Are All ‘EBIPs’ Created Equal? An Exploration of Engineering Faculty Adoption of Nine Evidence-Based Instructional Practices
Author:
Affiliation:
1. Oregon State University
2. New Jersey Institute of Technology
Publisher
ASEE Conferences
Reference32 articles.
1. T. J. Lund and M. Stains, "The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty," International Journal of STEM Education, vol. 2, no. 1, p. 13, 2015/08/18 2015, doi: 10.1186/s40594-015-0026-8.
2. M. Borrego, J. E. Froyd, and T. S. Hall, "Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments," Journal of Engineering Education, vol. 99, no. 3, pp. 185-207, 2010.
3. S. E. Brownell and K. D. Tanner, "Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?," CBE—Life Sciences Education, vol. 11, no. 4, pp. 339-346, 2012, doi: 10.1187/cbe.12-09-0163.
4. C. Henderson and M. H. Dancy, "Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics," Physical Review Special Topics - Physics Education Research, vol. 3, no. 2, p. 020102, 09/07/ 2007, doi: 10.1103/PhysRevSTPER.3.020102.
5. R. L. Sansom, D. M. Winters, B. E. St. Clair, R. E. West, and J. L. Jensen, "Factors that influence STEM faculty use of evidence-based instructional practices: An ecological model," PLOS ONE, vol. 18, no. 1, p. e0281290, 2023, doi: 10.1371/journal.pone.0281290.
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