Evidence-based instructional practices (EBIPs) are pedagogical strategies that research shows to be effective in the development of content mastery and problem solving skills. Despite the view that EBIPs are valuable to improving educational outcomes in undergraduate chemistry, there has been no widespread adoption. Empirical studies have demonstrated that adoption is likely influenced by multiple factors including institutional climate toward teaching and interactions among faculty members regarding teaching. In order to understand the factors that predict EBIP knowledge and use, we obtained survey data on EBIP adoption, teaching discussion partners, and other factors of potential interest from faculty in three chemistry departments at large research universities. We applied two different social influence models to the data, combining linear regression with social network analysis to understand how information about EBIPs spreads within a department. Our analysis supports a network effects model in which faculty tend to teach similarly to those with whom they discuss teaching. This finding implies that creating discussions around teaching may be a pivotal strategy for institutional change efforts.

Analyzing the role of social influence for instructional practice within three chemistry departments

2019 Spring National Meeting

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