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Changing teaching strategies in engineering education to become more interactive is important, though difficult. Intentional design of faculty development to engage faculty to make small, incremental changes within the context of a supportive, like-minded community, is important. In this paper, we merged two different methods to examine the PIs design decisions, and evaluate the program’s implementation and outcomes. For the first method, the grant evaluator applied conjecture mapping, a design-based research method, to examine the design and theoretical conjectures, the mediating processes, and outcomes of implementation of a faculty development project. The high level conjecture was that faculty who participate in a supportive teaching network will make initial small changes in their teaching, which will lead to increasingly larger changes over time. For the second method, the principal investigators (PIs) applied self-study, a qualitative research method, to examine and reflect on their design-based decisions, implementation, and outcomes. Results indicated that the structures and practices supported mediating processes. Mediating processes became proximal outcomes. Medial and distal outcomes for faculty change may likely be a multi-year trajectory. Conjecture mapping and selfstudy proved to be useful methods in evaluating a process grant focusing on faculty change.

Applying Conjecture Mapping as a Design-Based Research Method to Examine the Design and Implementation of a Teaching Development Project for STEM Faculty