Incentive Programs to Support the Use of Instructional
Technology by
Faculty at a Major Research University and a Leading Liberal
Arts College
Abstract
Whether from a major research university or a leading liberal
arts college,
faculty need incentives and support in order to reconsider their
teaching in
light of time-erasing and location-shifting information and
communications
technologies. This presentation looks at two entirely
different
institutions and the programmatic efforts at each which helped
create the
incentives and support that faculty need to incorporate the new
technology
into their thinking and their teaching. Are the approaches
selected appropriate
for all faculty everywhere or are they specific to local
circumstances? The
presenters will describe and analyze support for the use of
instructional technology at each campus.
Connie Vinita Dowell,
Dean of Information Services
Connecticut College
New London, CT
Introduction
Like most colleges, Connecticut College aspires to have faculty
use technology in appropriate ways to advance the curriculum and
create a dynamic learning environment for our students.
However, any experienced user will attest that technology is far
from mature, and the pace of change is rapid and unsettling,
requiring that individuals continually retrain. Ideally, all
faculty members should be able to function independently, with
occasional assistance from colleagues and the College's technical
staff. Most faculty members across the nation are not, however,
well-prepared to make effective use of technology, and it is
incumbent on colleges to help them become more proficient.
For the past several years, newly-hired, tenure-track faculty
have been provided with computers which allow them to develop
uses of technology in their classes; however, many faculty who
came to Connecticut College before the implementation of that
policy have computer hardware and knowledge of technology that
restrict them to using their computer simply for word processing
and electronic mail. Many faculty could not take advantage of
multimedia applications including many resources available
through our state-of-the-art campus network.
Recognizing these challenges, Connecticut College established two
programs to support this need. The first was designed to provide
the necessary equipment and the second offers the professional
staff the technical expertise to support their efforts.
Connecticut College: Background
Founded in 1911, Connecticut College is a private, coeducational
liberal arts college. There are 1600 undergraduates and 147
full-time faculty members. Over 850 courses are offered in 27
academic departments. In June 1995, all technology areas of the
college, including academic and administrative computing,
telecommunications, libraries, and language laboratories, were
united under the supervision of a Dean of Information Services.
The college's academic strategic plan calls for the increased use
of advanced applications of technology in a growing number of
courses.
Part One: Tempel Equipment Grants Program
In early 1994, the College received a $100,000 grant from an
alumna to support the integration of technology into the
curriculum. Small grants were awarded to 15 faculty members to
purchase computers, specialized software, and portable projection
systems.
As a means of advancing the use of technology in the classroom,
an internal grant award program was established to which faculty
members applied for new computer equipment. We targeted the
faculty who were using computers, but who are not experienced
users at a high level and whose current computer systems limit
their ability to learn about the use of new technologies. In
addition to providing new equipment, the program included several
workshops, support for curricular developments, and evaluation of
the effectiveness of the curricular developments.
Announcement of the program and workshops
A letter was sent to each faculty member that described the
program and invited faculty to attend a two-day training session
on using technology in the curriculum. Technology support staff
and technologically sophisticated faculty conducted the seminars
and assisted the faculty in every step of the way. An outline of
the program of the workshops is as follows:
- First day:
An introduction to information technologies including the campus
network at Conn
- -- A faculty focus on electronic mail
- -- Courseware exploration: on CD-ROM, disk, and laser disc
- -- Using the Courseware Server
- Second day:
- -- Digitizing text and images
- -- The Internet as a research tool
- -- Multimedia primer
Proposal submission
Within two weeks after the training session, any faculty members
who attended the workshops could apply for a computer to be
utilized in developing the use of technology in their courses.
Faculty members applying for a computer wrote a narrative
describing what course or courses they would use technology in,
how they would use technology, and how the use of technology
would improve student learning, and estimated how many students
would be impacted in each course. They gave specific examples
such as how many assignments would be affected and how much of
the time in a particular course students would use technology.
Proposal review
The proposals were reviewed by a panel consisting of the Provost
and Dean of the Faculty and three faculty members. Proposals
were judged on the interest level of the faculty member, the
probability that the faculty member would complete the
requirements of the program, and the number of students
potentially impacted.
Awarding of computers
Fifteen awards were made. Faculty selected from one of four
system configurations: an Apple Macintosh notebook, an Apple
Power Macintosh desktop, an IBM notebook, or an IBM desktop.
