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

内布拉斯加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。该项目借鉴了之前对有效教学法和变革理论的研究，以影响本科STEM教育的制度转型，特别强调学生流失最明显的入门课程。在该项目的实施部分，14个STEM部门的100多名教师正在接受基于研究的教学策略和课程设计的专业发展。教师们正在利用这种专业发展来改变他们的教学实践，以提高学生的学习成果为总体目标。在项目的整个生命周期中，这影响了大约5000名学生，其中包括大量代表性不足的学生。研究小组将利用教学转型的背景来研究影响教师和院系采用有效教学法的因素。这些研究的结果为高等教育知识库做出了贡献，并可能影响其他机构如何寻求在STEM教学和学习中实施变革。研究结果正通过各种机制向其他机构和公众广泛传播。

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.