Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?
Open accessAbstract
The time has come for all biology faculty, particularly those who teach undergraduates, to develop a coordinated and sustainable plan for implementing sound principles of teaching
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Instructors still face multiple barriers for incorporating evidence-based practices, including the reading of PSL, in the undergraduate STEM classroom.
“Similarly, despite these published approaches, instructors still face multiple barriers for incorporating evidence-based practices (including the reading of PSL) in the undergraduate STEM classroom, suggesting an urgent need for additional resources to support PSL in STEM education (Brownell and Tanner, 2012).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Brownell and Tanner, 2012
In the section “Focusing on the Big Three: Lack of Training, Time, and Incentives” (page unavailable), the paper describes barriers to adopting evidence-based teaching, including limited training, time, and incentives. It does not address barriers to assigning or reading primary scientific literature (PSL) specifically, so that example is unsupported by this source. (LLM, conf=0.85)
Experimental — accuracy not yet measuredBarriers to teaching PSL are exacerbated by the limited time, lack of training, and dearth of incentives for many faculty to reform their teaching.
“These barriers are exacerbated by the limited time, lack of training, and dearth of incentives for many faculty to reform their teaching (Brownell and Tanner, 2012).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Brownell and Tanner, 2012
Many instructors report having limited time themselves as a barrier for curricular changes.
“many instructors also report having limited time themselves as a barrier for curricular changes (Brownell and Tanner, 2012).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as Brownell and Tanner, 2012
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Cites
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What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs
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“…teaching as they do their research, may not recognize that the teaching strategies they use are not as effective as other strategies, or may not recognize that comfort and familiarity often dictate their choices of teaching method (Cole, 1982; Bouwma-Gearhart, 2012; Brownell and Tanner, 2012).”
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- Authors
- Brownell, S. E., & Tanner, K. D.
- Affiliations
- Stanford University (US)
- San Francisco State University (US)
- Corresponding author
- Tanner, Kimberly D.
- ORCID
- Brownell, Sara E.
- Venue
- CBE—Life Sciences Education
- Published
- 2012-12
- Volume
- 11
- Issue
- 4
- Pages
- 339-346
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC3516788
- OpenAlex
- W2106383683
- Cited by
- 797
- References
- 4
- Citations by year
- 2026: 58 · 2025: 75 · 2024: 97 · 2023: 67 · 2022: 86 · 2021: 80 · 2020: 75 · 2019: 65 · 2018: 61 · 2017: 29 · 2016: 41 · 2015: 37 · 2014: 14 · 2013: 10 · 2012: 1
- FWCI
- 96.39
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Innovative Teaching Methods
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Keywords
- pedagogical change, biology faculty, undergraduate teaching, faculty development, professional identity, teaching incentives, faculty training, barriers to change, teaching principles
- MeSH terms
- Career Choice, Faculty, Motivation, Research, Science, Stress, Psychological, Teaching, Time Factors, Models, Educational
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