Abstract
Wheaton College benefits from a 10-year progressive history in its curriculum-related use of electronic information resources. The faculty has endorsed the integration of electronic information technology into the academic program of the College in a manner consistent with Wheaton's emphasis on learning as an evaluative and reflective process. The divergent assortment of pedagogically-based technology projects underway is stimulated by faculty development workshops, competitive funding opportunities, faculty partnerships with library and computing staff, and, more recently, a faculty mentor program. This paper describes how early project evaluations have evolved into a more cohesive assessment of how this pedagogical endeavor has changed teaching and student learning.