In this issue of Inside Out, a publication of CCRC’s Scaling Innovation project, the authors assert that when a new instructional reform is introduced, faculty members’ perspectives can be broadly grouped into three categories: ready to act, ambivalent, and reluctant to change. The authors delve into these categories to examine the diversity of perspectives within each and the implications for faculty members’ investment in instructional reform. Understanding faculty members’ orientations toward reform is critical for institutional leaders as they work to engage all stakeholders in the process of reform.
A response to this issue of Inside Out by Heidi Johnsen, Professor of English and Program Director of the Accelerated Learning Program at LaGuardia Community College, is also available for download.
