Institutional climate for teaching and innovation as perceived by instructors
Session Time and Location
The effectiveness of initiatives to improve teaching and learning rests on understanding institutional capacity and readiness for change. To better understand capacity and readiness for change on our campus, we engaged in a systematic study of climate for teaching as perceived by instructors. Methodologies included classroom observations, surveys of classroom practices and the perceived climate for teaching innovation, and interviews with faculty members and department chairs. Findings reveal misalignment in many cases between perceived and actual practices, and understandings of climate for change and the value of evidence-based teaching that vary widely among faculty and between faculty and educational developers.