URL for Presentation

Please note that our "Making the Case" presentation documents are online at
http://people.colgate.edu/dbaird/core

FINAL EXECUTIVE SUMMARY

The Institute for Innovation in Research and Teaching at AU

Executive Summary, submitted by D. Baird, S. Fowler, B. Kuerten, M. Linos, and K. Robertson

A highly regarded land-grant, research I institution. Allbright U has an exceptional faculty, a strong technology infrastructure, and a nationally recognized academic computing division. We have the talents and resources to be a premiere University for the 21st century, but we have not yet met the challenge of maximizing our capabilities, and effectively connecting and integrating these sectors to produce learning opportunities that will engage 21st-century learners on a university-wide basis. Until we do so, we will not succeed in reaching the current goals outlined in our new strategic plan.

The creation of AU’s Institute for Innovation in Research and Teaching (IIRT) will help us reach our goal of creating critically engaged, lifelong learners and leaders. The Institute will bring together for the first time four central constituencies on our campus: research and teaching faculty, IT/ID professional faculty, graduate students, and undergraduate students. Most important, it will do so in ways that dismantle the disciplinary and institutional silos that inhibit the achievement of AU’s current goals.

Initially, the Institute will focus on two pilot projects, and the constituent groups involved will benefit from the Institute’s “Train the Trainer: Team Building to Affect Change” workshops, preparing each to interact effectively and productively and function as leaders within the larger university community. Given the central role of the Institute, it will ultimately act as the focal point for campus wide innovation and change in research, teaching and outreach.

Pilot projects: 1) IIRT Research project: partner with existing AU ADVANCE faculty (focus on addressing recruitment and retention of women and students of color in engineering via inclusive mentoring and undergraduate research practices). 2) IIRT CORE Curriculum project: partner with current consortium of faculty already at work on restructuring the CORE/Gen. Ed. Curriculum.

Funding: The pilot projects seek stakeholder contributions in terms of GA Institute fellowships, and/or Undergraduate Emerging Leader Internships, and/or R&T Faculty course release or equipment purchase as appropriate, and/or IT/ID Prof. Faculty stipends. All stakeholder contributions would be matched with funding from the Provost’s Office. Long-range funding plans include a fundraising campaign focused specifically on the IIRT, in concert with current plans for fundraising drives focused on achieving AU’s new goals.

Sustainability and Assessment: Crucial to long-range sustainability will be the alignment of AU’s reward system for faculty and staff with the current strategies and values of our institution. Without a reexamination of T&P guidelines, widespread buy-in and long-term institutional change are unlikely to occur. In order to monitor and continually improve IIRT initiatives, the AU Office of Institutional Research and Planning Analysis will be consulted in developing comprehensive, longitudinal quantitative and qualitative evaluations. The pilot IIRT partnership with the CORE Curriculum will seek input on assessment strategies intended to measure the integration of teaching, learning, and technology across departments. For example, with the campus-wide ePortfolio project, the IIRT will seek to develop metrics for student learning outcomes.

Powerpoint Template

The PowerPoint template draft has sent to your email. After I receive the final draft of the presentation, I will update the design o it. Let me know if you want to change anything in the design.

Megan

re: misc additional thought

I posted the following as a comment, but I thought I'd put it out front:

Here's a thought from the production side. On a small scale, faculty can and will use tech independently, but on a large scale, there's no reason to expect faculty to have or develop all the technical skills necessary... particularly as increased production values become the expected norm.

PowerPoint Presentation

Hi,

I have emailed a rough draft of the presentation to you. I forgot to change the subject, so it is "URLs for Blogs" or some such mess.

