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CENTER FOR INSTRUCTIONAL TECHNOLOGIES

ANNUAL REPORT

ACADEMIC YEAR SEPTEMBER 1, 2001 – AUGUST 31, 2002

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T A B L E O F C O N T E N T S Contents Page

Introduction, Mission and Vision 2

Goals, Objectives and Outcomes 3

Organizational Chart 6

May Institute 7

Course Development Day 11 Blackboard Reports

Individual and Departmental Training Sessions on an Annual Basis 14

Report on Online Courses 15 Report on Workshops

Face-to-Face 16 Online 17 Assessments 17

Student Mentoring Program 18

Student Outreach 19

Other University Resources 19

Teaching, Learning and Technology Roundtable (TLTR) 19

Position Analysis 20

Evening Administration – PLV 21

Appendix 22

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I N T R O D U C T I O N

The Center for Instructional Technologies (CIT) was established in the Fall of 1999 in recognition of the impact instructional technology was having on course delivery and the need to formalize various faculty development efforts. The CIT surveyed various colleges and universities where similar centers were established. After visiting the schools, goals and objectives were set that focused on the collaborative approach to teaching and learning. M I S S I O N

The Center for Instructional Technologies’ recognizes the importance of faculty development and the faculty’s need for support when integrating technology into the instructional process. Course content incorporated with sound educational principals remains vital with a new emphasis on understanding the distributed learning process. The Center provides resources for technically experienced and novice faculty who wish to design multimedia material for instruction. The Center also assists faculty members in acquiring the technology needed for implementation. To be proactive in these endeavors, CIT works closely with the Pforzheimer Center for Faculty Development, the Instructional Services offices within the Pace Libraries, the Pace University Teaching, Learning and Technology (TLT) Roundtable and the Center’s own advisory board (Appendix A). V I S I O N

The Center for Instructional Technologies will provide quality service and support to all Pace University faculty members utilizing the latest technology and design techniques to promote innovative curricula development. The support services include both asynchronous and synchronous instructional tools. The Center will self-evaluate its ability to meet or exceed faculty expectations and will coordinate its efforts with the Pforzheimer Center for Faculty Development.

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G O A L S A N D O B J E C T I V E S The Center for Instructional Technologies established the following Goals and Objectives for 2001-2002. The outcomes for each of the goals are as stated. 1. Promote the Center within the institution - additional efforts must be made to

promote the workshops that are coordinated by the CIT. Emphasis must be placed on departmental workshops, which are generally more effective for faculty than the general workshop sessions. The primary objective is to identify and prioritize the current needs of faculty based on discipline.

Outcome: Promoted the workshops CIT created by attending departmental meetings. Continued to offer workshops that were tailored to meet the needs of specific departments. Initiated online workshops during semester breaks.

2. Support the Distance Education initiative - over the past year Distance

Education opportunities have grown at Pace. Many of the schools have expressed interest in converting existing programs into an asynchronous or hybrid environment. The objective for the CIT is to be a vital resource helping schools and their faculty make the transition and ensure quality in an on-line environment.

Outcome: Met with school/department committees on transforming current resources to an on-line environment. Offered faculty orientation materials and workshops to acquaint them with software and issues pertaining to on-line learning. Worked with DoIT towards the establishment of university-wide Blackboard course shells.

3. Update the web site for "online.pace.edu" - the web site should integrate

internal and external resources available to faculty and students who are teaching or attending asynchronous courses. The web site should also serve as an information site for any potential students interested in taking Distance Education courses at Pace.

Outcome: The "online.pace.edu" web site was redesigned and completed to include all online courses and programs offered to students who wish to pursue higher education, but who are unable to attend classes on campus or who desire the flexibility of learning online. The dynamic web site also offers various internal and external resources to faculty who are teaching and students who are attending asynchronous courses. All resources pertain to distance education and online learning at Pace and include registration, financial aid and technical resources. The site also provides any potential students with course, program and contact information (Appendix B).

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4. Establish a “Faculty Gateway” site to centralize various resources available to

faculty.

Outcome: (Appendix C) 5. Staff Development - Empower existing staff to acquire the necessary skills

and to understand the basic function of the Center's mission in supporting faculty. The objective is to enable the full time staff to excel at acquiring the necessary skills to demonstrate a broad range of knowledge in the distributed education environment.

Outcome: Despite limited budgets, staff members were able to attend various conferences, vendor expos, and seminars to keep abreast of the ever-changing pedagogical and technological enhancements in higher education. Some of the conferences attended by CIT staff included the Annual Blackboard Conference, Ubiquitous Learning sponsored by Educause, and the Syllabus Conference; examples of the expos attended are MacroMedia Info, the Technology Expo and StreamingMedia. The staff also participated in online workshops.

6. On-line workshops - over the past year the scheduling of "in-person" workshops has been challenging, especially with conflicting schedules. On-line workshops are an alternative and will be developed to resolve conflicts and to reach out to new faculty. The workshops will provide a knowledge base to acquire or enhance faculty skills with various software applications. The new workshops are critical for measuring the effectiveness of the CIT's mission and vision.

Outcome: Online workshops were conducted in the summer time and were very popular. CIT was able to offer all of its online workshops throughout the summer due to the fact that they could be taken from anywhere at anytime. CIT continued to develop other online workshops to offer in the future.

7. Adjunct Faculty - Since the Center’s initiatives are inclusive of all faculty, one

of the continued objectives from last year will be determining the need of support for adjunct faculty, especially those who teach during the evening. The Pforzheimer Center for Faculty Development will be partners in this endeavor.

Outcome: Held “Open Labs” during each semester at flexible hours. Staff members extended themselves to assist adjunct faculty after hours and efforts

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were made to accommodate adjunct faculty’s needs. Two receptions were offered in the Fall and Spring semesters on both campuses where approximately eight adjuncts attended. All Instructional Technology services were highlighted by the CIT, Library, and Pforzheimer Center for Faculty Development.

8. Faculty-student mentoring - Continue and enhance this program by offering faculty the opportunity to work with student assistants and interns. This will provide faculty with personalized assistance in course development using various software applications. It is hoped that faculty will, in turn, offer guidance to students in specific disciplines.

