Abstract

With much evidence calling for supporting faculty in their endeavors not only to teach online, but also to create new courses and even whole programs, several important questions arise. What might be an effective way to lead this sort of institutional change? What is the best way to design single courses and even entire programs? What does the process look like for someone trying to manage this sort of endeavor? This paper attempts to provide possible answers to these questions. Leading the change is examined through the lens of a situational leadership approach and the importance of developmental levels and leadership styles, along with strengths and weaknesses involved. Program design is examined from a four-pronged approach; learner-centered, knowledge-centered, assessment-centered, and community centered. Finally, managing the project is developed, with topics including organizing and motivating, developing people and communicating, and measurement and analysis.