Asee peer logo

Board 67: A Multidisciplinary Professional Development Program that Shifts Faculty Attitudes and Practice Toward Evidence-Based Instructional Strategies (EBIS) for Teaching and Learning

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

15

Permanent URL

https://peer.asee.org/30083

Download Count

41

Request a correction

Paper Authors

biography

Stephen J. Krause Arizona State University

visit author page

Stephen Krause is professor in the Materials Science Program in the Fulton Schools of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include faculty development, evaluating conceptual knowledge change, misconceptions, and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on a large scale NSF faculty development project. His team is studying how workshops on strategies of engagement and feedback with support from internet tools and resources affect faculty beliefs, classroom practice, and development of disciplinary communities of practice and associated student achievement. He was a coauthor for the best paper award in the Journal of Engineering Education in 2013 and this year has received the Michael Ashby Outstanding Materials Educator Award from the Materials Division of ASEE.

visit author page

biography

Eugene Judson Arizona State University Orcid 16x16 orcid.org/https://0000-0002-0124-8476

visit author page

Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

visit author page

biography

Keith D. Hjelmstad Arizona State University

visit author page

Keith D. Hjelmstad is Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.

visit author page

biography

James A. Middleton Arizona State University

visit author page

James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State University. For the last three years he also held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.

visit author page

biography

Robert J. Culbertson Arizona State University

visit author page

Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for physics majors and a course in musical acoustics, which was specifically designed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups.

visit author page

biography

Casey Jane Ankeny Northwestern University

visit author page

Casey J. Ankeny, PhD is an Assistant Professor of Instruction at Northwestern University. Casey received her bachelor’s degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.

visit author page

biography

Ying-Chih Chen Arizona State University

visit author page

Ying-Chih Chen is an assistant professor in the Division of Teacher Preparation at Mary Lou Fulton Teachers College at Arizona State University in Tempe, Arizona.

His research takes two distinct but interrelated paths focused on elementary students’ learning in science and engineering as well as in-service science teachers’ professional development. The first focus involves how language as a learning tool improves students’ conceptual understandings, literacy, and representation competencies in science. His second research focus is on how in-service teachers develop their knowledge for teaching science and engineering in argument-based inquiry classrooms. This research is aimed at developing measures of teachers’ Pedagogical Content Knowledge (PCK) for adopting the argument-based inquiry approach, as well as developing tools to capture the interactive nature of PCK.

visit author page

biography

Lydia Ross Arizona State University

visit author page

Lydia Ross is a doctoral candidate and graduate research assistant at Arizona State University. She is a third year student in the Educational Policy and Evaluation program. Her research interests focus on higher education equity and access, particularly within STEM.

visit author page

biography

Lindy Hamilton Mayled Arizona State University

visit author page

Lindy Hamilton Mayled is a PhD candidate at Grand Canyon University. She is pursuing her PhD in Psychology of Learning, Education, and Technology. Her background in in K-12 education where she has served as a high school science teacher, Instructional and Curriculum Coach, and Assistant Principal. Her research and areas of interest are in improving STEM educational outcomes for Low-SES students through the integration of active learning and technology-enabled frequent feedback. She currently works as the Project Manager for the NSF faculty development program based on evidence-based teaching practices.

visit author page

biography

Kara L. Hjelmstad Arizona State University

visit author page

Kara Hjelmstad is a faculty associate in Mary Lou Fulton Teachers College at Arizona State University.

visit author page

Download Paper |

Abstract

More effective teaching and learning can be promoted through faculty professional development that shifts delivery from instructor-centered, information-transmission teaching by lecture to more student-centered, conceptual-change learning by active learning through student engagement. The National Science Foundation IUSE (Improving Undergraduate STEM Education) project has funded a large-scale faculty development program at a large southwestern university called Just-in-Time-Teaching with Two Way Formative Feedback for Multiple Disciplines (JTFD). The first full year of the project has trained 43 faculty in four of seven disciplines using a train-the-trainer model to engage faculty in year-long apprenticeships on evidence-based instructional strategies (EBIS) for teaching and learning. The first semester of professional development was comprised of 8 biweekly workshops followed by a second semester of 6 disciplinary community of practice (CoP) discussion sessions that supported classroom innovation implementation. These sessions supported participants’ implementation of innovation in their classrooms and discussed issues, opportunities and challenges that faculty encountered as they developed and tested strategies for shifting their classrooms toward greater EBIS practices.

Faculty change related to EBIS and its use was assessed with pre and post surveys with respect to faculty awareness, use, motivation, and practice. For awareness of familiarity of EBIS on topics like effective learning, active learning, and student teams there was a 31% average positive change. For EBIS use on four items of active learning, cooperative learning, objectives and Blooms’ taxonomy there was a 26% increase. To determine motivation to implement EBIS strategies of real-world applications, student-to-student discussions, and formative feedback, a new survey using expectancy-value theory was created called Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS). There were positive gains for all three strategies for motivation (expectancy, value, and lowered cost) and reported and planned use, with the highest gains for real-world applications of 8% to 12%. Teaching with more EBIS student-centered classroom practice was assessed with classroom observations with a tool called Reformed Teaching Observation Protocol (RTOP) which has 25 items related to EBIS practice and is used by trained observers to assess classroom practice. There was a positive gain of 22% for all faculty from pre (early fall) to post (late spring) observations indicating a significant shift toward EBIS classroom practice. For the CoP sessions there was a short post-session quantitative and qualitative survey given for all six sessions. All results were quite positive across the six meetings with Likert scale responses of 4.5 to 4.6 on a 5 point scale on topics such as session relevance to teaching, new ideas for implementation, value of community building, and that collaborative and cooperative strategies can improve instruction effectiveness. Overall, results of the first year of the project have had a very positive impact on participating faculty and demonstrate that the JTFD approach is successful and could be a model transportable to other disciplines and institutions.

Krause, S. J., & Judson, E., & Hjelmstad, K. D., & Middleton, J. A., & Culbertson, R. J., & Ankeny, C. J., & Chen, Y., & Ross, L., & Mayled, L. H., & Hjelmstad, K. L. (2018, June), Board 67: A Multidisciplinary Professional Development Program that Shifts Faculty Attitudes and Practice Toward Evidence-Based Instructional Strategies (EBIS) for Teaching and Learning Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30083

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