Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies

Journal of Engineering Education

Volumn 103, Issue 2, 2014, Pages 220-252

  Borrego, Maura ^a   Henderson, Charles ^b  

^a VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY   (United States)

^b WESTERN MICHIGAN UNIVERSITY   (United States)

Author keywords

Curriculum change; Instructional change; Theories of change

Indexed keywords

KNOWLEDGE BASED SYSTEMS; RESEARCH;

CHANGE EFFORTS; CURRICULUM CHANGES; EVIDENCE-BASED; HIGHER EDUCATION; INSTRUCTIONAL CHANGE; KNOWLEDGE BASE; TARGET AUDIENCE; THEORIES OF CHANGE;

EDUCATION;

EID: 84899499131     PISSN: 10694730     EISSN: None     Source Type: Journal    
DOI: 10.1002/jee.20040     Document Type: Article

References (120)

1. American Society for Engineering Education (ASEE). (2009). Creating a culture for scholarly and systematic innovation in engineering education: Ensuring U.S. engineering has the right people with the right talent for a global society. Washington, DC: Author.
2. American Society for Engineering Education (ASEE). (2012). Innovation with impact: Creating a culture for scholarly and systematic innovation in engineering education. Washington, DC: Author.
3. Amundsen, C., & Wilson, M. (2012). Are we asking the right questions?: A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90-126. doi: 10.3102/0034654312438409
4. Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
5. Baillie, C. (2007). Education development within engineering. European Journal of Engineering Education, 32(4), 421-428.
6. Beach, A. L., & Cox, M. D. (2005). The impact of faculty learning communities on teaching and learning: Results of a national survey. Paper presented at the 30th Association for the Study of Higher Education (ASHE) Annual Conference, Philadelphia, PA.
7. Beddoes, K., & Borrego, M. (2011). Feminist theory in three engineering education research journals: 1995-2008. Journal of Engineering Education, 100(2), 281-303.
8. Beer, M. (1987). Revitalizing organizations: Change process and emergent model. Academy of Management Executive, 1, 51-55.
9. Besterfield-Sacre, M., Cox, M. F., Borrego, M., Beddoes, K., & Zhu, J. (2014). Changing engineering education: Views of U.S. faculty, chairs, and deans. Journal of Engineering Education, 103(2) [this issue].
10. Birnbaum, R. (2000). The life cycle of academic management fads. Journal of Higher Education, 71(1), 1-16.
11. Borrego, M. (2007). Conceptual difficulties experienced by engineering faculty becoming engineering education researchers. Journal of Engineering Education, 96(2), 91-102.
12. Borrego, M., & Bernhard, J. (2011). The emergence of engineering education research as an internationally connected field of inquiry. Journal of Engineering Education, 100(1), 14-47.
13. Borrego, M., Cutler, S., Prince, M., Henderson, C., & Froyd, J. E. (2013). Fidelity of implementation of research-based instructional strategies (RBIS) in engineering science courses. Journal of Engineering Education, 102(3), 394-425. doi:10.1002/jee.20020
14. Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S engineering departments. Journal of Engineering Education, 99(3), 185-207.
15. Braskamp, L. A., & Ory, J. C. (1994). Assessing faculty work: Enhancing individual and institutional performance. San Francisco, CA: Jossey-Bass.
16. Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
17. Calkins, S., & Light, G. (2007). Promoting learning focused teaching through a project based faculty development program. To Improve the Academy, 26, 217-229.
18. Cashin, W. E. (1999). Student ratings of teaching: Uses and misuses. In P. Seldin (Ed.), Changing practices in evaluating teaching (pp. 25-44). Bolton, MA: Anker Publishing.
19. Center for Civic Partnerships. (2007). Theory of change. Retrieved from http://www.civicpartnerships.org/docs/tools_resources/Theory%20of%20Change%209.07.htm
20. Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305. doi:10.3102/0091732x024001249
21. Connolly, M. R., Bouwma-Gearhart, J. L., & Clifford, M. A. (2007). The birth of a notion: The windfalls and pitfalls of tailoring an SoTL-like concept to scientists, mathematicians, and engineers. Innovative Higher Education, 32(1), 19-34.
