Perhaps the most important institutional activity for faculty in the learning paradigm is to take the lead in identifying learning outcomes for students and developing ways to ensure that graduates achieve those outcomes. These discussions can be valuable at the departmental level, but they are essential at the institutional level. Once learning outcomes are identified and measured, the next step is to set goals for improvement and try new methods to bring these improvements about. Educators have a tremendous amount of time and energy invested in the current paradigm and may be resistant or blind to the need to change. Faculty members have been trained by example to provide instruction and grade students.
Administrators hire and evaluate teachers on the basis of how well they present materials.
College and university policies often make it difficult for faculty to try new methods. Staff members have probably never been told that their jobs are to create an environment conducive to student learning. Despite these barriers, educators must make student learning a priority. They must establish expectations for learning outcomes, assess whether the expectations have been met, and set goals for improvement. Policies must be changed to encourage new methods.