At this institution, we have the learning center in the technology area. Faculty submit a short proposal to the center, and it offers small grants to professors competitively. It's a positive approach. I've never found that the punishment approach works. (George Pincus)

However, even with an assigned time grant, a major impediment to the kind of reform implemented in college algebra at UHD is lack of time for instructors to design new curriculum methods. With a four-course teaching load per semester, committee assignments, and extensive student contact hours, finding blocks of time to work individually and collaborate with others on curriculum matters is nothing short of a miracle. Moreover, because of the additional learning activities (defn), associated with reform, such as group work, incorporating technology into teaching further increases the workload. At UHD, this added workload is handled without graduate student help. An instructor comments:

Using technology, my own workload, of course, has increased tremendously. I've never done a course where I had to grade exercises, labs, and projects. It does increase my teaching load, not the number of teaching hours, but the kind of work I do. I want to collect homework, and I want to collect the labs and the projects and grade them myself. We don't have graduate assistants to help us in this process. (Elias Deeba)

There is some concern about the possibility that these reformers may burn out, particularly if the department continues to assign the same workload to all faculty, regardless of the kind of activities offered and the methods used