One size does not fit all: Understanding how faculty implement evidence-based instructional practices in their engineering courses-Reference-Cited by-同舟云学术

One size does not fit all: Understanding how faculty implement evidence-based instructional practices in their engineering courses

Published:2022-10-08 Issue: Volume: Page:
ISSN:
Container-title:2022 IEEE Frontiers in Education Conference (FIE)
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Author:

Brooks Amy L.¹,Brown Shane A.¹,Shekhar Prateek²,Heath Kevin¹,Dominguez Heydi²,Knowles Jeffrey¹

Affiliation:

1. Oregon State University,School of Civil and Construction Engineering,Corvallis,OR

2. New Jersey Inst. of Technology University Heights,School of Applied Engineering & Technology,NJ

Funder

National Science Foundation

Publisher

IEEE

Link

http://xplorestaging.ieee.org/ielx7/9962306/9962373/09962706.pdf?arnumber=9962706

Reference19 articles.

1. Creating an Instrument to Measure Student Response to Instructional Practices

2. Development of an observation protocol to study undergraduate engineering student resistance to active learning;shekhar;International Journal of Engineering Education,2015

3. Fidelity of Implementation of Research-Based Instructional Strategies (RBIS) in Engineering Science Courses

4. Situated Learning

5. Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics

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1. Contextual Influences on the Adoption of Evidence-Based Instructional Practices by Electrical and Computer Engineering Faculty;IEEE Transactions on Education;2024-06

2. Are All ‘EBIPs’ Created Equal? An Exploration of Engineering Faculty Adoption of Nine Evidence-Based Instructional Practices;2023 ASEE Annual Conference & Exposition Proceedings

3. Evaluating the quality of interviews with a process-based, self-reflective tool;2023 ASEE Annual Conference & Exposition Proceedings