Making changes: gathering evidence or going with you gut?

I find myself in the challenging conundrum of working in education that as instructors we have a huge amount of freedom to change our delivery and lesson plans, yet when it comes to making simple changes of course curriculum, the amount of red tape is horrendous to the point of  what might be identified as active disengagement of faculty. This causes a ripple effect of perhaps adding course content that is not identified in the course outcomes, but then the course outcomes may sometimes become secondary or not achievable  due to the lack of importance put on them by the instructor.

 

carol burnett maid GIF

retrieved from: https://giphy.com/search/banging-head-against-wall

In industry we make changes fast and furiously, I personally wanted to be ahead of trends or be a trendsetter, so I felt empowered to implement and changes as seen fit by my supervisors. The first time I was involved with updating a course outline, I was shocked at the process and how long it takes to make effective changes. With more experience form the education perspective now, I know why!

 

There are so many stakeholders besides your personal opinions, it needs to be considered that if effective evidence is not gathered, are you really basing your decisions on facts? As we are hired because we are industry experts, what I have found, although gathering the evidence takes time, going with your intuition most often can be quantified by evidence in the long run. Compromise is key and hopefully have a strong curriculum foundation, then we can be better prepared to be proactive in our courses rather the reactive!

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