  We have examined the teaching practices of faculty members who adopted
research-based instructional strategies as part of the Carl Wieman Science
Education Initiative (CWSEI) at the University of British Columbia. Of the 70
that adopted such strategies with the support of the CWSEI program, only one
subsequently stopped using these strategies. This is a tiny fraction of the 33%
stopping rate for physics faculty in general [Henderson, Dancy, and
Niewiadomska-Bugaj, PRST-PER, 8, 020104 (2012)]. Nearly all of these UBC
faculty members who had an opportunity to subsequently use RBIS in other
courses (without CWSEI support) did so. We offer possible explanations for the
difference in quitting rates. The direct support of the faculty member by a
trained science education specialist in the discipline during the initial
implementation of the new strategies may be the most important factor.
