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采用循证教学实践（EBIP）来服务于国家利益。研究表明，虽然许多教师都知道EBIP，但相对较少在课堂上采用它们。 EBIP包括重要的教育创新，有证据表明对学生的成绩产生了积极影响。因此，广泛的STEM教育成功取决于这些创新的更多实施。EBIP研讨会提高教师对它们的认识，但不会导致高水平的采用。为了提高EBIPS的采用率，必须努力关注教师对特定内容资源的需求，并帮助他们在课堂上实施EBIP。该项目旨在解决教师的具体背景需求，并研究教师试图在当地条件下实施EBIP的过程。该项目的主要活动包括：1）检查教师的背景障碍，启示，并在实施EBIP的决策过程中; 2）共同开发课程和材料，以实施EBIP与教师;和3）开发研究知情的资源EBIP为基础的课程开发。该项目将吸引来自至少40个不同机构的教师，包括R1，本科生为重点，少数民族服务，两年制机构。为了增加工程教室中EBIP的采用，了解教师在开发课程时遇到的背景，个人挑战和成功至关重要。该项目的预期成果是：（1）理解工程系在实施EBIP时的背景障碍、可供性和决策过程，（2）案例研究示例，详细描述了工程系试图纳入EBIP的情况，从而说明了变革过程是如何发生的，以及（3）基于EBIP的课程开发的概念模型，这将有助于工程学院学习如何整合EBIP。 项目结果将促进教师采用EBIP的影响。将通过出版物、讲习班和在线媒体分享在这一过程中编写的材料、练习样本和答案、文献和资源，以及附有背景挑战实例和如何缓解挑战的实施战略。累积起来，模型和“真实的课堂”的例子，预计将作为一个平台，支持教师和促进大规模采用EBIP。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。该奖项反映了NSF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.