Outcome: There were nine (9) work study students in the program. The students meet with faculty throughout the semester for approximately five hours a week. A detailed report can be found on page 16 of this report.

9. Initiate "Technology Expo" Days - in coordination with the Pforzheimer Center for Faculty Development, the CIT will plan and implement days for exposition of new innovations and technologies each semester. The primary purpose will be to allow faculty and administration to come together and share their experiences using instructional technologies and also view new applications by various vendors.

Outcome: There was an exchange of pedagogical and technological strategies at the university’s first 3-Day Faculty Institute in May (Appendix D). In August the CIT hosted Course Development Day on both campuses to assist faculty with their preparation for the Fall semester (Appendix E).

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O R G A N I Z A T I O N A L C H A R T

September 1, 2001 to

August 31, 2002

Provost

Associate Provost

Course/Web

Designer

Manager

Courseware Designer

Coordinator

Multi Media/ Course

Designer

University Director

Pleasantville Evening Coord.

(Part Time)

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M A Y I N S T I T U T E

In May 2002 CIT hosted its first three-day faculty institute in Pleasantville. This conference had keynote speakers and featured faculty/staff/administrators presenting workshops. The institute included meals and a wine and cheese reception each day except the last day. On the last day there was a BBQ. Vendors were brought in on the second day to display their products.

May Institute 2002 Presenters Name Department Name Department Al Ward Dyson Joe Seijo CIT Andrea Winters Counseling Center Judy Primavera Fairfield University Barbara Farrell Lubin Keith Pratt Crossroads Consulting

Group Barbara Pennipede OPARAS Kristina MacMillan CIT Barbara Thomas Leinhard Linda Anstendig Dyson Beth Klinger Dyson Lisa Kraft ELI Beverly Khan Associate Provost Marilyn Jaffe-Ruiz Provost Constance Knapp CSIS Martin Kotler Dyson David McFadden Fairfield

University Mary Ann Murphy Dyson

David Sachs CSIS Mary Rose McCarthy School of Education Dhal Anglada CIT Nancy Hale CSIS Diane Feigenson Fairfield

University Nancy Uhl CSIS

Eugene Richie Dyson Patricia Giurgescu Dyson Gerard Vallone Dyson Randi Priluck Lubin Ian Lazerwitz DoIT Rena Paloff Crossroads Consulting

Group Jackie Womack CIT Richard Velayo Dyson Jane Collins Dyson Sandra Flank School of Education Jean Coppola DoIT Sarah Burns Dyson Jennifer Thomas CSIS Shamita Dutta Gupta Dyson Jim Hall Lubin Susan Feather CSIS Jim Stenerson CIT Todd Heyden Dyson Grand Total 44 A survey was distributed at the end of each day at the Wine and Cheese reception. Here are the results.

May Faculty Institute Survey – May 29, 2002 39 Attendees

Did you gain new insights at the conference that will help you teach or support teaching in a better way? Yes –92% No –2% Please explain:

• Assessment • Learning styles • Critical thinking

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• I really appreciate the focus on the need to recognize teaching scholarship- & the need to reevaluate the strong (over emphasis) on publication

• Techniques that I can incorporate • Learning style assessments • Continues the focus of my thinking relative to Civic Engagement in the theatre

curriculum. Also introduces new thoughts on research methods for specific causes • Learning community • Especially from the opportunity to share ideas on teaching with colleagues • No matter how long a person has been teaching, faculty development is essential to stay

fresh and up to date • Resources available at Pace and references also networking w/ other dept • To see a model of a learning community and hear about how it was developed and

worked or needed tuning is productive and inspiring • Always good to spend time thinking about how & what I teach. The opportunity to think

& discuss this doesn’t happen often enough • Some eye-opening experience • E-portfolio & information literacy session • I don’t enjoy the Q&A format particularly, as I found that the conversation frequently

strayed far from topics I hoped to hear about • As a presenter my rewards were learning what Pace is planning & interacting with than

planning to teach the Pace courses. The faculty taught me a lot & got me thinking about new courses.

• Re-thinking my approach • Thinking about how to incorporate & implement research skills into all my courses. In

the civic engagement & social responsibility workshop. I was better able to define & articulate the reflective component

• I would prefer something more discipline oriented • As a new faculty, I have been exposed to some many innovative ideas that I can

incorporate in my teaching & learning as well as how I can facilitate and empower the student

• E-portfolio • It was better than I expected. People do have worthwhile ideas • Funds of knowledge (McCarthy) turned diversity on its head for me. Suggested a

productive new approach. Sarah Burns was great & provided new forms & info. The Fairfield Faculty were appropriately practical. MJR was great in opening the Institute

• Ways to prevent plagiarism • Service learning

2. Which workshops did you attend? 1. Keynote Address: Focus on Learning and Community

Yes – 82% No – 18%

2. Symposium on Implementing Learning Communities

Yes – 59% No – 41%

3. Civic Engagement and Social Responsibilities: How to Join the Community and the Classroom

Yes – 23% No – 72% N/A – 5%

4. Learning Styles & Community: How to Reach More Styles in a Diverse/Heterogeneous Classroom

Yes – 64% No – 33% N/A – 3%

5. Funds of Knowledges in Communities We Serve

Yes – 26% No – 66% N/A – 8%

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6. How to Make Learning Communities Work – Pace Learning Community Teams

Yes – 15% No – 82% N/A – 3%

7. Satellite Rebroadcast – “Teaching and Assessing for Critical Thinking and Deep Learning”

Yes – 44% No – 49% N/A – 8%

8. The Benefits and Challenges of Implementing Electronic Portfolio Assessment

Yes – 36% No – 56% N/A – 8%

9. Discussion & Wrap-Up Yes – 39% No – 56% N/A – 5% 3. Please list the workshop number you found most valuable: 1. Keynote Address: Focus on Learning and Community 2.6 2. Symposium on Implementing Learning Communities 7.7 3. Civic Engagement and Social Responsibilities: How to Join the Community and the Classroom

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4. Learning Styles & Community: How to Reach More Styles in a Diverse/Heterogeneous Classroom

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5. Funds of Knowledges in Communities We Serve 2.6 6. How to Make Learning Communities Work – Pace Learning Community Teams

