2023 ASEE Annual Conference & Exposition

Background:

With current research validating the effectiveness of Evidence-Based Instructional Practices (EBIPs), increasing the adoption rates of non-traditional teaching practices is a subject of great interest in improving STEM education. Facilitation of EBIP implementation however must adapt to the specific context and constraints encountered by faculty, which implies the need for specific resources and support in developing course-specific material. Research on barriers associated with EBIP implementation notes faculty concerns related to the lack of content-specific faculty development opportunities, including concerns related to their ability to connect active learning with the syllabus and the time constraints associated with it. However, the body of literature lacks detailed examination on the type of resources needed by engineering faculty when implementing EBIPs.

Purpose:
The purpose of this qualitative study is to gain further understanding of the ways faculty utilize available resources when implementing EBIPs in their classes. We also aim to understand what type of additional resources and support could be needed for faculty implementing EBIPs specific to their context. An in depth understanding of faculty needs will be potentially transformative for STEM faculty development efforts and departmental resource allocation to faculty.

Design/Methods:

Our research findings emerged from the content analysis of interviews conducted as part of a larger study focusing on EBIP implementation. A total of 72 engineering faculty members participated in semi-structured interviews regarding barriers and successes associated with EBIP implementation. Questions about resources available for teachers wishing to implement EBIPs were directed at teacher training opportunities often provided by some version of a “center for teaching and learning” which most interviewees had access to. The majority of participants were interviewed twice, resulting in approximately 144 interviews, each ranging between 30-60 minutes. Inductive coding of the interview by three researchers was performed to identify emergent themes pertinent to the aims of the study.

Result/Conclusion:

Inquiry about the familiarity, usage and experiences with such resources provided valuable insights on ways to improve their reach and impact within their institution. Main findings included: poor faculty sentiment about broad-theme teaching workshops, the need for more one-on-one assistance with course development and EBIP implementation, and the benefit of feedback and interaction within the teaching community about their experiences implementing EBIPs. Results from this study provided an improved understanding of the resources needed to assist faculty in implementing EBIPs. Such knowledge could inform faculty development efforts and provide insights to existing teaching resources on how to better assist faculty in the EBIP implementation process. Ideally, the results from this work would be integrated into a conceptual model regarding a broader range of barriers (i.e. time constraints, cultural norms within the department, student resistance, etc.) which may be fine tuned to specific engineering courses.