Faculty Change Towards High-Impact Pedagogies
The 2016-2018 Center for Engaged Learning research seminar examines faculty change towards high-impact pedagogies. A core team of international researchers are serving as “hubs” for regional teams as we collectively examine the following guiding questions:
- What causes faculty change from not using high-impact pedagogies (e.g., evidence-based practices designed intentionally for student learning, with transparent learning goals, meaningful faculty-student interaction, and structured reflection) to systematic and sustained use of high-impact pedagogies?
- How can universities prompt and foster faculty change towards systematically using high-impact pedagogies? What is the role of academic developers in this work?
- For faculty, what are the implications of adopting high-impact pedagogies?
This study is responsive to…
- The role of leadership and resources in emerging changes to teaching practices (e.g., Gibbs, Knapper, & Piccinin, 2009)
- Microcultures in the knowledge-centric levels of higher education (e.g., Roxå, 2014)
- Productive disruptions (Glassner and Powers, 2011; Bass, 2012)
- Organizational change (e.g., Stensaker)
- Top down versus faculty/academic staff ownership models of change
- Generational groups among faculty/academic staff
- Roles of faculty beliefs about students and faculty conceptions of teaching (Trigwell & Prosser, 1996)
The Center for Engaged Learning serves as the central hub for this research. Please contact the Center’s Associate Director, Jessie L. Moore, with questions or comments.