Much is being said in education about the value of adopting data-based or analytics approaches to instructional improvement. One important group of stakeholders in this effort is the faculty. “In many cases, the key constituency group is faculty, whose powerful voice and genuine participation often determine the success or failure of educational innovations, especially those that involve pedagogical and academic change” (Furco & Moely, 2012, pg. 129). This paper reports the results of an exploration of factors that influence faculty to consider or reject using analysis of student data to improve instruction based on social cognitive theory. Self-efficacy, value of the outcome, and feasibility of using a student data-based reflection process were found to be related to the actual use of components of the reflection process by faculty.

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