Readiness Guide
Two tools to help you and your co-instructor do your best work — use them whenever they're useful.
Course Development Tools
These two documents are designed to work together. The checklist helps you and your co-instructor think through the course you're building. The workbook gives you the workspace to actually build it. Download both and keep them close.
Course Readiness Checklist
Twenty-six questions across five areas to help you and your co-instructor think honestly about where your course stands. Work through it on screen together, or download the PDF to use as a discussion guide.
Download Checklist (PDF)
Faculty Workbook
The complete course development workspace — program context, design principles, weekly module planning templates, panel guide, run-of-show, DRIVE Innovation Project rubric, and the faculty-to-faculty handoff note.
Download Faculty Workbook (PDF)
5Assessment Areas
26Checklist Items
3Reflection Prompts
3Support Contacts
Work through the checklist together on screen. Your progress is saved in this browser — checkmarks will be here when you return. Use the reset button if you want to start fresh for a new development cycle.
Course Readiness Checklist
1
Course Development Partnership
0 / 6
We have met at least twice to design this course — not just exchange outlines.
We have identified a central problem — not a set of topics — that organizes the course.
We have mapped what each of us brings honestly, including where we have gaps.
We have had at least one genuine disagreement about course direction — and worked through it.
We can each describe what a strong DRIVE Innovation Project deliverable from this course looks like.
We can also each describe what a struggling DRIVE Innovation Project looks like — in plain language.
2
Asynchronous Content (Weeks 1–4)
0 / 5
Both voices appear in asynchronous video content — in dialogue, not as alternating presenters.
Each async module (including week 4) has a clear DRIVE Innovation Project connection, not just a reflection prompt.
Regulatory and compliance threads are woven into async content as a structural presence; AI is addressed where it is genuinely relevant to the course content.
We have reviewed each other's async modules and given substantive feedback.
The async content creates productive tensions that the panel and full-day session are designed to resolve.
3
Panel Discussion & Full-Day Session
0 / 5
Our panel questions are designed to surface productive tension — not just provide information.
We have rehearsed at least one moment of productive disagreement together before the live session.
The full-day session design does not have clear "your time" and "my time" blocks.
We have planned at least one explicit DRIVE Innovation Project working session during the full day.
Both instructors are present and actively engaged throughout — not just during their own segments.
4
Program Integration
0 / 5
We know what the course before ours established — and we build on it explicitly.
We have shared our course outline with the faculty pair coming after us.
We have attended — or committed to attend — monthly faculty alignment meetings.
Our course references at least one concept from another course in the program arc.
Our DRIVE Innovation Project deliverable clearly advances the work participants began in prior courses.
5
The Co-Instruction Standard
0 / 5
If a participant were asked "who teaches this course," the honest answer would be: "both of them, together."
We can model uncertainty and epistemic humility in front of participants — without discomfort.
We are prepared to learn from each other — visibly, in front of the room.
We have planned at least one "named tension" moment where we disagree constructively in front of participants.
We can point to where Andragogy, Community of Inquiry, and Multimedia Learning principles appear in our design.
Reflection Prompts
A few questions worth sitting with together. Responses entered here are not saved between visits — jot notes in the workbook or the PDF checklist if you want to keep them.
1. Where are you most confident in your partnership so far?
2. Where is the biggest gap — in content coverage, collaboration quality, or DRIVE Innovation Project alignment?
3. What do you most need to figure out together before your next development milestone?
"You are not teaching a course. You are shaping what healthcare leadership looks like a decade from now."
— DRIVE Faculty Orientation, Weatherhead School of Management