Physics instructors’ knowledge and use of active learning has increased over the last decade but many still lecture too much

A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable effort has been made during the decade following 2008 to increase RBIS use and other forms of student-centered instruction. This talk uses data from a 2019 survey of 1176 physics instructors to describe the current state of RBIS use in college-level introductory physics. Results show that self-reported knowledge and use of RBISs has increased considerably and discontinuation is now relatively low. However, while fewer than in 2008, many instructors still engage in substantial lecturing. We also find that the majority of RBIS use centers on pedagogies designed to supplement a primarily lecture-based classroom rather than to support an active learning classroom. We recommend that change agents focus on supporting instructors to implement higher impact strategies.