Use of research-based instructional strategies in core chemical engineering courses,” Chem

Abstract—Many research-based instruction strategies (RBISs) have been developed; their superior efficacywith respect to student learning has been demonstrated in many studies. Collecting and interpreting evidence about: 1) the extent to which electrical and computer engineering (ECE) faculty members are using RBISs in core, required engineering science courses, and 2) concerns that they express about using them, are important aspects of under-standing how engineering education is evolving. The authors sur-veyed ECE faculty members, asking about their awareness and use of selected RBISs. The survey also asked what concerns ECE fac-ulty members had about using RBISs. Respondent data showed that awareness of RBISs was very high, but estimates of use of RBISs, based on survey data, varied from 10 % to 70%, depending on characteristics of the strategy. The most significant concern was the amount of class time that using an RBIS might take; efforts to increase use of RBISs must address this. Index Terms—Change in engineering education, diffusion of innovations, faculty adoption, faculty awareness, research-based instructional strategies (RBISs), teaching. I