Assessing challenges and affordances of a traditional instructor's pedagogical change during guided implementation of innovative pedagogy

In order to improve the understanding of issues that arise during implementation of innovative materials and practice, progressive pedagogical materials (developed using research based principles) were integrated into an introductory materials engineering course taught by an engineering instructor who had teaching with traditional classroom practice. To do this, a graduate research associate worked with the faculty member to support implementation of student engagement modules for four topics in the course which included: atomic bonding, crystal structures, dislocations and defects, and phase diagrams. During each class period a Reformed Teaching Observation Protocol (RTOP) observation was completed to assess the instructor's classroom pedagogical practice in order to determine how it might have changed over the course of the semester. Students in the course completed daily reflections and an exit course survey to assess their perception of how supportive various components of the course were to their learning. Data suggested there were minor changes in teaching behaviors over the semester, and that time spent on activities and number of slides in the instructor's presentation influenced these changes. Additionally, students perceived that many of the integrated innovative curriculum materials were supportive of their learning. Challenges and affordances for implementing the progressive pedagogical tools were also identified. These included time constraints, limitations due to textbook choice, and epistemological beliefs of instructor and students with respect to the nature of learning.