Evidence-based instructional practices (EBIPs), teaching strategies with a demonstrated record of success, provide a way to improve academic and affective outcomes in the classroom.  As part of our efforts to understand how faculty decide to implement EBIPs, we investigate faculty teaching discussion networks using tools from social network analysis, specifically exponential random graph models.  This presentation describes results from models for teaching discussion ties and how the occurrence of such ties is related to EBIP use.  Preliminary findings suggest a pattern of differential homophily with respect to EBIP use:  faculty who use EBIPs tend to have other EBIP users as teaching discussion partners, but those who do not use EBIPS tend to have teaching discussion partners that span the range of EBIP use.  We discuss the implications of these findings for those attempting to implement department or institutional level change in teaching practice.

Characterization of faculty teaching discussion networks using exponential random graph models

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.