Table 1 Categories for barriers and supports
From: Perceived supports and evidence-based teaching in college STEM
Definition/conceptualization | Example items |
|---|---|
Academic receptivity | |
Instructor perception of support from their academic department and colleagues towards implementing evidence-based teaching | Support: The culture in my department appreciates effort expended for teaching. Barrier: My efforts in teaching could be misconstrued as reduced efforts in research and hurt my career. |
Logistic | |
Instructor perception of the practical ease or challenge of implementing evidence-based teaching within their class constraints | Support: I am able to cover all of the core material. Barrier: I do not have enough class space for group activities. |
Student receptivity | |
Instructor perception of their students’ reaction to evidence-based teaching | Support: My students appreciate the interactive aspect of learning. Barrier: My students will not appreciate having to work more in class. |
Personal teaching preference | |
Instructor perception of alignment between their preferred teaching techniques and evidenced-based teaching | Support: Having an interactive classroom is more fun for me. Barrier: I am not comfortable teaching in an interactive way. |