General Sessions | EDUCAUSE

Culture Work in Higher Education: Strategy and Tactics

Monday, January 28, 2002
9:30 a.m. - 10:20 a.m. GS03

Brenda Laurel, Graduate Faculty, Media Design Program, Art Center College of Design

In speaking about the structure of institutions of higher education, people often distinguish between "educators" - meaning, presumably, teachers and researchers who directly interact with students - and "support staff" - meaning the people who work in the libraries and labs, and including the IT professionals who create and maintain the technical infrastructure of the institution. A similar dichotomy has existed in the public arena, where originally (that is, 25 to 50 years ago) there were "computer professionals" - a priesthood of folks who could actually understand these arcane devices and make them do something - and "the rest of us," who turned in punched cards and waited for results to be returned, or simply stood around in awe. Notice, however, that in these two models the power relationships between the parties are reversed. The public casts computer professionals as wizards, while the institution typically sees them as playing supporting roles in the production of Important Stuff.

In both public and academic contexts, however, roles are shifting. New tools empower "regular people" to do cool stuff with computers without relying directly upon computer professionals. Conversely, the role of IT in creating tools for learning, teaching, and thinking in the academy has increasing value and visibility. The substantial and creative role of IT in designing good education gets clearer every day. Obviously, the educational experiences we design should reflect the progressive integration of technology into the professional and personal lives that graduates will enter.

But this analysis is fundamentally tactical. What is the overarching strategic goal of all our efforts? Centuries ago, universities often had the strategic goal of providing an environment and workforce (students) for Great Minds to get Great Work done. Not so long ago, the university was understood as a factory, with administrators as management, teachers and staff as labor, and students as product. What is the strategic goal of the university today? Has higher education become a more important actor in the articulation and transmission of values? Is it a place where old values are examined and transformed, or where new values are explored?

What if we understand our strategic goal as designing the future through the values and skills we give our students? Such a strategy may provide a new kind of common ground for conversation among all the contributors to the educational enterprise, redefining roles and erasing old boundaries, and inventing powerful new models for cultural transformation.

Postconference Resource

Financial and International Issues Driving Change for Distributed Learning

Tuesday, January 29, 2002
8:15 a.m. - 9:05 a.m. GS05

Sally M. Johnstone, Director, WCET, WICHE/WCET

Johnstone will review recent work by the Western Cooperative for Educational Telecommunication regarding activities in the policy arena that are likely to have an impact on distributed learning. For example, new tools for tracking the costs of technology integration into higher education are beginning to be used by policymakers to re-think how they will allocate state funds. In addition, Johnstone will review new state financial forecasts and international initiatives.

Postconference Resource

Food for the Mind and Body: What Will the "New Student" Be Wearing, and What Does That Have to Do With University Facilities Design?

Monday, January 28, 2002
5:10 p.m. - 6:00 p.m. GS03A

Mark S. Valenti, President, The Sextant Group, Inc.

If we track emergent products in the consumer electronic markets and at research-and-development institutions, we can predict that many new technologies will become available during the long design-to-construction cycle for university and college buildings and facilities. While we can't design to a future that we can't see yet, can we use design principles so that our buildings and facilities aren't obsolete once built? Does this have implications for infrastructure planning, and even instructional design? If the New Student will be wearing his mobile, wireless Internet appliance, and his body is the network connection, what does that mean for building, classroom, and lab design? If the New Student expects to learn in a collaborative, team-based way, what will she require from the university in the way of infrastructure (facilities, equipment, software)? Join us for some fiesta food as Mark Valenti, President of the Sextant Group, a leading consulting firm in the area of academic facility design in higher education, shares his perspectives on emerging technologies and their implications for higher education. He will describe projects currently under construction, and how some of these design principles are already being applied.

NLII Program Review & Announcements

Tuesday, January 29, 2002
8:00 a.m. - 8:15 a.m. GS04

Carole A. Barone

The Challenges of Integrating Technology in the Core Academic Mission

Monday, January 28, 2002
8:30 a.m. - 9:20 a.m. GS02

Sidney McPhee, President, Middle Tennessee State University

This presentation will outline some of the challenges colleges and universities are encountering in keeping pace with emerging technologies in higher education. University administrators, faculty, and staff face daunting challenges in meeting the growing needs of students who are entering campuses with great expectations of technology in the teaching and learning process. This session will place particular emphasis on the importance of campus leadership, understanding campus faculty culture, planning for faculty support and development, sharing of resources, and encouraging interdisciplinary partnerships.

The speaker will conclude the presentation with his own thoughts about the need to think "outside the box" to advance technology on university campuses.