Feel free to change to meet your needs

Miscellaneous additionall thought

To Carol Barone's point about the scalability of IT support when faculty adopt the use of tech to enhance curriculum, this is further reason to partner with faculty so that they can do this independently, in time.

edited summary, redux

The Institute for Innovation in Research and Teaching at AU

Executive Summary, submitted by D. Baird, S. Fowler, B. Kuerten, M. Linos, and K. Robertson

A highly regarded land-grant, research I institution. Allbright U has an exceptional faculty, a strong technology infrastructure, and a nationally recognized academic computing division. We have the talents and resources to be a premiere University for the 21st century, but we have not yet met the challenge of maximizing our capabilities, and effectively connecting and integrating these sectors to produce learning opportunities that will engage 21st-century learners on a university-wide basis. Until we do so, we will not succeed in reaching the current goals outlined in our new strategic plan.

The creation of AU’s Institute for Innovation in Research and Teaching (IIRT) will help us reach our goal of creating critically engaged, lifelong learners and leaders. The Institute will bring together for the first time four central constituencies on our campus: research and teaching faculty, IT/ID professional faculty, graduate students, and undergraduate students. Most important, it will do so in ways that dismantle the disciplinary and institutional silos that inhibit the achievement of AU’s current goals.

Initially, the Institute will focus on two pilot projects, and the constituent groups involved will benefit from the Institute’s “Train the Trainer: Team Building to Affect Change” workshops, preparing each to interact effectively and productively and function as leaders within the larger university community. Given the central role of the Institute, it will ultimately act as the focal point for campus wide innovation and change in research, teaching and outreach.

Pilot projects: 1) IIRT Research project: partner with existing AU ADVANCE faculty (focus on addressing recruitment and retention of women and students of color in engineering via inclusive mentoring and undergraduate research practices). 2) IIRT CORE Curriculum project: partner with current consortium of faculty already at work on restructuring the CORE/Gen. Ed. Curriculum.

Funding: The pilot projects seek stakeholder contributions in terms of GA Institute fellowships, and/or Undergraduate Emerging Leader Internships, and/or R&T Faculty course release or equipment purchase as appropriate, and/or IT/ID Prof. Faculty stipends. All stakeholder contributions would be matched with funding from the Provost’s Office. Long-range funding plans include a fundraising campaign focused specifically on the IIRT, in concert with current plans for fundraising drives focused on achieving AU’s new goals.

Sustainability and Assessment: Crucial to long-range sustainability will be the alignment of AU’s reward system for faculty and staff with the current strategies and values of our institution. Without a reexamination of T&P guidelines, widespread buy-in and long-term institutional change are unlikely to occur. In order to monitor and continually improve IIRT initiatives, the AU Office of Institutional Research and Planning Analysis will be consulted in developing comprehensive, longitudinal quantitative and qualitative evaluations. The pilot IIRT partnership with the CORE Curriculum will seek input on assessment strategies intended to measure the integration of teaching, learning, and technology across departments. For example, with the campus-wide ePortfolio project, the IIRT will seek to develop metrics for student learning outcomes.

nice job, bruce

i'm repeating myself here . . . . :) nice work in trimming and tightening the previous draft. let's collaborate and get the final e. sum. puppy done.

shelli

URL for CORE Presentation Web Site

Folks:
Our web page is being built at
http://people.colgate.edu/dbaird/core/
Please browse there and send me your comments.
Dave

edited summary

Allbright U is a highly regarded land-grant, research I institution. AU has an exceptional faculty, a strong technology infrastructure, and a nationally recognized academic computing division. We have the talents and resources necessary to be a premiere University for the 21st century, but we have not yet met the challenge of maximizing our capabilities, and effectively connecting and integrating these sectors to produce learning opportunities that will engage 21st-century learners on a university-wide basis. Until we do so, we will not succeed in reaching the current goals outlined in our new strategic plan.

The creation of AU’s Institute for Innovation in Research and Teaching (IIRT) will help us reach our goal of engaging this target audience, and creating critically engaged, lifelong learners and leaders for the 21st century through the educational experience at AU. The Institute will bring together for the first time four central constituencies on our campus: research and teaching faculty, IT/ID professional faculty, graduate students, and undergraduate students. Most important, it will do so in ways that dismantle the disciplinary and institutional silos that inhibit the achievement of AU’s current goals.