Each computer came with word processing, spreadsheet,
presentation, network, and utility software installed. An
additional $500.00 was set aside for each faculty member to buy
courseware for use on the computer and, if appropriate, for
copies to be installed on the campus Courseware Server for access
by their students. Each faculty member who received an award
attended an additional two-hour workshop designed to give the
faculty training on their new system. Each faculty member's
computer was assembled, software installed, and it was configured
for and connected to the campus network.
Further support for course development
In addition to providing faculty with their own computer, two
overhead projection systems were purchased for classroom use
(there were only two classrooms set up with computer projection
at that time).
Timeline
- March 1995
Faculty workshops
- 1995-96 academic year
Each faculty member implemented their
plan of action for incorporating technology in
the curriculum.
- May 1996
Faculty demonstrated their use of technology at
the Academic Computing Open House and submitted
a brief written report describing their
results.
- June 1996
Each project was evaluated by the Selection
committee for completion of the goals outlined
in their original proposal. If the project had
not been completed successfully, the computers
returned to a pool to be redistributed during
another round of competition.
Part Two: The Information Fellows Program
The second program, a pioneering fellowship program, provides
highly-skilled information technologists who will help faculty
infuse technology into the curriculum. The fellows will join the
faculty in collaborative projects to explore exciting new
possibilities for the use of technology in teaching and research.
And, after their two-year stint at Connecticut College, they will
go on to other institutions to lead their efforts in
technological development.
Another goal of the program is to create a model through which
other colleges and universities can develop the resources needed
to support technology more effectively. Currently most colleges
rely on computing staff for the installation of computer
equipment, computer programming, and on librarians for access to
information. New information technology, however, so closely
integrates the technology itself (e.g. computer hardware,
software, and networks) with the content information that it
requires both librarians and computer personnel to develop new
skills. That is, it calls on librarians to become more familiar
with the underlying technology and on computing staff to become
more involved in information content.
Project Description
Connecticut College created a unique program which offers
fellowships, to recent recipients of master's degrees in computer
science or library science. These fellowships involve two-year
joint appointments in the computer center and the college
library, and each fellow will have mentors from both areas. Each
fellowship carries a stipend of $32,000 for each year and special
benefits for the fellow.
Early this year, a press release and several advertisements were
placed in professional journals and on the WWW to announce the
creation of the Information Fellows Program at Connecticut
College. Professionals nationwide were able to access
information on the fellowship program via its home page at
http://shain.lib.conncoll.edu/isfellow.html on the WWW.
Applicants to the Information Fellows Program are selected by a
search committee consisting of two faculty members, two
information services staff, a senior administrator, and the Dean
of Information Services.
The first Information Fellow, Andrew White, began
work on
September 11, 1996. A campus-wide call was sent in early October
to all faculty members for proposals of projects. Proposals are
judged on the following criteria: the interest level of the
faculty member, the number of students potentially impacted, and
the number of new and revised courses to be developed by the
faculty member.
Each fellow will also be supported to attend two conferences a
year; probably one library conference and one computer
conference. Each fellow is encouraged to present a paper on a
specific project to draw attention to the program's information
technology innovations and the benefits of the fellowship
program.
Current Technology Projects
The Information Fellows will work on a variety of projects that
will give them optimal career experience and that will
significantly advance the use of technology in teaching and
research at Connecticut College. In most of these projects they
collaborate with faculty, staff, and students. Some of the
projects that Andrew White is currently working on are:
- Dante Web Page with Professor Robert Proctor's Italian 401
A web-based graphics archives designed to support course work in
Dante's Inferno will be developed. Students will examine and add
resources updating the page throughout the course.
- Interactive Logic Manual with Lester Reiss
The project will create a virtual classroom for an Introduction
to Logic class. A web-based service, the "classroom" will allow
students to study, create, and dissect theorems, access course
materials, and participate in peer-to-peer editing and
interactive chats with the instructor.
- William Meredith Papers Digitalization Course with George
Willauer
Recently donated to Connecticut College, the collected papers of
Pulitzer Prize-winning poet William Meredith will be digitized
and an electronic exhibit of the papers will be created. The
project will enable the preservation of fragile materials and
allow for wider access to and closer analysis of this important
collection.
- Language Systems Software with Timothy Vance for Linguistics 201
This project will convert course materials for Introduction to
Language Systems to electronic form. The materials, which
represent both text and pictographic languages, will be
redesigned using Director software, allowing students to see an
interactive, visual relationship between sound, text, and
meaning.
Program Assessment
To document the widespread effects of the Information Fellows
Program and assess its impact, the fellowship recipients will
submit a brief report within six months following the two-year
fellowship, describing how their independent projects were
carried out, explaining the impact of the fellowship on his/her
professional life and any ways in which the fellow has shared
his/her new knowledge with the wider community. Fellows will be
sent brief guidelines for writing the report and will also be
asked to evaluate the program and offer suggestions for its
improvement.
