Interactive teaching strategies have become increasingly important within undergraduate STEM education. Even when faculty have the will to change, barriers can impede the adoption process. Examining how faculty change is important. This paper examined implementation of a faculty development project. The project hypotheses were that faculty who participate in a supportive teaching network will make initial small changes in their teaching. Small changes will lead to increasingly larger changes over time. The purpose for this paper was to discuss the results of a formative evaluation and challenges associated with a process-focused grant. Results indicated that aligning the evaluation methods to the grant intention is important.
Division of Educational Psychology, Research Methods, and Education Policy
George Mason University