Preparing Faculty for Pedagogical Change: Helping Faculty Deal With Fear

Pedagogical practices and instructional change of physics faculty

We report on the initial results of a web-based survey of 722 physics faculty in the United States regarding their instructional practices. The survey responses indicate that most faculty report knowing about many physics education research curricula and pedagogies and are interested and motivated to try them in their teaching. However, self-reports of actual classroom practices indicate that t...

Faculty Helping Themselves to Improve Their InstructionalAbilities

Faculty Development: An Analysis of Current and Effective Training Strategies for Preparing Faculty to Teach Online

This study identifies how higher education institutions are preparing their faculty to teach online using a qualitative methodology. Six participants, three experienced and three non-experienced online faculty members, were purposely selected and interviewed. Participants were asked questions regarding their preparation experiences, the activities they felt were most beneficial, and areas in wh...

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

Recent calls for reform, such as Vision and Change: A Call to Action, have described a vision to transform undergraduate biology education and have noted the need for faculty to promote this change toward a more iterative and evidence-based approach to teaching (American Association for the Advancement of Science [AAAS], 2011). A key challenge is convincing many faculty—not just a handful of fa...

Preparing faculty to teach managing care competencies: lessons learned from a national faculty development program.

BACKGROUND Although competencies for managing care are often described in the medical literature, educators have been slow to integrate these competencies into clinical curricula. Backlash against managed care has created a skeptical educational environment. Many faculty feel unprepared to teach the competencies in clinical settings. METHODS From 1999 to 2001, we designed, implemented, and ev...