Motivation
                                    Physics has been a leader among other STEM disciplines in the 
                                     development, testing, and dissemination of new teaching methods.
                                    Much is known about how to best teach physics, but many lecturers still 
                                     don’t use these methods.
                                    The lack of knowledge about how to effectively spread and sustain the 
                                     use of research-based instructional strategies is currently a significant 
                                     barrier to the improvement of undergraduate physics education.
                                 The study
                                    Larger project goal: development of change processes that can increase 
                                     the use of research-based teaching in a way that is effective, 
                                     widespread, and sustained. 
                                    In this paper: explore how physics faculty learn about teaching 
                                     innovations, how they use these innovations, and the interplay between 
                                     these two. 
                                    Focus: the Research-Based Instructional Strategy (RBIS) of Peer 
                                     Instruction.
                                    Methodology: interviews with 35 physics faculty, of varying institution 
                                     types, who were self-reported users of, former users of, or 
                                     knowledgeable non-users of Peer Instruction.
                                     Peer Instruction
                                        Chosen because it’s the best known RBIS for introductory physics.
                                        The PI protocol:
                                          1. Brief lecture on topic (7–10 mins)
                                          2. Students shown a question (usually MCQ)
                                          3. Students think individually
                                          4. Students answer individually
                                          5. Students discuss with a peer (if ~20–80% answer correctly)
                                          6. Students answer individually again
                                          7. Lecturer discusses results and correct answer
                                         PI has been found to
                                             Improve student learning of physics content.
                                             Reduce the gender gap.
                                             Be successful in secondary school and in other scienes.
      Peer Instruction
         1) Faculty self-reported user status is an
         unreliable measure of their actual practice