学开始他们的学术生涯，这个项目影响许多学生的潜力是显而易见的。

This collaborative project between a comprehensive state institution (San Francisco State University) and a community college (Foothill-De Anza Community College)is establishing a multi-pronged faculty enhancement program for community college biology faculty. It is anticipated that 150 college faculty and 11 graduate students will benefit directly from this project in terms of enhancing their teaching approaches, with many more undergraduate students benefitting from the resultant improved courses. The structure and content of the program is patterned after the Scientific Teaching Institutes organized by Jo Handelsman at the University of Wisconsin and has as its objective to enhance faculty pedagogical expertise, provide faculty with support to iteratively change their teaching and develop professional learning communities of community college faculty in the San Francisco Bay area. The three aspects of this project are: 1. The Scientific Teaching Workshops Series an introductory series of five three hour workshops for those faculty with limited time who want to learn what is available in the hopes of participating in a more intense experience later on (offered during the spring term on a rotating basis at each of ten community colleges within the San Francisco Bay area); 2. The Scientific Teaching Summer Institute, a week long full day activity taking place on the campus of San Francisco State and 3. Follow up activities to help faculty implement what they have learned and to develop a teaching community among participants and their colleagues. The project further benefits from an additional resource, SEPAL (Science Education Partnership and Assessment Laboratory) developed by Kimberly Tanner, a graduate student training program at SFSU that includes working with faculty to develop faculty teaching strengths. Materials being used at the workshops include: the Scientific Teaching workbook developed by Jo Handelsman for the long standing Scientific Teaching Institutes workshops at the University of Wisconsin Madison, designed for faculty at research intensive universities and those teaching large introductory courses; the Approaches to Biology Teaching and Learning a publication collection written by Kimberly Tanner to translate key findings from the educational literature into practical teaching strategies for the college classroom; and curricular materials developed for SEPAL. Intellectual Merit: The merit of this project resides in its use of successful activities and materials developed for one audience to transform opportunities available for a different audience.Broader Impact: Given the large number of students taught by the faculty involved and the fact that in the bay area many biology majors at four year schools start their academic careers at community colleges, this project's potential to effect many students is obvious.