| Current Status | Critical Needs | Long Range Goals | ||
| 1 | Faculty use: faculty are commonly using information technology to support instruction and promote learning in the classroom | 68% of faculty require IT beyond word processing in classes; preparation time is considered by most to be excessive | Reduce preparation time through standards and ubiquitous access to systems; use IT to increase interpersonal contacts | Learning is enhanced in all appropriate ways; information technology becomes a learning utility |
| 2 | Audio-Visuals: standard set of audio-visual systems present in each major classroom (VCR, monitor, computer, display, network connection); set up time in the classroom is minimal | Approximately 25% of classrooms have VCR and monitor; 15% have computer, network and display; 81% of faculty use AV in classes | Define and implement campus standard for classroom AV technology: network, video, audio and display capability | AV technology in residence halls; access to academic video materials is distributed |
| 3 | Collaboration: faculty are also commonly using network technology to communicate with students outside the classroom. | 98% of faculty use e-mail with their students | Enhance access to collaborative technology; student-to-student and student-to-faculty interactions | Assess broad use of collaborative technology as supplement to traditional teaching/learning models |
| 4 | Faculty development: resources are available to assist faculty in the development of course materials, and partnerships are in place among information technology resources groups to enable more effective development. | Pew-funded Course Development Opportunities supported 16 such partnerships | Funded faculty mentors work with colleagues to innovate learning with technology as appropriate | Existing staff resources no longer supporting outdated, non-standard systems, can support partnerships |
| 5 | Training: librarians and ICS staff participate with faculty in providing instruction on the location and use of information resources on the campus network and on the international networks. | Both in class and PILR sessions, and January Institute | Expand to administrative offices; emphasis on network, client/server topics. Establish faculty-faculty mentoring program | Much more broadly defined "information literacy" is taught to students, faculty and staff |
| 6 | Scholarly information: information is available some acquired for campuswide access, some provided on a per-use basis from off-campus sources, and some created by others | FirstSearch, Dialog, STN, other databases; OhioLink browsing; Wilson databases through consortium; 87% of faculty use these resources | Increase network access to local CDROM databases; consortial access to CDROM-based collections; full OhioLINK membership | Full implementation of distributed multimedia resources across consortial network |
| 7 | Learning: potential for technology to enhance the learning is recognized | Summer Institutes (1993-96) have been instrumental; e.g., 76% of faculty say multimedia and the web are important in teaching | Build on Summer Institutes with extramural grant applications, coordinated with library, advised by Info Resources Council (below) | Learning technologies become ubiquitous as a utility |
| 8 | Innovation: those who seek to experiment with and broaden the character of teaching and learning are supported | Fund for Innovation with Learning Technology (FILT) supports innovation (96 awards in seven years); Teaching Initiatives Fund | Sustain FILT; develop Library counterpart for innovation with information content | Diversify incentives to include student work, faculty travel and training, conference participation |
| 9 | Pedagogy: evaluate the effectiveness of new technologies as applied to the learning process; critique consequences of changes in technology in context of the liberal arts | Little to no research and development at present other than low risk FILT projects | Broad use of modern, supportable technologies will release staff resources for systematic evaluations in collaboration with faculty | Acquire two systems for broadest possible experimentation in pedagogy |
| 10 | Incentives: a faculty incentives structure is in place to encourage faculty to develop innovative teaching and learning techniques, using technology where appropriate. | Teaching Initiatives Fund and FILT but no formal statement within the promotion and tenure process | Work with the Faculty Affairs and Curricular Policy Committees to evaluate promotion and tenure roles of alternate formats in scholarship and teaching | Applications of learning technologies and electronic publishing are rigorously evaluated and valued in promotion and tenure |
| 11 | Non-faculty roles: instructional role and expertise of non-faculty is recognized and complements teaching and learning | Several hundred PILR and other ICS and Library instructional programs take place each year, many jointly with faculty | Sustain PILR; work with Student Affairs and faculty to expand orientation program in broadly defined "information literacy" | Full integration of IT and Library staff work in meeting curricular needs |
Contact: Scott Siddall, Information and Computing Services,
scott@siddall.info
Edited: 01-27-97