All constituent groups involved in either of the proposed pilot projects will benefit from the Institute’s “Train the Trainer: Team Building to Affect Change” workshops, preparing each constituent group to interact effectively and productively with each other and as leaders within the larger university community.

Pilot projects: 1) IIRT Research project: partner with existing AU ADVANCE faculty (focus on addressing recruitment and retention of women and students of color in engineering via inclusive mentoring and undergraduate research practices). 2) IIRT CORE Curriculum project: partner with current consortium of faculty already at work on restructuring the CORE/Gen. Ed. Curriculum.

Funding: The pilot projects seek stakeholder contributions, and matching funds from the Provost’s Office. Long-range funding plans include a fundraising campaign focused specifically on the IIRT, in concert with current plans for fundraising drives focused on achieving AU’s new goals.

Assessment & Sustainability: The AU Office of Institutional Research and Planning Analysis will be consulted in developing comprehensive, longitudinal quantitative and qualitative evaluations of all IIRT initiatives.

Addendum

shoot. . . . i just read the last draft and realized that i forgot the t&p piece. i'll add it later on. . . .

--shelli

Exec. Sum. DRAFT 3

Hey, Team -- Here's the latest Exec. Sum. draft. Let me know what y'all think. I worked from the collective draft we created this afternoon, and think I got most of the concepts to fit in here. It's close to the page limit and incorporates the MTC parameters as far as I can tell (though my judgment is rather fuzzy at 1 a.m. . . ). In my late night delirium, I've had a few epiphanies about the visual stuff we need to develop. Somebody ask me about those epiphanies later this morning. . . . Cool. thx. -- Shelli

The Institute for Innovation in Research and Teaching at AU

Executive Summary, submitted by D. Baird, S. Fowler, B. Kuerten, M. Linos, and K. Robertson

Allbright University has just redefined itself as a “University for the 21^st century.” The new mission statement and strategic plan, recently approved by the Board of Regents, have effectively set us on this new path. Following Diana Oblinger’s visit to our campus this spring and the work of the President’s “Envisioning AU’s Future” ad hoc committee, we now have a much more in-depth understanding of the primary audience for our University for the 21^st century—the Net Generation. The creation of AU’s Institute for Innovation in Research and Teaching (IIRT) will help us reach our goal of engaging this target audience, and creating critically engaged, lifelong learners and leaders for the 21^st century through the educational experience at AU.

Need: Allbright U is already a highly regarded land-grant, research I institution in our region. AU has an exceptional faculty, a strong technology infrastructure, and a nationally recognized academic computing division. We have the talents and resources necessary to be a premiere University for the 21^st century, but we have not yet met the challenge of maximizing our capabilities, and effectively connecting and integrating these sectors to produce learning opportunities that will engage 21^st-century learners on a university-wide basis. Until we do so, we will not succeed in reaching the current goals outlined in our new strategic plan.

Rationale: The creation of an Institute will bring together for the first time four central constituencies on our campus: research and teaching faculty, IT/ID professional faculty, graduate students, and undergraduate students. Most important, it will do so in ways that dismantle the disciplinary and institutional silos that inhibit the achievement of AU’s current goals. Our past efforts in affecting pedagogical and curricular change have had small-scale success (focused on early-adopters in a limited number of departments and colleges) through IT’s exceptional work in building strong faculty development initiatives and active learning, inquiry-based pedagogical practices. Institute initiatives and curricula will build on these successes, but will use new methods. Institute participants will acquire new skill sets that promote effective, interdisciplinary collaborations that foster campus-wide innovations in the integration of technology in the areas of research, pedagogy, and curricular development. All constituent groups involved in either of the proposed pilot projects will benefit from the Institute’s “Train the Trainer: Team Building to Affect Change” workshops, preparing each constituent group to interact effectively and productively with each other and as leaders within the larger university community:

