Section 2.1 Gaining Administrative Support
As discussed in part one of this history, the initial reform of the upper level physics curriculum had occurred with substantial administrative support. A college dean, for example, had helped the department chair to facilitate several retirements so that new faculty who cared about their teaching as well as their research had been hired. This department chair was interested in, well-educated about, and had attempted himself to use reform teaching techniques. Several new physics faculty were already succeeding in teaching well within a departmental culture in which effective teaching as well as productive research was now highly valued. Administrative support also had been critical in obtaining the resources needed to remodel and dedicate a classroom to the Paradigms in Physics courses. (See Part III).
After the initial reforms had been instituted, a new department chair had been promoted from within the department. This department chair had extensive knowledge and experience with the Paradigms in Physics program and had continued providing support in various ways during the second decade of the program.
Of critical importance were decisions about who was assigned to teach which courses. The students' first experiences in the paradigms in physics courses, for example, needed to be with faculty skilled in interactive engagement strategies. These faculty also needed to understand how the paradigms in physics courses fit together. They needed to be willing to give up some academic freedom to decide what and how to teach in order to sustain both the unusual ordering of the physics content in these courses and the emphasis on interactive engagement strategies.
Also important was assigning faculty teaching paradigms in physics courses to the Upper Division Curriculum Committee. The on-going conversations about student learning during these meetings enhanced the faculty's sense of shared ownership of this unusual curriculum.
In addition, thoughtful decisions about teaching assistant assignments ensured that TAs assigned to paradigms courses would be open to embracing the reformed content and pedagogy. Administrative support also was helpful in affirming unusual practices that, for example, TAs assigned to paradigms courses should participate in every class session as well grade homework and hold office hours.
Now entering the third decade with a plan to re-envision the program, the faculty needed to inform and gain the support of the department's newest chair, now officially called the head of the department. This individual had been hired from outside the university, was just learning about the current version of the Paradigms in Physics program, and was initiating a strategic planning process to align the department with the university's strategic plan. It was important, therefore, to explain the reasons for undertaking extensive curricular reform at this time and to communicate progress often.