WIDER: EAGER: Evidence-Based Instructional Practices in Action: Enhancing Exemplary Teaching at the University of Nebraska-Lincoln

这个项目评估了内布拉斯加-林肯大学(UNL)生物、化学和物理与天文学系课程的教学实践状况。在这些数据的基础上，该项目将提供一个针对这些系教师的循证教学实践的专业发展计划。此外，该项目旨在加强和扩大在生物、化学和物理与天文学课程中同行教学和即时教学的使用，并通过评估参与者对这些实践的使用和对学生的影响来建立专业发展计划的有效性。该项目寻求在UNL实施基于证据的教学实践的专业发展计划，以及培训现有和未来的教师实施这样的计划。专业发展计划的成果之一将是该机构在科学、技术、工程和数学(STEM)课程中扩大基于证据的教学实践的实施，这将改善学生的学习环境。这个项目具有现实的潜力，可以提高所有学生在这些STEM课程中的留存率，并随后在STEM专业中留住。

This project assesses the state of instructional practices in courses offered in the biology, chemistry, and physics & astronomy departments at the University of Nebraska-Lincoln (UNL). Building on these data, the project will provide a professional development program on evidence-based instructional practices targeting faculty in these departments. Additionally, the project seeks to enhance and broaden of the use of peer instruction and just-in-time teaching in the biology, chemistry, and physics & astronomy courses, and establish the effectiveness of the professional development program through an assessment of the use of these practices by the participants and impact on students.This project seeks to implement a professional development program on evidence-based instructional practices for chemistry, biology, and physics & astronomy faculty at UNL, as well as train current and future faculty in the implementation of such a program. One of the outcomes of the professional development program will be the widening of the implementation of evidence-based instructional practices in science, technology, engineering, and mathematics (STEM) courses at the institution, which will enhance students' learning environments. This project has the realistic potential of increasing the retention of all students in these STEM courses, and subsequently in STEM majors.