Bob Olin, University of Alabama
GETTING FACULTY DEPARTMENT LEVEL • A strong chair that is committed to project. • Atmosphere that is open to innovation. • Departmental realization of the needs for change. • Strong core group of faculty committed to course redesign. Critical to have some senior members in this entourage. ADMINISTRATIVE LEVEL • Strong support for course redesign from the Dean, Provost and President. • Healthy climate for innovation in teaching. • Reward structure for improvement in student learning. • Provide sufficient resources at the beginning of course redesign. • Realization where negative forces will come from. Areas of resistance • Faculty that do not perceive a student-learning problem. • Faculty that perceive more effort in teaching reduces the effort devoted to research. • Other departments and colleges that will feel that resources devoted to course redesign comes at their expense. • Faculty that will feel technology will replace their jobs. • Faculty that will perceive improved learning is being bought. Critical Areas for Success • Strong assessment and evaluation procedures. • Reward structure for faculty involved in course redesign. • Sense of urgency. • Publicity and education for parents. • Education of students about helping them become self-learners, and active learners. • Education of teachers about losing control.