Part IV Other Resources Technolo

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Part IV Other Resources Technolo Powered By Docstoc
					Chapter Five, Part III

Part III: Other Resources: Technology and Distance Education, Innovation, and Experimentation
“The University emphasizes active learning and the use of technology. . .” (Mission Statement) ACADEMIC USES OF TECHNOLOGY Description Technology is used extensively at Lock Haven University to do research, illustrate important concepts, and organize presentations. Using computers in the residence halls and the networked computer labs, students and staff use computers and software programs, including word processing, database, spreadsheet, statistical packages, simulation software, graphics programs, discipline specific software, general and discipline specific on-line searching software, as well as e-mail and web programs. Other types of technology include television and radio equipment, VCRs, 35 mm film projectors, overhead projectors, and multimedia projectors. A number of faculty and staff have used VTEL or Intel ProShare distance education equipment for teleconferencing, advising, and presentation transmissions to the Clearfield Branch Campus or another remote site. Other resources which have enhanced student learning include such discipline-specific materials as special laboratory equipment, fieldwork equipment, synthesizers, recording equipment, special augmentative devices for the mentally/ physically disabled, and library materials. Similarly, renovations of some older classrooms and laboratories, though not all distance learning projects, have also provided safer, more efficient working environments and updated equipment. Analysis Academic chairpersons were surveyed regarding the use of technology and distance education in the classroom and laboratory. Results indicated that computer technology is much more frequently used than distance education equipment. Technology is seen as a tool to complement teaching when used advantageously to increase the clarity and speed of the presentation. The adequacy of our present resources was also addressed in the survey. Sixtytwo percent of those responding indicated that present resources were inadequate. Suggestions for improvement included the following:     Updating computer hardware and software in a timely manner Providing more faculty training on new equipment Providing more and easier access to video and computer projection equipment Providing computers for all faculty including temporary faculty 201

Chapter Five, Part III  Wiring all laboratories for computer equipment  Committing financial support for updating software  Maintaining the equipment and software in the computer labs so that all stations are usable  Keeping up with current technology to meet recommendations set by professional organizations Significant progress has already been made. University efforts to enhance and upgrade computing equipment are outlined in the current Technology and Information Plan, the second such five year plan, which contains many ambitious goals. The primary feature of the Plan is the commitment, annually, of approximately $500,000 for technology initiatives. Starting in FY 1996-97 with half that amount, the FY 1998-99 budget allocation was used, in part, for upgrades for approximately 120 of the campus desktop computer stock, now totaling 600. Equipment requests reveal that such items are currently inadequate. Faculty would like to have more classrooms and laboratories equipped with computer projection units (with video, multimedia, and opaque projection capability), TV-VCR units which allow for greater teaching efficiency and creativity. The need for another computer classroom, with at least 25 fully equipped student stations, was also mentioned. In terms of computer support, listserves for course support and more discipline specific on-line holdings were requested. Faculty members also requested such items as modernized laboratory equipment and scientific instrumentation that are purchased by procedures unrelated to the University’s Technology and Information Plan. CLASSROOM AND LABORATORY RESOURCES Writing Center The Writing Center is open to all students who request writing help. During the 37.5 hours per week the Center is open, it serves approximately 40-50 students, with an average of 350-450 students using the services per year. Computer-assisted learning programs include Learning Plus, Writing Tutor, and CommonSpace editing software, and the Center has eight IBM compatible computers with network access, two laser printers, typewriters, instructional tapes, and TV/VCR equipment. Mathematics Center The Mathematics Center serves about 120 students in a 37 ½ hour week. Students may request individual help with math problems or work with text-related materials and other tutorial programs. The Center has five IBM compatible computers, three of which are capable of running Mathematica, and two sets of TV/VCR equipment for mathematics lessons on 202

Chapter Five, Part III videotape, some of which are text supplements. The computers are also used for CD-ROM text supplement tutorials and programs. An extensive mathematics library is available. The Center would like to increase the number of computers and the availability of Mathematica. Laboratory Equipment and Instrumentation Academic departments currently use their annual department budgets to purchase supplies and small equipment for classroom and laboratory use. Though these budgets are usually sufficient to replace low cost items, they cannot replace old equipment throughout an entire laboratory or allow for the implementation of new experiments which would require new instrumentation, for example. Faculty may obtain funds under $10,000 for equipment for student use through the Student Equipment Fund program. Some instruments in the science laboratories are outdated, no longer used in industry. Replacement parts for discontinued models and experienced repairpersons for some of the older instruments are difficult to find. Replacement of these higher cost instruments ranges from $30,000 to $120,000. Technological advances in other disciplines make instrumentation obsolete very quickly. The cost of broadcast quality, color TV cameras, for example, is high. Replacing expensive equipment is a continual challenge faced by almost all academic departments.

