  A survey of 722 physics faculty conducted in 2008 found that many physics
instructors had knowledge of research-based instructional strategies (RBISs),
were interested in using more, but often discontinued use after trying.
Considerable effort has been made during the decade following 2008 to develop
and disseminate RBISs in physics as well as change the culture within the
physics community to value RBISs use and other forms of student-centered
instruction. This paper uses data from a 2019 survey of 1176 physics
instructors to understand the current state of RBIS use in college-level
introductory physics, thus allowing us to better understand some of the impacts
of these efforts on physics instruction. Results show that self-reported
knowledge and use of RBISs has increased considerably and discontinuation is
now relatively low. However, although the percentage of time lecturing is less
than 10 years ago, many instructors still engage in substantial lecturing.
Relatedly, we find that the majority of RBIS use centers on pedagogies designed
to supplement traditional lecture rather than pedagogies designed to supplement
an active learning classroom. This suggests that the PER community and beyond
has done well promoting knowledge about RBISs and inspiring instructors to try
RBISs in their courses. But, there is still room to improve. We recommend that
change agents focus on supporting instructors to increase the percent of class
time in active learning and to implement higher impact strategies.
