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Track 3Arts Educators and Teachers Create TAC: Technology Across the ClassroomFriday, January 17, 2003 Lori Bradley, Adjunct Professor, Technology Across the Arts, University of Massachusetts Dartmouth Arlene B. Mollo, Professor and Chair, Department of Art Education, University of Massachusetts Dartmouth TAC, a UMassDartmouth/SMARTS Collaborative Dwight D. Eisenhower Professional Development initiative, began in 1996. This session highlights how teachers learn to use computer graphics and Internet technologies to create art projects and lesson plans designed specifically for use with computers. Project aims, activities, and exemplary interdisciplinary arts curricula will be emphasized. Building and Keeping the Faith: Faculty Confidence in Instructional TechnologyThursday, January 16, 2003 Sherri Leyden, Instructional Systems Designer, West Virginia University Elizabeth Lowe, Instructional Designer, West Virginia University Building and sustaining faculty confidence in instructional technology is a tremendous challenge. The effort and expenditure associated with technology can be validated when faculty recognize its worth, develop self-confidence in their abilities, and experience reliable support. This presentation will explore strategies and obstacles to building and maintaining faculty confidence. CMS Implementation as a Catalyst for Curricular ChangeThursday, January 16, 2003 Amy Campbell, Asst. Director, Center for Instructional Technology, Duke University Samantha Earp, Director, Academic Services, Duke University Lynne M. O'Brien, Director, Academic Technology and Instructional Services, Perkins Library, Duke University At Duke University, the adoption of a course management system has provided a common framework for discussing the integration of technology into teaching and learning, leading to concrete curricular change in several disciplines. This presentation will elaborate on this process and provide best practices for systemic, technology-enabled curriculum development. Collaborative Virtual Reference Services: The Tri-College Libraries ExperienceFriday, January 17, 2003 Megan Adams, Social Sciences Librarian, Swarthmore College Mark Colvson, Coordinator of Curriculum and Research Support, Bryn Mawr College The Tri-College Libraries began planning for a collaborative virtual reference service in 2001. This presentation addresses the challenges inherent in the process of developing this service across three libraries. Issues of buy-in, overhead costs, and institutional differences will be highlighted. Developing Information Literacy Skills through Student-Centered Web TeamsFriday, January 17, 2003 Thomas P. Mackey, Assistant Professor School of Information Science & Policy, University at Albany, SUNY Survey data and specific course projects will show how students balance the technical considerations of Web design with research and writing. As students learn how to make collaborative Web pages, they are challenged to produce meaningful content. Student-centered Web teams create learning communities in support of information literacy goals. Engaging the Faculty Via Assessment and Service: A Third Year EvaluationThursday, January 16, 2003 George M. Brophy, CIO, University of Hartford Paul R. Hagner, Albion College In Fall 2000, faculty interviews were conducted to assess readiness and to introduce new techniques. Last year, strategic planning and changes in support and training were made as a result of the interviews. In Fall 2002, we re-interviewed the faculty to assess the impact of our systemic change attempts. Enhancing Critical Thinking Skills for Humanities Students: An Art History ModelFriday, January 17, 2003 Michael Reese, Assistant Director, Center for Educational Resources, The Johns Hopkins University This presentation will demonstrate how integrating several online resources enhanced students' critical thinking skills and expanded access to discipline-related resources in an art history course. This project is a template for other humanities courses at Johns Hopkins and demonstrates how several university organizations maximized resources through collaborative planning and development. Pace University: Transforming Learning and Teaching with Online EducationThursday, January 16, 2003 Nancy Hale, Chair, Technology Systems, Pace University Pace University is transforming learning and teaching through online asynchronous learning. A $500,000 grant from the Alfred P. Sloan Foundation enabled Pace to develop more than 100 courses taught online or with a significant online component. This presentation will focus on the collaboration, cooperation, and infrastructure that enabled this development, along with the challenges. Practice What You Preach: A Hybrid Orientation to Online PedagogyFriday, January 17, 2003 Catherine L. Kelley, Assistant Provost, Educational Technology, Fairleigh Dickinson University This session will describe a hybrid (part online, part face-to-face) faculty development program recently conducted at Fairleigh Dickinson University. Faculty participating as online students gain invaluable insight into the student distance-learning experience. Data demonstrate that a semester-long hybrid course is well worth the effort required in development. The Technology Solution Center: Doing More with LessFriday, January 17, 2003 Ray Chambers, VP & CIO, Juniata College Dennis Johnson, Director, Technology Solutions Center, Juniata College What do you get when you combine academic computing, AV, tech support, the help desk, server management, training, lab management, and Web development into a single unit with full-time and student management? The Technology Solution Center at Juniata College. Training Mainstream Faculty to Use Course Management SystemsThursday, January 16, 2003 Janet R. de Vry, Infomation Resource Consultant, University of Delaware Nicholas C. Laudato, Associate Director for Instructional Technology, University of Pittsburgh Paulette Robinson, Asst Dean for Teaching, Learning & Technology, National Defense University Three universities with high faculty participation in using course management systems will present strategies for meeting the challenges of training mainstream faculty. These strategies are all timely and homegrown, and emphasize pedagogy over functionality. Topics include incorporating best practices, applying instructional design, and customizing training for departments and individuals. Weaving Learning Across the Campus: First Book Project Goes Online at MarylandThursday, January 16, 2003 Carol Burbank, Assistant Professor, Theater, University of Maryland Phyllis Peres, Associate Dean, Undergraduate Studies, University of Maryland Paulette Robinson, Asst Dean for Teaching, Learning & Technology, National Defense University A campus-wide initiative for all freshman students at the University of Maryland, First Year Book, is being transformed using WebCT. First Year Book will provide an online resource center and cross-disciplinary discussion space that gives students the opportunity to understand the text from multiple perspectives. The presentation will discuss the motivations for the project, community interactions, and lessons learned. |
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