Think about these two questions and discuss with

fellow attendees!Then we’ll present! What are the major educational initiatives on your

campus? What ways can IT units and faculty partner to

advance these initiatives?

Leila C. Lyons, Director, IT User Services

George H. Watson, Associate Dean, College of Arts and Sciences

Martha Carothers, Associate Director, Office of Undergraduate Studies

University of Delaware

Partnerships for Educational Reform

Who’s Who and What’s What! Information Technologies (IT)

User Services PRESENT

University Media Services Problem-Based Learning and ITUE Center for Teaching Effectiveness (CTE) General Education Initiative (GEI)

About the University of Delaware Land-grant, sea-grant, space-grant, urban grant institution 1070 faculty (80% full time) 21,238 students

16,548 undergraduates (15,580 FT) 3,395 graduate students (2,519 FT) 1,295 professional and continuing studies students

http://www.udel.edu/main/aboutud.html

Fall 2004

Technology More than keeping systems running How can IT align with the institutional mission,

particularly the education of students? How do we reach faculty and empower them to

use technology in teaching and learning?

Faculty Support PRESENT – a teaching and learning resource center for

faculty Physical and virtual

Learning management system (WebCT) Instructional design Staff and graduate student support Technical advice and consulting

A History of Partnerships Faculty Institutes for Teaching, Learning and Technology Technology Assistance Grants to faculty (esp. in ITUE)

interested in active learning methods Course Redesign grants that led to further partnership

with CTE and General Education Initiative

Institute for Transforming Undergraduate Education ITUE was created in 1997 to promote reform of

undergraduate education through faculty development and course redesign.

It was initially funded by the NSF program on Institution-Wide Reform of Undergraduate Education, subsequently by the Pew Charitable Trusts, internal sources, and additional grants.

ITUE Fellows receive hands-on experience in employing active learning strategies, particularly problem-based learning (PBL), and effective use of technology in their classrooms.

What is Problem-Based Learning?

PBL prepares students

to think critically and analytically, and

to find and use appropriate learning resources.

PBL is a learning approach that

challenges students to “learn to learn,”

working cooperatively in groups

to seek solutions to real world problems.

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud (1985)

What are the Common Features of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not initially

given. Students identify, find, and use appropriate resources. Students work in permanent groups.

Overview

Problem, Project, or Assignment

Group Discussion

Research

Group Discussion

Preparation ofGroup “Product”

Whole Class Discussion

Mini-lecture(as needed)

Assessment(when desired)

The Problem-BasedLearning Process

A Typical Day in a PBL Course

ITUE – Faculty PBL training from practitioners Collegial environment Ongoing peer support Funding and recognitions through grants Provide faculty who ask, “How can I make learning more

active?”

ITUE Technology Assistance Grants Grants staff and student time to apply active learning to

a specific course. Awarded to new ITUE fellows.

Collaborative WorkspaceSimilarities between PRESENT and PBL classrooms Flexible furniture Flexible equipment

Other IT/Faculty Collaborations ITUE three-day institutes using WebCT. PBL Clearinghouse. WebCT discussion group training co-taught by faculty and

IT in PBL format. Wireless notebook carts for PBL classrooms.

Wireless collaborative space

Course Redesign Grants Situate internal grant process within

General Education Initiative (GEI) context Outline criteria, online features, and development

support for grant process Highlight benefits and challenges

Overview of General Education Initiative (GEI)

1996: Faculty Senate Ad Hoc Committee on GEI 1998: Ad Hoc Committee report – faculty initiative Fall 2000: 3-year pilot to implement and assess part of GEI (First-year

experience-LIFE, Pathways courses, Capstone experience, Discovery Learning experience)

2000: GEI grants and CTE High Tech grants 2001: General Education Institute Fall 2003: Report of pilot to Faculty Senate Fall 2003: Coordinate grant program with IT Spring 2004: Faculty Senate Resolution regarding GEI 2004-2005: Grant program implementation

GENERAL EDUCATION OVERARCHING GOALS

Translation

To consider general education as a total coherent experience and to organize the University of Delaware's academic resources to optimize the

learning environment

Implement and sustain via instructional grants

History of Grant Programs

Center for Teaching Effectiveness (CTE)

