2025 ASEE Annual Conference & Exposition

Cycles of Implementation and Improvement: How Reflection and Feedback Drive EBIP Use

Presented at Faculty Development and Change

Evidence-Based Instructional Practices (EBIPs) are proven to enhance student learning in engineering education, yet many faculty struggle with their long-term integration. Reflective practices and feedback, though crucial for refining teaching strategies, have been underexplored in the context of sustained EBIP implementation. Addressing this gap can improve the ongoing success of EBIP adoption. This study examines how reflection and feedback between mentors and mentees contribute to the continued refinement and successful integration of EBIPs in engineering education. Using a grounded theory approach, this research analyzed data from faculty mentees and mentors involved in a mentorship program focused on EBIP adoption. The study explores how reflective practices and feedback loops create cycles of implementation, adjustment, and improvement. Regular feedback from mentors enabled mentees to address challenges and refine their EBIP strategies. The study found that EBIP implementation is not a straightforward process but involves cycles of reflection and adaptation, contributing to more sustainable practices. Reflection, guided by mentor feedback, also increased mentees’ confidence and adaptive expertise, allowing them to modify EBIPs to suit their teaching contexts, helping to ensure long-term integration. Mentorship programs should include structured opportunities for reflection and feedback to support the ongoing success of EBIP integration. Institutions could also foster more sustainable EBIP adoption by providing resources for faculty to engage in reflective practices, allowing for personalized and context-sensitive implementation strategies. This conference paper's findings emphasize the critical role of mentorship in fostering sustainable EBIP adoption through structured reflection and feedback loops.

Authors

Stephanie Adams Oregon State University [biography]

Stephanie Adams is currently enrolled as a doctoral student at Oregon State University, where she is working towards her PhD in Civil Engineering with a concentration in Engineering Education. Her current research focuses on the adoption of evidence-based instructional practices (EBIPs) among engineering faculty members.
Dr. Shane A. Brown P.E. http://orcid.org/0000-0003-3669-8407 Oregon State University [biography]

Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in
Jeff Knowles http://orcid.org/0000-0003-1453-9923 Oregon State University [biography]

Dr. Jeff Knowles is an engineering instructor at Oregon State University who began teaching courses in 2015. His current pedagogical research is related to barriers associated with implementing Evidence-Based Instructional Practices (EBIPs) in STEM-related courses and determining what affordances can be granted to overcome such contextual obstacles. Jeff's interests also include the numerical modeling of nonlinear wave phenomena.
Dr. Prateek Shekhar http://orcid.org/0000-0001-6552-2887 New Jersey Institute of Technology [biography]

Dr. Prateek Shekhar is an Assistant Professor – Engineering Education in the School of Applied Engineering and Technology at the New Jersey Institute of Technology. He holds a PhD in Mechanical Engineering from the University of Texas - Austin, an MS in Electrical Engineering from the University of Southern California, and a BS in Electronics and Communication Engineering from India. Dr. Shekhar also holds a Graduate Certificate in Engineering Education from Virginia Tech. Prior to his current appointment, he worked as a Postdoctoral Researcher and Assistant Research Scientist at the University of Michigan. He is the recipient of the 2018 Outstanding Postdoctoral Researcher Award at the University of Michigan; and serves as a PI/Co-PI on multiple projects funded by the National Science Foundation, National Institutes of Health, and Kern Family Foundation. He has served in editorial capacity for the Journal of Women and Minorities in Science and Engineering, International Journal of Mechanical Engineering Education, and Journal of International Engineering Education.
Dr. Maya Menon http://orcid.org/0000-0003-3515-6614 New Jersey Institute of Technology [biography]

Maya Menon is a postdoctoral researcher at New Jersey Institute of Technology. She completed her doctoral degree in Engineering Education from Virginia Tech. She has an undergraduate degree in Computer Science from Arizona State University and graduate degree in Robotics and Automation from Amrita University. Her research explores how education can empower young engineers to address the world’s toughest problems and work toward a sustainable future, with particular interests in interdisciplinary learning, real-world skill development, and faculty decision-making.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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