Tracking the spread of research-based instructional strategies

Geoffrey L. Herman, Irene B. Mena

Research output: Chapter in Book/Report/Conference proceedingConference contribution


The adoption of research-based instruction strategies (RBIS) by faculty is generally perceived as being slow. Faculty resist change, reject data that demonstrates the effectiveness of RBIS, and prioritize research over teaching. Even when faculty attempt to use RBIS, they often do so with poor fidelity to the original design of the RBIS. By organizing faculty into communities of practice, we are observing a sudden surge in the adoption of RBIS across STEM departments. Through this work in progress we present preliminary data that we have collected to understand exactly why many faculty are now adopting RBIS. While this effort has led to the adoption of many RBIS, we focus on the adoption of personal response systems (clickers) and Peer Instruction. Preliminary data suggests that faculty adoption is being driven by community and collaborative instruction.

Original languageEnglish (US)
Title of host publication2015 IEEE Frontiers in Education Conference
Subtitle of host publicationLaunching a New Vision in Engineering Education, FIE 2015 - Proceedings
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781479984534
StatePublished - Dec 2 2015
Event2015 IEEE Frontiers in Education Conference, FIE 2015 - El Paso, United States
Duration: Oct 21 2015Oct 24 2015

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565


Other2015 IEEE Frontiers in Education Conference, FIE 2015
Country/TerritoryUnited States
CityEl Paso


  • change
  • clickers
  • communities of practice
  • research-based instructional strategies

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications


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