Exploring instructors’ decision-making processes on the use of evidence-based instructional practices (EBIPs) in first-year engineering courses

Evidence-based instructional practices (EBIPs) are pedagogical practices demonstrated by validated research findings to have a significant impact on student learning. These practices encompass learner-centered learning environments, including guided inquiry, frequent formative feedback, guided notes, and demonstrations, and knowledge-centered learning environments, including problem-based learning, and just-in-time teaching. Over the last twenty years, engineering educators have sought to create engaging learning experiences for students. However, while some educators have had small scale impact on the design of engineering learning systems, previous research have shown that teaching in engineering classes remains largely unchanged. This work in progress (WIP) seeks to highlight how first-year engineering instructors decide what types of instructional practices to use in their classes and how they incorporate these strategies in their course design and content delivery. As part of a much larger study, this paper will explore some of the practices used in first-year engineering courses, how instructors decide on which practices to use based on their experience teaching first-year engineering courses. We will also highlight challenges instructors face in incorporating EBIPs in their classes and share useful strategies they have used to overcome these challenges.