The experience of a University of Rhode Island department in developing a new curriculum illustrates the difficulty of accomplishing meaningful change in the context of institutional regulations, divergent faculty priorities, institutional needs, and department politics. It is concluded that a new curriculum is not necessarily an effective change…

A survey of 300 college faculty across disciplines suggested that many faculty encounter conditions that hinder collegiality concerning undergraduate teaching issues. These difficulties include faculty isolation and fragmented communication, constrained resources, and inappropriate evaluation and reward systems. Results also suggest ways in which…