One size does not fit all: Understanding how faculty implement evidence-based instructional practices in their engineering courses

Document Type

Conference Proceeding

Publication Date

1-1-2022

Abstract

This Work-In-Progress paper summarizes insights from early research activities related to a National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) project investigating faculty adoption of evidence-based instructional practices (EBIPs) in engineering classrooms. We are investigating EBIPs in engineering classrooms because, although instructors are interested and willing to adopt them, uptake by engineering faculty is lagging. To understand what is driving limited incorporation of EBIPs, our research objectives are anchored in our overlying goal of examining the lived experience of engineering faculty as they seek out and try innovative teaching practices (i.e., EBIPs) in their courses. This paper reports insights from early exploratory interviews with engineering faculty around their experiences with trying EBIPs. We report on general patterns observed during the early stages of our analysis of the interview transcripts with three engineering faculty (n = 3). We discuss how our analysis informs the next steps of our overarching investigation and briefly discuss the broader significance related to the context of faculty approaches for implementing EBIPs into their engineering courses.

Identifier

85143783448 (Scopus)

ISBN

[9781665462440]

Publication Title

Proceedings Frontiers in Education Conference Fie

External Full Text Location

https://doi.org/10.1109/FIE56618.2022.9962706

ISSN

15394565

Volume

2022-October

Grant

DUE-2111052

Fund Ref

National Science Foundation

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