Track 4

A Faculty Support Model: Affordable, Sustainable, Evolutionary, and Revolutionary

Monday, December 03, 2001
1:00 p.m. - 2:00 p.m. SESS14

William Lantry, Director, Academic Technology Services, The Catholic University of America

Peter J. Murray, Vice President and CIO, University of Maryland, Baltimore

Future successes with technology will depend on support to faculty, who are integrating technology into the learning experience. Catholic University has implemented a "faculty partners" support program. Graduate students educated in specific disciplines and in the technology are the primary partners. The impetus for the program, development issues, implementation details, and why it works so well will be presented.

Collaborative Leadership: Integrating Information Fluency into the Teaching and Learning Environment at the University of Richmond

Monday, December 03, 2001
2:30 p.m. - 3:30 p.m. SESS19

Lucretia McCulley, Head, Outreach & Instruction Services, University of Richmond

Fran White, Director, Center for Teaching, Learning, and Technology, Goucher College

At the University of Richmond, integrating information fluency into the curriculum provides a challenge to information professionals. This panel presentation will demonstrate how Outreach and Instruction Librarians (OIS) and Academic Technology Specialists (ATS) have collaborated to initiate innovative projects that successfully integrate information fluency into the teaching and learning environment.

Creating Effective Learning Spaces Using Planning/Design Rubrics and Utilization Studies

Monday, December 03, 2001
3:45 p.m. - 4:45 p.m. SESS24

Brenda Bretz, Registrar, Dickinson College

Robert W. Cavenagh, Assoc. Prof. of Art and Art History, Dickinson College

Paul M. Levit, Executive Director, Information Technology, Dickinson College

Faculty demand for classrooms and independent learning spaces with excellent technology access led Dickinson College to create over sixty "smart" facilities. Thoughtful design and occasional mistakes helped us create flexible planning and design rubrics to contain costs while providing the needed resources, using a "design-build" model. A facilities utilization study demonstrated needs very clearly, and led to a presidential task force on facilities utilization. This session will detail our experiences and the models that are making our planning easier and more effective.

Online Course Development: From an Art to a Craft

Tuesday, December 04, 2001
10:45 a.m. - 11:45 a.m. SESS34

John M. Morris, CTO & Director of Operations, Drexel University

Michael Ellis Scheuermann, Assoc Vice President, Instructional Technology Support, Drexel University

Drexel University sought to meet the demand for the development of online courses quickly and easily while maintaining pedagogical and content quality and integrity. We developed a centralized support and development plan and "laboratory" that enabled over 80 courses to be developed for online deployment in eight months.

Postconference Resource

Pedagogy Designed for Pervasive Computing

Monday, December 03, 2001
10:45 a.m. - 11:45 a.m. SESS09

Kirk D. Alexander, Program Manager, University of California, Davis

Douglas Blair, Professor of Economics and Political Science, Rutgers, The State University of New Jersey

S. Georgia Nugent, President, Kenyon College

With the advent of pervasive computing, the on-campus population and many constituencies beyond the campus increasingly have the ability to access learning resources electronically. Members of Princeton's Educational Technologies Center (ETC) are working with faculty to develop online instructional materials specifically planned for both on-campus students and off-campus lifelong learners.

Stage 2 Project Planning for Early Adopters: Meeting Advanced and Specialized Educational Technology Project Development

Tuesday, December 04, 2001
2:45 p.m. - 3:45 p.m. SESS44

Stephen Hardesty, Multimedia Developer, CTS, Duquesne University

Ruth Newberry, Director, Educational Technology, CTS, Duquesne University

Why did Duquesne University's 8th annual Summer Institute for Teaching with Technology become a technology project-planning institute? Two staff members will present why the refocus was warranted, the Institute's Portfolio approach and activities, the resulting faculty and staff collaborative contract, and the outcomes assessment. A faculty participant will also contribute, plus there will be project displays.

Postconference Resource

Streaming Media Methodologies: How the Emerging Multimedia Technologies of Real-Time Internet Video Delivery Can Be Harnessed by Educators

Monday, December 03, 2001
8:00 a.m. - 9:00 a.m. SESS04

Tara Hendricks, Digital Media Specialist, Seton Hall University

Samuel Shiffman, Digital Media Specialist, Seton Hall University

Seton Hall University has dedicated itself to developing sound pedagogical uses for emerging technologies such as streaming media. Attendees to this workshop will gain a familiarity with the process of producing video for Internet delivery. We have developed our own tool "Sync-Stream," to streamline the process to the point where you no longer need extensive video production knowledge to use this technology.

Teams and Technology: Trials and Tribulations

Tuesday, December 04, 2001
1:00 p.m. - 2:00 p.m. SESS39

Carol C. Cirka, Asst Professor, Dept. of Economics & Business, Ursinus College

Paula Laholt, Instructional Technologist, Ursinus College

Students taking an undergraduate management course investigated topics in international business and ethics in a team environment that required the use of several technologies. Students learned team skills and theory in a setting that simulated today's technologically oriented workplace. This session describes how technology was used to support the learning objectives of the course.

Postconference Resource

The Impact of Isolationism and Interactivity to Distance Education Programs

Tuesday, December 04, 2001
4:00 p.m. - 5:00 p.m. SESS49

Evan T. Robinson, Director of Distance Education, Shenandoah University

Isolationism can cause considerable problems within distance education, which happens when the learner feels disconnected from the faculty, students, and support services and lacks the feeling of community or communication that occur within traditional education. This session will discuss how to minimize isolationism and increase interactivity within distance-education programs.