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中，生态学教师开始使用诊断问题集群（DQC）：1。围绕关键概念和基于总体框架的生物学原则性思维组织整个介绍性课程; 2.确定和衡量学生在具体原则上的进展，特别是对他们来说有问题的。DQC专注于生物组织所有层次的能量和物质。来自大学的教师，包括历史上的黑人学院，加上四年制和社区学院，为最初的DQC研究做出了贡献。该项目采用扩大网络的方法，以扩大传播和影响，将这一模式推广到更多的教师，并根据上一个项目的“经验教训”对教师讲习班进行修改。这个项目的知识价值来自所制作的材料的价值和从会议成果中吸取的关于有效传播技术的经验教训。更广泛的影响：讲习班的能力，以帮助教师检查自己的教学实践是潜在的变革。

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.