• Peer-to-peer IT/ID Professional Faculty Workshop (dev & funded by IT)
• Peer-to-peer Research & Teaching Faculty Workshop (dev & funded by IT)
• Preparing the Future Faculty G.A. Workshop (Grad. School and IT joint dev & funding)
• Emerging Leaders Undergraduate Workshop (Res. Life, Ed. L., and IT joint dev & funding)

Pilot projects: 1) IIRT Research project: partner with existing AU ADVANCE faculty (focus on addressing recruitment and retention of women and students of color in engineering via inclusive mentoring and undergraduate research practices). 2) IIRT CORE Curriculum project: partner with current consortium of faculty already at work on restructuring the CORE/Gen. Ed. Curriculum.

Funding: The pilot projects seek stakeholder contributions in terms of GA Institute fellowships, and/or Undergraduate Emerging Leader Internships, and/or R&T Faculty course release or equipment purchase as appropriate, and/or IT/ID Prof. Faculty stipends. All stakeholder contributions would be matched with funding from the Provost’s Office. (Initial queries indicate that minor reallocations within current Graduate School, IT, and College budgets are possible for pilot funding.) Long-range funding plans include a Foundation/Dev. Office fundraising campaign focused specifically on the IIRT, in concert with current plans for fundraising drives focused on achieving AU’s new goals.

Assessment & Sustainability: The AU Office of Institutional Research and Planning Analysis will be consulted in developing comprehensive, longitudinal quantitative and qualitative evaluations of all IIRT initiatives. The pilot IIRT partnership with the CORE Curriculum restructuring project will seek input on assessment strategies intended to measure the integration of teaching, learning, and technology across departments. For example, with the campus-wide ePortfolio project set to rollout in AY 2006, the IIRT will seek input on the construction of metrics for measuring student learning outcomes across all the CORE curricular areas.

Proposal DRAFT new format

yo, folks -- i am futzing here with the collective drafting we've done this evening (go, team!!); what i've done here is suggest a new format for the exec. sum. as previously agreed, dave (aka geology dude who communed with nature while his team buds were working their hineys off on the project draft; feeling guilty, dave? nah, didn't think so, and we're just kidding with ya, bud!) has generously agreed to lead the charge in the visuals dept. we're thinkin', dave, that one snazzy visual image (which bruce says you've already been working on), and a clean, simple-and-to-the-point Ppt. slide or two/three that pulls out some central points will do it. we want the power of the idea to do the sell, and not rely on razzle/dazzle . . . .

i will continue to work on a revision of this draft tonight and will post again later. please post suggestions; all are welcome. oh yeah, btw, the CORE team rocks!!!!! yes, dave, pun intended. :)

Proposal for the Institute for Innovation in Research and Teaching

Executive Summary, submitted by Dave Baird, Shelli Fowler, Bruce Kuerten, Megan Linos, and Kathy Robertson

Albright University has just redefined itself as a premiere “University for the 21^st century.” The new mission statement and strategic plan, recently approved by the Board of Regents, has effectively set us on this new path. From Diana Oblinger’s visit to our campus this spring, we have a much clearer sense of our 21^st-c. target audience—the Net Generation. Our proposal for AU’s Institute for Innovation in Research and Teaching will help us engage our target audience and achieve our mission of being a premiere University for the 21^st century.

Need:

Albright U is already a highly regarded land-grant, research I institution in our region. We have the talents and resources necessary to be a premiere University for the 21^st century. But we are not yet such an institution. AU has a nationally ranked faculty and a strong technology infrastructure / human infrastructure, but we have yet to effectively connect these sectors in ways that produce the kind of outcomes that engage 21^st-century learners.

Rationale:

We are proposing an Institute that will …..

