The purpose of this study was to document a community college faculty development process through which the faculty learned to reconstruct their curriculum around significant learning outcomes and authentic assessment strategies. The following questions focused the inquiry: 1. What kind of organizational support systems were necessary for the faculty to move through the curriculum change process? 2. What organizational obstacles made curriculum change effort difficult for the faculty? 3. What faculty skills were essential to building learning-centered, outcome-based
curricula? 4. What strategies used by the consultants were considered by the faculty to
contribute the most to their ability to develop a learner-centered, outcome-based
curriculum? 5. What part of the curriculum redesign process did the faculty find most difficult
