Bridging the Gap: Exploring Real-Life Experiences of Engineering Faculty in Implementing EBIPs

This Work-In-Progress paper presents early research findings from a project funded by the National Science Foundation (NSF), aimed at Improving Undergraduate STEM Education (IUSE). This study, part of the larger IUSE project, focuses on the integration of evidence-based instructional practices (EBIPs) among engineering faculty members. This investigation into EBIPs in engineering classrooms is motivated by the observed disparity between faculty interest and their actual adoption rates. The research objectives center on examining the real-life experiences of engineering faculty as they implement innovative teaching methods, such as EBIPs, in their courses, aiming to gain a better understanding of the limited integration of these practices. This paper shares initial insights derived from exploratory interviews with engineering faculty regarding their adoption of EBIPs. This report highlights three engineering faculty (n=3) who have generally experienced success in implementing EBIPs within their classrooms. These patterns emerged through initial thematic analysis of their interview transcripts. This analysis emphasizes the significance of instructors' openness to experimenting with customized EBIPs suited for their unique teaching environments. Faculty who observed increased student engagement utilized real-world applications facilitated by extensive experience and institutional support. This study's findings point to the importance of adaptable teaching methods, emphasizing the need for instructors to tailor EBIPs to their specific teaching contexts. These results underscore the importance of individualized strategies for effectively adopting EBIPs into educational settings.