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

本项目评估内布拉斯加大学林肯分校（UNL）生物系、化学系、物理系和天文学系的教学实践状况。在这些数据的基础上，该项目将为这些部门的教师提供一个以证据为基础的教学实践的专业发展计划。此外，该项目还寻求在生物、化学、物理和天文学课程中加强和扩大同伴指导和即时教学的使用，并通过评估参与者对这些实践的使用情况及其对学生的影响来确定专业发展计划的有效性。该项目旨在为UNL的化学、生物、物理和天文学教师实施一项基于证据的教学实践的专业发展计划，并培训当前和未来的教师实施这一计划。专业发展计划的成果之一将是在该机构的科学、技术、工程和数学（STEM）课程中扩大循证教学实践的实施，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课程以及随后的STEM专业的保留率的现实潜力。

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.