Murdock Technology Initiative

1. Murdock Technology Initiative Concordia University Portland, Oregon 2000-2002

2. In the Beginning… • Our application was submitted in response to a Request for Proposals by the Murdock Trust. • A study conducted by the Trust over a period of approximately two years suggested that two of the largest needs facing private colleges and universities was assistance in planning programs in assessment and technology. • CU was a participant in the focus groups that led to this conclusion. • Technology and assessment have held a top priority position in the University’s plans and goals for a number of years.

3. Formal Application • In response to the Request For Proposals, CU submitted letters of inquiry for both the assessment and technology initiatives. • The Trust indicated that both responses were in keeping with their objectives. The Trust further suggested that CU cooperate with Warner Pacific College, and perhaps invite additional smaller independent colleges to participate.

4. Focusing the Opportunity • The Presidents of the two institutions conducted phone conversations. Appropriate administrative officers of the schools held several meetings. • It was decided that WPC would submit an application dealing with assessment and CU an application dealing with technology. The applications sought resources to allow the two schools to work cooperatively in developing plans and acquiring skills for effective programs in assessment and technology. • In keeping with the Trust’s suggestion, seven additional schools were invited to participate. The following additional schools expressed an interest in doing so. • Cascade College, Multnomah School of the Bible, Northwest Christian College, Northwest College, Sheldon Jackson College, Western Baptist College.

5. Participating Institutions • Cascade College, Portland, OR • Concordia University, Portland, OR • Multnomah School of the Bible, Portland, OR • Northwest Christian College, Eugene, OR • Northwest College, Kirkland, WA • Sheldon Jackson College, Sitka, AK • Warner Pacific College, Portland, OR • Western Baptist College, Salem, OR

6. Determining Institutional Needs • CU and WPC prepared a joint questionnaire to determine the status and needs of participating schools in the areas of assessment and technology. It was mailed to the seven schools, together with a letter of explanation written by the President of WPC. One or more follow-up phone calls were made to the Presidents of each of the schools.

7. The questions dealing with technology indicated the following: All of the schools have made investments in technology. For example, • all have student computer labs; • all have some computerized classroom projection devices; • all have some type of campus computer networking system; • all have some faculty who use the Internet in instruction and in communicating with students; • all have institutional web pages.

8. The questions dealing with technology indicated the following: • All of the schools have made investments. • The most common need and concern dealt with “Faculty Training in Using Technology in Instruction.” • The variety of needs expressed and the fairly low scores in a number of areas indicate that technology is a matter of interest and concern to all of the schools.

9. Major Features of Our Activities • Opening Summit Meeting • Presenters and consultants will outline current best practices in use of technology, and most promising prospects for the future. • Participants will develop networks with consultants and other participants that will provide long-term benefits in planning and implementing technological advances. • Planning sessions will be held to organize and design the best possible use of available consultant services. Needs and interests will be prioritized.

10. Major Features of Our Activities • Consultant Services • Consultant services constituted the heart and soul of the project. The services were delivered in the following ways. • Services to individual schools. Consultants will visit individual schools in order to assist faculty and staff in identifying challenges and forging solutions. • Services to groups of schools. When several schools are facing identical or similar challenges efficiency will be served by bringing consultant services to groups of schools.

11. Major Features of Our Activities • Specific Services to Warner Pacific College • WPC has identified its major need as assisting faculty in the use of technology in the teaching/learning process. It has made significant investment in hardware and software. A persistent theme in the literature emphasizes that faculty training needs to be at least as significant a priority as equipment purchase. • Consultant services were to provide an extensive block of time to assist the WPC faculty in determining how technology relates to its educational goals and mission, and in providing in-depth training in its use. Other aspects of technology in education may have also received attention, but the chief emphasis was given to faculty training.

12. Major Features of Our Activities • Specific Services to Concordia University • The CU educational services have outgrown the current library facility. Additional classroom and faculty office space is also needed. What shall CU do? Shall it build a library and classrooms that resemble those constructed during most of the 20th century? • CU is designing a campaign to provide funding for a library/tech center, to also include instructional and faculty office space. It hopes not to build a facility that will be obsolete in a decade or less. Rather, it plans to determine the very best 21st century educational strategies, maximizing the use of technology, and to construct facilities that best serve these needs. The most knowledgeable and creative consultant services available will be needed to assist in planning such facilities.

13. Major Features of Our Activities • Specific Services to Concordia University • In addition to facility planning and strategic planning, CU is looking forward to moving to higher levels in use of technology in instruction and administrative services.

14. Major Features of Our Activities • Culminating Conference The Culminating Conference took place in the spring of 2002. It focused on the following objectives: • To provide further presentations regarding the best current practices and promising future prospects for technology in education. These will likely have changed since the Opening Summit. • To share and assimilate information and insights gained through the project. • To expand and strengthen networking associations that will continue help the individual schools strengthen and enhance their educational offerings. • To consider the formation of a formal organization, or other mechanisms, to continue the dialog among participating schools.

15. Structures Provided to the Initiative By Concordia University • Web Site • Two related web sites were created and have been maintained by Concordia’s web master. • This web presence provided the connectivity between and among the participating institutions. • Listserv • All Opening Summit participants and institutional contacts were placed within a MTI listserv to facilitate sharing of information among institutions. • Information Literacy Newsletter

16. Technology Summit Concordia University, April 20 & 21, 2001

17. Technology Summit Friday afternoon was designed as a pre-conference workshop with a hands-on, practical approach. • Developing a Technology Plan for Your University • Grant Writing for Funding Technology Initiatives • Technology Standards for Teachers and Students • Review of Best Practices: Technology in Higher Education

18. The Brain and Learning: Technology in Higher Education Faculty Development in the Evolving University Technological Tools for Fostering Learning: WebCT, Blackboard PowerPoint HyperStudio WWW, HTML Inspiration TappedIn Books and Libraries in the Evolving Academy Utilizing Technology in the Social Sciences Utilizing Technology for Science Education Facilitated small group discussions Large group discussion Technology Summit Saturday was a full day of practical, real world presentations and hands-on activities designed to provide a rich and stimulating experience for each institutional team.

19. Institutional Project Plans • A template was designed as a guide to institutional thinking and response to the MTI opportunity. • All project plans were published on the MTI web site. • Consultants were identified and matched to the institutional needs described in these plans.

20. Institutional Project Plans • Elements of the Plan • Contact Information • Institution Project Team • Project Consultant • Description of institution and its current state of technology use, support and implementation • Description of what will be different following completion of the project plan • Institutional Mission Statement and Core Values

21. Institutional Project Plans • Additional Elements of the Plan • Description of how this plan supports institutional mission • Description of benchmarks institutions wished to measured against in evaluation of project activities • Narrative description of the project plan • Project goals and activities supporting the goals • Timeline for activities

22. Consultants • Dr. Mark Bailey, Berglund Center for Internet Studies, Pacific University, Forest Grove, OR served as supervisory consultant. • Consultant matches to institutions were made in consultation with institutional teams, Mark Bailey, and Lynne Wolters. • Consultants included presenters / facilitators from the Opening Summit.

23. Culminating Conference: Finding Solutions in a Digital Age Concordia University, April 26 & 27, 2002 • Panel discussion from five institutions: “What we learned through Murdock Consultation” • