Table 7 Summary, implications, and recommendations drawn from themes identified in this study

Variety of implementation

Constructivist theories of learning do not limit or suggest specific pedagogies, which should be chosen based on context. Success of pedagogies depends upon instructor’s use and understanding of how they connect to theory.

Prioritize participant understanding of learning theory. Model a variety of pedagogies that can be used in different contexts, but always connect these back to theory.

Lag between theory and practice

Faculty need time to change their practice to align with new understandings of student learning.

Adopt realistic expectations for the level of observable change in practice over time. Explore ways to institutionalize faculty development so it can take place over a number of years.

Robustness in highly vs. moderately ranked barriers

The elimination of barriers to widespread adoption of student-centered pedagogies is unlikely, but the perception of their magnitude can change over the course of professional development. Some barriers, such as content coverage and perceived effectiveness of lecture, can be more robust than others.

Be transparent with participants about known barriers to adoption of student-centered pedagogies. Return to barriers often throughout faculty development, discussing ways of minimizing them.

Student vs. faculty perceptions

Students often do not think about learning in the same way as faculty do. They may look for different factors in their evaluation of a course, and their own learning, than what faculty think are important. They may perceive student-centered practices, even when done well, as being inefficient or ineffective.

Emphasize the need for transparency with students. Support instructors in developing tools to help their students explore what it means to learn. Make it clear that some student dissatisfaction is often to be expected, even with the most effective pedagogy.