The impact of change strategies on faculty practice
Before we delve into a discussion of how to improve reform efforts, it is helpful to first consider the
impact of past efforts. Until recently there has been very little knowledge about the degree to which
STEM faculty know about or use instructional strategies that are consistent with the research base.
However, survey‐based research in Engineering [3], Geoscience [4], and Physics [5,6] now allows us to
estimate the impact of the current wave of change efforts, which we roughly characterize as the last two
decades. During this time the NSF and other funding sources have provided substantial support for