Organizational features that influence departments’ uptake of student-centered instruction: Case studies from inquiry-based learning in college mathematics

Active learning approaches to teaching mathematics and science are known to increase student learning and persistence in STEM disciplines, but do not yet reach most undergraduates. To broadly engage college instructors in using these research-supported methods will require not only professional development and support for individuals, but the engagement of departments and institutions as organizations. This study examines four departments that implemented inquiry-based learning (IBL) in college mathematics, focusing on the question, “What explicit strategies and implicit departmental contexts help or hinder the uptake of IBL?” Based on interview data and documents, the four departmental case studies reveal strategies used to support IBL instructors and engage colleagues not actively involved. Comparative analysis highlights how contextual features supported (or not) the spread and sustainability of these teaching reforms. We use Bolman and Deal’s (1991) framework to analyze the structural, political, human resource and symbolic elements of these organizational strategies and contexts.