Abstract
This article proposes a recommended course of action for faculty development based upon Rogers’ theory of Diffusion of Innovations and data collected in a study looking at the prevalence of use of learning-centered teaching practices. Specific faculty development strategies are aligned with Rogers’ factors influencing decisions to adopt innovations. The analysis of data indicated that 14% of the faculty members interviewed used predominately learning-centered teaching approaches and 8% rejected learning-centered teaching. Between these extremes, the others used learning-centered teaching components that fit with their personal teaching style and naturally suit their discipline. These recommendations will assist faculty developers, deans, chairs, and mentors in helping faculty members adopt learning-centered teaching practices.
Similar content being viewed by others
References
Blumberg, P. (2004). Beginning journey toward a culture of learning-centered teaching. Journal of Student Centered Learning, 2, 68–80.
Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. San Francisco, CA: Jossey-Bass Publishers.
Blumberg, P., & Everett, J. (2005). Achieving a campus consensus on learning-centered teaching: Process and outcomes. To Improve the Academy, 23, 191–210.
Blumberg, P., & Pontiggia, L. (2011). Benchmarking the learner-centered status of courses. Innovative Higher Education, 46, 189–202.
Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experiences and school. Washington, DC: National Academies Press.
Doyle, T. (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus.
Hines, S. (2011). How mature teaching and learning centers evaluate their services. To improve the academy, 30, 277–289. San Francisco, CA: Jossey Bass.
Kebaste, M., & Sims, R. (in press). Using instructional consultation to support faculty in learner-centered teaching. Journal of Faculty Development, 30
Mahalingam, M., Schaefer, F., & Morlino, E. (2008). Promoting student learning through group problem solving in general chemistry recitations. Journal of Chemical Education, 85, 1577–1581.
Pape-Zambito, D., & Mostrom, A. (2014). A formal active mentoring program for teachers and its implementation. Retrieved from lillyconferences.com/bethesda/presenters/?subject=show_details&_year=2014&sid=878#878
Ravitz, J., Becker, H. & Wong, Y. (2000). Constructivist-compatible beliefs and practices among US teachers. Retrieved from http://www.crito.uci.edu/TLC/findings/report4/body_startpage.html
Rogers, E. (2003). Diffusion of innovations (5th ed.). Delran, NJ: Simon and Schuster.
Shulman, L. S. (2004). Teaching as community property. San Francisco, CA: Jossey-Bass.
Sorcinelli, M. D., Austin, A. E., Eddy, P. L., & Beach, A. L. (2006). Creating the future of faculty development. Bolton, MA: Anker Publishing Co.
University of the Sciences, Teaching and Learning Center (2005). Self-study of the teaching and learning center of the University of the Sciences (internal document. Philadelphia, PA: University of the Sciences.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Blumberg, P. Factors that Influence Faculty Adoption of Learning-Centered Approaches. Innov High Educ 41, 303–315 (2016). https://doi.org/10.1007/s10755-015-9346-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10755-015-9346-3