Funding:

Assessment:

Fund the center. Produce two pilots

We’re looking for dollars that will match an existing and successful project. Fund two projects: (1) those engineering faculty supporting undergraduate research initiatives. Dean will buy in and match (2) and we’ll tap into AU’s Advance Project funded by NSF via the faculty participants. Though the institute they will have accesses to our technology wizzes so that they can meet their project goals of the project by better integrating technology which increases participation of women and minorities by 30 per cent (from Oblinger)


The second pilot program engages the goal of integrating teaching and learning technologies by –once again-- building on an initiative already in progress. For the last xx months, the Provost’s office has funded an initiative to re-examine and restructure the University’s Core Curriculum – Gen Ed. This initiative has already brought together faculty from every college, and with support from the Institute we’re gonna integrate ID and IT. Teambuilding. To get Faculty to engage –as equals-- with ID and ID professionals. A curriculum (climate change) within the Institute will facilitate an integration of the parts. We’re gonna give the faculty an attitude adjustment. But we’re gonna give the faculty a financial inducement (fellowships, release time, summer stipends) for the additional work we will expect from them. And we want from the Provost/President some policy change on T and P. On the IT/ID side we’re gonna offer bonuses. This curriculum, this comprehensive treatment is something that no other University has done. It is a 21st solution to 21st century issues.

In this peer to peer climate adjustment workshop. The GTA is preparing the future professoriate. It’s funded by Grad school and IT. The last constituency are the undergraduates – an emerging leadership workshop… that curriculum is in development, funded by residential life and Instructional Technology. It will create a population of critically engaged life long learners who are better prepared for the workforce. By so doing the University demonstrates its responsiveness to the business environment around it. In bringing in the last two constituencies we are, at matriculation, we are beginning to create leaders of the 21st century who will emerge as the future alumni funders of the University.

Some Thoughts on Assessment

In my opinion, an effective assessment plan will make this proposal completed. How to determine whether this is a successful program after implementation is something wothwile to think about. Here I would like to contribute some ideas to assess this program, please feel free to add or modified –

1. Curriculum Effectiveness

Qualitative Approach
· Feedback on the workshop/curriculum
· Feedback on the support staff
· How does the curriculum demonstrate its influence in better teaching and learning environment?

Quantitative Approach
· How many training workshops have been offered?
· How many participants have joined the workshops?
· How many one-on-one support consultation cases have engaged?

2. Teamwork Experience

Qualitative Approach
· Satisfaction on teamwork experience
· Work allocation
· Role
· Compensation system

Quantitative Approach
· How many faculty are participate in this program?
· How many GE courses are being built with the program support?

3. Student’s Feedback

Qualitative Approach
· Student Satisfaction
· Course Evaluation

Quantitative Approach
· Class participation
· Class Attendance
· Student’s Performance (Student Outcome)

4. Technology and Infrastructure

Qualitative Approach
· Network
· Server
· Course Management System
· Technology Enhanced Classroom
· Stability of the infrastructure/technology
· Security Issues
· What is missing and that has stop progressing?
· Is the technology used efficiently and effectively?

Quantitative Approach
· How often does what technology is being utilized in the classroom? (Matrix)

5. Faculty Growth

Qualitative Approach
· Faculty’s feedback
· The difference between now and then
· The difference in teaching style and utilized educational technology

Quantitative Approach
· How often does faculty utilize the support and services?
· How many faculty have participated?

6. Effective Teaching and Learning

Qualitative Approach (Some of these are repeated)
· Student's Performance
· Class Participation
· Class Attendance rate
· Student Engagement
· Faculty's Viewpoint in Change
· Learner center approach (Being implemented effectively?)
· Prepare learner to be the future professional in the work place?

Quantitative Approach

executive summary thoughts

Our University has just put itself on the map as a University of the 21st century. We are not such an institution.

As you saw from Diana Oberlin’s presentation, you have a much clearer sense of how we engage the 21st century learner, but we, as a University are not currently set up to produce that kind of engagement. We have a proposal that we think will help us get there: THE INSTITUTE FOR INNOVATION IN REASEARCH AND TEACHING.

We have nationally ranked faculty, a strong technology infrastructure, and human infrastructure, but we have yet to connect these in ways that produce the kind of outcomes that engage 21st century learner.

