Reframing “buy-in” during a phased adoption of course coordination

Alice Mark examines faculty participation when mathematics departments gradually coordinate their courses. The session considers who influences the process, whether instructors can opt out, how coordination affects teaching assignments, and what it means to ask colleagues to support a shared approach. It focuses on maintaining constructive discussion when faculty agree to coordinate but differ over implementation. Participants will explore these questions and develop strategies relevant to their own course-coordination efforts, rather than receive a prescribed set of answers.