5.1

7. Satellite Rebroadcast – “Teaching and Assessing for Critical Thinking and Deep Learning”

25.6

8. The Benefits and Challenges of Implementing Electronic Portfolio Assessment

10.3

N/A 17.9 4. Would you like to attend another Faculty Institute next year? Yes – 90% N/A – 10%

5. Which of the following from today, and what other topics, would you like to see at the next Faculty Institute?

• Responsibility of the faculty to the student and family • Learning styles • Assessment • Addressing learning styles online and in web-assisted courses • Teaching issues in the specialty course not "fuse" core/liberal arts • Learning communities • Deeper into learning styles & different instruments for measurement • Grading - most important issue for students, but the least discussed by faculty • Keep up with technology support. Some sessions could be demo lessons in various

disciplines • Especially learning styles and more on learning communities, info literacy, portfolios &

learning outcomes • Implementing learning communities; Teaching and assessing for critical thinking • How to join community and the classroom • Funds of Knowledges in Communities We Serve & The Benefits and Challenges of

Implementing Electronic Portfolio Assessment • Symposium on Implementing Learning Communities & Satellite Rebroadcast

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• Learning Communities-I didn’t get a chance to attend. I'd like to see more specificity & approaches in the "diverse Learning Styles" workshop, also the "Funds of Knowledge" workshop

• Learning style; teaching style • More on e-portfolio assessment and innovative teaching strategies 2.6% - Teaching online

courses • Teaching & assessing critical thinking • Review basics of student learning, involvement/participation, assessing learning. Build

in "new" techniques discussed this week 6. Please provide any additional comments or suggestions:

• Well done • Workshop 4 was to diffuse & unfocused. Lack of preparation for the particular audience

& amt of time • Deeper investigation into topics would have been helpful • Greater "hands on" training esp. in e-research and library databases • Incentives for faculty participation - count for teach eval-annual salary increases • A great thematic focus • A session in which participants could work in groups to hold discussion & complete

tasks that relate to specific topics ie. critical thinking or implementation of learning communities

• The seminars on learning communities were too unstructured - I was hoping for concrete advice & strategies - instead they were primarily conversations about the merits of the communities themselves

• Critical thinking • Dr. Karen is a great moderator, facilitator, and advocate for new paradigms in learning • Some of the workshops should be geared at different levels for faculty & technology,

novice, intermediate, advanced • Thanks so much for providing the assistance I need to grow and develop • All presentations were worthwhile and informative. The day went very well

Status:

Faculty – 87.2% Staff – 2.6% Administrator – 0% N/A – 10.3%

School:

Lubin 10.3%

Dyson 33.3%

School of Ed 0%

Nursing 12.8%

CSIS 15.4%

Law 2.6%

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C O U R S E D E V E L O P M E N T D A Y

At the end of August the CIT hosted two all-day Blackboard workshops, on the Pleasantville campus in the Goldstein building and the New York campus in the Civic Center building. In total 45 faculty members attended the workshops. These days were devoted to assisting faculty with incorporating course content into their Blackboard course shells. Course Development Day consisted of consecutively running workshops, which were: Incorporating Blackboard Into Your Instruction, Moderating Online Discussions, Incorporating Library Resources Into Blackboard, Incorporating Advanced and Under Used Blackboard Features, Visually Enhancing Your Course, Roundtable for Instructional Design Issues, Open Lab for Course Development and a demonstration of a new Blackboard feature “Masterfile.”

The totals listed below are a combination of attendees from each school. Faculty attended only the workshops that were appropriate for them.

Course Development Day Attendance – August 2002

School

CSIS 5 Dyson 15 Lienhard 10 Lubin 11 School of Education 4 Total 45 A survey was sent to the faculty who attended the days and the results follow:

Course Development Day Survey – August 2002

School

CSIS 2 Dyson 8 Lienhard 4 Lubin 3 Total 17 Did you gain new insights? Yes – 88% No – 12% Please explain.

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• Found the product has a number of useful features and functions applicable to coursework!

• I built my basic skills in use of Blackboard, but perhaps more importantly learned about different approaches to organizing my course material within that system.

• Not applicable. • I am not a faculty member. I am an Administrative Assistant that does a lot of

coursework preparation for the faculty. This course was helpful because I now have an idea of how to submit the coursework so that it can be put on Blackboard more easily.

• I gained information on how to incorporate the Blackboard discussion board into my classes by using it as a starting point for my face-to-face classroom discussions, and I am hoping that the latter will be more stimulating as a result.

• This was my first experience with Blackboard, and it was a very informative seminar. I feel I learned enough to navigate the software, and with practice (and probably with additional help from CIT) I should be able to fully incorporate it into my teaching. I really appreciate everything each of you did to make the day so successful.

• Advanced Blackboard suggestions, online discussion moderation, master file • I’m very excited about adding Blackboard to my curriculum. I think it will greatly assist

my student’s learning experience. • New ideas on how to mix “lecture” and more interactive strategies online • I came back with good ideas about how to incorporate Blackboard into my course, and

with the skills to do so easily. • Learned about various websites and how to structure a course. • I am a relative beginner to Blackboard, so I soaked up a lot if insights about using

technology in my teaching 6% - I have been using this program for some time, but always felt that I needed to get a better handle on using it. I especially appreciate having all my courses in Blackboard, because I do have the students send me assignments electronically and found that they did not clearly understand using attachments. Now I can also communicate with all of them with greater ease. I plan to put up information on assignments, test dates, etc. on Blackboard. It will make my work easier.

• Learning PowerPoint will enhance both my teaching abilities and my research project. The review of Blackboard was very useful.

Incorporating Blackboard

Useful – 88% Not Useful – 0% Did not attend – 12% Moderating Online

Useful – 53% Not Useful – 0% Did not attend - 47% Incorporating Library Resources

Useful – 35% Not Useful – 6 Did not attend – 59% Advanced Blackboard Features

Useful – 65% Not Useful – 6% Did not attend – 29% Interface Design

Useful – 47% Neutral – 6% Not Useful – 0% Did not attend – 47% Roundtable

Useful – 24% Neutral – 6% Not Useful – 0% Did not attend – 71% Open Lab

Useful – 35% Not Useful – 0% Did not attend – 65%

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What workshops would you like to see in the future? • Being new to Blackboard, it is best that I learn a bit more by using it before making any

suggestions. • I would like to see something on evaluation of learning…what is current thinking in this

area and practical strategies to implement. • Nothing in particular. If I do need help in the future it would be best for me to go to a

one on one session geared to my particular needs. • I would like to see a roundtable that discusses some of the challenges of using

Blackboard and some strategies and ideas that would help instructors overcome those challenges.

