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According to change literature, the multiplicity of levels and structures that exist within an organization makes organizational change a difficult process. Similarly, many challenges face any attempt to foster change in engineering education, due to the various layers that make up the field. Looking at the evolution of engineering education research (EER) as a field and the individual pathways of...
Some researchers have discussed that despite the implementation of active and engaging learning strategies to the teaching process, students still experience difficulties learning complex circuit concepts. Propositions from the literature credit the difficulty students face when learning circuit concepts to the following factors: 1. pre-conceptions students bring to the classroom which most times...
The nature of teaching evaluation is, more often than not, determined primarily by the results of surveys based on students' evaluation and, sometimes, peer evaluation ratings. However, previous work has highlighted that in most cases student evaluation surveys are the main and/or only method used to evaluate teaching. This led to the critique of using student evaluation surveys as insufficient as...
Among previous work on the benefits of active learning and engagement strategies when implemented in engineering learning environments, Chi's interactive, constructive, active and passive (ICAP) framework provided a way of categorizing learning activities. ICAP hypothesizes students' cognitive processing increases as they engage in active learning activities. The ICAP framework focuses on observable...
In 2007, Borrego published her groundbreaking work “Conceptual difficulties experienced by trained engineers learning educational research methods”[1] that described five conceptual difficulties engineering faculty encountered as they began to learn about rigorous research in engineering education. Since Borrego's research was published the engineering education departments have been formed and a...
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