The development and delivery of college classes is a core practice of the professoriate. Central to both institutional and faculty identity, the practice and goals of instruction are differently defined by instructors, administrators, and students. Teaching priorities, approaches, and practices valued by faculty are often notably different from those promoted in institutional policy. As a result, institutional and individual strategies are often at odds, and identity is constantly (re)negotiated in terms of a contested practice. This talk will present research focused on the cultural landscape of the professoriate, and an associated workshop will engage with making evidence-based change in teaching practice. Campus barriers and affordances to the successful implementation of evidence-based instructional tools and practices have implications for instructional practice, for students, and for policy.