|
The Creation and Implementation of the Academic Services Technology Plan at Columbia State Community College
Billy Walters Director, Academic Support Services and Distance Education Columbia State Community College 1665 Hampshire Pike Columbia, TN 38401 (931) 540-2705
Glenna Winters Instructional Technology Specialist Columbia State Community College 1665 Hampshire Pike Columbia, TN 38401 (931) 540-2614
Abstract So you think a SACS self-study is excruciating, painful, and/or meaningless? This presentation illustrates the Academic Services Technology Plan for Columbia State Community College that was created as a result of the SACS alternative self-study. The technology plan’s objectives include the use of technology to help faculty improve student learning, establish core technology competencies for all faculty, offer advanced technology training tracks, enhance technology integration into the curriculum, show appreciation for faculty technology initiatives and much, much more.
Prior to the SACS self-study, Columbia State Community College did not have a technology plan. Most faculty were somewhat hesitant to the idea of becoming skilled at using technology and/or incorporating it into their curriculum. The college needed a plan that would identify instructional needs and align itself with the college’s strategic goals.
One of the strategic goals addressed the need to make courses and information more accessible to students. To achieve this goal, the college needed a plan to train faculty on using Microsoft applications and WebCT for course management. Academic Services Technology Plan Columbia State Community College Authors: Billy Walters, Glenna Winters
I. Purpose for Creating a Technology Plan Prior to 2003, Columbia State Community College did not have a technology plan to address the need to train faculty in using technology, incorporate technology into the curriculum, develop online courses, or to serve the students and the community. Most Division Chairs were unaware of the level of faculty technology skills or their use of technology in the classroom. Chairs did not promote incorporating technology into the curriculum, nor did they provide incentives to encourage faculty to seek training. Faculty were doing their own thing and were mostly self-taught in the use of Microsoft applications. There were multiple software programs being used campus-wide making it difficult for faculty to support each other. The limited support for faculty was provided by the lab technician in the Teaching and Learning Center. This position was created for the purpose of giving technical support in the IT department and to provide support for CAI software for students in the TLC. As time progressed, however, faculty began to rely on the technician for assistance with learning to use technology. The college had no approved Course Management System to be used campus-wide, and there were no policies or procedures for online course development for the four internet courses being offered. The three online developmental courses used vendor provided software. One Computer Information Technology course was created using FrontPage and resided on the web server. Most faculty had antiquated computers and/or dumb terminals, no trainer, and no facility for training. The administration did not think faculty would adapt to using technology partially due to an aged faculty and limited funding. The administration also felt that since the students we served lived in rural areas, they would not want online courses and would not have access to the technology for online learning. One of the college’s strategic goals addressed the need to make courses and information more accessible to students. To achieve this goal, the college needed a plan to train faculty on using Microsoft applications and WebCT for course management, course development policies, procedures and online pedagogy.
II. Methodology The college chose to participate in the Alternative SACS Self-Study in 2000. The Alternative Self-Study was the catalyst for developing a technology plan for the college. The Alternative Instructional Delivery Committee, composed largely of faculty across the disciplines and chaired by a faculty member, was appointed by the president to complete the self-study.
The AIDM committee’s objectives were to come up with a plan to: § Provide a training facility for faculty § Provide core and advanced technology training tracks § Develop a core technology competency for all faculty § Use technology to improve student learning and provide 24/7 access § Support and enhance technology integration and life-long learning
The committee began their work by surveying faculty members. The intent was to identify their technological skills, to learn how they were using technology to perform their jobs, and to determine how technology was being used to enhance the curriculum. The division chairs were also surveyed in this process. The goal here was to find out if they knew their faculty skill levels, what technology was available, and how faculty were using technology in the classroom. They also wanted to assess whether they encouraged faculty to learn and use technology. Students at all five campuses were surveyed to find out how many had computers and internet access, and the kinds of technology services they expected from the college. The AIDM committee met with faculty and division chairs to discuss their findings and to get input concerning their technological needs, fears, biases and plans for the future. The AIDM committee surveyed numerous deans and instructors from two and four year institutions across the nation to find out what others are doing. In addition, they researched dozens of college web sites, books, and research articles looking for best practices. They also invited a panel made up of Distance Education Deans from other institutions within the state to review their findings and offer recommendations. After two years of research and study, the committee developed a technology plan for the college. The Vice-President of Academic Services appointed a Technology Implementation Committee to develop procedures and policies for implementing the recommended plan. The committee met regularly for six weeks to develop methods for implementing the major components of the plan. They received feedback from faculty, IT department, Student Services and other departments that would be involved with implementation of the technology plan. The final plan was then reviewed by the division chairs, the VP for Academic Services, the Instructional Technology Specialist and the Director of Distance Education. They tweaked the plan in some areas before giving their final approval for implementation. The Academic Services Technology Plan went into effect in August, 2003.
III. Results Some of the major achievements as a result of the technology plan are:
The training has been well received by faculty and they are using and incorporating technology into their curriculum by leaps and bounds. The following is WebCT usage at Columbia State Community College from Fall 2003 to Spring 2006.
IV. Conclusion The administration is extremely supportive of the Technology Plan and recognizes the benefits of implementing technology to enhance learning and to serve the community. Division Chairs are now fully aware of the need for incorporating technology into courses in their divisions. They are encouraging faculty to seek training, enhance their courses, and develop Hybrid and Internet courses. Faculty have overcome their fear and biases of learning new technology skills and teaching with technology. One of the major accomplishments of the technology plan is that students are pleased with the increased access to instructors, to course content, and the quality of our internet and hybrid courses. Students have come to expect enhanced courses and are disappointed when the 24/7 access is not provided.
V. Recommendations - Future Improvements Our recommendations are to: § Continue training and professional development for faculty § Increase the number of faculty serving on the Instructional Design Team and as Faculty Technology Mentors. § Develop more Internet and Hybrid courses in all disciplines § Use a Course Management System to enhance all courses § Improve the quality of our online and hybrid courses by: o Increasing faculty skills for course design and pedagogy o Incorporating streaming video content o Incorporating interactive multi-media o Incorporating podcasting |
