Implementation Issues

Indiana University–Purdue University Indianapolis

Looking back on the course pilot itself, what worked best?

• Having those faculty whose respective sections of Introduction to Sociology and Elementary Composition were linked visit each other's classes regularly and keep in close contact with each other.
• Using Oncourse to coordinate class activities and to supplement in-person discussion and conversation.
• Discussing the writing assignment in detail.

What worked least well?

• Simply handing out the writing assignment, without explaining it in any detail (again, applies to the Introduction to Sociology faculty)
• Having "linked" Introduction to Sociology and Elementary Composition sections use the same book but approach it differently. Students complained that they had to read material in one class that they had already been required to read in another class.

What are the biggest challenges you face in moving from the course pilot to the project's next phase?

Regarding adequate coverage of course content, we have added a module on sociological research methods, which takes considerably longer to complete than the traditional approach to research methods. This shortens the amount of time we are able to devote to coverage of substantive material.

We face the most serious problems in the area of faculty development and support. During this developmental phase, faculty are being asked to do more (both learning and incorporating technology and visiting each other's classes) than they have in the past.

The primary challenge in the technology area is bringing all faculty "up-to-speed" in taking advantage and making creative use of technology. At present, there is a wide gap between the least technologically sophisticated and most technologically sophisticated members of the department. Narrowing that gap is a priority. While Oncourse is by no means a perfect Web-based instructional platform, it is in general acceptable. Further, the developers and custodians of Oncourse are reasonably open to change and to implementing faculty suggestions, when feasible.

The faculty group most adversely affected is the part-time English instructors who teach a high percentage of Elementary Composition sections. They are typically on campus during very circumscribed time periods since many of them have jobs off-campus as well. Their ability to participate fully in the linked part of the redesign is both critical and in doubt. In addition, there is an ongoing need to "socialize" some sociology and writing faculty as to the value of the approach we are taking.

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