Contributed by Organizations or Campuses; Articles, Papers, and Reports; and Support Services
Changing Infrastructures for Academic Services
| Title: | Changing Infrastructures for Academic Services (ID: CSD4979) | | Origin: | Contributed by Organizations or Campuses (06/19/2007) | | Type: | Articles, Papers, and Reports | | Abstract: | "This publication is a description of a set of ongoing projects, whose goal is to set up an integrated information management system to improve the cooperation between German institutions that provide academic support in the field of information, communication and media services. Each of the contributions demonstrates the different patterns of organisation and services, the various starting points and approaches, the broad diversity of successful activities, and the ongoing problems that characterize the current service and support organisations in German universities."
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Managing Virtual Adjunct Faculty: Applying the Seven Principles of Good Practice
| Title: | Managing Virtual Adjunct Faculty: Applying the Seven Principles of Good Practice (ID: CSD4067) | | Author(s): | Maria Schnitzer (Florida Community College at Jacksonville) | | Source: | Online Journal of Distance Learning Administration | | Origin: | Contributed by Organizations or Campuses (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | Since the publication of the Seven Principles of Good Practice in 1987 by Chickering and Gamson, distance education has become a major delivery method for higher education. Virtual adjunct faculty have largely carried higher education into the cyber classroom. Adjunct faculty have always been broadly used in higher education, especially in the community college setting. Nationally, adjuncts teach 30-50% of all credit courses. At community colleges, adjuncts compose about 60% of all faculty (Gappa and Leslie, 1993). Florida Community College at Jacksonville (FCCJ) has one of the largest distance learning programs in the state of Florida with yearly enrollments of more than 35,000. About 80% of all online course offerings are taught by virtual adjuncts. About 70% of the active 250 adjuncts teaching in the program reside in the state of Florida , and the other half in assorted states. This paper offers best practices for the support and management of online adjunct faculty within the framework of the Seven Principles for Best Practice. | | View this resource: | |
Guide to Developing Online Student Services
| Title: | Guide to Developing Online Student Services (ID: CSD1477) | | Author(s): | Barbara Krauth (WICHE/WCET) | | Source: | Western Cooperative of Educational Telecommunications | | Origin: | Contributed by Organizations or Campuses (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | The Guide to Developing Online Student Services is intended to help higher education institutions develop effective online approaches to delivering student support services. It provides: · General tips for designing effective online student services;· Brief discussions on a range of student support services, especially the needs of online and distant learners; and· Guidelines for basic good practice in delivering these services via the Internet; and · Examples of some institutions that use the Internet to offer students a variety of opportunities for self-help and customized services in addition to providing information and electronic forms online. | | View this resource: | |
The Impact of Merging Academic Libraries and Computer Centers on User Services
| Title: | The Impact of Merging Academic Libraries and Computer Centers on User Services (ID: CSD1193) | | Origin: | Contributed by Organizations or Campuses (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | In the field of technology and higher education, to converge is to combine academic library, computing services, and perhaps additional departments related to information technology. This paper describes reasons to converge, why convergence might be difficult, and if users services are directly enhanced after convergence. After convergence, do students, faculty, staff, and the general public (hereafter referred to as end users) receive better personal service when they use information sources? After convergence, are faculty receiving improved assistance as they attempt to implement information technology in curriculum development? After convergence, do end users have improved access to the necessary computer hardware, software, and computer networks to meet their information needs? | | View this resource: | |
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