WIDER:Adopting Research-Eased Instructional Strategies for Enhancing STEM Education

内布拉斯加州大学林肯分校的这个项目旨在弥合STEM教育研究与实践之间的差距。该项目借鉴了先前关于有效的教学方法和变革理论的研究，以实现本科生STEM教育的体制变革，特别强调学生自然减员最明显的入门课程。在该项目的实施部分，14个STEM系的100多名教职员工正在接受基于研究的教学策略和课程设计的专业发展。教职员工正在利用这种专业发展来改变他们的教学实践，总体目标是改善学生的学习结果。在该项目的整个过程中，这影响了大约5000名学生，其中包括相当数量的代表不足的学生。研究小组将利用这一教学转型的背景来研究影响教师和部门采用有效教学的因素。这些研究的结果正在为高等教育知识库做出贡献，并可能影响其他机构寻求在STEM教与学方面进行变革的方式。研究结果正通过各种机制广泛传播给其他机构和公众。

This project at the University of Nebraska-Lincoln aims at bridging the gap between research and practice in STEM education. The project is drawing upon prior research on effective pedagogies and theories of change to effect institutional transformation in undergraduate STEM education with a particular emphasis on introductory classes where student attrition is most pronounced. Within the implementation component of the project, over one hundred faculty members in fourteen STEM departments are being provided professional development on research based instructional strategies and course design. The faculty members are using this professional development to change their instructional practices with the overall goal of improving student learning outcomes. This is impacting approximately 5000 students, including a significant number of underrepresented students, over the life of the project. The research team will use this context of instructional transformation to study factors that influence faculty and departmental adoption of effective pedagogies. The results of these studies are contributing to the higher education knowledge base and could influence how other institutions seek to enact transformations in STEM teaching and learning. The research results are being broadly disseminated to other institutions and to the public through a variety of mechanisms.