Although academic leaders have looked to the promise of a “paperless office” for many years, that future vision never seems to materialize. While it’s true that many forms of communication that appeared in hard copy now reach us in electronic versions, we still seem to be inundated by a never-ending
Faculty routinely engage the assistance of instructional designers when designing and developing courses. To build trust and respect between faculty and instructional designers, each has to realize that they are working toward a common goal—providing students with active learning experiences that facilitate deep learning. This relationship is important as each brings
