Deliberately introducing change into an established English language program, in which faculty, students, and administrators are comfortable with courses and procedures, is unsettling and often costly. Why, then, would overworked program directors, coordinators, and faculty decide to overhaul their curricula, testing procedures, and academic schedules? This volume showcases 10 programs that have struggled to find innovative solutions for such issues as increased competition for declining numbers of students, changing student populations and demands, and institutional requirements to prepare future undergraduate or graduate students. Following an editor's preface, this book contains the following chapters: Chapter 1: English Language Programs and Change: Be Prepared (Alison Rice); Chapter 2: A Collaborative Curriculum Change: Teaming With Challenges (Vivette Beuster and Jennifer Graupensperger); Chapter 3: Revitalizing and Strengthening an ESL Program: Meeting the Needs of Students and the Host Institution (Phil Bonfanti and Molly Watkins); Chapter 4: Revitalizing a Curriculum: The Long and Winding Road (Wendy Royal, M. Joyce White, and Heather McIntosh); Chapter 5: Reading, Writing, and Web-Page Design: Content-Based Courses Within a Skills-Based Curriculum (Lee Ann Rawley and Ann Roemer); Chapter 6: Making the Syllabus Relevant: Closing the Gap Between Policy and Practice (Rebecca Belchamber); Chapter 7: Finding the Institutional Logic for Change (Allison N. Petro); Chapter 8: Innovation as a Curriculum Renewal Process in a Turkish University (Yasemin Kirkgöz); Chapter 9: Satisfying Customers: A Business Approach to Curriculum Development (Roann Altman); Chapter 10: Partnering With Students in Curriculum Change: Students Researching Students' Needs (Diane Potts and Punahm Park); and Chapter 11: Self-Portrait: Capturing Curriculum in Black and White (Elizabeth Byleen). References, a section about the editors and contributors, and an index are also provided.