How you gonna do it?

Fund the center. Produce two pilots

We’re looking for dollars that will match an existing and successful project. Fund two projects: (1) those engineering faculty supporting undergraduate research initiatives. Dean will buy in and match (2) and we’ll tap into AU’s Advance Project funded by NSF via the faculty participants. Though the institute they will have accesses to our technology wizzes so that they can meet their project goals of the project by better integrating technology which increases participation of women and minorities by 30 per cent (from Oblinger)


The second pilot program engages the goal of integrating teaching and learning technologies by –once again-- building on an initiative already in progress. For the last xx months, the Provost’s office has funded an initiative to re-examine and restructure the University’s Core Curriculum – Gen Ed. This initiative has already brought together faculty from every college, and with support from the Institute we’re gonna integrate ID and IT. Teambuilding. To get Faculty to engage –as equals-- with ID and ID professionals. A curriculum (climate change) within the Institute will facilitate an integration of the parts. We’re gonna give the faculty an attitude adjustment. But we’re gonna give the faculty a financial inducement (fellowships, release time, summer stipends) for the additional work we will expect from them. And we want from the Provost/President some policy change on T and P. On the IT/ID side we’re gonna offer bonuses. This curriculum, this comprehensive treatment is something that no other University has done. It is a 21st solution to 21st century issues.

In this peer to peer climate adjustment workshop. The GTA is preparing the future professoriate. It’s funded by Grad school and IT. The last constituency are the undergraduates – an emerging leadership workshop… that curriculum is in development, funded by residential life and Instructional Technology. It will create a population of critically engaged life long learners who are better prepared for the workforce. By so doing the University demonstrates its responsiveness to the business environment around it. In bringing in the last two constituencies we are, at matriculation, we are beginning to create leaders of the 21st century who will emerge as the future alumni funders of the University.

A presentation outline

Strategy: Why should this Institute be a part of the strategy of the University?

1) to improve teaching and learning (bring the Institution into the 20th century)
2) to take advantage of efficiences to maximize the return on University resources
3) to become a leader among our peer institutions

Data and arguments to support the above?

Implementation:

1) how the Institute will be organized, and to whom will it report
2) how this organization will effect the University at large
3) how organization and strategy promote efficiency, efficacy

Production/Assessment/Finance

1) what the Institute will produce
2) how the product will be financed (part of the budget, production fund, matching -incentive- fund)
3) how we know the Institute's product will be effective.

It may be that this last category is unnecessary because we wish to keep the discussion on a strategic level

Additional Content for Thought

Problem to Solve: Budget cuts are looming, yet the CS union is demanding to add additional secretarial labor to meet the increased demand from faculty to provide administrative services via the new portal (e.g. Printing a Class Schedule, Emailing the Students with Logisitcal Information, Submitting Grades).

Solution: The new faculty development center will provide core portal training and lab time that will encourage and empower the faculty to be self-sufficient.

Assumptions, risks, dependencies:

• The faculty are incentivized to come and learner
• The faculty will know/learn computer basics
• There is a change management plan
• There is a communication plan
• There is buy-in from management that these administrative tasks are the responsibility of the faculty member
  
• Management supports this endeavor and will enforce this
  
• There is a plan for testing the portal for usability
• There are resources to modifiy the portal to make it easier (more straight forward) to use
• That the secretaries will be agents for change and will aid in the learning process by guiding the faculty on performing these tasks.

Benefits
Department Secretaries can be freed up to do the tasks in their job description

Deterrants

the shift and the drivers

"this shift must be driven by the faculty"

Why are the faculty --at present-- not driving this shift, and how do we enable them to do it?


SCRIPT:

This shift must be driven by the faculty, but they need the support of the administration. Ideally, that support should take three principal forms: organization, policy, money. The University's organization should express the coordination of faculty with instructional design and technology. Policy should support the creation and implementation of modern educational processes and technologies, and --of vital importance-- the recognition of these efforts toward tenure and promotion. Lastly, funds should be earmarked to implement and incentivize both reorganization and policy.

