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.