Search for: All records

Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: 1) no use; 2) discontinued use; 3) in development; and 4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs 

This Work-In-Progress paper summarizes insights from early research activities related to a National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) project investigating faculty adoption of evidence-based instructional practices (EBIPs) in engineering classrooms. We are investigating EBIPs in engineering classrooms because, although instructors are interested and willing to adopt them, uptake by engineering faculty is lagging. To understand what is driving limited incorporation of EBIPs, our research objectives are anchored in our overlying goal of examining the lived experience of engineering faculty as they seek out and try innovative teaching practices (i.e., EBIPs) in their courses. This paper reports insights from early exploratory interviews with engineering faculty around their experiences with trying EBIPs. We report on general patterns observed during the early stages of our analysis of the interview transcripts with three engineering faculty (n = 3). We discuss how our analysis informs the next steps of our overarching investigation and briefly discuss the broader significance related to the context of faculty approaches for implementing EBIPs into their engineering courses. 

The transformation of long waves—such as tsunamis and storm surges—evolving over a continental shelf is investigated. We approach this problem numerically using a pseudo-spectral method for a higher-order Euler formulation. Solitary waves and undular bores are considered as models for the long waves. The bathymetry possesses a periodic ridge-valley configuration in the alongshore direction which facilitates a means by which we may observe the effects of refraction, diffraction, focusing, and shoaling. In this scenario, the effects of wave focusing and shoaling enhance the wave amplitude and phase speed in the shallower regions of the domain. The combination of these effects leads to a wave pattern that is atypical of the usual behavior seen in linear shallow-water theory. A reciprocating behavior in the amplitude on the ridge and valley for the wave propagation causes wave radiation behind the leading waves, hence, the amplitude approaches a smaller asymptotic value than the equivalent case with no lateral variation. For an undular bore propagating in one dimension over a smooth step, we find that the water surface resolves into five different mean water levels. The physical mechanisms for this phenomenon are provided. 

Evolution of a solitary wave travelling along a submerged sill is studied. The disturbance from the sill creates a phase lag along the wave crest between the ambient water depth and the shallower depth over the sill. This phase lag causes wave diffraction between the different parts of the wave, which induces radiating waves off the edge of the sill. The radiating waves act as an outlet for wave energy, resulting in significant and continual amplitude reduction of the solitary wave. Findings from laboratory experiments are confirmed numerically by simulating a much longer propagation distance with different sill breadths. When the sill breadth is narrow, the solitary wave slowly attenuates by wave radiation, maintaining a quasi-steady wave pattern. This is not the case for a broader sill. The resulting phase lag on the sill continually changes the wave pattern and the attenuation rate is substantially greater than the rate for the case of the narrow sill. The significant energy radiation together with the continual change in the wave formation eventually leads to the complete annihilation of the solitary wave in a wave tank. We also report a wave-breaking process along the sill observed in laboratory experiments. This breaking is induced when the wave amplitude on the sill is smaller than the maximum amplitude of a solitary wave in a uniform depth. Also found is the wake-like formation of gravity–capillary waves behind the breaking crest forming on the sill. Other features associated with the breaking are presented.