🎓 The Faculty Senate's Bold Move at Old Dominion University

In a striking development at Old Dominion University (ODU), located in Norfolk, Virginia, the Faculty Senate recently passed a resolution expressing no confidence in key university leaders. This vote, which took place on Tuesday, March 10, 2026, saw 41 members voting in favor and only 7 against, representing a clear majority of over 75 percent. The targets of this resolution were President Brian O. Hemphill, Ph.D., the Provost, and the Vice President for Digital Transformation and Technology.

The catalyst for this action was the university's Forward-Focused Digital Transformation Initiative, particularly its mandate to shift all 120 online bachelor's and master's programs to an eight-week asynchronous format starting in fall 2026. Asynchronous courses mean students access pre-recorded materials and complete assignments on their own schedule, without real-time interaction. This change would compress the traditional 16-week semester into half the time, while maintaining the same tuition rates.

Faculty Senate Chair Corrin Allen, an associate professor in the School of Speech-Language Pathology and Audiology, described the vote as deeply regrettable but necessary due to a breakdown in shared governance. Shared governance refers to the collaborative decision-making process in higher education where faculty, administrators, and sometimes students and staff jointly shape academic policies. Allen emphasized that months of attempts to engage leadership through meetings and proposals had failed, culminating in this formal expression of distrust.

The university's Board of Visitors quickly responded, reaffirming their full confidence in President Hemphill and stating that the vote represents just one viewpoint within the community. Board Rector P. Murry Pitts had previously communicated in December 2025 that the board would not allow the initiative to falter, urging faculty to act as productive partners amid rapid global changes.

Breaking Down the Forward-Focused Digital Transformation Initiative

Launched in fall 2025, ODU's Forward-Focused Digital Transformation Initiative seeks to modernize the university's academic core for sustainability and competitiveness. Key elements include upgrading 180 classrooms with advanced technologies like augmented reality (AR), virtual reality (VR), high-quality cameras, larger screens, and lighting to enhance hybrid learning environments. The plan also mandates full utilization of the Canvas learning management system (LMS) across all courses, ethical integration of artificial intelligence (AI) in teaching, research, and operations, and tiered training programs for faculty through the Center for Faculty Development.

At the heart of the controversy is the redesign of online course delivery. Provost Brian K. Payne outlined in a recent message that all online programs at the bachelor's and master's levels will transition to eight-week asynchronous formats by fall 2026. This aligns with efforts to support high-enrollment, high-dropout (DFW: D, F, or Withdrawal) courses through redesign assistance. The initiative draws inspiration from disruptive innovations in other sectors, such as Amazon in retail or Netflix in entertainment, arguing that higher education must adopt institutional-scale digital changes to meet evolving learner needs and compete with for-profit providers.

Supporters highlight early successes, like doubled applications for fall 2026 online programs, signaling appeal to non-traditional students such as military personnel, full-time workers, and parents who value accelerated pacing. ODU, an R1 research university with a strong emphasis on online education serving diverse learners, positions this as essential to counter the 'enrollment cliff'—a demographic downturn projected from fewer high school graduates starting around 2025 due to declining birth rates post-2008 recession—compounded by national higher education budget cuts.

Faculty Concerns: From Quality to Governance Erosion

Faculty frustrations have simmered since January 2026, when the Faculty Senate Executive Committee issued a press release citing surveys of over 500 respondents. A pulse poll showed 75 percent disagreeing that the transition reflects deliberate planning, with 74 percent unconvinced it supports course quality or student success. Another survey revealed 78 percent expecting worsened degree quality, 76 percent anticipating poorer student learning outcomes, and 84 percent calling for delayed implementation to incorporate faculty input.

Michael Carhart, history professor and president of the ODU chapter of the American Association of University Professors (AAUP), voiced skepticism about fitting diverse pedagogical methods—ranging from lecture-heavy to project-based—into a uniform eight-week model. Concerns include reduced depth in complex subjects, challenges for students balancing jobs and families, potential rigor dilution, and increased faculty workload for rapid content adaptation without adequate support.