Dave's Notes on MTC

Project Parameters and Guidelines
a. Address an IT/ID issue at the Institutional level
¬ How to leverage the potential of IT/ID to transform the Institution into a 21st Century University

Assumptions: transforming the Institution into a 21st Century University requires a fundamental shift of emphasis from traditional pedagogy to a blended model, adding technology-enriched instruction using sound ID principles. This shift must be driven by the faculty, and requires meaningful collaboration between faculty and IT staff.

Modernization of library systems and resulting improvements in access to information have revolutionized the research process for faculty and students alike. A corresponding quantum leap in the quality of instruction has yet to be realized at our institution, despite the ready availability of innovative technologies and an IT staff willing to work toward the goal.

Surveys of our best qualified prospective students suggest that they desire a college experience that will prepare them for well-paying careers. Further, they demand a fully wired (and wireless) educational setting, opportunities for learning locally and globally, and multi-mode learning experiences that allow them to use technology to solve real-world research problems.


ITL Domains to cover:
Instructional design and technology
Project Management
Financial Matters
Assessment and Evaluation
Faculty Issues
Leadership
Broad Institutional Perspective

Institute for Innovation in Research and Teaching
CREATE A FACULTY SUPPORT CENTER FOR FOSTERING RESEARCH AND DEVELOPMENT WITH NEW TECHNOLOGIES AND PROCESSES FOR IMPLEMENTING INNOVATIVE APPLICATIONS TO THE TEACHING AND LEARNING PROCESS.

(can we find an easier way to say this?) DONE

Dedicated to improving teaching and learning through the innovative use of technology

Why should we create this center?
- How will it improve the fiscal health of the institution?
- How will it improve the T & L health of the institution?
The University is an institution for the 21st century. If we don’t

WHAT PROBLEM THAT I HAVE IS THIS A SOLUTION TO?
¬ The issue is how to transform the relationship between faculty and IT staff from one of customer/client to one of partner/colleague

President: fiscal, strategic, University resource

Provost: T & L, University resource


How do we create this center?
- How do we fund it?
- How do we staff it?
Want a faculty/IT partnership to foster commitment to lifelong learning.
Change climate and reward system so that the P&T structure supports this.
Find experts within organization – the Pioneers, early adopters
Center administration is itself innovative – IT will be an academic department in a way.
Co-location of Faculty Fellows, IT Fellows, Student Interns

How do we create incentives for the faculty to use this center?
- Money
- T & L


How do we ensure that the faculty at large will use these innovative applications?


How do we define the success/effectiveness of this center?
- products
- student, teach assessment
- peer review
- alumni support
-


Note that the process is more important than the end product for “Making the Case”.
Map out a plan for how to achieve your goals.
Shelli’s comments:
Pres, Provost, CIO went to a retreat
Think about systemic change
Create an IIRT , Kellogg, Pew and NSF are on board
U for the 21st century.
Historically, silos between IT and faculty.
We want to dismantle, how do you have faculty see and engage IT as colleagues.
Research is a door through which we can engage them in discussion about their teaching.
Engage faculty, grad student, student and IT as partners.

Making the Case Topic

Our group is claiming #10 in the list of "Making the Case Sample Topics" that were provided:

10. Create a faculty support center for fostering research and development with new technologies and processes for implementing innovative applications to the teaching and learning process.

The CORE Entry 1

This is the blog for the CORE team at the Educause Institute for IT Leadership 7/10-7/14, 2005
The CORE's slogan is "Touch IT"
Team members include:
Dave Baird (Colgate University)
dbaird@mail.colgate.edu
Shelli Fowler (Virginia Tech)
sbfowler@vt.edu
Bruce Kuerten (Auburn University)
kuertbg@auburn.edu
Megan Linos (Case Western Reserve University)
megan.linos@case.edu
Kathy Robertson (Eastern Michigan University)
kathy.robertson@emich.edu