Table 1 Overview of research focused on faculty perceptions of barriers to implementing EBIPS

Michael, 2007

Don’t know how to do active learning, don’t come prepared for class, unwilling to engage, lack maturity, difficult due to student heterogeneity

Too much prep time required, less control, colleague perceptions, risk of poor student evals, don’t know how to do it

Inappropriate classroom design, too much time—can’t cover content needed, assessment difficult, class size challenges, hard to predict learning outcomes, hard to ensure quality in multiple sections, not enough learning resources, standard classroom periods

Faculty reward structure favors research

Sunal et al., 2001

–

Time

Resources, turf conflicts

–

Walder, 2015

Absenteeism, resistance, commitment

Time constraints, fears, energy investment

Need for TAs, problematic tech, class too large, technical complexity, organizational difficulties, in-class assignments, subject, discipline-specific issues

Financial, national constraints

Brownell & Tanner, 2012

–

Lack of time and training, professional identity tensions

–

Lack of incentives; professional identity as researcher preferred

Porter & Graham, 2016

–

–

Insufficient infrastructure availability, tech support, pedagogical support, evals

Faculty and administrator goal alignment for adoption

Turpen et al., 2016

–

Time, content coverage loss, bad past experience with EBIPs

–

–

Dancy & Henderson, 2008

Resistance

Content coverage expectations, lack of time

Class size and room layout, time structure

Departmental norms

Elrod & Kezar, 2017

–

Belief that change only happens at dept level or requires a grant, expecting an EBIP to work without tailoring to institution, faculty belief in their role as sage on the stage, lack of expertise in the EBIP, belief that more people have bought in than actually have, implicit theories about change; lack of consideration in informing students of change and rationale

–

Lack of incentives, lack of support for data collection and analysis, inadequate planning for buy in, department tension for turf, resources, workload, shifts in leadership, changes in team membership

Henderson & Dancy, 2007

Attitudes to school/lack responsibility/only here for degree, student resistance/don’t like to interact/not prepared to think independently

Lack of time/too busy teaching load and research

Time structure/fixed semester length/limited class time, class size, room layout

Expected content coverage, departmental norms

Hora, 2012

–

–

Type of course influences teaching by dictating feasible and appropriate course pedagogy

Teaching loads (dictate time available for teaching-related activities), teaching evaluations because of their role in personnel policies (i.e., tenure and promotion)

Shadle, Marker, & Earl, 2017

Student resistance, unprepared students

Loss of autonomy, resistance to change, competes with research, lack of pedagogical skills/information, lack of confidence in EBIPS

Time constraints, instructional challenges, inadequate resources, rigid or ambitious nature of EBIPs, vague end state/process to get there

Insufficient faculty assessment methods and processes, conflicts with institutional rewards/priorities, current culture is unsupportive, departmental divisions, misalignment with accreditation requirements