22. Cooper, J. D. (2008). Professional development: An effective research-based model. Boston, MA: Houghton Mifflin Harcourt.
23. Cox, M. D. (2004). Introduction to faculty learning communities. In M. D. Cox & L. Richlin (Eds.), New directions for teaching and learning (pp. 5-23). San Francisco, CA: Jossey-Bass.
24. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
25. Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Thousand Oaks, CA: Sage.
26. Dancy, M. H., Turpen, C., & Henderson, C. (2010). Why do faculty try research based instructional strategies? Proceedings of the AIP Conference, Portland, OR.
27. de Graaff, E., & Kolmos, A. (2007). Process of changing to PBL. In E. de Graaff & A. Kolmos (Eds.), Management of change: Implementation of problem-based and project-based learning in engineering (pp. 31-44). Rotterdam, the Netherlands: Sense.
28. De Wit, H. (2000). The Sorbonne and Bologna declarations on European higher education. International Higher Education, 18, 8-9.
29. Dill, D. D. (1999). Academic accountability and university adaptation: The architecture of an academic learning organization. Higher Education, 38(2), 127-154.
30. Dirckinck-Holmfeld, L., & Lorentsen, A. (2003). Transforming university practice through ICT-integrated perspectives on organizational, technological, and pedagogical change. Interactive Learning Environments, 11(2), 91-110.
31. Emerson, J. D., & Mosteller, F. (2000). Development programs for college faculty: Preparing for the twenty-first century. Educational Media and Technology Yearbook, 25, 26-42.
32. Erklenz-Watts, M., Westbay, T., & Lynd-Balta, E. (2006). An alternative professional development program: Lessons learned. College Teaching, 54(3), 275-279.
33. Ewell, P. T. (1997). Strengthening assessment for academic quality improvement. In M. W. Peterson, D. D. Dill, L. A. Mets, & associates (Eds.), Planning and management for a changing environment: A handbook on redesigning postsecondary institutions. San Francisco, CA: Jossey-Bass.
34. Felder, R. M., & Brent, R. (2003). Designing and teaching courses to satisfy the ABET engineering criteria. Journal of Engineering Education, 92(1), 7-25.
35. Felder, R. M., Brent, R., & Prince, M. (2011). Engineering faculty development. Journal of Engineering Education, 100(1), 89-122.
36. Feser, J., Borrego, M., Pimmel, R., & Della-Piana, C. (2012). Results from a survey of National Science Foundation Transforming Undergraduate Education in STEM (TUES) program reviewers. Paper presented at the ASEE Annual Conference & Exposition, San Antonio, TX.
37. Fisher, D., Merron, K., & Torbert, W. R. (1987). Human development and managerial effectiveness. Group and Organization Studies, 12, 257-273.
38. Fixsen, D. L., Naoom, S. F., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, National Implementation Research Network.
39. Fleming, S., Shire, J., Jones, D., Pill, A., & McNamee, M. (2004). Continuing professional development: Suggestions for effective practice. Journal of Further and Higher Education, 28(2), 165-177.
40. Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Oxford, UK: Cambridge University Press.
41. Froyd, J. E., Borrego, M., Cutler, S., Henderson, C., & Prince, M. (2013). Estimates of use of research-based instructional strategies in core electrical or computer engineering courses. IEEE Transactions on Education, 56(4), 393-399.
42. Froyd, J. E., Penberthy, D., & Watson, K. (2000). Good educational experiments are not necessarily good change processes. Paper presented at the ASEE/IEEE Frontiers in Education Conference, Kansas City, MO.
43. Froyd, J. E., Wankat, P. C., & Smith, K. A. (2012). Five major shifts in 100 years of engineering education. Proceedings of the IEEE, 100, 1344-1360.
44. Gardner, D. G., Dunham, R. B., Cummings, L. L., & Pierce, J. L. (1987). Employee focus of attention and reactions to organizational change. Journal of Applied Behavioral Science, 23, 351-370.
45. Gladwell, M. (2000). The tipping point: How little things can make a big difference. Boston, MA: Little, Brown.
46. Goldstein, J., Hazy, J. K., & Lichtenstein, B. B. (2010). Complexity and the nexus of leadership: Leveraging nonlinear science to create ecologies of innovation. New York, NY: Palgrave Macmillan.
