The rapid diffusion of clickers at their university leads the authors to propose that faculty development strategies may gain in being explicitly informed by both the scientists' most immediate needs as teachers and the findings from diffusion of innovation research. This article explores how a relatively hands-off approach to faculty development may be a gateway to instructional change at research universities.
Details
Type Journal ArticlePub Date 5/1/2014Stock # jcst14_043_05_22Volume 043Issue 05