Design-Based Implementation Research(DBIR): An Approach to Propagate a Transformed General Chemistry Curriculum across Multiple Institutions

Abstract

While there have been an increasing number of evidence-based instructional strategies propagated, less literature exists on how to propagate a curriculum. This paper is meant to present how the theory of Design-Based Implementation Research (DBIR) can be used as a framework to propagate such innovative curricula. DBIR is a research design process aimed to improve education through an iterative process involving multiple stakeholders and includes four principles: (1) deciding on a focus for joint work, (2) organizing the design process, (3) doing research, and (4) developing capacity for continuous improvement. Using our project as an example, this paper discusses how each principle of the DBIR framework was used to assist with the propagation of an undergraduate-level general chemistry curriculum to nine institutions across the United States. As part of this process, the instructors were active participants in the project which provided them a means to feel ownership in their implementation. In addition, the results within the data analysis process were used not only to inform the research community but also to guide modifications to the curriculum materials and support provided for future iterations.

Driving Change by Inspiring Others: Introducing the Virtual Issue for Melanie M. Cooper Festschrift

“…This additional focus on what we teach has been informed by her work conducted with the College Board Science Standards Committee, Advance Placement Redesign Board, the Leadership Committee for the Next Generation Science Standards, and the National Research Council committee on Discipline-Based Education Research. These experiences supported her thinking about the development of the general chemistry curriculum called Chemistry, Life, the Universe and Everything (CLUE), which has now been implemented at 17 institutions across the country . The CLUE curriculum has more recently been expanded for high school and undergraduate organic chemistry (OCLUE).…”

“…These experiences supported her thinking about the development of the general chemistry curriculum called Chemistry, Life, the Universe and Everything (CLUE), 3 which has now been implemented at 17 institutions across the country. 4 The CLUE curriculum has more recently been expanded for high school 5 and undergraduate organic chemistry (OCLUE 6 ).…”

Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum

“…A variety of instructional approaches have been employed, ranging from a large-enrollment lecture with an additional mandatory recitation section to an active learning approach in which students work on group worksheet activities during class time. Class sizes have ranged from over 400 students to fewer than 20 . These different settings and student populations have necessitated somewhat different implementations of CLUE, with the goal of keeping the overall research-based curricular design of the course intact.…”

“…The CLUE curriculum has been taught by multiple instructors at a range of institutional types, including private and public liberal arts colleges, large R1 universities, and community colleges. 13 A variety of instructional approaches have been employed, ranging from a large-enrollment lecture with an additional mandatory recitation section to an active learning approach in which students work on group worksheet activities during class time. Class sizes have ranged from over 400 students to fewer than 20.…”

“…Class sizes have ranged from over 400 students to fewer than 20. 13 These different settings and student populations have necessitated somewhat different implementations of CLUE, with the goal of keeping the overall research-based curricular design of the course intact. Looking across CLUE enactments in these different environments, let us consider what components of the curriculum are critical to its function and where flexibility exists for principled adaptations.…”