47. Graham, R. (2012). Achieving excellence in engineering education: The ingredients of successful change. London: Royal Academy of Engineering.
48. Greenwald, A. (1997). Validity concerns and usefulness of student ratings of instruction. American Psychologist, 52(11), 1182-1186.
49. Groff, J. S. (2013). Dynamic systems modeling in educational system design and policy. Journal of New Approaches in Educational Research, 2(2), 72-81. doi: 10.7821/naer.2.2.72-81
50. Hargreaves, A., Lieberman, A., Fullan, M., & Hopkins, D. (Eds.). (2009). Second international handbook of educational change. Dordrecht, the Netherlands: Springer.
51. Harvey, L. (2004). The power of accreditation: Views of academics. Journal of Higher Education Policy and Management, 26(2), 207-223. doi: 10.1080/1360080042000218267
52. Hawwash, K. (2007). Attractiveness of education. In C. Borri & F. Maffioli (Eds.), TREE: Teaching and research in engineering in Europe: Re-engineering engineering education in Europe. Florence, Italy: Firenze University Press.
53. Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984. doi: 10.1002/tea.20439
54. Henderson, C., Beach, A., Finkelstein, N., & Larson, R. S. (2008). Facilitating change in undergraduate STEM: Initial results from an interdisciplinary literature review. Paper presented at the Physics Education Research Conference, Edmonton, Canada.
55. Henderson, C., Dancy, M. H., & Niewiadomska-Bugaj, M. (2012). The use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? Physical Review Special Topics - Physics Education Research, 8(2), 020104.
56. Henderson, C., Finkelstein, N. D., & Beach, A. (2010). Beyond dissemination in college science teaching: An introduction to four core change strategies. Journal of College Science Teaching, 39(5), 18-25.
57. Hickman, C. W., & Sussman, J. L. (2013). Dispelling myths: COMMON misconceptions about ABET and accreditation. Retrieved from http://www.abet.org/uploadedFiles/Events/Presentation_from_Past_Events/ASEE_2011/asee-dispelling-myths-about-abet-2013.pdf
58. Hutchings, P., & Shulman, L. S. (1999). The scholarship of teaching: New elaborations, new developments. Change, 31(5), 10-15.
59. Kerr, S., & Runquist, O. (2005). Are we serious about preparing chemists for the 21st century workplace or are we just teaching chemistry? Journal of Chemical Education, 82(2), 231-233.
60. Keystone Accountability. (2009). Developing a theory of change. Retrieved from http://www.keystoneaccountability.org/sites/default/files/2%20Developing%20a%20theory%20of% 20change.pdf
61. Kezar, A. (2001). Understanding and facilitating organizational change in the 21st century (ASHE-ERIC Higher Education Report, Vol. 28, No. 4). Washington, DC: U.S. Department of Education.
62. Kezar, A. (2006). Redesigning for collaboration initiatives: An examination of four highly collaborative campuses. Journal of Higher Education, 77(5), 804-838.
63. King, R. (2008). Addressing the supply and quality of engineering graduates for the new century: Surry Hills, NSW, Australia: Carrick Institute.
64. Kolmos, A., Vinther, O., Andersson, P., Malmi, L., & Fuglem, M. (Eds.). (2004). Faculty development in Nordic engineering education. Aalborg, Denmark: Aalborg University Press.
65. Koro-Ljungberg, M., & Douglas, E. P. (2008). State of qualitative research in engineering education: Meta-analysis of JEE articles, 2005-2006. Journal of Engineering Education, 97(2), 163-176.
66. Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review, 73(2), 59-67.
67. Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.
68. Kotter, J. P., & Schlesinger, L. A. (1979). Choosing strategies for change. Harvard Business Review, 57(2), 106-114.
69. Kulik, J. A. (2001). Student ratings: Validity, utility, and controversy. In M. Theall, P. C. Abram i, & L. A. Mets (Eds.), The student ratings debate: Are they valid? How can we best use them? (pp. 9-25). San Francisco, CA: Jossey Bass.
70. Levinson-Rose, J., & Menges, R. J. (1981). Improving college teaching: A critical review of research. Review of Educational Research, 51(3), 403-434.
71. Lohmann, J. R. (1999). EC 2000: The Georgia Tech experience. Journal of Engineering Education, 88(3), 305-310.