Faculty will also complete written evaluations which cover all
phases of their collaborative projects and suggest ideas for
improvement. Particular attention will be given to ways in which
the fellowship program has affected the integration of support
technology in regular operations at the College and to the number
of new and revised courses that employ technology.
by Todd D. Kelley,
Librarian for
Information Technology Initiatives
Johns Hopkins University
Baltimore, Maryland
Problem
The ways that the digital system for teaching and scholarly
communication
unfolds, takes shape, and is used are extremely important both for
teachers,
learners, and scholars today and for future generations who will
use systems
built on top of what we create today. On campus, the views and
participation
of scholars, teachers, administrators, librarians, and
information technologists
are all needed to create and keep vital a truly effective
digital system. The
components of the digital system are highly interdependent, and a
team effort
is often required for success.
The prevailing culture of many higher education institutions runs
counter to
the need for team effort described above. At the same time, the
reward
system for faculty, especially at research institutions, ignores
faculty
involvement in digital projects or digital resource development.
At the Johns Hopkins University, both of these cultural trends are
evident.
Background
Hopkins
is the oldest research university in the U.S. It was founded in
1876 on the
German model. It follows a highly
decentralized
institutional model. Administrative overhead is lean both
organizationally and
financially. Each school has a great deal of autonomy to pursue
its own
programs and strategies. The University is one of the smallest
research I
universities in the country, but has consistently attracted more
research
support by far than any other university in the U.S. The
autonomy of each school is viewed as a
strength
in attracting these funds.
Hopkins uses a resource-centered budgeting (RCB) model. In this
model,
schools or other resource generating units are in large measure
responsible
both for generating their revenue and for making decisions about
expenditures.
Within the schools and departments, faculty have a great deal of
latitude to
work as independent agents. Hopkins operates as what Weick (1976)
calls a
loosely coupled system. Traditionally, university-wide
activities and efforts
are rare.
Against this backdrop, this report describes a successful
university-wide effort
which has produced results that are unusual for an institution
with limited
experience in and commitment to working as a single body.
Origins of Institutional Support for Our Current Efforts
Almost four years ago, then
President William Richardson created and
convened a university-wide committee called the Committee for the
21st
Century. The Committee was chaired by then Professor William
Brody, who
has subsequently become the new President of
the
Johns
Hopkins University. This committee was charged with taking a broad
look at
current and future trends in higher education and recommending
ways that
Hopkins could remain and even grow as a vital, influential, institution
regionally, nationally, and internationally.
Economic, demographic, and cultural forecasts and changes created
concern
that the university was not fully prepared to continue with its
historical
success into the next century. The cold war was over and federal
research
funding and overhead rates were going down. Traditional pools of
graduate
students were drying up. New disciplines were being created and
old ones
were dying. Part-time students were becoming a majority of the
students
taught. And in large measure, digital technology was passing the
university
by. There were also concerns about competitiveness with peer
institutions.
These were just a few of the factors that appeared to influence
the President,
the trustees, and other university leaders to initiate this broad
and long-term
planning effort.
The Committee determined the most strategic questions and issues
to be
addressed and selected subcommittees to work on each issue.
Subcommittees were made up of faculty,
administrators,
and staff. The subcommittees were to explore
the specific
challenges that Johns Hopkins would face in a given area:
interdivisional
collaboration, international dimensions, information resources
and
technologies, faculty issues, diversity, the undergraduate
program,
nontraditional education and distance learning, and health and
biomedical
programs. Each subcommittee was to work on the issue for a year and report back to
the parent committee.
The final report and
recommendations of the Committee for the 21st Century were
based upon the work of the subcommittees. Two themes permeated
the work
and interactions of the subcommittees. One theme that was made
explicit in
the report was that, in order to be competitive and remain
efficient, a more
unified approach to information technology was required. The
other theme
came from the interaction of subcommittee participants. Many
found it
helpful to learn about the work of colleagues and to share
ideas. This need
was so strong that a few of us on the subcommittee on
nontraditional
education decided to continue meeting regularly after our formal
work was
finished. After a few months of meeting, knowledge about our
meetings got
back to the Provost, and he decided to formalize our existence.
He officially created us
as the Subcommittee on Electronic and Distance Education or SEDE.
We
expanded our
group to include a representative from each school and each
major
support unit, and we met regularly for breakfast once a month for
two or three
hours. The group included faculty, administrators, and senior
staff. Minutes of these
meetings
are available.
