HomeResearch Seminars Faculty Change Towards High-Impact Pedagogies Share: Section NavigationSkip section navigationIn this sectionFaculty Change Towards High-Impact Pedagogies Seminar Participants 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 changeGenerational groups among faculty/academic staffRoles 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.