72. Lynd-Balta, E., Erklenz-Watts, M., Freeman, C., & Westbay, T. D. (2006). Professional development using an interdisciplinary learning circle: Linking pedagogical theory to practice. Journal of College Science Teaching, 35(4), 18-24.
73. Marbach-Ad, G., Briken, V., Frauwirth, K., Gao, L.-Y., Hutcheson, S. W., Joseph, S. W., & Mosser, D. (2007). A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology. CBE Life Sciences Education, 6(2), 155-162. doi: 10.1187/cbe.06-12-0212
74. Marsh, H., & Roche, L. (1997). Making students' evaluations of teaching effectiveness effective. American Psychologist, 52(11), 1187-1197.
75. Martin, E., Trigwell, K., Prosser, M., & Ramsden, P. (2003). Variation in the experience of leadership of teaching in higher education. Studies in Higher Education, 28(3), 247-260.
76. McKinney, K. (2007). Enhancing learning through the scholarship of teaching and learning. Bolton, MA: Anker.
77. McLaughlin, J. A., & Jordan, G.B. (1999). Logic models: A tool for telling your program's performance story. Evaluation and Program Planning, 22(1), 65-72.
78. Mettetal, G. (2001). The what, why and how of classroom action research. Journal of the Scholarship of Teaching and Learning, 2(1), 6-13.
79. Milstein, B., & Chapel, T. (n.d.). Developing a logic model or theory of change. University of Kansas, Lawrence, KS, The Community Toolbox. Retrieved from http://ctb.ku.edu/en/tablecontents/sub_section_main_1877.aspx
80. Montfort, D., Brown, S., & Pegg, J. (2012). The adoption of a capstone assessment instrument. Journal of Engineering Education, 101(4), 657-678.
81. Nadler, D. A., & Tushman, M. L. (1989). Organizational frame bending: Principles for managing reorientation. Academy of Management Executive, 3, 194-204.
82. National Academy of Engineering (NAE). (2004). The engineer of 2020. Washington, DC: National Academies Press.
83. National Research Council (NRC). (2012). Discipline-based educational research: Understanding and improving learning in undergraduate science and engineering. Washington, DC: National Academies Press.
84. National Science Foundation (NSF). (2010). Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES). Retrieved from http://www.nsf.gov/pubs/2010/nsf10544/nsf10544.pdf
85. National Science Foundation (NSF). (n.d.). Retrieved from http://www.nsf.gov/award search/advancedSearchResult?ProgEleCode=1133&BooleanElement=ANY&Boolean Ref=ANY&ActiveAwards=true&#results
86. Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company. New York, NY: Oxford University Press.
87. Piderit, S. K. (2000). Rethinking resistance and recognizing ambivalence: A multidimensional view of attitudes toward organizational change. Academy of Management Review, 25(4), 783-794.
88. Plowman, D., Solansky, S., Beck, T., Baker, L., Kulkarni, M., & Travis, D. (2007). The role of leadership in emergent, self-organization. Leadership Quarterly, 18(4), 341-356. doi: 10.1016/j.leaqua.2007.04.004
89. Ponitz, D. H. (1997). The journey of transformation for Sinclair Community College. In T. O'Banion (Ed.), A learning college for the 21st century (pp. 104-126). Westport, CT: Oryx Press.
90. Porras, J. I., & Silvers, R. C. (1991). Organization development and transformation. Annual Review of Psychology, 42, 51-78.
91. Prados, J. W., Peterson, G. D., & Lattuca, L. R. (2005). Quality assurance of engineering education through accreditation: The impact of Engineering Criteria 2000 and its global influence. Journal of Engineering Education 94(1), 165-184.
92. President's Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: Author.
93. Prince, M., Borrego, M., Henderson, C., Cutler, S., & Froyd, J. (2013). Use of research-based instructional strategies in core chemical engineering courses. Chemical Engineering Education, 47(1), 27-37.
94. Prince, M., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
95. Ramsden, P., Prosser, M., Trigwell, K., & Martin, E. (2007). University teachers' experiences of academic leadership and their approaches to teaching. Learning and Instruction, 17(2), 140-155.
96. Raubenheimer, C. D., & Myka, J. L. (2005). Using action research to improve teaching and student learning in college. Journal of College Science Teaching, 34(6), 12-16.