Recommendation A comprehensive plan for the replacement of expensive instrumentation in appropriate disciplines is needed.

Apple Computer Labs The University's main Apple Computer Lab is located in Robinson Hall, which houses 29 Macintosh G3 units with 128 meg of ram, CD-Rom, and LS-120 External Floppy. One unit functions as a teaching station connecting to a Toshiba projection system. Each unit connects to one of two HP LaserJet 5000N high speed printers, and two additional units house two color scanners. Each unit attaches to one dedicated file server to gain access to numerous educational teaching software programs, although all computers have been loaded with Microsoft Office98 (Word, Excel, and PowerPoint), Claris Works, PC Exchange, Norton Anti-Virus, Dave 2.1, and OnGuard security software.


Chapter Five, Part III Open approximately 85.5 hours per week, the Apple Lab is accessible during regular academic terms with time sufficient for both individual use and class instruction. Faculty may reserve the laboratory through the office of the Campus Facilities Coordinator. Two departmental Apple Computer laboratories complete campus access to Macintosh computers. The Mathematics Department lab has four SE30 Macintosh computers in addition to those located in the Mathematics Center, while the Art Department facility maintains 17 Macintosh computers, ranging in type from Macintosh II (II, IIci, IIvx, IIcx), Macintosh Quadra (650, 840 AV) to Power Macintosh (G3, 6100/66). IBM Compatible Computer Labs Akeley Hall contains two Gateway microcomputer labs. One lab contains 28 Gateway Pentium II 300 MHz CPUs used both for instructional purposes and open student use. These units are attached to two HP LaserJet 4si printers, as well as other networked lab printers across campus. The other lab is a dedicated open lab which contains six, Zenith 286 computers (used for Unix based access only) and 31 Gateway Pentium II 400 MHz CPUs, with one unit attached to a HP ScanJet 4c color scanner. These units are attached to two HP LaserJet 5si printers, as well as other networked lab printers across campus. These labs are open 131 hours per week to ensure ample time for student use. All computers have WindowsNT, Microsoft Office97 (Word, Excel, PowerPoint, and Access), Microsoft Publisher, Internet Explorer, Microsoft Outlook, as well as other lab specific software, and contain both CD-Rom and LS-120 Floppy Drives. The Raub Hall computer lab consists of 31 Gateway P5 200 MMX systems with CDRom, standard 1.44 floppy, and LS-120 floppy drives, connecting to two HP LaserJet 5si printers and other networked lab printers across campus. The Mathematics, English, and Journalism Departments and students are the primary users of this facility. Software programs include WindowsNT, Internet Explorer, Mathematica, MS Publisher, Shelly Cashman Series, MS Office97, SimCity, and Commonspace. The Stevenson Library computer lab consists of 19 Gateway Pentium III 450 CPUs with CD-Rom and LS-120 floppy drives, attached to one HP LaserJet 4si and one HP LaserJet 5000. One unit is connected to a Proxima projection system. This lab is primarily an open lab with some instructional reservations as well. Available software programs include WindowsNT, Microsoft Office97 (Word, Excel, Access, and PowerPoint), MS Publisher, Internet Explorer, and Acrobat Reader. 204

Chapter Five, Part III An updated computer laboratory to serve the sciences is located in Ulmer Hall. Sixteen new Gateway computers have been installed, Pentium III 450 MHz machines with 192 MB RAM and 17” monitors. Printing is done through a Hewlett Packard Laserjet 5si printer. A technology enhanced classroom for use by students in the Physician Assistant Program features access to the Internet at each seat location by plugging in student-owned computers. Notes may be taken during lectures in electronic format, while reference materials, slides, lecture outlines, and assignments may be downloaded for later use. Computer Facilities in Residence Halls Each of the seven campus residence halls is equipped with four IBM Pentium CPUs equipped with CD-ROM, sound card, WindowsNT, Microsoft Office97 (Word, Excel, Access, and PowerPoint), MS Publisher, and Internet Explorer. Each lab contains one Epson LQ-570+ printer that is shared via the network. The computers are located in lounge areas, accessible to students 24 hours a day. All rooms in Woolridge Hall, Smith Hall, and the seventh floor of McEntire Hall are connected directly to the University network, and the network modifications for all residence hall rooms are being made. To conclude, every laboratory computer has access to the world wide web and the University backbone. Comparison with State System Universities A 1998 computer survey of State System universities indicated that Lock Haven University had a computer for each 19.6 students, while the State System average was one computer for each 15.0 students. Since that time, purchases have reduced our ratio to one computer for each 16 students. The students in the Physician Assistant Program are required to purchase a computer, and these computers, of course, are not included in the University complement. As more students bring computers to campus, the need for additional general use computers will be decrease. MEDIA RESOURCES Television Studio Located on the sixth floor of Robinson Hall, the Lock Haven University television studio functions both as a broadcast site and a teaching area. The 48 by 30 foot facility has control and video editing rooms, and the equipment, furnishings, and space combine into a broadcast-quality television station. Equipped with three Sony 3ccd color cameras with TelePrompTer capability, 205

