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Abstract Title: Variables that Correlate with Faculty Use of Research-Based Instructional Strategies
Abstract: During the Fall of 2008 a web survey was completed by a representative sample of 722 physics faculty across the United States.  This poster describes how 20 predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS).  Profiles were developed for each of four faculty levels of knowledge about and use of RBIS.  Logistic regression analysis was used to identify five significant predictor variables.  High levels of knowledge and use of RBIS were associated with the following characteristics: attendee of the physics and astronomy new faculty workshop, attendee of at least one talk or workshop related to teaching in the last two years, satisfaction with meeting instructional goals, regular reader of one or more journals related to teaching, and being female. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.
Abstract Type: Contributed Poster

Contributed Poster

Contributed Poster: Download the Contributed Poster

Author/Organizer Information

Primary Contact: Charles Henderson
Western Michigan University
Kalamazoo, MI 49008-5252
Co-Author(s)
and Co-Presenter(s)
Melissa H. Dancy, Department of Physics, Johnson C. Smith University, Charlotte, NC 28216, USA

Magdalena Niewiadomska-Bugaj, Department of Statistics, Western Michigan University, Kalamazoo, MI 49008, USA