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。这一适应/采用项目使IGCN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成员之间的合作努力，是本科化学课程计划系统性变化中的四项现有倡议。已确定在IGCN机构中实施以下部分：教学模块(加州大学-伯克利分校)、概念问题和现代材料(威斯康星-麦迪逊)、同行教学讲习班化学(纽约城市学院)和指导性探究实验室--基于主题的方法(贝洛伊特学院)。来自IGCN机构的教员正在调整上述一到两项举措的组成部分。会员们分享他们的经验，并根据这些经验，将最有希望的部分融入其他参与的会员课程中。参加会议的成员使用IGCN全州光纤双向视听系统来实施适应，并在成员机构的教职员工之间举行会议。此外，由系统变革项目负责人举办的暑期讲习班正在协助IGCN教职员工调整目标组成部分。这个在所有参与者之间进行交流和工作的持续论坛正在促进化学入门课程的改革。形成性评价和终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，通过使重大化学倡议的结果适应各种当地环境来改进化学学习。

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.