• Designing web pages using HTML. • Advanced PowerPoint instruction. • Visual enhancements. • Moderating online discussions. Incorporating advanced Blackboard features. • I’d like to see an integrated workshop with the lab work and the instruction together in a

session to set up a course shell. • Repeats of all of them. • I would like to continue seeing the open lab, the Advanced Features, and Interface

Design. It would be helpful to have a workshop on creating web pages. Would you like another day? Yes – 88% No – 6% No Response – 6% Other

• As most/none of the Blackboard sites were populated with students (too early) it would be advantageous to have a series of “fictitious” classes for the inexperienced (me and others) to practice on during each of the sessions. Of course, if the course were populated, this could be a viable alternative. It seems that the “computer system” is less stable than one would hope for. It also appears that even on a day before the term officially starts that the system is slow in responding.

• As an adjunct, I was pleased to be included. It helped me feel more connected to the faculty as a whole, and more comfortable utilizing university resources. Thanks.

• I enjoyed the one workshop I attended. Dhal was an excellent instructor. He explained everything thoroughly, clearly, and with patience. I am an assistant to Beth Gordon Klinger who helps many professors with their online courses. I love to attend these great workshops that you offer, so that I may be of some assistance to professors and students. Thank you for your help, and I look forward to learning more, and attending workshops in the future.

• Thank you! I had a nice day!!! • I found the course development day very useful in getting started with Blackboard.

Thank you. • Jackie is an excellent teacher. • I would like some sample course outlines. • It was a great day full of learning. Keep up the wonderful faculty support. Thanks! • Thanks for providing such a worthwhile day. • Now, after attending the workshop, I feel I’m more ready to participate in an Open Lab

and would welcome a workshop that incorporated this again.

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B L A C K B O A R D R E P O R T

During the ‘01-’02 Academic Year Blackboard was upgraded to Blackboard 5. Because of this upgrade, continuous training remained important. Faculty with previous working knowledge of Blackboard was given individual sessions to familiarize them with the changes. With the upgrade came the ability to automatically create a course shell for every course. Individual and Departmental Training Sessions on an Annual Basis The Center for Instructional Technologies conducted Blackboard training sessions. The sessions entailed both departmental and one-on-one sessions with individual faculty.

Number of Faculty Attending Workshops (by both CIT Staff and Student Aides) School/Department Fall 2001 Spring

2002 Summer I &

II 2002 Student Aides

Total

Adult Services 1 - - - 1 Assoc. Provost 1 - - - 1 Athletics & Recreation 1 - - - 1 CAP - 2 - - 2 Counseling 1 - - - 1 CSIS 3 3 2 1 9 Ctr Academic Excellence 3 8 - - 11 DAPE 2 - - - 2 Dyson 50 82 35 19 186 Education - 3 1 - 4 Environmental Center 1 - - - 1 Law 1 - - - 1 Library - - 3 - 3 Lienhard 14 14 5 - 33 Lubin 5 9 6 3 23 Provost 1 1 - 1 3 Transitional Advising 3 - - - 3 UNI - - 1 - 1 TBD - - - 2 2 Grand Total 87 122 53 26 288

*Numbers does not reflect numerous meetings with the same faculty member or department.

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R E P O R T O N O N L I N E C O U R S E S The CIT requested from ISIS a report of all online courses (www) that were offered at Pace University during the academic year 2001-2002 and received the following information. Please note that the reported data includes NACTEL Program administered by the School of Computer Science and Information Systems and the EMBA offered by the Lubin School of Business. Online Courses Fall ’01-SS II ‘02

Fall ‘01 Courses Enrollment

Undergraduate 32 996 Graduate 13 153 Total 48 1,149

Spring ‘02 Courses Enrollment

Undergraduate 36 1,118 Graduate 17 271 Total 53 1,389

Summer I ‘02 Courses Enrollment

Undergraduate 24 457 Graduate 13 358 Total 37 815

Summer II ‘02 Courses Enrollment

Undergraduate 4 75 Graduate 8 128 Total 12 203 Grand Total 150 3,556

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R E P O R T O N W O R K S H O P S

The following chart reports on each of CIT’s workshops and the number of attendees. Face–to-Face

Workshop Registerees Designing Accessible Web Pages Hudson Valley 2 CSIS 2 Lubin 2 Sys. Dev. (FA) 2

Total 8 Introduction to Blackboard Ctr for Academic Excellence 3 CSIS 9 DoIT 3 Dyson 15 Education 3 ELI 3 Law 6 Lienhard 15 Lubin 33 Office of the Pres 1

Total 91 Intro to Smart E-Classroom CSIS 4 Dyson 4

Total 8 Library Electronic Resources Administration 3 CSIS 3

Total 6 Video Conferencing Lienhard 3 Lubin 6

Total 9 Grand Total 122

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Online The number of faculty and a list of the “Online Workshops” are outlined below. Each session was limited to around fifteen attendees.

Online Workshops Getting Started with PowerPoint Online CSIS 2 Dyson 2 Lubin 4

Total 8 Enhancing Your PowerPoint Online

Lubin 3 Dyson 10

Total 13 Online Workshops Grand Total 5

Assessments In order to assess the workshops offered through the CIT, an evaluation measurement was designed and distributed to the faculty who attended a workshop. A copy of the Assessment form can be found in Appendix F.

Assessment could only be done on the questions that were answered by faculty. To date no faculty member has submitted an assessment.

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S T U D E N T M E N T O R I N G P R O G R A M The Student Mentoring Program consists of nine work study students on the New York and Pleasantville campuses. This program is designed to facilitate faculty development by pairing them with a student with appropriate technological skills.

The mission of The Student Mentoring Program is to serve faculty with a variety of technological assistance. The program helps instructors to utilize technology and incorporate various software applications into their courses. The program also encourages students to learn by working with professors outside their major area of study.

