Universities of the Future:Implications from TechnologyDavid G. Brown, VP & Dean (ICCEL) Professor of Economics, Provost (1990-98) http://www.wfu.edu/~brown brown@wfu.edu @ James Madison UniversityFebruary 18, 2000All Together One

Agenda for the Day9:00 AM Demonstration re the Use of Technology in My Own Classes10:00 AM Address on Universities of the Future: Implications From TechnologyNoon Highlights & Informal Discussion1:30 PM Strategies for Introducing Technology Into Teaching Without Endangering Traditional Strengths

THE WAKE FOREST PLAN

Plan for 2000Thinkpads for allPrinters for allNew Every 2 YearsOwn @ GraduationWire EverythingStandard SoftwareFull Admin SystemsIGN for Faculty

40+30 New People75% Faculty Trained85% CEI Users98% E-Mail+15% Tuition~$1500/Yr/Student4 Year Phase InPilot Year, Now 4 ClassesSoph/Senior ComputerIBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modemFresh/Junior ComputerF99: IBM 390, 128 RAM 333 Mhz, 6GB CD-ROM, 56 modem

To understand a liberal arts education as an opportunity to study with professors who think by their own set of conceptsTo learn how to apply economic conceptsTo learn how to work collaborativelyTo learn computer skillsTo improve writing and speakingFIRST YEAR SEMINAR The Economists Way of Thinking:

Students = 15All FreshmenRequired Course

Browns First Year SeminarBefore ClassVideo Text & Self TestsBest URLs with CriteriaInteractive exercisesLecture Notes in PPE-mail dialogueCybershowsDuring ClassOne Minute QuizComputer Tip TalkClass PollsTeam ProjectsAfter ClassEdit Drafts by TeamGuest EditorsHyperlinks & PicturesAccess Previous PapersLecture Summary w AudioOtherDaily AnnouncementsTeam Web PagePersonal PortfoliosExams include ComputerMaterials Forever

JMU is already doing using technology in new ways.

THE WAKE FOREST PLAN

Plan for 2000Thinkpads for allPrinters for allNew Every 2 YearsOwn @ GraduationWire EverythingStandard SoftwareFull Admin SystemsIGN for Faculty

40+30 New People75% Faculty Trained85% CEI Users98% E-Mail+15% Tuition~$1500/Yr/Student4 Year Phase InPilot Year, Now 4 ClassesSoph/Senior ComputerIBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modemFresh/Junior ComputerF99: IBM 390, 128 RAM 333 Mhz, 6GB CD-ROM, 56 modem

Consequences for Wake Forest+SAT Scores & Class Ranks+Retention & Grad Rates+Satisfaction & Learning+Faculty Recruitment

Impact of Technology Upon the University of the FutureConsolidators & DistributorsFew Solo Producers (finish carpenters)Limited Number of Producing Sites (textbooks)Many Teaching & Institutional Collaboratives (banking)GlobalizationMultimedia DeliveryDifferent Strokes for Different FolksTodays students learn differently (nintendo+)

University of the Future80-20 Standard & the Resident-Distance StudentMost respected courses in 80-20 rangeMost productive curricula in 80-20 rangeInteractive Learning Response of the Most WiredCustomized and IndividualizedE.g.: Double Jeopardy Quizzes

University of the FutureContinuous Teaching (and Students)Between Class interactionBefore class exercisesAfter graduation exchangesTeamsResearch teams in all disciplines (like sciences)Departmental structures will atrophyOpen Information?

METAPHORSAutomobile in the JungleTeenagers Learning How to Drive1000 Times More Powerful TelephoneLearning a Second Language by ImmersionState ReligionHouse CallsCost of the LibraryStudents as NomadsRural Electrification

The Jury Is In!

Technology Works!

I know my students learn more when I teach with technology!Technology increases collaboration. More collaboration means more learningTechnology enables different strokes for different folks. More customization means more learningTechnology enables more interaction. More interaction means more learningThe opportunity cost of learning how to use technology is becoming negligible.

The Big Thing Is---

InteractivityandCommunicationAll Together One!

