Presented at EDUCAUSE Annual Conferences; Faculty Development; and Articles, Papers, and Reports
Beyond Early Adopter to Full Integration of Technology in the Curriculum
| Title: | Beyond Early Adopter to Full Integration of Technology in the Curriculum (ID: EDU0017) | | Origin: | Presented at EDUCAUSE Annual Conferences (2000) | | Type: | Articles, Papers, and Reports | | Abstract: | The core business of higher education -- teaching, scholarship and research -- is grounded in academic units (departments, schools and colleges) and is provided by a single resource -- the faculty. Direct faculty involvement will determine institutions' success in offering appropriate technology-enhanced learning experiences to students and in managing the ever growing needs for infrastructure, resources and support. "Achieving Unit Level Vision and Commitment" was implemented by the University of Colorado to encourage academic units to undertake a systematic planning process that will stimulate several outcomes: the engagement of more faculty, opportunities for collaborative development and use of technology-based learning resources, a coherent plan for determining the appropriate fit of technology within the overall curriculum, and recognition of the needed equipment, support and training resources to support faculty and students. One anticipated byproduct is that units will better understand the "total cost of ownership" of a technology-enhanced curriculum. | | View this resource: | |
Making the Transition: Helping Faculty to Teach Online
| Title: | Making the Transition: Helping Faculty to Teach Online (ID: EDU0006) | | Origin: | Presented at EDUCAUSE Annual Conferences (2000) | | Type: | Articles, Papers, and Reports | | Abstract: | Based on the presenter's book, Building Learning Communities in Cyberspace, this session will explored faculty training needs in order to help them shift the ways in which they organize and deliver material so as to empower learners to take charge of their own process and increase interactivity in online courses. The role of IT professionals in supporting this transition will also be discussed. | | View this resource: | |
Super-Partnerships: Computational Science Curricula, High Performance Computing and the Professional Organizations
| Title: | Super-Partnerships: Computational Science Curricula, High Performance Computing and the Professional Organizations (ID: EDU9928) | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | Since October 1997, NSF has supported two National Supercomputing Partnerships, led by the National Center for Supercomputing Applications (NCSA), University of Illinois at Urbana-Champaign, and the San Diego Supercomputer Center (SDSC), University of California, San Diego. The goal of this program is to create and maintain the national metacomputing environment, by supporting leading-edge technology and applications research, and promoting human, technological and administrative infrastructure for ubiquitous computing. This paper provides summaries of the individual presentations from the conference: (1) Building a faculty community to support curriculum development in computational science and engineering (Kris Stewart), (2) Repositories and Online Tools (Roscoe Giles), and (3) Sociology Workbench, an analytical interface to distributed resources for social scientists (Ilya Zaslavsky). | | View this resource: | |
Studies that Make a Difference: Tools for Faculty-Directed Inquiry and Improvement
| Title: | Studies that Make a Difference: Tools for Faculty-Directed Inquiry and Improvement (ID: EDU9936) | | Author(s): | Stephen C. Ehrmann | | Origin: | Presented at EDUCAUSE Annual Conferences (1999) | | Type: | Articles, Papers, and Reports | | Abstract: | The most useful and believable studies of courses and academic programs are those that instructors design themselves, focusing on those questions about which they care most. We present two systems that provide such tools to support the scholarship of teaching. First, a general purposes system for collecting information from students at the end of courses, developed by the U.S. Military Academy at West Point to coordinate academy, department and faculty inquiry and curriculum assessment. Second, Flashlight tool kits and training that focus on improving instructional uses of computing, video, and telecommunications. | | View this resource: | |
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