In an effort to assess the program, student mentoring log sheets, folders and an appointment book was established in the Spring 2001. Ongoing assessment measures were established to monitor students.

The CIT mentoring model hires and trains students who are then paired off with an instructor (usually at the start of a semester). They meet throughout the semester for approximately five hours a week. The students in this program also assist faculty with in-class web development for their students.

Individual Faculty Instruction Student Aides 2001-02

Dept/School Total CSIS 1 Dyson 19 Education 0 Lienhard 2 Lubin 3 Provost 1 Grand Total 26

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S T U D E N T O U T R E A C H

The development of a new UNV 101 program on the Pleasantville campus where staff members attended University 101 classes and gave students an orientation session on information technology at the University was completed. Topics covered in the demo included: Pace Homepage, E-mail, Blackboard, the Library, SARS, DoIT, Computer Viruses, IntraPace Network and Pace Dial-up. Individual Blackboard student orientation sessions were conducted by the request of interested faculty. O T H E R U N I V E R S I T Y R E S O U R C E S

The Pace Computer Learning Center (PCLC) a division of the School of Computer Science and Information Systems (CSIS) is a resource for faculty. PCLC is located at the Midtown campus in their new multi-media labs with full Internet connectivity. Workshops are also offered at the Graduate Center. All of the training by PCLC is hands-on. During the academic year ‘01-’02, PCLC had 254 staff/faculty registrations for their workshops. PCLC’s database is not capable of differentiating staff and faculty attendees. T E A C H I N G , L E A R N I N G A N D T E C H N O L O G Y R O U N D T A B L E ( T L T R )

Mission The Pace University Teaching, Learning and Technology Roundtable (TLTR) aims to achieve the best in teaching and learning through more effective use of information technology. The roundtable concept is based on the philosophy that a university needs continuing communication, cooperation, and collaboration among representatives of a wide range of faculty and academic support services to facilitate better planning, decision-making, and reasonable goals measurable against realistic benchmarks. The TLTR serves as a forum where faculty, administrators and staff come together to discuss technological innovations. Fall ’01-Spring ‘02 During the past year TLTR, with CIT hosting, conducted four meetings, two in the Fall semester and two in the Spring semester. In March 2002, TLTR conducted a brainstorming session. The focus of this session was to create a proposal to have “Innovative Technology and Distance Education” included in the developing Strategic Agenda for the university. The TLTR also held their first all day conference, in the summer. This course development day consisted of concurrent workshops highlighting new instructional technologies and hands-on labs.

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P O S I T I O N A N A L Y S I S

The CIT is conducting an on-going Position Analysis. Each semester the CIT targets one or two schools in order to find out what other schools are doing with Instructional Technology. Some schools are just starting similar centers and a follow up visit will be conducted. Schools Visited New York University Faculty Technology Center - http://www.nyu.edu/its/ftc 35 W 4th St, 2nd Floor Ethan Ehrenberg & Richard Malenitza Reports to – Direct of Academic Computing Services (directly) Primary Mission – NYU's central organization for technology-based services for University faculty, students and staff. ITS provides computer services, Internet resources, and telephony services to the entire University. ITS connects people to people, to their work and studies, and to the information, training, and technical resources they need to achieve their goals. Service is our central focus and concern.

Faculty Support – Faculty are trained to use the technology themselves rather than have someone do the work for them. Staff – 4 full-time employees:

• Instructional Technology Specialist (Video/Audio Specialist) • Computer Technician • Web Designer • Graphics & Blackboard Specialist

3 part-time students Schools Serviced – All (although some schools, such as Stern, have their own support) Labs – Primarily Mac labs:

1. 1 main lab area for faculty assistance (with technology such as scanners, cameras)

2. 3 other small labs for students that faculty may also use 3. 1 computer classrooms (for training, etc) 4. A small conference room for consultations/meetings

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Workshops – They used to do workshops Blackboard and other software programs but faculty stopped attending. They are now trying to organize online workshops. They normally meet individually with faculty members now. Adjunct Support – Adjuncts can get support just as faculty members do by walking in or making an appointment during normal hours. They can also walk into the student-run labs after hours for assistance. Assessment - There is a formal assessment of Blackboard that is sent out to faculty and students for evaluation of Blackboard. All other assessments are done within individual departments. TLTR - NYU has no affiliation with TLTR. Distance Education – The online learning initiative has ended at NYU, as well as many other schools. They do video/audio streaming but not for distance learning. Course Management Software – Blackboard (used to use Prometheus but only Blackboard now) Other – The Faculty Technology Center falls under the IT umbrella which poses a challenge to reach out to faculty. They try to find those faculty members who posses technology knowledge within each department and work with them together to help faculty. They are trying to get more into videoconferencing and Internet2. “ T H E I N F O R M A T I O N D E S K , ” E V E N I N G A D M I N I S T R A T I O N – P L V The Pleasantville Part Time Evening Administrator reports to the CIT. This decision was made in order to provide consistent and reliable support to evening faculty and students, especially the part-timers. The Evening Administrator provides the Pleasantville evening faculty and students with a variety of services including: information during inclement weather and emergencies, providing office and classroom supplies, providing visitors with accurate information, directions and general assistance and working closely with Adult, International and Outreach Program Division to ensure optimum service for all our constituents. For a complete listing of “The Information Desk,” see Appendix G.

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A P P E N D I X

A P P E N D I X A

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A P P E N D I X A

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A P P E N D I X C

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A P P E N D I X C

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A P P E N D I X D

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3-DAY FACULTY INSTITUTE

Practical Ways to Succeed in a New Environment

Conference Program

MAY 29 - 31, 2002

A P P E N D I X D

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publish only in the areas of education, the humanities, and the social sciences. This sharp focus makes them a company of experts. They surpass the competition in their knowledge of their markets and their products. As a result, you'll find them uniquely responsive to your needs.

