Resumen de Factors of sensemaking affecting engineering faculty’sdecision to use the in-class cognitive engagement survey
Allyson J. Barlow, Matthew S. Barner, Natasha Perova, Kathleen Quardokus Fisherfisher Fisher, Shane A. Brown
While engineering education researchers have developed research-based instructional strategies (RBISs) to assist faculty intheir teaching effectiveness and thereby student learning, uptake of these strategies remains challenging due to a wide rangeof faculty concerns. One established way to address such concerns is to involve them in the research and developmentprocess. In this study, we developed a tool to measure in-class cognitive engagement, an attribute most faculty recognize ascrucial to student learning and used sensemaking as a framework to interpret faculty feedback on the survey’sdevelopment. This tool, the In-Class Cognitive Engagement (ICCE) survey, was presented to faculty in an interviewsetting where they discussed and projected student interpretations and responses to survey items. We applied asensemaking framework to the interview analysis to explore the ways participants might adjust or adapt to a new wayof interacting with the world. In this case, the new interaction was the introduction of a cognitive assessment—the ICCEsurvey—into their classroom. We present findings that demonstrate the utility of sensemaking core properties tounderstand how faculty come to conclusions about the usefulness of the ICCE survey in their classroom. Implicationsof these findings include continued work directly with faculty to provide them with appropriate contextualization of RBIS-related instruments and broader use of technology (such as dashboard) to synthesize results to provide both timely andmeaningful feedback to faculty.
