background

At most colleges and universities, the didactic teaching approach remains a fixture in introductory science classes despite numerous studies showing students retain little of the information taught. In addition, the approach neither fosters an interest in science nor promotes the critical thinking skills science demands.

In 1997, a science, mathematics, engineering, and technology (SMET) committee organized by then Vice Chancellor Alfredo G. de los Santos, Jr. concluded that the diverse learning styles of today's SMET students result in their having difficulty transferring knowledge from one course or solution to another. The committee proposed writing a National Science Foundation (NSF) grant proposal (see abstract) that focused on reforming science teaching and learning by making many introductory science courses more interdisciplinary through the use of active learning strategies in the science classroom. In March 2000, the proposal entitled Systemic Reform in Science (SyRIS)--Phase I was funded.

SyRIS is a two-year, district-wide project designed to begin the process of improving student outcomes in science through changes in curriculum and pedagogy that align with national systemic reform initiatives. With NSF grant funds and in kind support from participating colleges and the District Office, a substantial number of science and math faculty are involved in putting together interdisciplinary activities and mastering new active learning strategies that link science courses through real-life applications.

The major goal of the project is the design, development, and field-testing of 20 interdisciplinary science modules founded on current curriculum content in 100-level science courses. In addition, SyRIS and other science and math faculty participate in workshops and seminars that provide them with the tools to advance their teaching and ultimately assure student success.

This project is supported, in part, by the National Science Foundation
www.nsf.org