The work of the C21 committee and the subcommittees had helped
produce a
new awareness of the power and productive nature of teamwork,
even though
we had just barely begun to share ideas and think about what was
needed.
Other than sharing our own needs, plans, and activities, we had
little power or
sense of what we could actually DO to make a difference. Our
sense of
mission could be discerned through our discussions but we had no
actual plan.
We focused on our use of information technology to improve
teaching
effectiveness for current programs. We believed that sharing
these
experiences could lay the groundwork for future efforts that
moved beyond
our local teaching efforts. We imagined that students world-wide
could
benefit from the faculty and resources of Hopkins without
necessarily coming
to Baltimore.
The "Evil" Pilot Project
One of the projects that was shared and discussed within the SEDE
was a
project that came to be known as the "Evil" pilot project. The
project was a
collaborative effort between the
Milton S. Eisenhower Library, Professor Nancy Norris, a
member of the
teaching faculty in the Masters of Liberal Arts program, of the School of
Continuing Studies, who taught the course "Evil from Greek Tragedies to Gothic Tales", and a
faculty member and
three students in the capstone course for the Master's (M.S.) in
Technology program also in the School of Continuing Studies.
The project started with conversations between staff of the
School of
Continuing Studies and the MSE Library about the feasibility of
making
reserve readings available electronically so that students taking
classes at
extended campus sites could have access to readings from their
homes and
places of work. In conducting an analysis of various scenarios
that might
follow from this idea, this writer believed that any such efforts
could only be
successful if they were placed in a broader context of electronic
instructional
resources and services for students. So, instead of creating an
electronic
reserve site for a course or two, we decided to create an
Electronic
Instruction Site (EIS) that would include a wide array of
resources and
services.
We identified a member of the faculty who was willing to participate, but
who had very little
experience with digital technology. We felt that if our effort
was successful
with a technological novice, then we could expect a high degree
of success
with faculty in general. Professor Norris was extremely
cooperative, and soon
we had created a site that included her course material, a
discussion list for the
class, full-text reserve readings, connections to other
relevant material, an
easy e-mail connection directly to Professor Norris, and a space
for student
work. (The course included a large writing component.) As part
of their
capstone class experience, three students from the Master's in)
technology
program, worked to determine the level of experience
students in the
"Evil" course had with using computers and the World Wide Web.
They
prepared instructional material and met with students to answer
their
questions about using the resources and services found at Electronic
Instruction Site.
The use of the site by students in the course was quite high and
based upon a
questionnaire administered to the students in the course, the
Electronic
Instruction Site appeared to have an overall positive impact on
class
communication and learning. When these results were shared with
the SEDE,
members of the SEDE wondered if there could be a way to encourage
other
faculty to adopt similar approaches with their classes. While
everyone agreed
that many faculty would want to take advantage of the technology
to increase
communication and learning for their classes, they did not think
that most
faculty would be able to construct an Electronic Instruction Site
on their own
or provide assistance to students who might be novices in using
the
technology.
At the same time, support units that could provide assistance
were not
necessarily able to determine who might want to participate, and
these units
could not necessarily provide such assistance without additional
resources.
We needed both a way to identify interested faculty as well as the
resources to
support them.
The "SEDE Mini-Grant Program"
While discussing this challenge at a conference,
several members of
the SEDE wondered if engaging the competitive spirit of Hopkins faculty
might be one
way to move ahead. Faculty who wanted to use technology could
compete
for the funds they needed to support the construction of their
sites. Faculty
would have to work with service providers to identify the human
resources they needed as well as to estimate costs. They could
use the funds
they received to pay the service providers for the services that
were agreed
upon. We thought these negotiations could spark discussions
and
working relationships between faculty and service providers on
campus, while
also giving service providers some additional support they needed
in order to
provide these new services. When we explained our plan to the
entire SEDE,
it was received enthusiastically. The only question that
remained was where
the funds might come from. The Chair
of the SEDE approached the Provost with our plan, and he was
able to
find and earmark $40,000 for our effort. This was an
uncharacteristic action
from the central administration, but the Chair was very
persuasive, and our
request was clearly in line with the thrust of the
recommendations made by the
C21 Committee. We had funds to administer and the next challenge
was to
figure out a way to administer the funds fairly and to leverage them
for the
greatest possible benefit.
Criteria for the Mini-Grants
A subgroup of six SEDE members put together a list of
weighted criteria for judging mini-grant proposals we hoped
to receive when we put out a call
for requests.
