A model of peer effects on instructor innovation adoption

Abstract

A considerable body of evidence demonstrates that active, student-centered instructional practices are more effective than lecture-based, transmissionist approaches in improving undergraduate STEM learning. Despite this evidence and extensive reform initiatives, the majority of STEM instructors continue to teach didactically. Awareness of teaching innovations is widespread in some STEM disciplines, and instructors report trying new instructional approaches, yet the majority of them fail to continue using active learning strategies. Recent work suggests that the decision to experiment with and persist in using a teaching innovation is influenced more by instructors’ perceived supports (e.g., access to curricular resources, supportive colleagues, positive departmental climate toward teaching) than perceived barriers. This commentary expands on the notion that the instructional decision-making process is personal and influenced by both individual and contextual factors to explicitly model the potential mechanisms by which peers encourage or discourage adoption of teaching innovations. We also discuss implications of this work for future research. We hope that this model will be helpful for work related to increasing the prevalence of active, student-centered instruction in undergraduate STEM.

Investigating the linkage between professional development and mathematics instructors’ use of teaching practices using the theory of planned behavior

“…Social norm showed no direct effect on behavioral intent or indirect effect on behavior, indicating that instructors' perceptions of support from colleagues had no measurable impact on their intent to use IBL nor their intensity of use of IBL methods. This finding is inconsistent with prior research that has shown linkages between department culture or support and RBIS use [16,62] However, this finding is consistent with prior research using the TPB, where social norms typically have weak associations to behavioral intent [32]. One explanation for this finding is that many of the workshop participants received financial support from their department or institution to attend the conference, thus were less likely to perceive lack of support as barrier to RBIS use.…”

Technology acceptance by university lecturers: a reflection on the future of online and hybrid teaching

“…How universities can best apply these to further adoption methods, or mandate technology usage as a term of employment, requires further observation, particularly regarding hybrid instruction. Further, we agree with McConnell et al (2020) that research on the relationship between instructional staff information exchange and technology adoption is needed. Results would allow universities to better develop future decision making and adoption processes, particularly as higher education enters the metaverse.…”

Peer Mentorship In Interdisciplinary STEM Education: The Underrepresented Groups Experience

“…Students receiving validation by having their ideas accepted and valued by peers and teachers demonstrates important contributions (McConnell, 2020;Salomone, 2017); as such, opportunities to problem solve and succeed increase a student's self-efficacy in education and in that field and increase their motivation to persist (Mistele et al, 2019;Zavala & Hand, 2019).…”

“…This mismatch of pedagogical approaches creates gaps where such students feel alienated because the biological sciences require a different method of rigorous reasoning to achieve a level of proficiency in the subject. Therefore, creating peer mentor collaborative problem-based learning with a cohort of interdisciplinary students would ensure students succeed in their I-STEM education through positive interactions with their peers and curricular content (Langer-Osuna, 2017;McConnell et al, 2020).…”

“…Being part of a community of learners can increase a student's sense of belonging (Chickering et al, 2015), feelings of validation from having ideas accepted, and feeling valued by peers. This is essential to improve I-STEM students' self-perception (McConnell, 2020;Salomone, 2017) and opportunities to problem solve and succeed in increasing a student's self-efficacy, and increasing their motivation to persist (Mistele et al, 2019;Zavala & Hand, 2019). I had anticipated hearing from students in I-STEM about their sense of belonging in the community; however, I discovered students formed bonds with two communities: a community of learning in their discipline, such as biology, and a community of learning in the I-STEM discipline of computer science.…”