A SCIENCE FACULTY MOTIVATION ANALYSIS TO ADOPT EVIDENCE-BASED TEACHING

Abstract

The most common teaching practice in America’s universities is lecturing and this study investigated faculty reasons for continuing this practice in their particular departmental contexts. This study examined data from faculty surveys, interviews, classroom observations and departmental artifacts using the expectancy-value theory as an analytical framework for understanding faculty motivational components to adopt evidence-based teaching. Some key expectancies and values identified in this study included class size, the need for credible evidence, department communication, department teaching expectations, and achieving tenure. This work also updated previous EVT models by identifying new expectancies and values to consider when working at a local level with faculty. This study proposes a new professional development model for future use when working with faculty on the research-to-practice gap issues.