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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
Language: English
Authors: Lydia Ross, Stephen Krause, Eugene Judson, Keith D. Hjelmstad, Robert Culbertson, James A. Middleton, Lindy Mayl, Sara Hoyt, Kara L. Hjelmstad
Source: Advances in Engineering Education. 2024 12(1):45-73.
Availability: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1524527
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Faculty Development, Active Learning, Teaching Methods, Engineering Education, College Faculty, Program Effectiveness, Teacher Attitudes, Attitude Change, Knowledge Level, STEM Education, Innovation, Academic Achievement, Small Classes, Program Evaluation, Communities of Practice
ISSN: 1941-1766
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429357
Database: ERIC
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  Data: A Multi-Year Professional Development Program to Advance Active Learning Pedagogical Practices for Engineering Faculty
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  Data: <searchLink fieldCode="AR" term="%22Lydia+Ross%22">Lydia Ross</searchLink><br /><searchLink fieldCode="AR" term="%22Stephen+Krause%22">Stephen Krause</searchLink><br /><searchLink fieldCode="AR" term="%22Eugene+Judson%22">Eugene Judson</searchLink><br /><searchLink fieldCode="AR" term="%22Keith+D%2E+Hjelmstad%22">Keith D. Hjelmstad</searchLink><br /><searchLink fieldCode="AR" term="%22Robert+Culbertson%22">Robert Culbertson</searchLink><br /><searchLink fieldCode="AR" term="%22James+A%2E+Middleton%22">James A. Middleton</searchLink><br /><searchLink fieldCode="AR" term="%22Lindy+Mayl%22">Lindy Mayl</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+Hoyt%22">Sara Hoyt</searchLink><br /><searchLink fieldCode="AR" term="%22Kara+L%2E+Hjelmstad%22">Kara L. Hjelmstad</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Advances+in+Engineering+Education%22"><i>Advances in Engineering Education</i></searchLink>. 2024 12(1):45-73.
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  Data: American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Classes%22">Small Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink>
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  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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 45
    Subjects:
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Innovation
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      – SubjectFull: Academic Achievement
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