Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching

Abstract

We examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM faculty members that teach introductory courses at a USA research university. A total of 210 faculty were invited to complete the Teaching Practices Inventory (TPI), which measures the use of classroom-based HIPs, and were then directed to a follow-up survey to gather teaching network data if they qualified. A total of 90 faculty completed the TPI, with 52 respondents completing the network analysis portion. Ego-level data, as well as network structural position data, were collected through roster format listing all invited faculty. No correlations were found between these network metrics and TPI score. Furthermore, respondents with similar TPI scores showed no preference for interactions within their group. For example, faculty with widely varying TPI scores interacted with each other with no indications of HIPs diffusion. Although the literature suggests strong teaching networks are a necessary condition for broad diffusion of HIPs, these results indicate that such networks are not a sufficient condition. This has implications for the diffusion of HIPs specifically and institutional change generally. Engaging individuals that possess both structural positions and pedagogical knowledge may be needed to help strategically diffuse HIPs in their own networks, with institutional support and guidance most likely also required.