1. READINESS CRITERIA What does it mean to be ready to do a major course redesign? Is your institution ready? Which courses are readyi.e., are good candidates for a comprehensive redesign?

2. READINESS CRITERIA What impact would redesigning the course sequence have on the curriculum, on students and on the institutioni.e., why do you want to redesign this course?

3. FACTORS TO CONSIDER WHEN THINKING ABOUT HIGH IMPACT High drop-failure-withdrawal rates Student performance in subsequent courses Students on waiting lists Student complaints Other departmental complaints Lack of consistency in multiple sections Difficulty finding qualified adjuncts

4. READINESS CRITERIA Are decisions about curriculum in this department, program or school made collectivelyi.e., beyond the individual faculty member level? Are the faculty able and willing to incorporate existing curricular materials in order to focus work on redesign issues rather than materials creation?

5. READINESS CRITERIA Do the faculty members have an understanding of and some experience with integrating elements of computer-based instruction into existing courses? Have the course sequences expected learning outcomes and a system for measuring their achievement been identified? Do the project participants have the requisite skills?

6. READINESS CRITERIA Do the faculty involved have a good understanding of learning theory? Is your campus committed to a partnership among faculty, IT staff and administrators in both planning and execution of the redesign?

7. WHY INSTITUTIONAL TEAMS? Faculty experts Administrators Technology professionals Assessment experts

8. READINESS CRITERIA 1. High impact 2. Collective decision-making 3. Willingness to incorporate existing materials 4. Experience using technology 5. Learning outcomes and way to measure 6. Requisite skills 7. Understanding of learning theory 8. Commitment to a partnership