Abstract
This article presents the results of ethnographic and survey research conducted as part of a project designed to identify barriers and affordances to the adoption of evidence-based instructional practices in higher education. It focuses particularly on the role that faculty identity plays in approaches to teaching. The mixed-methods approach used in this study facilitates an exploration of the relationship between faculty identity and instruction. This is a time of dynamic change in higher education as a whole and in the practice of anthropology. An applied approach provides guidance for anthropology departments seeking to meet the challenges of this dynamic moment. Results of this study have clear implications for anthropology degree programs and teaching goals, as well as the evolution of the field of practice in anthropology.
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