  Research has shown that it is challenging to change departmental culture to
support the adoption of transformed teaching practices. Michigan State
University is working to transform its introductory physics courses by engaging
faculty in discussions about the scientific practices and core ideas of the
discipline, and to use those discussions to drive change to both assessments
and classroom instruction. Here we discuss our model of change, its
implementation in the Physics and Astronomy department, the challenges
encountered along the way and how we've mitigated those challenges, and tools
to measure the impact of this change.
