2023 ASEE Annual Conference & Exposition

Developing faculty’s capabilities for active learning is critical in STEM education. In previous work, we presented the design, execution, and lessons learned of a faculty development program for instructors of introductory engineering courses developed in a Chilean regional university. The program implemented a collaborative coaching model in which methodological experts led teams of instructors in designing and creating coursework materials and accompanied the implementation of the courses through classroom support and weekly reflection sessions. A total of nine instructors started the program, but six continued during the entire year and ended with successful results. Almost five years after the completion of the program, we wonder: How might the faculty development experience have impacted in the long-term the instructional practices and perceptions about active learning and teaching of participant instructors? In this work-in-progress (WIP) article, we describe the design and first outcomes of a qualitative case study prepared to answer this question. The case study includes interviews, classroom observations, and the analysis of coursework materials produced by the focal instructors. We draw on literature about teachers’ appropriation of pedagogical tools and the development of instructional practices in higher education as analytic resources. We expect our results will contribute to the current debate on the aspects that promote the sustainability of professional development programs outcomes over time. The authors will present this paper in a Lightning talk to discuss the future possibilities of the study with the audience.