WIDER: EAGER: A Self-Assessment of Evidence-based Instructional Practices and Outcomes in STEM-related Core Courses for STEM Majors and Non-Majors

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This project will engage five study components in sequence: 1. Conduct a needs assessment focused on (a) faculty members' use of evidenced-based instructional practices, and (b) faculty members' attitudes toward the use of evidence-based instructional practices to determine the current state of evidence-based instructional practices in STEM-related core courses for STEM majors and non-majors, 2. Carry out a phenomenological study of faculty members' justifications for instructional choices to better understand the rationale underlying the pedagogical approaches to the teaching of STEM-related core courses, 3. Conduct a curriculum mapping of the STEM-related core courses to document the focus of faculty members' instructional practices to better understand the relationship between the knowledge and skills taught within and across STEM-related core courses for STEM majors and non-majors, 4. Conduct an outcomes assessment of students' (a) learning of essential content, (b) complex cognition, and (c) epistemological belief to understand the practical outcomes of evidence-based instructional practices for STEM majors and non-majors in STEM-related core courses, 5. Design, develop, and implement a pilot program based on the findings of the needs assessment, phenomenological study, curriculum mapping, and outcomes assessments.