General Education Initiative (GEI)

Information Technologies (IT) w/ funding from Provost

2001-02 Advanced & Emerging Technologies

LIFE, Pathways and Capstone Courses

Student Assistants

2002-03 Advanced & Emerging Technologies

LIFE, Pathways and Capstone Courses

Technology Enhanced Course Redesign

2003-04 Center for Teaching Effectivenessand General Education Initiative

Technology Enhanced Course Redesign

2004-2005 Grant Program Combined CTE, GEI, and IT grants Coordinated expertise to review proposals and

support funded projects Streamlined and more efficient grant application

process Encourages faculty to be as creative as possible in

their thinking One review committee appointed by the Provost w/

sub-level reviewers

Institutional Context of Grants Infuse gen ed goals into dept. curricula Ensure sustainability of gen ed goals Enable faculty ownership of ge ed curriculum Offer faculty incentives to participate and remain

involved Provide formal recognition in reward structure

2004-2005 Grant Focus Address three targeted general education goals: oral and written communication

quantitative reasoningservice-learning

Innovative student-learning focused pedagogy:problem-based learningactive learning approachestechnology

Substantial transformation or enrichment of existing courses

Development of new courses embedded in curriculum Encouragement of interdisciplinary, cross-disciplinary,

and faculty collaboration

Features of Grant Process Call for proposals (up to $20,000 per project) Grant website with online templates Faculty grant preparation sessions Pre-proposal stage Review process Invitation to final proposal Final proposal submission Grant implementation (July 1 – June 30) Project follow-up (mid-year and final report)

Grant Proposal Format Project description -- impact on student learning -- complement current methods: active learning, PBL,

technology -- impact on department, college, university goals -- utilization of existing resources Implementation -- timeline, stumbling blocks, sustainability Assessment -- student learning and project effectiveness Funds requested -- total amount, department, college contributions Support of department chair and Dean

Core Evaluation Criteria Advancement of general education goals Impact on student learning via active engagement Sustainability Evaluation of student learning / project effectiveness Budget request with justification Incorporation of feedback from pre-proposal

Timeline

Early December 03 Call for proposals

Mid-Nov & December Grant preparation session

End of January 04 Pre-proposals due

Mid-March Final proposals due

Mid-April Awards announced

Early July Funds available

End of January 05 Mid-term reports due

End of July Final reports due

Faculty Support General Education Institute Grant preparation session Feedback on pre-proposal Consultation with content experts: -- oral and written communication -- quantitative reasoning -- service learning Consultation with instructional technology, instructional

design, assessment, media, information resource experts Access to previously funded proposals and PIs Access to online resources

2004-2005 Summary of Grants 27 applications

-- 16 oral and written communication-- 3 quantitative reasoning-- 8 service learning

16 invited to submit final proposal 10 grants awarded

-- 4 oral and written communication-- 2 quantitative reasoning-- 4 service learning

23 faculty, 8 departments, 870 students impacted (approx.)

14 courses, 1 practicum, 1 program involved

Successes Faculty projects advance general education goals Faculty retain ownership of department curriculum

because gen ed goals are embedded in curriculum Promotes collaboration Coordination of internal grant opportunities Effectiveness and efficiency of online process Consultation and development support

-- preparation

-- proposals-- implementation

Faculty project showcase - General Education Institute

Challenges Application stage

-- budget template

-- assessment

-- focus faculty on one gen ed goal Support faculty effectively in implementation Tracking grant activity and impact once funds

expended – sustainability Assessing long-term impact

IT Support Lessons Learned To change the curriculum, we need to change how faculty

perceive teaching and learning. We infuse the campus culture with a variety of ways for

faculty to learn about pedagogy and to reinforce that learning.

Partnerships with faculty can help with faculty readiness.

Elements Encourage both Pedagogy and Technology Adoption Administrative Vision Robust Technological Infrastructure Partnerships Faculty Development/Encouragement Institutional Support Support Staff

Revisit our questions and discuss What are the major educational initiatives on your

campus? What ways can IT units and faculty partner to advance

these initiatives?