Where do faculty leave the innovation-decision process?

A rich-for-mining research article that could inform any strategy  for instructional innovation (while this is focused on physics, there’s a lot to draw from for any discipline):

“Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process?” (2012)

I recommend at least skimming through to the Discussion and Conclusions & Implications sections, but here are a few key findings pulled from the abstract:

“The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all research-based instructional strategies (RBIS) after trying one or more of these strategies. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.”

Also via Teach Better Podcast Episode 25: Changing the Culture of Teaching With Noah Finkelstein

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