Making Changes: How Faculty Do It
The process of making instructional changes has not been studied much at all—perhaps because it seems like a simple process. We discover a new idea, are persuaded it's something worthwhile, think it's doable, and we do it! But if that's all that's involved, then how do we explain the widespread failure to implement the changes repeatedly documented by research to promote more and better learning? Or, how do we account for the millions of dollars spent by organizations such as the National Science Foundation (NSF) on educational reform that has resulted in few lasting changes?