Computers Enhance My Teaching and/or Learning Via--PresentationsBetter--20%More Opportunities toPractice & Analyze--35%More Access to SourceMaterials via Internet--43%More Communication with Faculty Colleagues, Classmates,and Between Faculty and Students--87%Source = Wake Forest Students and Faculty

Chemistry-- Dartmouth, Millsaps, Reed, Wake Forest, Worchester TechPhysics-- Vassar, Arizona, Washington and Lee, Michigan State, , WhitmanBusiness and Economics--- Vanderbilt, Kansas State, Wake Forest, MiddleburyFine Arts-- Tufts, Reed, Connecticut, Williams, East CarolinaWriting and Literature--Johns Hopkins, Northwestern, Missouri-Rolla, Language--- MIT, Smith, California-Davis, Texas-Austin, NorthwesternBiology and Medicine---Oberlin, Virginia, Johns Hopkins, Texas-Austin, HendrixInternational and Politics---Tufts, OregonComputer Science and Math---Harvard, NYU, American, Washington State

93 Essays36 Universities26 Disciplines

Beliefs of 91/93 Vignette Authors

Interactive LearningLearn by DoingCollaborative LearningIntegration of Theory and PracticeCommunicationVisualizationDifferent Strokes for Different Folks

8 BASIC MODELS OFUBIQUITOUS COMPUTINGTeach with Explicit Assumption of AccessProvide Public Station Computers BCProvide Individual Network ComputersSpecify Threshold Level SSU UNCProvide One Desktop Per Two Beds ChathamProvide Desktop Computers USAFAProvide One Laptop WFU WVWCProvide Laptops + 2-Year Refresh UMC

ICCEL -- Wake Forest University, 2000

Upbeat Re FutureMassive expansion in overall demandPublic Libraries increased the demand for librarians and personal book ownership.Telephones allow people to stay in touch, and gather more frequently.By increasing the options, technology enhances the effectiveness & efficiency of the university (it doesnt displace it)All Together One!

Environmental ImperativesUniversal Student Access to ComputersReliable NetworksMultiple Opportunities for Training and ConsultationFaculty Ethos that values Experimentation and Tolerates Falters

WORKSHEETWhat are the barriers to more use of technology by faculty?

For your own campus, allocate 100 points among the three major barrier categories!

_____% Faculty Need Time_____% Faculty Need Access to Expertise_____% Faculty Need to Motivation

Concepts Worth ConsideringEager FacultyFriendly Sharing (standardize!)Standard Course ShellCentrality of Educational TheoryDiversity Among DisciplinesBig 3 First (KISS)Start with Hybrid CoursesFaculty to Faculty

The Big Three#1. E-mail #2. Web Pages (for each course)#3. Internet URLs

The Key SixContinuously communicating via Email & LISTSERVS & threaded discussions,Finding and citing useful materials on the web,Annotating word processed documents, Providing lecture outlines (with audio accompaniment) before and after class,Creating a library of mini-movies that show successive computer screens, andPractice quizzing prior-to-class.

Faculty Development Strategies-- Most EffectiveFriends and Neighbors!Full Time Academic Computer Specialists Trained and Located in Disciplines (ACS)Well Trained Students Assigned to One Faculty Member for Full Semester (STARS)Seminars Sponsored by the Center for Teaching and Learning (not only technology)Tutorials re Equipment by LibrariansAll Campus Help Desk

Faculty Development Strategies-- Modestly EffectivePoster Sessions Where WF Faculty Show and Tell Their Uses of TechnologySeminars Sponsored by a Faculty Technology Advocacy GroupCompetitive Grants Releasing Faculty From Teaching One Course User Group Listservs Centered Around Specific Techniques & Technologies

Faculty Development Strategies-- Least EffectiveComputer Based Training TapesLectures by Visiting VIPsComputer Assisted Instruction ListservAttendance at National Workshops Conducted Locally

Workshops atICCEL at Wake Forest

http://iccel.wfu.edu/publications/books/books.htmhttp://www.ankerpub.com/books/brown.html

David G. BrownWake Forest UniversityWinston-Salem, N.C. 27109336-758-4878email: brown@wfu.eduhttp//:www.wfu.edu/~brownfax: 336-758-4875ICCEL -- Wake Forest University, 2000