An Expectancy Theory Based Instrument Assessing Relationships Between Faculty Dispositions and Use of Student-Centered Strategie-

We present the final instrument and results from a study initially presented as an ERM Division work-in-progress at ASEE 2016. To determine relationships between dispositions and reported use of student-centered strategies, the Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS) was developed based on expectancy theory and tested with 286 engineering faculty among the 20 largest colleges of engineering in the U.S. The studentcentered practices examined were (a) using formative feedback to adjust instruction, (b) integrating real-world applications, and (c) facilitating student-to-student discussion. Factor analyses led to determining construct groupings of items that were generally aligned with VECTERS’ design. Faculty using strategies in their classroom more often were more inclined to perceive value (particularly for students) and had greater expectation of success. Furthermore, greater use of a student-centered strategy was inversely related to perception of cost – with low use associated with perception of greater cost. Introduction This study began with a team of researchers wanting to assess the effect of a National Science Foundation funded professional development program for engineering faculty. Beyond typical evaluation, a goal was to delve into faculty member mindsets about particular classroom strategies that were intended to be conveyed from professional development to the classrooms. While there exists no shortage of instruments for measuring faculty attitudes and self-reported classroom practices, the intent here was to detect not just use of practices but the attitudes toward specific practices. What was found lacking in the research literature canon was an instrument detecting dispositions about specific strategies. Because it had been informally observed that faculty members may integrate one student-centered strategy but not another, it was preferred to evaluate dispositions per strategy. Attitudes are generally considered a precursor to implementation; however, some literature points to how the use of classroom strategies is what drives attitudes. The practical interest was to determine if the professional development was affecting faculty dispositions about specific classroom strategies. To achieve this goal, a new instrument was developed, the Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS).