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The Wake Forest Technology Plan An Instructive Update

Explore the comprehensive Wake Forest Technology Plan presented by David G. Brown at the AACE Annual Meeting. Learn about the strategic use of technology to enhance teaching, learning, and faculty development at Wake Forest University. Discover key insights, lessons learned, and future directions for academic excellence.

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The Wake Forest Technology Plan An Instructive Update

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  1. The Wake Forest Technology PlanAn Instructive Update Annual Meeting of the AACE Seattle, WA, USA June 24, 1999 by David G. Brown Vice President, Wake Forest University Dean, International Center for Computer Enhanced Learning

  2. Private 3600 undergrads 92% residential 500 each: Med, Law, MBA, PhD $800M endowment Winston-Salem NC Baptist Heritage 1300 avg SAT 29th USNWR Top 35 Privates in Barron’s Guide Rhodes Scholars 1997 National Debate Champions Tim Duncan (ACC) Wake Forest University

  3. Thinkpads for all New Every 2 Years Own @ Graduation Printer for all Wire Everything Standard Software IGN for Faculty Keep Old Computers 40+30 New People 50% Faculty Trained 85% CEI Users +15% Tuition 4 Year Phase In Pilot Year Plan for 2000 Now 3 Classes THE WAKE FOREST PLANF96:IBM 365XD, 16RAM, 100Mhz, 810MB, CD-ROM, 14.4 modemF97: IBM 380D, 32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modemF98: IBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modemF99: IBM 390, 128RAM, 333 Mhz, 6 GB, CD-ROM, 56 modem

  4. Students First 2 Layers: Threshold + Rapid Change Communicate/Access (Not Present/Analyze) Standardization Academic Freedom Nomadic Learners Dominant Use After College Empower Existing Units Eager Faculty Students Change Agent Exposure, Not Mandate Partnership Marketable Difference CONCEPTS BEHIND PLAN

  5. Consequences for Wake Forest • +Applications • +SAT Scores & Class Ranks • +Retention & Grad Rates • +Satisfaction & Learning • +Faculty Recruitment • +Interactive Learning • +Face to Face Dialogue

  6. Computers Enhance My Teaching and/or Learning Via-- Presentations Better--20% More Opportunities to Practice & Analyze--35% More Access to Source Materials via Internet--43% More Communication with Faculty Colleagues, Classmates, and Between Faculty and Students--87%

  7. With Ubiquity---The Culture Changes • Mentality shifts-- like from public phone to personal phone. • Teaching Assumptions shift-- like from readings are on reserve to everyone owns a copy of his/her own. • Timelines shift-- like from “our class meets MWF” to “we see each other all the time and MWF we meet together” • Students’ sense of access shifts-- like from “I can get that book in the library” to “I have that book in my library.” • Relationships shift-- like from a family living in many different states to all family members living in the same town

  8. Faculty Development Strategies-- Most Effective Friends 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 Librarians All Campus Help Desk

  9. Faculty Development Strategies-- Modestly Effective • Poster Sessions Where WF Faculty “Show and Tell” Their Uses of Technology • Seminars Sponsored by a Faculty Technology Advocacy Group • Competitive Grants Releasing Faculty From Teaching One Course • User Group Listservs Centered Around Specific Techniques & Technologies

  10. Faculty Development Strategies-- Least Effective • Computer Based Training Tapes • Lectures by Visiting “VIPs” • Computer Assisted Instruction Listserv • Attendance at National Workshops Conducted Locally

  11. Lessons Learned

  12. LESSONS LEARNED • PC’s are only 10% of the Challenge (support/networks/policies/train/expose) • Most sunk costs can be ignored • Expectations need management • Develop a comprehensive plan first, and quickly match it with a multiyear financial plan

  13. LESSONS LEARNED • Standardization pays rewards well beyond those anticipated; non-standard configurations require 3-4 times support • Students/Faculty want specific computer training that is centered around a task-at-hand; general classes don’t work well • Be prepared to outsource challenges • Don’t wire to every seat • Use the internet for course materials

  14. LESSONS LEARNED • Reliability is critical, especially the Help Desk • Provide academic units staff of their own & plenty of equipment without hassle • Improve communications weekly; rumors fly faster • Spread the gains from & ownership of innovation throughout all units

  15. David G. BrownVice President and DeanInternational Center forComputer Enhanced LearningWake Forest UniversityWinston-Salem, N.C. 27109336-758-4878e-mail: brown@wfu.eduhttp//:www.wfu.edu/~brownfax: 336-758-4875http://iccel.wfu.edu

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