ArcStream Solutions is a wireless systems inte-gration firm focused on developing innovative so-lutions that improve the effectiveness of mobile

professionals. ArcStream provides a full array of service offerings – from strategy consulting through systems development and integration – all tailored to the unique characteristics of the mobile workforce. ArcStream primarily targets pharmaceuti-cal, manufacturing, higher education, and healthcare organizations and offers deep domain knowledge in these areas. The company also provides strong expertise in developing solutions for sales teams. ArcStream Solutions' "Blackboard toGo!" offering brings the exceptional power of mobile computing to education. ArcStream has partnered with Blackboard and AvantGo to deliver anytime, any-where access to Blackboard's leading e-Education solution.

Blackboard Inc. was founded to transform the Internet into a powerful environment for teaching and learning. The company offers a complete suite of enterprise software products and ser-vices that power a total “e-Education Infrastructure” for schools, colleges, universities and other education providers. Blackboard solutions deliver the promise of the Internet for online teaching

and learning, campus communities, auxiliary services and integration of Web-enabled student services and back office systems. Blackboard’s Learning, Commu-nity Portal and Transaction Systems are consistently ranked by industry analysts as the market share and customer satisfaction leaders for thousands of academic institutions and a leading number of the Internet’s most popular consumer education sites.

K E Y N O T E S ( C o n t i n u e d )

Thursday — Lessons From the Cyberspace Classroom Dr. Rena M. Palloff and Dr. Keith Pratt — Crossroads Consulting Group As authors of Building Learning Communities in Cyberspace and Lessons from the Cyberspace Classroom, Palloff and Pratt are two of the foremost authorities on online learning, and highly sought-after speakers. Palloff and Pratt are managing partners in Crossroads Consulting Group. They have also taught online courses at several univer-sities. Since 1994 they have collaboratively conducted pioneering research and train-ing in the emerging areas of electronic group facilitation, face-to-face and electronic community building, distance learning, and management and supervision. Dr. Rena M. Palloff teaches online for the Fielding Institute, which offers a master's degree completely online. She has also taught for the John F. Kennedy University, California State University - Hayward, and Ottawa University. Dr. Keith Pratt has taught online for Ottawa University, where he was Chair of the Management Information Systems Program. He has also taught at Wayland Baptist University and the University of Alaska. Friday — Focus on Best Practices: Learning and Assessment Barbara S. Pennipede — Associate Director of Assessment Office of Planning, Assessment, Research and Academic Support Barbara S. Pennipede rejoined the Pace University community after serving as Asso-ciate Academic Dean of the Englewood Cliffs Campus of Saint Peter's College for 16 years. Barbara was formerly the Assistant Dean for Evening and Weekend Programs at the Pleasantville Campus of Pace. Barbara has spent the past 32 years as an instruc-tor and administrator of adult learning programs. In addition to her positions at Pace and at Saint Peter's College, she has held the positions: Director of Continuing Educa-tion and Community Services, Assistant Professor of College Reading and Study Skills and Director of the Reading Lab at Queensborough Community College; Direc-tor of the Learning Lab and Instructor, Manpower Development Training Program. Active in professional associations, she has chaired several national committees and has served as a member of the National Board of Directors of the Association for Continuing Higher Education. Since 1992, Barbara has been active in outcomes as-sessment activities and serves as an outcomes assessment evaluator for the Middle States Association of Colleges and Schools. Barbara earned an M.S. in Education from Lehman College of the City University of New York and a Bachelor of Science Degree in Elementary Education and Social Sciences from St. John's University.

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W e l c o m e

The first Pace Faculty Institute, Focus on Learning: Practical Ways to Succeed in the New Environment, will consist of three days worth of speakers, workshops, and panel presentations that should provide something useful for full-time faculty, adjuncts, administrators and program staff. Program Overview: The first day, Wednesday, May 29 will be devoted to “Learning and Community,” with sessions for faculty interested or involved in learn-ing community courses, civic engagement courses, and for those who would like to sharpen their teaching skills and learn more about inter-active classroom strategies. Also, visiting faculty from Fairfield Uni-versity will discuss their experiences teaching paired courses. The second day, Thursday, May 30 will focus on technology as it re-lates to teaching and learning. The nationally recognized keynote speakers, Rena Palloff and Keith Pratt, authors of two best-selling books about teaching in cyberspace, will help spark some best prac-tices presentations. Our CIT and TLTR (teaching and learning technol-ogy roundtable) is helping to organize these sessions as well as inviting publishing companies to showcase their software and Web-based prod-ucts. Sarah Burns will also lead a workshop on Information Literacy, a competency that is at the heart of the teaching and learning process. On the final day, Barbara Pennipede, our Associate Director of Assessment, will help lead us into sessions on learning and assessment. Those faculty who received Presidential Learning Assessment Grants last year will present some of their findings, including discussions about E-Portfolio Assess-ment, the E-Classroom and the Adult Learner and Evaluating the Ef-fectiveness of Online Teaching. Another workshop will be held for those interested in or involved in developing writing intensive courses, or who would like to more effectively use and assess writing in their classes.

Once again welcome! We hope you enjoy the days!

V E N D O R S

Prentice Hall is the world's leading publisher of academic and reference textbooks. They can answer all of your publishing needs

from traditional texts to their extensive distance learning offerings.

Software Secure provides a suite of tools that better enable schools to incorporate computers into the learning process. Students get the benefit of computing without the harmful consequences

of digital cheating or classroom "web-distraction." Securexam Student enables stu-dents to take exams using Microsoft Word and Excel, without being able to access any pre-existing information or the Internet during the test. With Securexam, stu-dents have the power and familiarity of their own word processor and spreadsheet program to create well-organized, legible exam answers that are easier for faculty to grade. Securexam Browser places a security wrapper around any web-based ap-plication, transforming commercial course management tools into a secure applica-tion that can be used safely for assessment. Software Secure Classmate enables faculty to have their students use the Internet to follow a lesson plan without being able to surf the net or instant message their friends. With Classmate, the Internet becomes an excellent source of in-class direction, without web-distraction.

Symbol will show how wireless mobile computing devices are becoming the pencil boxes of the 21st century. By inte-

grating more effective delivery with current university infrastructures, schools can help to attract a higher standard of both students and faculty. Symbol Technologies is partnering with education to bring a world of wireless mobile information access to the next generation of student leaders. Wireless technology will be demonstrated to show how we receive large supplies of information is rapidly changing.

