Exploration of course syllabi as a potential source of data on the use of evidence-based instructional practices in engineering courses

This paper describes a detailed syllabi analysis portion of a multistage, mixed-methods self-assessment study funded by the National Science Foundation. The purpose of the overall project, which was funded by the WIDER (Widening Implementation and Demonstration of Evidence-based Reforms) EAGER (Early-Concept Grants for Exploratory Research) call, was to document and encourage evidence-based instructional practices in STEM undergraduate programs. The overall goals of the study are to 1) characterize the use of evidence-based practices in engineering undergraduate programs, 2) understand barriers that faculty and administrators face regarding wider use of evidencebased practices, and 3) identify faculty with exemplary use of evidence-based practices so that these practices can be celebrated and used to encourage others. This paper discusses one part of the larger study, focusing on whether analysis of syllabi can provide an indication of the use of evidence-based practices. Benefits and limitations of the syllabi analysis are discussed.