Estimates of Use of Research-Based Instructional Strategies in Core Electrical or Computer Engineering Courses

  title={Estimates of Use of Research-Based Instructional Strategies in Core Electrical or Computer Engineering Courses},
  author={Jeffrey E. Froyd and Maura Borrego and Stephanie Cutler and Charles Henderson and Michael J. Prince},
  journal={IEEE Transactions on Education},
Many research-based instruction strategies (RBISs) have been developed; their superior efficacy with respect to student learning has been demonstrated in many studies. Collecting and interpreting evidence about: 1) the extent to which electrical and computer engineering (ECE) faculty members are using RBISs in core, required engineering science courses, and 2) concerns that they express about using them, are important aspects of understanding how engineering education is evolving. The authors… 

Figures and Tables from this paper

An analysis of the fidelity of implementation of Research-Based Instructional Strategies in the statics classroom
Overall fidelity values are reported and in-depth results for 3 specific RBIS: Concept Tests, Collaborative Learning, and Problem-Based Learning are presented and many of the activities were found to have a significant relationship with the reported users of each RBIS, thus discriminating between users and nonusers.
Student Perceptions of Instructional Change in Engineering Courses: A Pilot Study
Engineering and science professors have been provided strong evidence that Research-Based Instructional Strategies (RBIS), such as active learning, are effective in increasing student learning, yet
Barriers to Active Learning for Computer Science Faculty
Given the time constraints of faculty, it is recommended that new avenues be explored to provide future faculty with exposure to active learning pedagogy in their undergraduate and graduate training.
Influence of engineering instructors' teaching and learning beliefs on pedagogies in engineering science courses
A number of common beliefs are identified about how to best support student learning of engineering science courses such as asthermodynamics, circuits and statics; each is discussed in relation to the literature about student development and learning.
Alignment or gap?
Purpose – Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of
University faculty’s perceptions and practices of student centered learning in Qatar
Purpose Although student-centered learning (SCL) has been encouraged for decades in higher education, to what level instructors are practicing SCL strategies remains in question. The purpose of this
Using Case Studies to Enhance the Critical Thinking Skills of IE Students
The most challenging aspects of teaching probability and statistics to engineering students are the theoretical nature of the topic and the disconnection of the material taught with real-world
Measuring student response to instructional practices (StRIP) in traditional and active classrooms
Although some engineering instructors have adopted active learning in their teaching, many have not because they anticipate experiencing student resistance to it. This research paper explores how
After the Workshop: A Case Study of Post-Workshop Implementation of Active Learning in an Electrical Engineering Course
The authors examine an engineering instructor's postworkshop implementation of active learning in an electrical engineering course and demonstrate the influence of faculty conceptions of teaching in the selection and design of activities and the subsequent impact of these design choices on student engagement.
A System Approach to Instructional Change in Academia
The objective of this literature review (theory) paper is to present and describe a framework that illustrates factors in the academic system that drive or hinder the adoption of Research-Based


Faculty use of research based instructional strategies
Over the last 20 years, significant investments (individual, institutional, state, and federal) have been made to improve engineering education. Multiple Research Based Instructional Strategies
Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics
Many proven research-based instructional strategies have been developed for introductory college-level physics. Significant efforts to disseminate these strategies have focused on convincing
What We Say is Not What We Do: Effective Evaluation of Faculty Professional Development Programs
Professional development (PD) workshops designed to help faculty move from teacher- to learner-centered science courses for undergraduates are typically evaluated with self-reported surveys that
Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?
Department of Statistics, Western Michigan University, Kalamazoo, Michigan 49008, USA(Received 20 February 2012; published 31 July 2012)During the fall of 2008 aweb survey, designed to collect
A comparison of electrical, computer, and chemical engineering facultys' progressions through the innovation-decision process
It was found that workshops and presentations can influence the trial and use of RBIS when faculty are at the persuasion and decision stages, and women are more likely to try and use an RBIS than men.
The Impact of Physics Education Research on the Teaching of Introductory Quantitative Physics
Results of one part of the survey where faculty were asked to rate their level of knowledge and use of 24 Research‐Based Instructional Strategies (RBIS) that are applicable to an introductory quantitative physics course indicate that faculty rarely use RBIS as recommended by the developer, but instead commonly make significant modifications.
Impact of physics education research on the teaching of introductory quantitative physics in the United States
During the Fall of 2008 we designed and administered a web survey to collect information about pedagogical knowledge and practices of physics faculty. The survey was completed by a representative
A Survey of Capstone Engineering Courses in North America
Senior project or Capstone-type courses have existed at engineering schools for many years. Capstone courses provide student engineers the opportunity to solve real-world engineering projects, and
Service Learning In Engineering Science Courses: Does It Work?
In the fall of 2004 a college with five undergraduate academic programs decided to integrate service-learning (S-L) projects into required engineering courses throughout the curriculum so that
This work reviews best practices in first-year engineering design courses at 40 universities across Canada and the United States. The authors reviewed the subject matter and instructional methods of