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 Director, Jessie L. Moore, with questions or comments.