June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
Incorporating faculty sense making in the implementation and modification of an instrument to measure social and cognitive engagement
Background Over the last decade, numerous calls for change in engineering education have been made. Following these recommendations, the field of engineering education saw the development and implementation of several learning innovation and instructional practices. While there has been extensive research examining barriers and affordances to the adoption of teaching practices and curriculum, much less work has been done on assessment instruments. In addition, research highlights there is generally resistance on the part of faculty members when it comes to adopting new practices, owing to the fact that faculty often feel as though their input was not solicited during the development process.
Purpose As part of a larger study to develop an instrument that measures students’ social and cognitive engagement with a course, this work seeks to explore the decision making processes faculty undertake when they choose to adapt and adopt the aforementioned instrument. In addition, we seek to investigate how engaging faculty in the process of developing and, using the instrument impacts the overall ability of the instrument to meet the needs of current and future users.
Method A group of engineering faculty at a pacific northwest institution will participate in this study through interviews and survey implementation in their course. Data will be collected by means of three interviews. First, faculty will be interviewed to understand their motivation in using our survey and their perception its benefits. A second interview will follow, using the instrument items as a guide to determine how faculty make sense of these items in relation to their course and their students. In a final interview, faculty will be provided a summary of the survey results for their students and prompted to discuss how this data is useful to them as a teacher. Faculty will also be asked what parts of the survey they would like changed and why.
Results This study will demonstrate how feedback from faculty, as it relates to the usability of the instrument and recommendations for improvement, impact the evolution of the social and cognitive engagement instrument. In addition, this approach will allow for an understanding of how the adoption of the instrument emerged through faculty input.
Conclusion Uncovering how and why faculty are motivated to investigate student engagement in their course is a core component of validity. Also, understanding faculty perspective can guide future development efforts. Future research will investigate the role of the instrument and student data on teachers changing their teaching practices.
Barlow, A. J., & Pitterson, N. P., & Brown, S. A., & Quardokus Fisher, K., & Gestson, S. L., & Simmons, D. R., & Adesope, O. (2017, June), Incorporating Faculty Sense Making in the Implementation and Modification of an Instrument to Measure Social and Cognitive Engagement Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28509
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: © 2017 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