Evidence-based instructional practices are well-documented by education research and the scholarship of teaching and learning to be effective in supporting student learning.  Despite this, their adoption is not widespread among higher education faculty (inclusive of those in chemistry).  As part of an NSF WIDER project, we have engaged all science, engineering and math faculty on our campus in a facilitated data-gathering process to learn how they perceive a proposed change to student-centered, evidence-based teaching practices.  Input from faculty provided information about both driving and restraining forces (barriers) for change.  This presentation will focus on the results of this data gathering effort and our initial responses, which aim to both build on the reasons faculty already have for making changes in their teaching and remove barriers to adoption of evidence-based instructional practices.  Results from chemistry faculty and initiatives will be placed in the larger institutional context.<br/>

Responding to barriers to and drivers for faculty adoption of evidence-based instructional practices

249th National Meeting (2015)

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