Use of Research-Based Instructional Strategies in Core Chemical Engineering Courses

Abstract

Traditional lecturing remains the most prevalent mode of instruction despite overwhelming research showing the increased effectiveness of many alternate instructional strategies. This study examines chemical engineering instructors’ awareness and use of 12 such instructional strategies. The study also examines how chemical engineering instructors hear about new teaching methods, factors that correlate with their awareness and use of these methods, and instructors’ self-identified barriers to adoption and continued use of new teaching methods.