Faculty Change Towards High-Impact Pedagogies

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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?

faculty-change-seminar

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.