Chapter Five, Part III seven microphone input jacks, and full lighting capabilities, the program production sets are used for news reporting, microteaching, and personal interviews. The control room includes a Ross RVS-316 video switcher that combines multivideo input sources for video recording and playback using two Sony 3/4" U-matic, two Panasonic 1/2" VHS, or one Panasonic 1/2 " S-VHS video recorders. Each video recorder is connected to Panasonic color monitors, while audio is recorded using a Soundcraft 200B audio board. Twenty sound sources may be mixed from studio microphone, audiocassette tape, compact disc, or record player. Video production is enhanced using a K-40 Microfont character generator and a computerized TelePrompTer unit, also located in the control room. Off-air video programming, satellite down link distribution, and instructional video distribution are provided through these production capabilities. Video distribution in a 3/4" Umatic or 1/2" VHS is available to all classrooms and residence hall rooms, and two satellite dishes located on Robinson Hall roof are used for downlinks. Television distributions to the local community of such live university programs and events as Commencement, sporting events, and lectures are transmitted from the control room via TCI Channel 10. Student Newspaper--Eagle Eye The Eagle Eye student newspaper has a circulation of 2500 papers distributed each Friday morning during the academic year to every University building and some local businesses in Lock Haven. The Eagle Eye staff published thirteen issues in the fall of 1997 and fourteen issues in the spring of 1998, complete with news, opinion/editorial, feature, classifieds, outdoor, sports, Greek corner, and international columns. Sixteen people comprise the Eagle Eye staff, along with one faculty advisor. Using Quark Express software, the Eagle Eye staff utilizes eight computers to create the paper, while the final layout is sent to the local community newspaper, The Lock Haven Express, to be printed. Each year approximately 55 advertisements from such businesses as the Pennsylvania State Employees Credit Union and Enterprise Rent-A-Car appear in the Eagle Eye. University-related organizations such as the Haven Activities Council, International Office, LHUP Bookstore, Eagle Wing Snack Bar, and the Theater Department have used Eagle Eye advertising as a resource. Radio—WLHU WLHU, the Lock Haven University radio station, provides music for the University community. Approximately thirty disk jockeys broadcast the programs in a "free-format" style, approximately 8 hours a day and seven days a week, during fall and spring semesters. The 206

Chapter Five, Part III campus radio station may only be accessed through the campus television cable, making broadcasts unavailable to those who live off-campus. Television—Havenscope Havenscope provides television broadcasts from the campus television station. With the support of one faculty advisor, approximately ten students broadcast news telecasts each Thursday from the control room via TCI Channel 10 to both the campus and community. DISTANCE EDUCATION Center for Distance Education A University faculty member has been appointed Director of Learning Technology and Distance Education, charged to work with the Chancellor’s office on projects related to the State System’s Center for Distance Education. The Director is also responsible for directing and coordinating the University’s program of distance education, as well as assisting faculty in teaching via technology. For more information on the Center for Distance Education see Chapter Seven, Part II. Campus Committees The Distance Education Committee (DEC) was established in the fall of 1997 with the following charge: The DEC will develop the University vision for distance education, including its educational philosophy and purpose. The DEC will develop a statement of the University’s mission in distance learning describing how the vision will be achieved via the use of emerging technologies in information science. The DEC will recommend policies for managing distance education based upon Articles 42 and 12 of the 1996-1999 CBA that conform to contractual agreements. Consideration should be given to issues of incorporating distance education into the curriculum, procedures for providing distance education training for faculty, continuing assessment of courses, faculty and students, as well as the importing and exporting of college credit courses. The DEC met weekly during AY 1997-98 to define parameters for distance education and discuss such issues as policies and procedures, faculty professional development, initial and ongoing training, assessment, evaluation, incentives, and technical support. Since the DEC is an ad-hoc Meet and Discuss committee, it may only make recommendations to the Administration and APSCUF, with decisions ultimately made by the Administration. The policy proposal submitted by the DEC was given to Meet and Discuss representatives in fall 1998 for further consideration. 207