97. Rhoades, G., & Sporn, B. (2002). Quality assurance in Europe and the U.S.: Professional and political economic framing of higher education policy. Higher Education Quarterly, 43, 355-390. doi:10.1023/A:1014659908601
98. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press.
99. Scales, K., Owen, C., Shiohare, S., & Leonard, M. (1998). Preparing for program accreditation review under ABET Engineering Criteria 2000: Choosing outcome indicators. Journal of Engineering Education, 87(3), 207-210.
100. Schön, D. (1983). The reflective practioner. New York, NY: Basic Books.
101. Schön, D. (1987). Educating the reflective practioner: Toward a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
102. Schreiber, C., & Carley, K. M. (2008). Network leadership: Leading for learning and adaptability. In M. Uhl-Bien & R. Marion (Eds.), Complexity leadership: Part 1. Conceptual foundations (pp. 291-331). Charlotte, NC: Information Age Publishing.
103. Scott, D. C., & Weeks, P. A. (1996). Collaborative staff development. Innovative Higher Education, 21(2), 101-111.
104. Senge, P. M. (1997). The fifth discipline. New York, NY: Doubleday.
105. Senge, P. M. (2000). The academy as learning community: Contradiction in terms or realizable future? In A. F. Lucas (Ed.), Leading academic change: Essential roles for department chairs (pp. 275-300). San Francisco, CA: Jossey Bass.
106. Seymour, E. (2002). Tracking the processes of change in US undergraduate education in science, mathematics, engineering, and technology. Science Education, 86(1), 79-105.
107. Steering Committee for Evaluating Instructional Scholarship in Engineering. (2009). Developing metrics for assessing engineering instruction: What gets measured is what gets improved. Washington, DC: National Academy of Engineering.
108. Stes, A., Min-Leliveld, M., Gijbels, D., & Van Petegem, P. (2010). The impact of instructional development in higher education: The state-of-the-art of the research. Educational Research Review, 5(1), 25-49.
109. Streveler, R. A., Borrego, M., & Smith, K. A. (2007). Moving from the scholarship of teaching and learning to educational research: An example from engineering. To Improve the Academy, 25, 139-149.
110. Sykes, G., Schneider, B., & Plank, D. N. (Eds.). (2012). Handbook of educational policy research. New York, NY: Routledge.
111. Uhl-Bien, M., & Marion, R. (2009). Complexity leadership in bureaucratic forms of organizing: A meso model. Leadership Quarterly, 20(4), 631-650. doi: 10.1016/j.leaqua.2009.04.007
112. Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. Leadership Quarterly, 18(4), 289-318. doi: 10.1016/j.leaqua.2007.04.002
113. Volkwein, J. F., Lattuca, L. R., Harper, B. J., & Domingo, R. J. (2007). Measuring the impact of professional accreditation on student experiences and learning outcomes. Research in Higher Education, 48(2), 251-282.
114. W. K. Kellogg Foundation. (2004). Logic model development guide. Battle Creek, MI: Author.
115. Weimer, M., & Lenze, L. F. (1997). Instructional interventions: A review of the literature on efforts to improve instruction. In R. P. Perry & J. C. Smart, (Eds.), Effective teaching in higher education: Research and practice (pp. 205-240). New York, NY: Agathon Press.
116. Weiss, C. H. (1995). Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families. In J. P. Connell (Ed.), New approaches to evaluating community initiatives: Concepts, methods, and contexts (pp. 65-92). Queenstown, MD: Aspen Institute.
117. Wejnert, B. (2002). Integrating models of diffusion of innovations: A conceptual framework. Annual Review of Sociology, 28(1), 297-326. doi: 10.1146/annurev.soc.28.110601.141051
118. Wildman, T. M., Hable, M. P., Preston, M. M., & Magliaro, S. G. (2000). Faculty study groups: Solving "good problems" through study, reflection, and collaboration. Innovative Higher Education, 24(4), 247-263.
119. Zeichner, K. M., & Liston, D. P. (1987). Teaching student teachers to reflect. Harvard Educational Review, 57, 23-48.
120. Zeichner, K. M., & Noffke, S. E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 298-330). Washington, DC: American Educational Research Association.