Abstract
The Diffusion of Innovations (DOI) model can be used to explore how faculty prioritize learning about and adopting new pedagogical approaches. Here, we use the DOI framework to contextualize biology faculty perceptions of a professional development (PD) program designed to help them create a full semester course-based undergraduate research experience (CURE) class at a large, public comprehensive university. PD sessions included exploring self-reflexive identity while fostering inclusive classroom spaces through understanding and interrupting implicit bias and microaggressions. This qualitative study sought to determine 11 biology faculty members' beliefs about the influence of their year-long PD on their CURE development and teaching practices. Findings suggest that faculty were motivated to teach CUREs for a variety of reasons. A common incentive was integrating research into a CURE to bring their passion into their classroom and to engage more students in research. This may be particularly important at institutions where faculty have a heavy teaching load. Faculty also reported modifying their teaching in their CUREs and other courses to be more inclusive and equitable. The importance of peer interactions in the PD was emphasized repeatedly as faculty learned from experts, the literature, and faculty who had already developed a CURE. Our results illustrate that a community of practice structure can enhance the learning aspect of the community, helping faculty consider their implementation of inclusive, equitable, and high-impact practices as an ongoing educational process for themselves and emphasizing the importance of reflection and iteration in a DOI framework.