Estimates of use of research-based instructional strategies in core electrical or computer engineering courses

Jeffrey E. Froyd, Maura Borrego, Stephanie Cutler, Charles Henderson, Michael J. Prince

Research output: Contribution to journalArticlepeer-review

68 Scopus citations

Abstract

Many research-based instruction strategies (RBISs) have been developed; their superior efficacy with 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 understanding how engineering education is evolving. The authors surveyed ECE faculty members, asking about their awareness and use of selected RBISs. The survey also asked what concerns ECE faculty 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.

Original languageEnglish (US)
Article number6466402
Pages (from-to)393-399
Number of pages7
JournalIEEE Transactions on Education
Volume56
Issue number4
DOIs
StatePublished - 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Electrical and Electronic Engineering

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