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V E N D O R S

Compaq will show the power of the iPAQ Pocket

PC demonstrating the pervasiveness of the Internet from your hands using always-on access to Blackboard and e-mail. The iPAQ enables mobile users to interact with data from multiple Windows CE (now known as PocketPC 2000) applications, anytime, anywhere!

Hi-Link Computer Corp. is a Higher Education Part-ner of Compaq that will be presenting a Compaq hand-

held ipaq, an Evo D500 desktop, and information regarding Compaq Products.

IBM Personal Computing Division Personnel will demon-strate and discuss IBMMobile Wireless Technology. The demonstration will clearly show IBM's leadership in mobile and wireless technology and will focus on advantages of the

IBM solution that are particularly relevant to the ownership and support of that technology in the Higher Education environment.

McGraw-Hill Higher Education publishes instruc-tional materials targeted at the higher education mar-ket. In an effort to expand the tools of higher learning,

they publish texts, lab manuals, study guides and testing materials, and software and multimedia products.

“MetaText digital textbooks provide a range of interactive teaching and learning tools brought to you through the con-venience of the Web. Our technology enables unlimited textbook customization and information sharing, at a price that is more affordable to students. Adopt a MetaText Edi-

tion for your entire class, or as an option for your students. MetaText currently of-fers a growing catalog of nearly 250 best-selling titles. The wisdom of the text-book; the power of the Web. "

K E Y N O T E S

Wednesday — Focus on Learning and Community Dr. Marilyn Jaffe-Ruiz — Provost and Executive Vice President for Academic Affairs Marilyn Jaffe-Ruiz is the Provost and Executive Vice President for Academic Affairs. Formerly, she was Vice Provost and prior to that Dean of the Lien-hard School of Nursing at Pace, a position she held for seven years. Dr. Jaffe-Ruiz has held faculty positions at Pace University and Columbia University. She has also had extensive experience in Psychiatric/Mental Health Nursing, including as a private practitioner. Dr. Jaffe-Ruiz holds both the Ed.D. and M.Ed. from Teachers College, Columbia University, and an M.A. in Adult Psychiatric Mental Health Nursing from New York University. The areas of particular interest in which she has published and lectured are Cultural Diversity in Nursing and Health Care and Family Systems of the Mentally Retarded and the Developmentally Disabled. She is a sibling of a person with mental retardation and has been a prime advocate for the mentally retarded, the developmentally disabled and their families, principally by being on the board of directors of the New York City chapter of the Association for Help of Retarded Children since 1984 and the President of the chapter from 1997-1999. Dr. Jaffe-Ruiz is a member of the Board of The Catholic Healthcare Network in New York City. She has served as Vice-President of the Council of Deans of Nursing of Senior Colleges and Universities of the State of New York and on the Editorial Board of the Journal of the New York State Nurses Association.

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V E N D O R S

Compaq will show the power of the iPAQ Pocket

PC demonstrating the pervasiveness of the Internet from your hands using always-on access to Blackboard and e-mail. The iPAQ enables mobile users to interact with data from multiple Windows CE (now known as PocketPC 2000) applications, anytime, anywhere!

Hi-Link Computer Corp. is a Higher Education Part-ner of Compaq that will be presenting a Compaq hand-

held ipaq, an Evo D500 desktop, and information regarding Compaq Products.

IBM Personal Computing Division Personnel will demon-strate and discuss IBMMobile Wireless Technology. The demonstration will clearly show IBM's leadership in mobile and wireless technology and will focus on advantages of the

IBM solution that are particularly relevant to the ownership and support of that technology in the Higher Education environment.

McGraw-Hill Higher Education publishes instruc-tional materials targeted at the higher education mar-ket. In an effort to expand the tools of higher learning,

they publish texts, lab manuals, study guides and testing materials, and software and multimedia products.

“MetaText digital textbooks provide a range of interactive teaching and learning tools brought to you through the con-venience of the Web. Our technology enables unlimited textbook customization and information sharing, at a price that is more affordable to students. Adopt a MetaText Edi-

tion for your entire class, or as an option for your students. MetaText currently of-fers a growing catalog of nearly 250 best-selling titles. The wisdom of the text-book; the power of the Web. "

K E Y N O T E S

Wednesday — Focus on Learning and Community Dr. Marilyn Jaffe-Ruiz — Provost and Executive Vice President for Academic Affairs Marilyn Jaffe-Ruiz is the Provost and Executive Vice President for Academic Affairs. Formerly, she was Vice Provost and prior to that Dean of the Lien-hard School of Nursing at Pace, a position she held for seven years. Dr. Jaffe-Ruiz has held faculty positions at Pace University and Columbia University. She has also had extensive experience in Psychiatric/Mental Health Nursing, including as a private practitioner. Dr. Jaffe-Ruiz holds both the Ed.D. and M.Ed. from Teachers College, Columbia University, and an M.A. in Adult Psychiatric Mental Health Nursing from New York University. The areas of particular interest in which she has published and lectured are Cultural Diversity in Nursing and Health Care and Family Systems of the Mentally Retarded and the Developmentally Disabled. She is a sibling of a person with mental retardation and has been a prime advocate for the mentally retarded, the developmentally disabled and their families, principally by being on the board of directors of the New York City chapter of the Association for Help of Retarded Children since 1984 and the President of the chapter from 1997-1999. Dr. Jaffe-Ruiz is a member of the Board of The Catholic Healthcare Network in New York City. She has served as Vice-President of the Council of Deans of Nursing of Senior Colleges and Universities of the State of New York and on the Editorial Board of the Journal of the New York State Nurses Association.

