Stages and processes of pedagogical change — An application of TTM

Faculty adoption of evidence-based instructional practices and their overall approach to pedagogical change has primarily been examined through stage-based models of change. While not readily applied to education, the Transtheoretical Model of Health Behavior Change (TTM) provides a cyclic, stage-based model of change that provides processes to advance through the stages while recognizing faculty context and self-efficacy that will support their pursuit of pedagogical change. This paper compares the currently used models of change to TTM and explores the application of TTM to Engineering Education.