Publication Date
3-20-2025
Document Type
Article
Abstract
This paper presents the implementation of an adaptive leadership framework for instructional design (ID) services that support curricular development and faculty collaboration/consultation. Transitioning from a passive responsive norm to the advocacy of intentional design, one instructional design department examined the processes, experiences, and phased outcomes of adaptive leadership. The results include proactive anticipation of ID projects and consultations for emerging technologies and pedagogies, clearly articulating and fulfilling ID recruitment and talent management needs with sustainability, adapting decision-making processes for partnership and project cycles, and promoting transparency for accountability. The efforts of ID services in supporting faculty and curricular development have been recognized through awards and academic scholarship. Examples and strategies were presented during SITE2025 with engaged discussion. Future collaborative applications were also exchanged at SITE2025.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Liu, J.C. & Adams, A. (2025). Curricular Development with Adaptive Leadership in Instructional Design. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1144-1148). Orlando, FL, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 3, 2025 from https://www.learntechlib.org/primary/p/225644/.
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Educational Technology Commons
