Following Change: Physics Faculty Attitudes as they Move Towards Active and Collaborative Learning

While the benefits of evidence-based teaching practices for student learning, engagement, and persistence are well documented, adoption of such practices in science, technology, engineering, and mathematics (STEM) courses is slow. We present a study of the perceptions of physics faculty as they engage in efforts to transform teaching towards active and collaborative learning (ACL) in high-traffic introductory courses. This is an effort that is taking place in physics, mathematics, and computer science. In this presentation we focus on the effort in the calculus-based introductory physics sequence. We investigate physics instructors' perception of the purpose and value of evidence-based teaching practices and participation in collaborative course coordination and revision efforts. While the movement to online instruction was a barrier for some instructors, Spring 2021 interviews revealed that overall, participating instructors were proponents of ACL. Indeed, some instructors had been using ACL strategies to varying degrees in their courses, even before our change efforts began. We will follow this change by discussing faculty interviews from early 2022.