Chapter Five, Part III Other University committees have had smaller roles in making recommendations concerning distance education. Although not specifically charged with examining distance education, the Academic Computing Advisory Committee, a non-policy setting committee, was established in spring 1997 to review a broad range of technology issues across all functions of the University. The Student Evaluation Committee is considering recommending assessment protocols for learning via distance education as part of a future charge. Hardware/Software for Technology Classrooms Five different equipment packages on campus have distance education capability. The oldest is the Intel ProShare Personal Videoconferencing Station, six of which are located in various places across the campus. The units are used approximately three times per week, often for advising students in Clearfield and student teacher orientation, visitation, and conferencing. This equipment was also used in the first distance education offering from Lock Haven University, a graduate course for in-service teachers taught by a professor in the College of Education and Human Services, and for a student teaching project in Spanish with the Bellefonte School District. In addition to the Personal Videoconferencing Station, the University owns an Intel Proshare Teamstation, located in Robinson Hall. Although used infrequently at present, this unit assists in such occasional communications as student interviews with companies, as arranged by Career Services. Compressed video equipment, the VTEL Large Classroom Package, is used approximately 2-3 hours per day, four times per week between the main and Clearfield campuses, while also receiving Nursing courses from Clarion University’s Pittsburgh site at our Clearfield campus. The Clearfield location connects the 16 student microphones with a smaller set-up in Robinson Hall on the main campus. Two additional distance education packages were installed in the summer of 1998. The VTEL Distance Education Classroom CS540 seats 30 students in Raub Hall. Also, installed in the Teaching and Learning Center, located in Stevenson Library, a VTEL TC2000 Large Group Videoconferencing Package is used for faculty development and videoconferencing. Applications of Distance Education in the Curriculum  A distance education grant was awarded to Lock Haven University in December 1994 from the Chancellor’s Office of the State System, allowing for the College of Education and Human Services to offer a spring 1995 distance education graduate course. Delivered to two rural elementary schools (Coudersport and Renovo) using 208

Chapter Five, Part III the Intel ProShare Videoconferencing System, the course was designed to meet the professional development needs of elementary grade teachers. Distance learning courses are providing instruction to the Clearfield Campus site for students preparing to earn a Bachelor’s degree in Nursing, with courses originating from Clarion University. The Northern Tier Educational Initiative offers the University’s M.Ed. in Curriculum and Instruction by this technology. To date, more than 80 potential students have made formal inquiries about the program. The first distance education course in the College of Arts & Science was offered in summer 1998. The course, Juvenile Delinquency, was broadcast between the main and Clearfield campuses using the distance education classroom in Raub Hall. The first Web-based course, School Law, was offered to eight Commonwealth students during summer 1999. Students participated in the course by using PIN numbers to access a website that contained course information and assignments. Interactions involving questions, the submission and grading of assignments, and information exchanges occurred on-line using e-mail. Six honors students at an area high school are taking a University literature course using the distance educational technology of a private video network maintained by the Keystone Consortium Network. Enrolled also are 10 undergraduate honors students who are present with the instructor at the originating site. This pilot program of combining academically talented high school and college students features mentoring aspects using e-mail and on campus visits. High school students earn college credit for the course. A scholarship program provides financial support to defray some of the costs to the high school students.

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Analysis The University is committed to exploring how distance learning can be made a larger part of our mission. Policies identifying measures of quality control, evaluation, assessment, compensation, and off-site testing need to be approved, and separate negotiations with individual creators of technology enriched courses are needed to define the parameters of ownership of intellectual property. However, plans continue with the understanding that details of some procedures will be resolved in the near future. Consideration is being given to offering courses approved as continuing education for maintaining licensure for professionals in selected health fields and particularly physician assistants. The potential audience for interactive course work originating from Lock Haven University is very large. Some institutions provide courses on computer disks that require the student to study alone. And oftentimes students find this type of distance education convenient since they study at their own rate and times. However, when students interact electronically,


