Enrollment growth, high participation rates, revenue growth, curriculum expansion, and acquisition of physical resources are seen as indicators of a successful institution in the Instruction Paradigm. In the Learning Paradigm, however, institutions that have identified goals for learning and student success outcomes and that can document achievement will be the most successful. Rather than focusing on the quality of entering students, these institutions will be concerned about the quality of exiting students and how much those students have learned. Under the Instruction Paradigm, faculty are primarily lecturers. Students are often competitive and individualistic.
Faculty members carry out their functions independently of one another.
Teachers classify, sort, and grade students. In contrast, under the Learning Paradigm, faculty will be designers of learning methods and environments. They will be managers, promoters, and facilitators of student learning in much the same way as a coach facilitates the very best performance of an athlete. They and their students will work in teams with each other and with other campus staff. The teacher's job will be to develop every student's competencies and talents.