Instructional renovation : integrating a "good idea" in undergraduate classes

The integration of an instructional “good idea” in undergraduate classes through the natural and evolutionary process of instruction renovation was the focus of this study. More specifically, the question “What personal, contextual, and innovation-related forces act on the integration of active learning into the traditional signature pedagogies of university tenured faculty?” was addressed in an extensive research agenda spanning seven years. In the mixed methods study central to this research portfolio, self-nominating faculty who were proponents of active learning at the University of Saskatchewan shared their stories and perceptions about integrating active learning in their undergraduate classes through written data, surveys, questionnaires, focus group meetings, and individual interviews. The study revealed that the integration of active learning, and the development of unique personal signature pedagogies, took place naturally in a benignly neutral environment, when desire met with combinations of perceived needs and timely, resonating active learning solutions. Rather than “change,” instructional methods were gently “renovated” as participants experimented with solutions to address student learning needs. Active learning was fit together with personal and professional beliefs about student capabilities and effective instruction, and college signature pedagogies. Participants indicated that supportive faculty development, student enthusiasm and engagement, policy that neither encouraged nor discouraged active learning, and the benefits of active learning were driving forces. Restraining forces included unsupportive or negative students and peers, a lack of alignment between stated organizational values and enacted values regarding