Published on Mar 16, 2016

As is common with any major system implementation, change can be the hardest component to control for and manage. The introduction of adaptive learning technology in the classroom, despite its proven benefits, was a significant change for the faculty of American Intercontinental University. With hundreds of faculty, they had to address the reality of its impact on the faculty role while maintaining focus on operational goals. Initial faculty concerns eventually gave way to fully engaged faculty with new, clearly defined and effective roles. Using five guiding principles - involvement, feedback, clarity, pillars for change, and communication/support - Robert Manzer and Molly Sheahan of AIU share critical first steps in priming the path for faculty to “adapt to adaptive learning”.