Postconference Resource

2002 Annual Meeting		General Sessions Culture Work in Higher Education: Strategy and Tactics Monday, January 28, 2002 9:30 a.m. - 10:20 a.m. GS03 Brenda Laurel, Graduate Faculty, Media Design Program, Art Center College of Design In speaking about the structure of institutions of higher education, people often distinguish between "educators" - meaning, presumably, teachers and researchers who directly interact with students - and "support staff" - meaning the people who work in the libraries and labs, and including the IT professionals who create and maintain the technical infrastructure of the institution. A similar dichotomy has existed in the public arena, where originally (that is, 25 to 50 years ago) there were "computer professionals" - a priesthood of folks who could actually understand these arcane devices and make them do something - and "the rest of us," who turned in punched cards and waited for results to be returned, or simply stood around in awe. Notice, however, that in these two models the power relationships between the parties are reversed. The public casts computer professionals as wizards, while the institution typically sees them as playing supporting roles in the production of Important Stuff. In both public and academic contexts, however, roles are shifting. New tools empower "regular people" to do cool stuff with computers without relying directly upon computer professionals. Conversely, the role of IT in creating tools for learning, teaching, and thinking in the academy has increasing value and visibility. The substantial and creative role of IT in designing good education gets clearer every day. Obviously, the educational experiences we design should reflect the progressive integration of technology into the professional and personal lives that graduates will enter. But this analysis is fundamentally tactical. What is the overarching strategic goal of all our efforts? Centuries ago, universities often had the strategic goal of providing an environment and workforce (students) for Great Minds to get Great Work done. Not so long ago, the university was understood as a factory, with administrators as management, teachers and staff as labor, and students as product. What is the strategic goal of the university today? Has higher education become a more important actor in the articulation and transmission of values? Is it a place where old values are examined and transformed, or where new values are explored? What if we understand our strategic goal as designing the future through the values and skills we give our students? Such a strategy may provide a new kind of common ground for conversation among all the contributors to the educational enterprise, redefining roles and erasing old boundaries, and inventing powerful new models for cultural transformation. Postconference Resource Financial and International Issues Driving Change for Distributed Learning Tuesday, January 29, 2002 8:15 a.m. - 9:05 a.m. GS05 Sally M. Johnstone, Director, WCET, WICHE/WCET Johnstone will review recent work by the Western Cooperative for Educational Telecommunication regarding activities in the policy arena that are likely to have an impact on distributed learning. For example, new tools for tracking the costs of technology integration into higher education are beginning to be used by policymakers to re-think how they will allocate state funds. In addition, Johnstone will review new state financial forecasts and international initiatives. Postconference Resource Food for the Mind and Body: What Will the "New Student" Be Wearing, and What Does That Have to Do With University Facilities Design? Monday, January 28, 2002 5:10 p.m. - 6:00 p.m. GS03A Mark S. Valenti, President, The Sextant Group, Inc. If we track emergent products in the consumer electronic markets and at research-and-development institutions, we can predict that many new technologies will become available during the long design-to-construction cycle for university and college buildings and facilities. While we can't design to a future that we can't see yet, can we use design principles so that our buildings and facilities aren't obsolete once built? Does this have implications for infrastructure planning, and even instructional design? If the New Student will be wearing his mobile, wireless Internet appliance, and his body is the network connection, what does that mean for building, classroom, and lab design? If the New Student expects to learn in a collaborative, team-based way, what will she require from the university in the way of infrastructure (facilities, equipment, software)? Join us for some fiesta food as Mark Valenti, President of the Sextant Group, a leading consulting firm in the area of academic facility design in higher education, shares his perspectives on emerging technologies and their implications for higher education. He will describe projects currently under construction, and how some of these design principles are already being applied. NLII Program Review & Announcements Tuesday, January 29, 2002 8:00 a.m. - 8:15 a.m. GS04 Carole A. Barone The Challenges of Integrating Technology in the Core Academic Mission Monday, January 28, 2002 8:30 a.m. - 9:20 a.m. GS02 Sidney McPhee, President, Middle Tennessee State University This presentation will outline some of the challenges colleges and universities are encountering in keeping pace with emerging technologies in higher education. University administrators, faculty, and staff face daunting challenges in meeting the growing needs of students who are entering campuses with great expectations of technology in the teaching and learning process. This session will place particular emphasis on the importance of campus leadership, understanding campus faculty culture, planning for faculty support and development, sharing of resources, and encouraging interdisciplinary partnerships. The speaker will conclude the presentation with his own thoughts about the need to think "outside the box" to advance technology on university campuses. Postconference Resource
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