Proposing a Response Hierarchy Model to Explain How University Faculty Adopt Teaching Interventions

Despite the high volume of existing Computer Science Education research, the literature indicates that these evidence-based practices are not making their way into classrooms. While K12 faces pressures from policy and increasing opportunities through professional development to learn these best practices, Higher Education does not have the same accelerants. This paper proposes a variant on a response hierarchy model from marketing literature to illustrate how faculty become aware of and choose to adopt pedagogical interventions.

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