This presentation addresses barriers to faculty adoption of engaging classroom activities and learner-centered teaching practices. Stepping back and reviewing experiences from the author's past fifteen years in faculty development, a framework has emerged that addresses the source of resistance to change: foundational beliefs about the role of the faculty member and the role of the student in the learning process. Attitudes and beliefs about these roles greatly influence the willingness of faculty to adopt evidence-based practices and bear directly on the success of any change-related initiatives. Faculty development efforts led by the author address four foundational aspects of sustained teaching innovation and improvement. Our efforts involve working with faculty to (1) identify their own conception of what it means to teach (and what it means to be a student), (2) develop a more robust understanding of the science of learning, (3) assess their classroom climate, addressing the more relational aspects of teaching, and (4) engage in regular self reflection to help support their own experimental journey. This work is carried out through sustained consultations/conversations and peer mentoring, but most importantly, in an individualized, contextualized manner. By shedding light on existing paradigms and practices, providing resources and evidence tailored to an individual's needs, and promoting incremental change, a stronger foundation is created on which to build a mindset of experimentation, risk-taking, and innovation in teaching practices and student engagement approaches.

Starting at the source: Foundational views about teaching influence adoption of learner-centered teaching practices

249th National Meeting (2015)

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