APPENDIX E

32

PACE UNIVERSITY

Tuesday, August 27, 2002

Pleasantville Campus

Center for Teaching, Learning and Technology

APPENDIX E

33

Program

8:30 Registration, Coffee and Pastries Goldstein 100 9:00-11:45 Open Lab for Course Development

Facilitators: Joe Seijo, Jackie Womack Goldstein, 2nd Floor Computer Lab

9:00-10:15 Concurrent Workshops 1. Incorporating Blackboard Into Your Instruction

This workshop will highlight the features of Blackboard to those who have never used Blackboard before or are novices to the platform. Facilitators: Dhal Anglada, Kristina MacMillan Goldstein 300

2. Moderating Online Discussions

This workshop will review the different ways in which faculty members can manage online discussion boards so that the common fear of being inundated with student posts can be alleviated. In addition, the work-shop will review the various functions of a discussion board and how it can be incorporated into a regular face-to-face course, a web-assisted course and an online course. Facilitators: Jim Stenerson, Beth Klingner Goldstein 315

3. Incorporating Library Resources Into Blackboard

This session will demonstrate how to use electronic resources for your Blackboard course such as online reserve materials, Internet resources and help documents. The session will introduce the benefits of having a librarian monitor a research-based discussion board within your courses. Facilitator: Noreen McGuire Goldstein 100

10:30-11:45 Concurrent Workshops Repeated 12:00-1:15 Lunch (Blackboard Masterfile Demo) Facilitator: Joe Seijo

Gottesman

1:30-4:30 Open Lab for Course Development

Facilitators: Joe Seijo, Jackie Womack Goldstein, 2nd Floor Computer Lab

1:30-2:45 Concurrent Workshops 1. Incorporating Advanced Blackboard Features

Become an expert with Blackboard. Learn how to utilize features of Blackboard that you've never used before. This workshop will orient you to the Assessment, Pool Manager, Gradebook, Learning Units, and the Digital Drop Box features. This workshop is geared for those who have experience using Blackboard. Facilitator: Kristina MacMillan Goldstein 300

2. Visually Enhancing Your Course (Interface Design)

This workshop will help faculty with the design aspects of building an online course. The graphic design of a course must be appropriate to the overall subject matter, but can also set the tone for the learner's experi-ence. Consistencies with colors, fonts, headings, text layout and more can greatly reduce the time initially required to master the use of a course site, particularly for novices. Facilitator: Dhal Anglada Goldstein 315

3. Roundtable for Instructional Design Issues

This session will be a dialogue on common challenges and successes all faculty members have experienced when incorporating a Blackboard site into a course. The basic theoretical components of instructional design will also be discussed. Facilitator: Jim Stenerson Goldstein 100

3:00-4:30 Concurrent Workshops Repeated 4:30-5:00 What’s Next? Goldstein 100

Don’t go home overwhelmed. Take what you learned today and incor-porate the new information into your courses to the best of your ability. Please remember to contact CIT with any questions or problems and make your follow-up appointments with a CIT staff member!

Program

APPENDIX E

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CTLT

As of September 2002 there will be a new umbrella sup-port organization at Pace called the "Center for Teach-ing, Learning and Technology." The new center will coordinate various faculty development support services. The Center is committed to faculty driven initiatives that incorporate current pedagogical strategies and new tech-nologies into their courses resulting in instructional inno-vation and excellence in teaching. • Pforzheimer Center for Faculty Development • Center for Instructional Technology (CIT) • Teaching, Learning and Technology Roundtable • Faculty Resource Network • ... and a new office, which will coordinate support ser-

vices for online faculty and students.

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Workshop Assessment – Introduction to PowerPoint May 22, 2002 Your status at Pace University: Dept/School

Faculty __________________________

Staff Please circle the response that best reflects your views on the "PowerPoint" workshop. (Specific comments on these items may be put on the back of this sheet.) Strongly

Agree Average Strongly

Disagree The objectives of the session were clearly stated. 5 4 3 2 1

The session was well organized. 5 4 3 2 1

The content of the session was useful. 5 4 3 2 1

The length of the session was appropriate. 5 4 3 2 1

The instructor was well prepared. 5 4 3 2 1

The instructor was easy to follow. 5 4 3 2 1

The instructor was willing to stop and clarify points. 5 4 3 2 1

The handouts distributed were clear and easy to follow. 5 4 3 2 1

The hands-on practice was valuable. 5 4 3 2 1

The presentation of information was effective. 5 4 3 2 1

Please list at least three things that were done well in this workshop: Please list at least three things that should be changed or improved in this workshop:

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Was there anything in particular that you had hoped would be covered in the session, but was not?

Yes No

If yes, please note what was not covered:

********** How do you plan on utilizing the skills you have learned today? What other workshops would you like to see offered? How did you learn about this workshop?

Thank you for your cooperation in completing this questionnaire. Please use the remaining space for any additional comments or suggestions.

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The Center for Instructional Technologies and Evening Administration would like to know if members of the

Adjunct Faculty would be interested in attending a curriculum integration technology orientation workshop

during this Semester. As you may know, the University is committed to providing the faculty with necessary support to assist them with the integration of technology into the

curriculum. This workshop could be scheduled for a Saturday morning. Refreshments will be provided.

If interested in the above proposal, please contact:

Delwing B. Gaines Evening Administration

Miller 20A Phone: 773-3663

THE INFORMATION DESK

Briarcliff and Pleasantville Campuses

Created 10/12/00

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Because of our location in one of the academic hubs of the Pleasantville Campus, the Information Desk must handle a wide variety of daily needs; • Act as a distribution center for course catalogs, University

catalogs, and important University forms. • Assist academic departments by relaying messages to faculty

and students and by posting authorized class cancellations when advised to do so by Security or the Evening Administrator.

• Assist in the distribution of mail for Evening Session adjunct faculty.

• Assist in registering students for the regularly scheduled Make-up Testing Program.

• Assist students and faculty members with baseline questions regarding academic calendar, schedule of classes, and University policies; refer more complex issues to the appropriate University office for resolution.

• Assist with the integration of technology into the curriculum. • Distribute bulletins, flyers and newsletters from academic

departments, student organizations and University administration offices.

• Give accurate information regarding campus events. • Maintain an updated list of classroom assignments. • Maintain the faculty lounge area. • Maintain the mail and copy center and provide liaison to the

Document Services. • Provide assistance to students using the hallway copier. • Provide information during inclement weather emergencies.

• Provide office and classroom supplies as required. • Provide support for Security and Building & Grounds

to ensure a safe and comfortable learning/working environment.

• Provide visitors to our campus with accurate information, directions and general assistance.

• Work closely with Adult, International and Outreach Program Division to ensure optimum service for all our constituents.

Delwing B. Gaines Evening Administrator

The Evening Administration Office

Pace University Pleasantville Campus

Miller Hall, 20A Extension 3663