Iowa General Chemistry Network: Adapt and Adopt

在过去的三年里，来自爱荷华州社区学院、私立学院和摄政大学的32名化学教师参加了爱荷华州普通化学网络（IGCN）。他们互相帮助，开发和实施各种教学策略和技术。这个适应/采用项目使IGCN的成员能够继续改革他们的本科化学课程和课程。 该项目是IGCN成员和本科化学课程计划系统性变化中的四个现有举措之间的合作努力。 已确定在IGCN各机构实施以下组成部分：教学模块（加利福尼亚大学伯克利分校）、概念问题和现代材料（威斯康星州麦迪逊分校）、同伴教学-化学讲习班（纽约城市学院）和指导探究实验室-基于主题的方法（贝洛伊特学院）。 IGCN各机构的教师正在调整上述一项或两项举措的组成部分。成员们交流经验，并根据这些经验，将最有前途的组成部分纳入其他参与成员的课程。参与成员使用IGCN全州光纤双向音频和视频系统来实施适应，并在成员机构的教师之间举行会议。 此外，系统变革项目领导人举办的夏季讲习班正在协助IGCN教员调整目标组成部分。 这是一个所有参与者交流和工作的持续论坛，正在促进化学导论课程的改革。形成性评价和总结性评价都旨在提供有意义的评估。 这个项目的目标是让学生更积极地理解重要的化学概念。 该项目还作为区域合作努力的典范，通过使主要化学倡议伊韦斯的成果适应各种当地环境，改善化学学习。

Over the past three years, 32 chemistry faculty from Iowa's community colleges, private colleges, and regents universities have participated in the Iowa General Chemistry Network (IGCN). They have helped each other develop and implement a variety of instructional strategies and techniques. This adapt/adopt project allows members of the IGCN to continue reform of their undergraduate chemistry courses and curriculum. The project is a collaborative effort among members of the IGCN and four of the existing initiatives in the Systemic Changes in the Undergraduate Chemistry Curriculum program. The following components were identified for implementation in IGCN institutions: instructional modules (University of California-Berkeley), Conceptual Questions and Modern Materials (Wisconsin-Madison), Peer Teaching - Workshop Chemistry (City College of New York), and Guided Inquiry Labs - Theme Based Approach (Beloit College). Faculty from IGCN institutions are adapting components from one or two of the above initiatives. Members share their experiences and based upon these experiences, the most promising components are being incorporated into other participating members courses. Participating members use the IGCN state-wide fiber optics two-way audio and visual system to implement adaptation and to conduct meetings among faculty from member institutions. In addition, summer workshops conducted by leaders from the systemic change projects are assisting IGCN faculty members in adapting the targeted components. This continuous forum for communicating and working among all participants is facilitating reform of introductory chemistry courses. Both formative and summative evaluations are designed to provide meaningful assessment. The goal of this project is to involve students more actively in understanding important chemical concepts. The project also serves as a model for regional collaborative efforts to improve learning in chemistry through adapting the results of the major chemistry initiat ives to a variety of local environments.