We asked for an initial one-page letter describing the proposed
projects. We
received over 40 letters. Since we had only $40,000, we made
an initial cut
from these letters and asked about 15 faculty to submit full
requests. We
asked them to keep their requests to two-three pages and also asked
them to address
the criteria directly in their requests. We discussed each full proposal
and ranked them using the criteria. Our funding enabled us to award 11
mini-grants. We
asked the grant recipients to prepare reports
clear to each applicant that we expected a report of their
projects and to try and complete their projects by the summer of 1996. We
made it
clear to all applicants that we were supportive of their
proposals, but limited
funds made it impossible to support all requests at the current
time.
The projects themselves were surprisingly varied and
most were
different from the original "Evil" project which had sparked the
entire process.
The SEDE felt the diversity of projects and approaches was a
positive
development, although some support staff were concerned about the
potential difficulty in supporting such a diverse group of projects.
However, since
each project had some financial support that could help pay for
additional support resources, it was easier for support staff to accept
this wide array of projects.
We classified the projects into three groups: 1)extended
classroom; 2)stand
alone skills development and; 3)virtual resources. The extended
classroom
projects were most like the original "Evil" project in that they
provided course
information, lecture notes, sample exams, and relevant Web links.
Stand-alone
skills development projects were designed to assist students in
exploring a
concept in depth, practicing skills, and reviewing
information. Virtual
resources projects provided for the creation of digital resources
that were
broad enough in scope and depth to be used across a range of
classes and
situations where background material or specific information was
required.
Sharing the Projects with the Hopkins Community
While the project faculty were asked to submit reports at the
conclusion of the
project, the Chair of the SEDE suggested there might be more
effective
ways to share the projects. She suggested that we have a university-wide
symposium, so that the mini-grant recipients could share their
projects with
administrators, faculty colleagues, staff, and students. This
idea was approved, and a symposium was
held on October 24th, 1996. It consisted of four components:
- twenty-seven hands-on electronic poster sessions, running for two one-
hour periods during the day, and this included the 11 mini-grant
projects as well as
16 other teaching with technology projects from across
the university
that were identified and invited to participate.
- talks by the President
and Provost of Hopkins.
- a
keynote address by
Kenneth C.
Green.
- a fifteen minute talk by each
of the
mini-grant recipients who explaining the rationale behind their
projects, the
challenges they encountered, and the benefits accrued or what
they had
learned from it.
The SEDE hoped that at least 150 people would
attend this
event; however, attendance topped 225 and all
expectations were
exceeded.
Some Conclusions
- Units in a loosely coupled organization may work more closely
when
external forces threaten the status quo.
- Even in an RCB institution, the central administration must
provide
leadership and support for addressing needs which cut across
the institution.
- Faculty want to experiment with and adopt technological
methods of
teaching which show promise for increasing teaching
effectiveness, but
under most circumstances these efforts require strong
partnerships
with staff of support units.
- Staff of support units often require the same kinds of support
and
incentives that are used with faculty. The work of these
units
should not be taken for granted, and resources must be
provided when support units are asked to provide more services.
- Project management requires staff expertise that includes
both
technological and pedagogical knowledge.
- Activities which run counter to established cultural norms
are not only
possible, but with appropriate timing and support may
actually may be
welcomed.
Moving Beyond the Initial Mini-Grants
Based upon the success of the original round of mini-grants, the Provost
has announced a second round of mini-grants. In addition, the
symposium was such a success that it is now being considered as
an annual
event. However, beyond these obvious signs of institutional
commitment to
change, what kinds of lasting change have actually taken place,
and what
kinds of challenges still exist?
The first, and arguably most important changes, are the new
cross-institutional
working relationships that have come about through the formal
mechanism of
the SEDE and through the communication and cooperation required
for the
success of the mini-grant projects. In addition, institutional
support has
clearly been provided and is continuing, thus paving the way for
a sustainable
long-term effort. But while instruction has certainly been
enhanced, it is
difficult to say with certainty just how much it has been
enhanced and to what
degree these enhancements will be sustained over time. The
mini-grant
program is an appropriate way to jump start a new level of
involvement with
instructional technology, but it will not provide support for a more
comprehensive level of participation that is required for
meaningful change.
The support that is now provided on a piecemeal basis with
special funding needs to be provided on an institution-wide basis
through
organizational collaboration and realignments, strong leadership,
and
enhanced funding and human resources. In addition, broad changes
will still
be difficult to implement, because the traditional reward system
(criteria for
tenure) does not take these efforts into account. Faculty who
participated in
these mini-grant projects noted that the significant time required was
not accounted for through release from other responsibilities,
but were added to an already demanding schedule of research and teaching.