New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
NSF Grantees Poster Session
Improving the quality of engineering education requires that we not only understand what teaching methods are effective but also why faculty choose to adopt and continue to use those teaching methods. Studies guided by the Diffusion of Innovations has shown that faculty are generally aware of RBIS, but either fail to incorporate them into their teaching methods or they quickly abandon their adoption of RBIS shortly after beginning to use them. The first challenge suggests that faculty need to perceive the value that RBIS bring to their own classrooms. The second challenge of “adopt and drop,” suggests that faculty need support structures or supportive environments that enable them to continue using RBIS. Critically, these findings are robust across organization types as both teaching-focused and research-focused institutions face similar challenges. These findings suggest that common concerns about tenure and promotion practices may not be as prominent a barrier to effective instruction and the adoption of RBIS as many faculty intuitively expect.
At a large Midwestern, research-intensive university, the college of engineering has been deploying the Strategic Instructional Innovations Program (SIIP) to support faculty-led innovation of teaching practices. The primary emphasis of SIIP has been the creation of communities of tenure-track and specialized faculty that will motivate faculty to adopt RBIS and then sustain their use beyond the initial financial investment in creating that community. The emphasis on community simultaneously addresses both challenges identified in the literature. When tenure-track faculty are the champions for the adoption of RBIS, they are better able to communicate the value of RBIS and encourage their adoption by other tenure-track faculty. Additionally, the creation of communities creates communities of practice that situate learning, enabling organic faculty development and mutually-supportive relationships. These new communally-oriented teaching environments create new value for participation in the use of RBIS.
In this paper, we describe SIIP and how we have progressively supported the development of faculty teaching communities over the life of the program. We provide evidence that SIIP has not only increased the use of RBIS, but is also sustaining their use beyond the initial financial investments in the creation of those communities.
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: © 2016 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