Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Faculty Development Constituency Committee
This evidence-based instructional-practice paper describes a case study of the implementation of an educational innovation into a multi-instructor, multi-section first-year design course in the College of Engineering at Penn State University. Although literature from education and psychology fields provides many examples of how to enhance student learning, adoption rates for evidence-based instructional practices have been fairly low among engineering faculty. Even when teaching and learning centers are able to facilitate the adoption of evidence-based practices, encouraging a large fraction of engineering faculty to make substantial changes in instruction remains very challenging. This paper describes an educational innovation adopted by the engineering design program and the results of a qualitative study focusing on the affordances and barriers that emerged during the change process. The findings show that affordances that supported change were related to flexibility, fit of the instructional methods with the course, meeting a perceived need, ease of use, and financial incentives offered by the college’s teaching and learning center. A sense of community yet autonomy also encouraged faculty to participate. Barriers included implementation ambiguity, time required to implement and to prepare, and a perceived lack of expertise in some of topics involved in the innovation such as ethics. Faculty resistance to change, the logistical concerns of the course, and characteristics of the university, as well as interpersonal dynamics also impacted the likelihood of adoption. The results are discussed in terms of implications for faculty developers and teaching and learning centers.
Zappe, S. E., & Huffstickler, M., & Tise, J. C., & Litzinger, T. A., & Bilén, S. G. (2018, June), Affordances and Barriers to Creating Educational Change: A Case Study of an Educational Innovation Implemented into a First-year Engineering Design Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29762
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015