Chapter Five, Part III learning is enhanced because of the collaboration inherent in real-time instruction. The University will likely advance in both of these media. ADDITIONAL TECHNOLOGY RESOURCES West Branch Technology Center The West Branch Technology Center, an off-campus training site located in a renovated elementary school in downtown Lock Haven, is a project of Central Intermediate Unit #10’s Development Center for Adults. The Center offers both IBM compatible and Macintosh training laboratories with Internet access, taught by a knowledgeable staff of professionals in all facets of computer applications. WBTC has provided specialized computer training to University faculty and staff since the fall of 1996, with courses initially offered at a discount to faculty and staff. After completing the programs, faculty and staff may seek University reimbursement for course fees. Courses include instruction in keyboarding and computing, Windows 98, Desktop Publishing, introduction to the Internet, Microsoft Excel, Microsoft Word, Microsoft Access, Powerpoint, and Web Page Design. In 1999 Lock Haven University entered into an agreement with the West Branch Technology Center/Central Intermediate Unit #10, cooperating to provide continuing education opportunities, non-credit technology, and enrichment courses throughout the three county region. The collaborative elements of the relationship include sharing classrooms, computer laboratories, distance education facilities, telecommunication infrastructure, costs, and revenues. WBTC will provide non-credit training course offerings, some taught by University faculty. The parties have agreed to consider offering continuing education courses in the new facility of the Clearfield Branch Campus upon its completion. In addition, the University’s Small Business Development Center will collaborate with Central Intermediate Unit #10’s Centre-Clinton Workforce Development Partnership programs to provide for the training and development needs of business and industry in Clinton County and the Central Pennsylvania region. The first joint project in this alliance is to offer a variety of technically based small business and professional development workshops, including those focusing on leadership and management issues for individuals in positions of mid- and seniorlevel management. For additional information on the Central Intermediate Unit #10/West Branch Technology Center/Centre-Clinton Workforce Development Partnership collaboration, see Chapter Seven, Part II. 210

Chapter Five, Part III Teaching and Learning Center The Teaching and Learning Center (TLC) was established in spring 1997 and introduced to the campus community by the President during his fall 1997 opening address. In keeping with one of the State System’s goals as outlined in Imperatives for the Future, the TLC focuses on ways to promote and enhance student learning. A Presidential Initiative Grant of $16,000 was the major source of start-up funding for the TLC. In response to needs assessment survey results, the TLC offers these services intended to provide faculty with information designed to improve pedagogy. The TLC offers and maintains the following services:       A library of books, periodicals and videos On-campus workshops on a variety of teaching and assessment topics National videoconferences in its distance learning center Funds for faculty to travel to teaching related conferences Memberships in national professional networks Faculty discussions on curriculum, pedagogy and assessment

Since the summer of 1998, the TLC has been located in Stevenson Library, where materials and equipment are housed in a renovated conference area, and faculty may gather for meetings and informal discussions. The TLC plans to facilitate faculty development in distance education through its VTEL TC2000 Large Group Videoconferencing Package, which allows faculty to participate in video conferencing, teaching, and learning. KCnet The Fiber Model for Rural Connectivity demonstrates the University’s commitment to both distance education and closer relationships with area school districts. This program, a part of the Technology Test Bed Project through the Commonwealth’s Link-to-Learn Program, connects Lock Haven University with KCnet; Centre County Vo-Tech, and the Bald Eagle Area, Bellefonte, State College, and Keystone Central school districts. Uncompressed video programming to and from the University and these sites is deployed over the fiber optic network using two Panasonic videocassette recorders, transmission and receiving monitors, a modulator and sound system, and a tracking camera. Of interest to Lock Haven University and the Lock Haven University Foundation is a mechanism to engage in E-Commerce. Students, prospective students, alumni and friends interact with us in ways that generate revenue. A secure and private web site would provide an


Chapter Five, Part III avenue for soliciting and accepting funds electronically. The details of providing this service are being worked out. CRnet A $102,000 grant, part of the Digital Communities Program which was proposed and signed into law as part of the 1999-2000 state budget, will be used to create the state’s first digital community: the Lock Haven Electronic Village. The grant will be used to connect an existing fiber network owned by Clinton County to the fiber network of Lock Haven University and the Link to Learn network at the Keystone Central School District. The project will include two job-service offices, public adult learning center, public library, local hospital, Chamber of Commerce, and the tourist promotion and economic development partnership. The project will also provide connections to at least one downtown apartment building, three schools, and 20 businesses. Recommendations  As part of the Lock Haven Electronic Village, the University will benefit by extending network access to our newly acquired Campus Village student apartments and other nearby administrative facilities.  Plans need to be completed to participate with KCnet in establishing E-Commerce facilities in Clinton County, with secure online capabilities to receive donor contributions, post applications fees, and facilitate online shopping.

For additional information on computer-based technology and our collaboration with schools, government, and business, see Chapter Seven, Part II.