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1. Barriers instructors experience in adopting active learning: Instrument development

   https://doi.org/10.1002/jee.20557  

   Carroll, Laura J.; Reeping, David; Finelli, Cynthia J.; Prince, Michael J.; Husman, Jenefer; Graham, Matthew; Borrego, Maura J. (October 2023, Journal of Engineering Education)

   Abstract BackgroundDespite well‐documented benefits, instructor adoption of active learning has been limited in engineering education. Studies have identified barriers to instructors’ adoption of active learning, but there is no well‐tested instrument to measure instructors perceptions of these barriers. PurposeWe developed and tested an instrument to measure instructors’ perceptions of barriers to adopting active learning and identify the constructs that coherently categorize those barriers. MethodWe used a five‐phase process to develop an instrument to measure instructors’ perceived barriers to adopting active learning. In Phase 1, we built upon the Faculty Instructional Barriers and Identity Survey (FIBIS) to create a draft instrument. In Phases 2 and 3, we conducted exploratory factor analysis (EFA) on an initial 45‐item instrument and a refined 21‐item instrument, respectively. We conducted confirmatory factor analysis (CFA) in Phases 4 and 5 to test the factor structure identified in Phases 2 and 3. ResultsOur final instrument consists of 17 items and four factors: (1) student preparation and engagement; (2) instructional support; (3) instructor comfort and confidence; and (4) institutional environment/rewards. Instructor responses indicated that time considerations do not emerge as a standalone factor. ConclusionsOur 17‐item instrument exhibits a sound factor structure and is reliable, enabling the assessment of perceived barriers to adopting active learning in different contexts. The four factors align with an existing model of instructional change in science, technology, engineering, and mathematics (STEM). Although time is a substantial instructor concern that did not comprise a standalone factor, it is closely related to multiple constructs in our final model. 

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2. Multivariable Calculus Instructors’ Reports of Resource Use

   https://doi.org/10.1007/s40753-024-00243-5  

   Moore-Russo, Deborah; Martínez-Planell, Rafael; Stanhope, Shelby; Seeburger, Paul; Paul, Stepan; VanDieren, Monica M (December 2024, International Journal of Research in Undergraduate Mathematics Education)

   Given the challenge of visualizing the main constructs of two-variable functions and their differential and integral calculus, it is essential to consider instructional resources’ use and perceived potential to contribute to students’ understanding. This case study considers how four instructors selected and used digital and physical resources in multivariable calculus and their motivations for doing so. We use the teaching triad of sensitivity to students, mathematical challenge, and management of learning to consider the reasons for resource adoption, studying how these instructors think about the resources they use. We also consider how instructors, students, and resources are reported to interact in multivariable calculus. Findings suggest that the instructors’ concern for students’ learning and their conviction that visualization is crucial in multivariable calculus moved them to explore and adopt different resources, especially ones that were free and easy to use. However, visualization was not the only spatial literacy aspect considered. As the instructors gained more experience with the instructional resources they were using, they reported adopting more student-centered use of these resources that allowed them to do more than facilitate visualization during a lecture. The resources began serving as referents for students as they communicated and reasoned about tasks with the instructor as well as among themselves. 

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3. Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics

   https://doi.org/10.3389/feduc.2022.1016415  

   Yik, Brandon J.; Raker, Jeffrey R.; Apkarian, Naneh; Stains, Marilyne; Henderson, Charles; Dancy, Melissa H.; Johnson, Estrella (November 2022, Frontiers in Education)

   Active learning pedagogies are shown to enhance the outcomes of students, particularly in disciplines known for high attrition rates. Despite the demonstrated benefits of active learning, didactic lecture continues to predominate in science, technology, engineering, and mathematics (STEM) courses. Change agents and professional development programs have historically placed emphasis on develop–disseminate efforts for the adoption of research-based instructional strategies (RBIS). With numerous reported barriers and motivators for trying out and adopting active learning, it is unclear to what extent these factors are associated with adoption of RBIS and the effectiveness of change strategies. We present the results of a large-scale, survey-based study of introductory chemistry, mathematics, and physics instructors and their courses in the United States. Herein, we evaluate the association of 17 malleable factors with the tryout and adoption of RBIS. Multilevel logistic regression analyses suggest that several contextual, personal, and teacher thinking factors are associated with different stages of RBIS adoption. These results are also compared with analogous results evaluating the association of these factors with instructors’ time spent lecturing. We offer actionable implications for change agents to provide targeted professional development programming and for institutional leaders to influence the adoption of active learning pedagogies in introductory STEM courses. 

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4. Engaging classroom observation: A brief measure of active learning in the college classroom

   https://doi.org/10.1177/14697874241229421  

   Young, Chase; Mitchell-Yellin, Benjamin; Randall, George Kevin (February 2024, Active Learning in Higher Education)

   The purpose of this study was to develop a valid, reliable, and brief measure of active learning in college classrooms that is cheap and easy to complete and yields results that faculty can easily use to inform their development as instructors. Initial construct and face validity was achieved by modifying existing instruments and creating a draft of a brief measure of active learning for external expert review. Following the suggested revisions, the engaging classroom observation was then piloted and revised as necessary. Reliability was tested and measures of internal consistency and interrater reliability were acceptable. A principal component analysis showed two components that were moderately correlated, which indicated the potential they could be combined. An Exploratory Factor Analysis confirmed the instrument is measuring one factor, which we propose as active learning. This study is significant because it offers a brief instrument based on students’ perceptions that can be used formatively by faculty. 

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5. Uncovering Factors Influencing Instructors’ Decision Process when Considering Implementation of a Course-Based Research Experience

   https://doi.org/10.1187/cbe.19-10-0208  

   Genné-Bacon, Elizabeth A; Wilks, Jessica; Bascom-Slack, Carol (June 2020, CBE—Life Sciences Education)

   Spell, Rachelle (Ed.)

   Course-based undergraduate research experiences (CUREs) are an effective way to expose large numbers of students to authentic research, yet most laboratory courses still use traditional “cookbook” methods. While barriers to using CUREs have been captured postimplementation, little is known about the decision mindset before implementation or what features of CURE design may mitigate perceived barriers. Perception of an innovation (such as a CURE) influences the likelihood of its adoption, and diffusion of innovations theory posits that the decision to adopt is largely influenced by five perceived features of an innovation: relative advantage, compatibility, complexity, observability, and trialability. We conducted interviews with instructors considering using the Prevalence of Antibiotic Resistance in the Environment (PARE) project to assess their perceptions of CUREs and motivations for using PARE. Instructors viewed CUREs as having relative advantages over traditional methods; however, CUREs were also viewed as complex, with instructors citing multiple barriers. Instructors were motivated to use PARE because of its potential scientific impact and compatibility with their courses’ structures and resources. Instructors perceived PARE to have few barriers to implementation compared with other CUREs. Designing CUREs that address common instructor barriers and drivers could increase the rate of diffusion of CUREs. 

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