Collaborative Research: Improving General Biology Teaching with Diagnostic Question Clusters and Active Teaching

这个项目建立在一个为期一年的第一阶段项目的基础上，在这个项目中，生态学教师开始使用诊断问题集群（dqc）来：根据一个总体框架和2，围绕关键概念和生物学原则思维组织整个入门课程。识别和衡量学生在特定原则上的进步，尤其是对他们来说有问题的原则。dqc关注的是生物组织各个层次的能量和物质。来自大学的教师，包括历史上的黑人学院，以及四年制和社区学院，为DQC的原始研究做出了贡献。该项目采用扩展网络的方法，扩大传播和影响，将这种模式扩展到更多的教师，并根据从上一个项目中吸取的“经验教训”对教师研讨会进行了修改。知识价值：本项目的知识价值源于所制作材料的价值，以及从讲习班的成果中学到的有关有效传播技术的经验教训。更广泛的影响：研讨会帮助教师检查自己的教学实践的能力具有潜在的变革性。

This project builds on a one year Phase 1 project in which ecology faculty began to use Diagnostic Question Clusters (DQCs) to: 1. organize an entire introductory course around key concepts and biologically principled thinking based on an overarching framework and 2. identify and gauge student progress on specific principles especially problematic for them. The DQCs focus on energy and matter across all levels of biological organization. Faculty from universities, including Historically Black Colleges, plus four year and community colleges contributed to the original DQC research. Adopting an expanding networks approach for broader dissemination and impact, this project extends this model to more faculty and also introduces modifications to the faculty workshops based on the "lessons learned" from the previous project.Intellectual Merit: The intellectual merit of this project stems from the value of the material being produced and the lessons concerning effective dissemination techniques being learned from the outcomes of the workshops.Broader Impact: The ability of the workshops to help faculty inspect their own teaching practices is potentially transformative.