|Date: Mon, 27 Jan 1997 11:53:55 -0500
From: Dickie Selfe <firstname.lastname@example.org>
To: email@example.com, firstname.lastname@example.org
Cc: email@example.com, firstname.lastname@example.org
Subject: long--Small college challenges
question that generated this list was the following: What
are the most important challenges at your institution to
setting up a culture of support for those interested in
teaching with technology?
SMALL COLLEGES AND UNIVERSITIES: SOME PRIVATE
- * Religious Affiliated, private, many
first-generation college students with low SATs
- - lack of knowledge in faculty and time
% about the computers themselves
% about available software and about how to use
% the benefits and the disadvantages of
technology as a teaching tool.
- lack of classrooms with computers, lack of
access to the type of collaborative environments
exhibited at the institute (DIWE, CommonSpace,
- * Small branch campus of huge university, all
undergraduate, lots of support
- Just to stay current with this field. I've
spent thousand of hours, hours that rightfully
belong to my family, to my students, to my
research, to myself. This field fascinates
me--it's like an addiction, though.
- * Small college, 1200 students, 67 faculty,
51% non-traditional, good infrastructure, poorly
- 1) faculty and students resistance to time,
to cost, to change
2) personal time to stay current, to be creative,
to problem-solve, rather than just
"treat" (as in symptoms).
3) Unreasonable expectations that computers are a
- * Urban, 4000 under, 1000 grad., Jesuit,
strong liberal arts tradition
- - persuading the provost and presidents of
the importance of faculty development (in
addition to the hardware investments the U. is
- having the technical support & training
(the professional "permission" of the
rewards/incentive structure) to develop new
pedagogies in the classroom.
- creating a faculty community of
"techno-educators" who could be a
catalyst for change *without* the necessary
support from the administration.
- finding the right software for he task I can
- * 7,500 students, open admissions, urban
- A crisis at the university: It looks like
about 125 faculty out of 400 are going to be cut.
Getting through that period and not loosing track
of technologies, students, pedagogy. If we make
it through that period, then summon some
enthusiasm for the work that needs to be done.
Clearly, in the next year or two we are going to
have to make a lot of changes. I need to remember
that crisis connotes opportunity and find ways to
use the forced change as means for encouraging
some positive steps.
- * Coed, liberal arts, 600 day students, 400
adults in off-campus programs, middle class, 20%
minorities; many students
underprepared/motivated; many are 1st generation
- 1) generating *interest* among many
established faculty members (esp. tenured);
overcoming their fears. These fears may relate to
lack of time to understand technology.
2) finding the TIME to continue teaching &
meeting existing commitments while thinking
through and developing new courses using
technology (& new ways to use tech.)
3) funding to provide the technology we
need--particularly the equipped classrooms. (We
have strong administrative support, which helps).
Or perhaps the knowledge to make wise choices
concerning how to spend limited funds.
- * Suburban, 6,000 day students, vital
continuing Ed. program; liberal arts, private,
IMBA and MBA and an ME. Currently building
fiberoptic network campus wide. HU lab to be
completely networked by Feb. Faculty committee
working on technology.
- 1) departmental support: I feel like the
"Lone Ranger" since I am highly
interested in TWT. However, the Director of the
Writing Lab, for whom I work as a writing
specialist, is supportive in helping me get to
conferences such as this one and also encouraging
me to apply for local grants for summer study.
2) not enough technical support: getting better
3) faculty interest?
- * Small multicultural, bilingual university,
2200 students, large ESL/developmental population
- Priorities/Planning/Assessment--these three
are connected. We can't set priorities w/o
assessment & we can't plan w/o priorities.
- * Same as above:
- - (may not be the biggest challenge but ...)
lack of good equipment. I'd like to incorporate
WWW activities but have not access from my office
and no current classes for composition classes.
- current departmental focus for computer use is
drill and kill software. No real support for
encouraging students to engage in meaningful
writing activities on the
- * 5000 students, private, undergrad. liberal
- 1) My major challenge as Director of WAC is
to convince the admin. on the one hand and
faculty on the other that we need systematic
long-range planning for
- tech support
- curriculum revision
- rolling replacement & upgrade
This must all precede the "meteor
crash" we anticipate during 1997.
- 2) The immediate need is to enlist the direct
support of our president, ... in a
university-wide educational technology planning
- * Private, undergrad.
- - time constraints: supporting technology is
only a small part of my job; I'm pulled in too
many directions and don't have time to create
- - budget constraints: not enough departmental
& institutional money; need more labs and
upgraded equip.; staff support
- - lack of knowledge: I don't feel like I have
enough knowledge to help others but I have enough
to do things for myself. Don't have the extensive
knowledge to help others out of
- * Small college
- - Computer services (technical support
providers) and faculty who want to use technology
have different agendas but do not understand the
constraints of the other group. Each wants the
optimal environment for *their* success but each
vision places constraints and demands on the