"We've Always Done it that Way," An Exploration of Electrical and Computer Engineering Faculty Curricular Decisions

Making curricular decisions about critical content is fundamental to the operation of any academic unit in an institution with teaching responsibilities. The literature provides a wealth of information about how instructors plan for instruction and assessment but does not detail how instructors identify core concepts. This work in progress explores curricular decision-making from the instructor's perspective within the context of large-scale programmatic change in an Electrical and Computer Engineering department. We thematically analyzed existing data from a Content Representation (CoRe) instrument used to capture instructor pedagogical content knowledge and teaching strategies for big ideas in a curriculum. The emergent themes for teaching the big ideas concerning the faculty member's perceptions of student attitudes were: instructors valuing systems thinking (but not seeing it in students) and appreciating versatility/adaptability, as well as seeing students struggling with the value of concrete vs. abstract, and having a low tolerance for ambiguity. Teaching strategies were dominantly instructor-centered. This work in progress builds upon what is known about curricular decision-making while offering insights about faculty perceptions of content knowledge and strategies for teaching it.