Developing a conceptual model of mentorship‐guided instructional change

Background Evidence‐based instructional practices, such as active learning and formative assessment, are recognized for their ability to significantly improve student learning outcomes in engineering education. However, widespread adoption of instructional change is often limited due to various barriers that faculty face, such as institutional resistance, lack of resources, and insufficient guidance. Purpose This study explores a course‐specific mentorship program designed to support engineering faculty in overcoming these barriers and fostering instructional change. The goal of this exploration is to construct a conceptual model of how mentorship programs can facilitate the adoption of innovative practices and address challenges faculty encounter. Design/Method A constructivist grounded theory approach was employed, using semi‐structured interviews with 26 mentees and 8 mentors to develop a conceptual model based on their experiences. Findings The resulting conceptual model articulates the adoption of innovative practices across three interconnected phases: Readiness, the Implementation Cycle, and Integration. Findings illustrate that instructional change is inherently nonlinear and iterative, with embedded mentor support—including tailored resource provision, collaboration, and structured reflection—enabling faculty to navigate classroom obstacles and achieve sustained adoption. Implications This study highlights the importance of targeted mentorship programs in bridging the awareness‐to‐practice gap in instructional change. By offering course‐specific guidance, mentorship programs can enhance faculty development and foster sustained implementation of innovative practices.