Adopting Research-based Instructional Strategies for Enhancing STEM Education (ARISE)
Lead Staff:
Jim HammermanSummaryThe goal of the ARISE project was to support faculty in 14 STEM departments to use research based instructional strategies (RBISs) to improve how STEM courses are taught and evaluated at the University of Nebraska, and to conduct research on the change process. To achieve this, the ARISE team provided professional development for STEM faculty around inquiry-oriented pedagogies and how to implement them, and also worked with STEM departments to address cultural and institutional supports and impediments.
SEEC’s evaluation of ARISE included a baseline needs assessment, reports on feedback from faculty experiences in the several professional development seminars, and research on the project’s impact over time, including a description of change within the STEM departments at the University regarding attention and support for teaching.
The goal of the ARISE project was to support faculty in 14 STEM departments to use research based instructional strategies (RBISs) to improve how STEM courses are taught and evaluated at the University of Nebraska, and to conduct research on the change process. To achieve this, the ARISE team provided professional development for STEM faculty around inquiry-oriented pedagogies and how to implement them, and also worked with STEM departments to address cultural and institutional supports and impediments.
SEEC’s evaluation of ARISE included a baseline needs assessment, reports on feedback from faculty experiences in the several professional development seminars, and research on the project’s impact over time, including a description of change within the STEM departments at the University regarding attention and support for teaching.
