Category | Construct/dimension, n (alpha) | Description (example question) |
---|---|---|
Perceived external instructional barriers | Students, n = 6 (α = .76) | Limited student preparation and negative attitudes about active learning (Students are resistant or unwilling to engage/interact in an active learning class) |
Departmental, n = 4 (α=.78) | Departmental structures and expectations not conducive to implementing EBIPs (My department norm for teaching is lecture) | |
Limited supports, n = 6 (α = .68) | Lack of funds, human resources, and collegial supports (The amount of TA support needed is not available) | |
Perceived internal instructional barriers | Faculty beliefs, n = 9 (α=.80) | Faculty beliefs about active learning, discipline, fears of failing (I have to cover too much content and don’t have time to implement EBIPs) |
Prior experiences, n = 2 (α = .80) | Bad prior experiences with EBIPs (I have had a bad experience with evidence-based instructional practices as a student and do not want to try it) | |
Professional identity | Work-based, n = 9 (α = .68) | Identity related to connecting with the larger academic/professional community (I am committed to the university mission, vision, and goals for teaching) |
Self-based teaching, n = 7 (α = .79) | Identity related to connecting with the university teaching community (I see myself as an educator in a university setting) | |
Skill-based teaching, n = 4 (α = .89) | Identity related to improving teaching (I demonstrate strong commitment to ongoing growth in my teaching skills) | |
Self-based research, n = 7 (α = .93) | Identity related to connecting with the university research community (I feel a part of a community of researchers) | |
Skill-based research, n = 4 (α=.92) | Identity related to improving research (I have a passion for continuous learning and excellence in research) |