In implementing a university-wide programmatic innovation to prepare graduate students to become more effective instructors in their future careers as university educators, a faculty development center encountered various types of resistance, ranging from the structural to the cognitive to the affective. Elaborating upon models of organizational change, we discuss principles and strategies that we applied to address concerns, enlist support, and catalyze a significant structural change. Although the strategies are specific to our program, the lessons learned can be used by anyone trying to bring institutional changes to postsecondary education.
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