Institutional Policies That Encourage Faculty Adoption of Effective Evidence-Based Instructional Practices

• In Event: 46.056 - Conceptualizing, Measuring, and Influencing Instructional Practice

Abstract

This paper examines instructional change at a research-intensive university. Through qualitative analysis of interviews of faculty and administrators, we identify conditions contributing to the adoption of evidence-based instructional practices amongst undergraduate engineering faculty. Findings suggest limited implementation due to institutional disincentives, and a reliance on individual adoption that precludes collaboration. Institutional policies intended to encourage faculty members to adopt these instructional practices are detailed.

Authors

• Dan Merson

• Lindsey Schrott, The Pennsylvania State University

• Sarah E. Zappe, The Pennsylvania State University

• Kirsten Susan Hochstedt, The Pennsylvania State University

• Thomas Litzinger, Pennsylvania State University