Cycles of Implementation and Improvement: How Reflection and Feedback Drive EBIP Use

This conference research paper highlights that even though Evidence-Based Instructional Practices (EBIPs) are proven to enhance student learning in engineering education, many faculty struggle with their long-term integration. Reflective practices and feedback, though crucial for refining teaching strategies, have been underexplored in the context of sustained EBIP implementation. Addressing this gap can improve the ongoing success of EBIP adoption. This study examines how reflection and feedback between mentors and mentees contribute to the continued refinement and successful integration of EBIPs in engineering education. Using a grounded theory (GT) approach, this research analyzed data from faculty mentees and mentors involved in a mentorship program focused on EBIP adoption. The study explores how reflective practices and feedback loops create cycles of implementation, adjustment, and improvement. Regular feedback from mentors enabled mentees to address challenges and refine their EBIP strategies. The study found that EBIP implementation is not a straightforward process but involves cycles of reflection and adaptation, contributing to more sustainable practices. Reflection, guided by mentor feedback, also increased mentees’ confidence and adaptive expertise, allowing them to modify EBIPs to suit their teaching contexts, helping to ensure longterm integration. Mentorship programs should include structured opportunities for reflection and feedback to support the ongoing success of EBIP integration. Institutions could also foster more sustainable EBIP adoption by providing resources for faculty to engage in reflective practices, allowing for personalized and context-sensitive implementation strategies. This conference paper’s findings emphasize the critical role of mentorship in fostering sustainable EBIP adoption through structured reflection and feedback loops.