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

该项目评估了内布拉斯加大学林肯分校（UNL）生物学、化学和物理天文学系课程的教学实践状况。在这些数据的基础上，该项目将提供一个专业的发展计划，以证据为基础的教学实践，针对教师在这些部门。此外，在生物学、化学、物理天文学等课程中，加强并扩大同伴指导和即时教学的使用范围&，并通过对参与者的使用情况和对学生的影响进行评估，确定专业发展计划的有效性。本项目旨在实施一项基于证据的化学教学实践专业发展计划，生物学和物理&天文学教师在UNL，以及培训当前和未来的教师在这样一个计划的实施。专业发展计划的成果之一将是在该机构扩大科学，技术，工程和数学（STEM）课程的循证教学实践，这将改善学生的学习环境。该项目具有提高所有学生在这些STEM课程中的保留率的现实潜力，并随后在STEM专业。

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.