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This Work-In-Progress paper summarizes insights from early research activities related to a National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) project investigating faculty adoption of evidence-based instructional practices (EBIPs) in engineering classrooms. We are investigating EBIPs in engineering classrooms because, although instructors are interested and willing to adopt them, uptake by engineering faculty is lagging. To understand what is driving limited incorporation of EBIPs, our research objectives are anchored in our overlying goal of examining the lived experience of engineering faculty as they seek out and try innovative teaching practices (i.e., EBIPs) in their courses. This paper reports insights from early exploratory interviews with engineering faculty around their experiences with trying EBIPs. We report on general patterns observed during the early stages of our analysis of the interview transcripts with three engineering faculty (n = 3). We discuss how our analysis informs the next steps of our overarching investigation and briefly discuss the broader significance related to the context of faculty approaches for implementing EBIPs into their engineering courses. 

Abstract Understanding how anthropogenic disturbances affect plant–pollinator systems has important implications for the conservation of biodiversity and ecosystem functioning. Previous laboratory studies show that pesticides and pathogens, which have been implicated in the rapid global decline of pollinators over recent years, can impair behavioral processes needed for pollinators to adaptively exploit floral resources and effectively transfer pollen among plants. However, the potential for these sublethal stressor effects on pollinator–plant interactions at the individual level to scale up into changes to the dynamics of wild plant and pollinator populations at the system level remains unclear. We developed an empirically parameterized agent‐based model of a bumblebee pollination system called SimBee to test for effects of stressor‐induced decreases in the memory capacity and information processing speed of individual foragers on bee abundance (scenario 1), plant diversity (scenario 2), and bee–plant system stability (scenario 3) over 20 virtual seasons. Modeling of a simple pollination network of a bumblebee and four co‐flowering bee‐pollinated plant species indicated that bee decline and plant species extinction events could occur when only 25% of the forager population showed cognitive impairment. Higher percentages of impairment caused 50% bee loss in just five virtual seasons and system‐wide extinction events in less than 20 virtual seasons under some conditions. Plant species extinctions occurred regardless of bee population size, indicating that stressor‐induced changes to pollinator behavior alone could drive species loss from plant communities. These findings indicate that sublethal stressor effects on pollinator behavioral mechanisms, although seemingly insignificant at the level of individuals, have the cumulative potential in principle to degrade plant–pollinator species interactions at the system level. Our work highlights the importance of an agent‐based modeling approach for the identification and mitigation of anthropogenic impacts on plant–pollinator systems.