A Multi-Year Professional Development Program to Advance Active Learning Pedagogical Practices for Engineering Faculty.
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| Title: | A Multi-Year Professional Development Program to Advance Active Learning Pedagogical Practices for Engineering Faculty. |
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| Authors: | ROSS, LYDIA1, KRAUSE, STEPHEN2, JUDSON, EUGENE1, HJELMSTAD, KEITH2, CULBERTSON, ROBERT3, MIDDLETON, JAMES2, MAYLED, LINDY4, HOYT, SARA5, HJELMSTAD, KARA1 |
| Source: | Advances in Engineering Education. Jan2024, Vol. 12 Issue 1, p45-73. 29p. |
| Subject Terms: | *Career development, *Active learning, *Student-centered learning, *Diffusion of innovations, *Teacher development, Sustainable communities |
| Abstract: | Active learning pedagogical practices are more effective than instructor-centered teaching in building students' knowledge, skills, and understanding of engineering content and concepts. As such, a large-scale professional development (PD) program was created to move faculty toward the use of active learning. The project aimed to engage faculty in active learning best practices through workshops and communities of practice to shift their attitudes, beliefs, and practices toward active learning strategies. This paper examines how and to what extent participation in a large-scale PD program shifts faculty awareness of, attitudes towards, and use of active learning. As such, this paper offers a model and evaluation framework for a large-scale PD program, which can be adapted to PD programs in engineering and across other STEM disciplines. In total, 82 faculty members from seven engineering disciplines participated in the PD program, comprising workshops and communities of practice sessions. Multiple assessments were utilized or created to measure the extent of faculty change using Roger's diffusion of innovation model for individual change and Coburn's cultural change model for organizational change. Faculty awareness, beliefs, and classroom practice shifted from instructor-centered teaching toward student-centered active learning. Instructors progressed moderately well through Rogers' five stages of individual innovation change and fulfilled the three tenets of Coburn's organizational change model. There were only minor shifts in student achievement, particularly for smaller classes, possibly due to insufficient time for instructors to fully implement active learning practices. The PD program influenced the initiation of a sustainable community of new and continuing active learning practitioners in the College of Engineering. [ABSTRACT FROM AUTHOR] |
| Copyright of Advances in Engineering Education is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 178706351 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Multi-Year Professional Development Program to Advance Active Learning Pedagogical Practices for Engineering Faculty. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22ROSS%2C+LYDIA%22">ROSS, LYDIA</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22KRAUSE%2C+STEPHEN%22">KRAUSE, STEPHEN</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22JUDSON%2C+EUGENE%22">JUDSON, EUGENE</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22HJELMSTAD%2C+KEITH%22">HJELMSTAD, KEITH</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22CULBERTSON%2C+ROBERT%22">CULBERTSON, ROBERT</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22MIDDLETON%2C+JAMES%22">MIDDLETON, JAMES</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22MAYLED%2C+LINDY%22">MAYLED, LINDY</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22HOYT%2C+SARA%22">HOYT, SARA</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22HJELMSTAD%2C+KARA%22">HJELMSTAD, KARA</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Advances+in+Engineering+Education%22">Advances in Engineering Education</searchLink>. Jan2024, Vol. 12 Issue 1, p45-73. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Diffusion+of+innovations%22">Diffusion of innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+communities%22">Sustainable communities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Active learning pedagogical practices are more effective than instructor-centered teaching in building students' knowledge, skills, and understanding of engineering content and concepts. As such, a large-scale professional development (PD) program was created to move faculty toward the use of active learning. The project aimed to engage faculty in active learning best practices through workshops and communities of practice to shift their attitudes, beliefs, and practices toward active learning strategies. This paper examines how and to what extent participation in a large-scale PD program shifts faculty awareness of, attitudes towards, and use of active learning. As such, this paper offers a model and evaluation framework for a large-scale PD program, which can be adapted to PD programs in engineering and across other STEM disciplines. In total, 82 faculty members from seven engineering disciplines participated in the PD program, comprising workshops and communities of practice sessions. Multiple assessments were utilized or created to measure the extent of faculty change using Roger's diffusion of innovation model for individual change and Coburn's cultural change model for organizational change. Faculty awareness, beliefs, and classroom practice shifted from instructor-centered teaching toward student-centered active learning. Instructors progressed moderately well through Rogers' five stages of individual innovation change and fulfilled the three tenets of Coburn's organizational change model. There were only minor shifts in student achievement, particularly for smaller classes, possibly due to insufficient time for instructors to fully implement active learning practices. The PD program influenced the initiation of a sustainable community of new and continuing active learning practitioners in the College of Engineering. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Advances in Engineering Education is the property of ASEE and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18260/3-1-1153-36056 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 45 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Active learning Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Diffusion of innovations Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Sustainable communities Type: general Titles: – TitleFull: A Multi-Year Professional Development Program to Advance Active Learning Pedagogical Practices for Engineering Faculty. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: ROSS, LYDIA – PersonEntity: Name: NameFull: KRAUSE, STEPHEN – PersonEntity: Name: NameFull: JUDSON, EUGENE – PersonEntity: Name: NameFull: HJELMSTAD, KEITH – PersonEntity: Name: NameFull: CULBERTSON, ROBERT – PersonEntity: Name: NameFull: MIDDLETON, JAMES – PersonEntity: Name: NameFull: MAYLED, LINDY – PersonEntity: Name: NameFull: HOYT, SARA – PersonEntity: Name: NameFull: HJELMSTAD, KARA IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 19411766 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: Advances in Engineering Education Type: main |
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