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

这个综合性州立机构（旧金山弗朗西斯科州立大学）和社区学院（山麓-德安扎社区学院）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名大学教师和11名研究生将直接受益于这个项目，以提高他们的教学方法，更多的本科生受益于由此产生的改进课程。 该计划的结构和内容是在威斯康星州大学Jo Handelsman组织的科学教学研究所之后形成的，其目标是提高教师的教学专业知识，为教师提供支持，以迭代地改变他们的教学，并在旧金山弗朗西斯科湾区开发社区学院教师的专业学习社区。 该项目的三个方面是：1。科学教学研讨会系列五个三小时的研讨会为那些教师有限的时间谁想要学习什么是在以后参与一个更激烈的经验的希望（提供在春季学期在每个旋转的基础上在十个社区学院在旧金山弗朗西斯科湾区）; 2.科学教学暑期研究所，为期一周的全天活动发生在旧金山弗朗西斯科州立大学的校园和3。跟进活动，以帮助教师实施他们所学到的，并发展参与者和他们的同事之间的教学社区。 该项目进一步受益于一个额外的资源，SEPAL（科学教育伙伴关系和评估实验室）开发的金伯利坦纳，在SFSU的研究生培训计划，包括与教师合作，发展教师的教学优势。正在使用的材料在讲习班包括：科学教学工作手册开发的乔汉德尔斯曼为长期存在的科学教学研究所讲习班在威斯康星州麦迪逊大学，专为教师在研究密集型大学和那些教学大型入门课程;生物学教学方法由金伯利坦纳撰写的出版物集，将教育文献中的关键发现翻译成大学课堂的实用教学战略;以及为拉美教育秘书处编制的课程材料。智力优势：这个项目的优点在于它使用成功的活动和材料为一个观众开发，以改变机会提供给不同的观众。更广泛的影响：鉴于参与教师教的学生人数众多，而且在海湾地区，许多四年制学校的生物专业学生在社区大学开始他们的学术生涯，这个项目的潜力影响许多学生是显而易见的。

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.