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Influencing Changes in Teaching: Addressing Motivators and Barriers to Adopting Evidence-Based Teaching Practices in Engineering

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Title: Influencing Changes in Teaching: Addressing Motivators and Barriers to Adopting Evidence-Based Teaching Practices in Engineering
Language: English
Authors: DeMonbrun, Matt, Cañas, Jessica, Finelli, Cynthia J.
Source: Journal on Excellence in College Teaching. 2019 30(1):101-125.
Availability: Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Evidence Based Practice, STEM Education, Undergraduate Students, College Faculty, Teaching Methods, Barriers, Instructional Improvement, Institutional Characteristics, Engineering Education, Networks, Teacher Attitudes, Organizational Culture, Decision Making, Time Management, Personality Traits, Classroom Environment, Curriculum, Communities of Practice
Geographic Terms: Michigan
ISSN: 1052-4800
Abstract: Several reports have highlighted the need to improve teaching within the science, technology, engineering, and mathematics (STEM) fields, particularly at the undergraduate level. These reports have encouraged the use of more evidence-based teaching practices in the classroom to improve teaching. The authors explore how faculty members' decision to adopt evidence-based teaching practices can be affected, both positively and negatively, by different individual and institutional influences. They found that there were three main motivators and three main barriers that influenced the adoption of evidence-based teaching practices. Based on these findings, they offer suggestions for overcoming these barriers.
Abstractor: As Provided
Entry Date: 2019
Access URL: https://www.celt.muohio.edu/ject/issue.php?v=30&n=1
Accession Number: EJ1210908
Database: ERIC
FullText Text:
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  Data: Influencing Changes in Teaching: Addressing Motivators and Barriers to Adopting Evidence-Based Teaching Practices in Engineering
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+Excellence+in+College+Teaching%22"><i>Journal on Excellence in College Teaching</i></searchLink>. 2019 30(1):101-125.
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  Data: Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink>
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  Data: 1052-4800
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  Data: Several reports have highlighted the need to improve teaching within the science, technology, engineering, and mathematics (STEM) fields, particularly at the undergraduate level. These reports have encouraged the use of more evidence-based teaching practices in the classroom to improve teaching. The authors explore how faculty members' decision to adopt evidence-based teaching practices can be affected, both positively and negatively, by different individual and institutional influences. They found that there were three main motivators and three main barriers that influenced the adoption of evidence-based teaching practices. Based on these findings, they offer suggestions for overcoming these barriers.
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    Languages:
      – Text: English
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        PageCount: 25
        StartPage: 101
    Subjects:
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Barriers
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      – SubjectFull: Instructional Improvement
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Engineering Education
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Personality Traits
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      – SubjectFull: Classroom Environment
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      – SubjectFull: Curriculum
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      – SubjectFull: Michigan
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      – TitleFull: Influencing Changes in Teaching: Addressing Motivators and Barriers to Adopting Evidence-Based Teaching Practices in Engineering
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