Predicting Change: What Increases Faculty Use Of Design And Group Projects?

Stakeholders often want evidence that curricular and pedagogical reforms will endure, but institutionalization of reforms is typically assessed superficially, if at all. This study involved developing and testing an Institutionalization Process Model. The model was developed from a qualitative investigation of factors influencing institutionalization of externally-funded curricular and pedagogical reforms at seven engineering schools. The reforms focused on content (design), method (group projects) and improving the climate for students underrepresented in engineering. The model posits that regulative, normative, and cognitive institutionalization processes affect the likely diffusion of curricular and pedagogical reforms beyond those directly involved in the reform effort. Institutional data and a faculty survey conducted at the seven engineering schools were used to test the model using logistic regression. Findings showed that cognitive institutionalization indicators had a stronger influence than regulative or normative indicators on diffusion of design and group projects. The normative indicator of perceived support for teaching was the only significant predictor of increased sensitivity to the needs of underrepresented students.