The core issue is perceived violation of shared governance principles, enshrined in AAUP standards and many university bylaws. Faculty argue the top-down mandate bypasses curriculum committees and departmental expertise, echoing a January AAUP letter decrying the process. Low confidence ratings from surveys—63 percent in the president, 55 percent in the provost, 58 percent in the vice president—preceded the vote.

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• Rushed timeline ignoring evidence-based pilots.
• One-size-fits-all approach disregarding disciplinary differences.
• Lack of transparent data on eight-week efficacy at ODU scale.
• Financial motivations prioritizing enrollment over pedagogy.

📈 Administration's Vision: Adapting to Higher Ed's Future

University leaders frame the initiative as vital for long-term viability. President Hemphill called the discord 'growing pains' inherent to transformational change, committing to the mission of expanding access and preparing students for an AI-driven job market. The Board of Visitors echoed this, noting Virginia law empowers them to make strategic decisions, valuing faculty input but not requiring consensus.

Rationale centers on market realities: Traditional 16-week models lag behind competitors like Southern New Hampshire University (SNHU) or Western Governors University (WGU), which thrive on accelerated, competency-based online programs attracting working adults. ODU aims to grow enrollment, retention, and graduation rates while bolstering R1 research via AI tools for grant writing and data analysis.

Training and resources are promised, including faculty-led innovation support. Early metrics, like rising online admissions, suggest traction. Kimberly Osborne, vice president of communications, reiterated that the vote does not alter the board's and administration's responsibilities.

Online Learning Trends and the Rise of Accelerated Formats

The debate at ODU mirrors national shifts in higher education toward digital acceleration. Eight-week courses, common in online-only institutions, allow faster credentialing—appealing amid skills gaps and employer demands for lifelong learning. Studies show mixed outcomes: Proponents cite higher completion rates for motivated adults (e.g., SNHU reports 90 percent retention in some programs), while critics point to research from the National Bureau of Economic Research indicating compressed formats may reduce deep learning in STEM or humanities.

Post-pandemic, U.S. online enrollment surged 10 percent yearly, per the National Center for Education Statistics, but public universities face for-profit competition. Demographic forecasts predict a 15 percent high school graduate dip by 2029, pressuring R1s like ODU (enrollment ~24,000) to diversify. AI integration, as in ODU's plan, promises personalized tutoring but raises equity issues for underprepared students.

For faculty eyeing career moves amid such tensions, platforms like higher ed faculty jobs offer opportunities at institutions balancing innovation and tradition.

Lessons from Similar Conflicts and Paths to Resolution

No-confidence votes, while symbolic (rarely leading to ousters), signal governance rifts seen elsewhere—like recent cases at Big Ten universities or UK institutions over budgets. Success stories involve pilots: Universities testing eight-week modules in select programs gathered data reassuring stakeholders.

Actionable steps for reconciliation:

• Phased rollout with opt-in departments and rigorous assessment using learning analytics.
• Joint task forces blending faculty expertise with admin strategy.
• Enhanced training stipends and release time for course redesign.
• Transparent metrics tracking outcomes like DFW rates pre/post-change.

ODU could leverage its strengths in military-affiliated education (near naval bases) by surveying non-traditional students. Chair Allen hopes the vote prompts a 'turning point' toward collaborative models.

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Implications for ODU's Faculty, Students, and Future

For faculty, this underscores navigating change: Document concerns via senate channels, pursue professional development in edtech, or explore professor jobs aligning with pedagogical values. Students benefit from flexibility but must self-motivate in async formats—tips include time-blocking and peer forums.

Admins nationwide watch: Balancing urgency with inclusion preserves morale and accreditation standards. ODU's trajectory could model adaptive R1 leadership if dialogue resumes.

Check Rate My Professor for ODU insights or higher ed career advice on thriving amid disruption. Institutions posting university jobs or seeking talent via higher ed jobs emphasize governance harmony.

Share your thoughts in the comments below—what's your take on accelerated online courses?