Faculty who engage in “scientific teaching” approach their teaching like scientists.  Much like disciplinary research endeavors, teaching practices should be: 1) based on knowledge of practices that improve student learning, 2) assessed in the context of specific learning goals, and 3) altered in response to analysis of student outcomes.  This process calls on undergraduate teaching faculty to change their teaching practices and to think about teaching in ways in which they have not been trained.  We report here on use of a rich assessment tool, diagnostic question clusters (DQC’s), in introductory biology and ecology courses.  The project brought together and supported a diverse group of faculty as they incorporate DQC’s in their teaching practices and assessed the results from this learning diagnostic tool.  This paper presents two case studies of faculty who have incorporated DQC’s in their classrooms.  We will show: 1) how these faculty implemented DQC's and active learning strategies, 2) why they are participating in the project, 3) knowledge they have gained about student reasoning, 4) how they have changed the way they think about student assessment, and 5) how they may change the way they teach their courses as a result of the project. 

Results/Conclusions

Faculty participants have used DQC’s and active learning strategies in Introductory Biology, Introductory Ecology and Environmental Science courses.  Two participants said their frustration with poor test scores and fundamental misconceptions drew them to participate in this project.  Both of these individuals have changed how they view student assessment, as a result.  Both stated that DQC’s as formative assessment will help flag ideas that students do not understand before they take an exam for a grade.  One faculty participant uses DQC’s as more targeted questions than his current questions, so he can focus on specific areas of poor reasoning.  Both participants have changed the way they teach in response to their use of DQC’s.  One of them was able to incorporate question concepts into lecture in response to pre-test data.  The second has added more emphasis to tracing energy and matter, one of the basic emphases of our project.  Although faculty participants in this project are experienced practitioners of active learning strategies, using DQC’s has improved their ability to think more clearly about what to teach and how to teach it.