Collaborative Research: Facilitating Engineering Faculty's Adoption of Evidence-based Instructional Practices

该项目旨在通过在本科工程课程中增加基于证据的教学实践（EBIPs）来服务于国家利益。研究表明，尽管许多教师都知道ebip，但在课堂上采用的相对较少。ebip包括重要的教育创新，有证据表明对学生的成绩有积极的影响。因此，STEM教育的广泛成功取决于这些创新的更大实施。关于ebip的研讨会提高了教师对它们的认识，但并没有导致高水平的采用。为了增加EBIPS的采用，必须努力关注教师对特定内容资源的需求，以及在课堂上实施EBIPS的帮助。本项目旨在解决教师的具体背景需求，并检查教师在当地条件下实施EBIPs的过程。该项目的主要活动包括：1)在实施EBIPs时，检查教师的背景障碍、可负担性和决策过程；2)与教师共同开发课程课程和教材，实施EBIPs；3)为基于ebip的课程开发开发研究信息资源。该项目将聘请来自至少40个不同机构的教师，包括R1、本科院校、少数族裔院校和两年制院校。为了提高EBIPs在工程课堂上的应用，了解教师在开发课程时遇到的背景、个人挑战和成功是至关重要的。该项目的预期结果是：(1)了解工程学院在实施EBIPs时的环境障碍、可负担性和决策过程；(2)案例研究示例，提供教师尝试纳入EBIPs的详细描述，从而提供变化过程如何发生的说明；(3)基于EBIPs的课程开发的概念模型，将有助于工程学院学习如何整合EBIPs。项目结果将对促进教师采用EBIPs产生影响。开发的材料、示例练习和答案、文献和在此过程中获得的资源，以及具有情境挑战示例和如何缓解这些挑战的实施策略，将通过出版物、研讨会和在线媒体进行分享。最终，该模型和“真实课堂”实例有望成为支持教师和促进大规模采用EBIPs的平台。该项目将有助于实现在高等教育机构扩大实施有效教学做法的国家目标。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by increasing adoption of evidence-based instructional practices (EBIPs) in undergraduate engineering courses. Research shows that, although many faculty are aware of EBIPs, relatively few adopt them in their classes. EBIPs include important educational innovations with demonstrated evidence of a positive impact on student outcomes. Thus, widespread STEM educational success hinges upon greater implementation of these innovations. Workshops on EBIPs increase faculty awareness of them, but do not result in high levels of adoption. To increase adoption of EBIPS, efforts must focus on faculty needs for content-specific resources and for help on implementing EBIPs in their classrooms. This project aims to address specific contextual needs of faculty and examine the process by which faculty attempt to implement EBIPs within their local conditions. Primary activities of the project include: 1) examining faculty’s contextual barriers, affordances, and the decision-making process when implementing EBIPs; 2) co-developing course curriculum and materials to implement EBIPs with faculty; and 3) developing research-informed resources for EBIP-based course development. The project will engage faculty from at least 40 different institutions, including R1, undergraduate-focused, minority-serving, and two-year institutions.To increase the adoption of EBIPs in engineering classrooms, it is critical to understand the contextual, individual challenges and successes faculty encounter when developing their courses. The expected outcomes of this project are: (1) an understanding of the contextual barriers, affordances and decision-making process of engineering faculty when implementing EBIPs, (2) case study examples that provide detailed descriptions of faculty attempts to incorporate EBIPs, and thus provide accounts of how the change process occurs, and (3) a conceptual model for EBIP-based course development that will facilitate engineering faculty learning about how to integrate EBIPs. Project results will have implications for facilitating faculty adoption of EBIPs. The materials developed, sample exercises and answer keys, literature, and resources accessed during the process, as well as implementation strategies with examples of contextual challenges and how to mitigate them, will be shared through publications, workshops, and online media. Cumulatively, the model and ‘real classroom’ examples are expected to serve as a platform for supporting faculty and promoting large scale adoption of EBIPs. The project will contribute to national objectives to broaden implementation of effective instructional practices at higher education institutions. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.