After the Workshop: A Case Study of Post-Workshop Implementation of Active Learning in an Electrical Engineering Course

Prateek Shekhar, Maura Borrego

Research output: Contribution to journalArticlepeer-review

33 Scopus citations

Abstract

Engineering education research has empirically validated the effectiveness of active learning over traditional instructional methods. However, the dissemination of education research into instructional practice has been slow. Faculty workshops for current and future instructors offer a solution to promote the widespread adoption of active learning in engineering classrooms. However, most of the existing research has relied on faculty self-reporting to evaluate the success of engineering faculty workshops. Researchers have noted variations in self-reporting and the actual classroom implementation. In this paper, using classroom observations, faculty interviews, student surveys, and focus groups, the authors examine an engineering instructor's postworkshop implementation of active learning in an electrical engineering course. The findings demonstrate the influence of faculty conceptions of teaching in the selection and design of activities and the subsequent impact of these design choices on student engagement. The authors report the instructor's and students' responses to the active learning exercises and present recommendations for engineering faculty development.

Original languageEnglish (US)
Article number7480377
Pages (from-to)1-7
Number of pages7
JournalIEEE Transactions on Education
Volume60
Issue number1
DOIs
StatePublished - Feb 2017
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Electrical and Electronic Engineering

Keywords

  • Active learning
  • engineering education
  • faculty development
  • student engagement

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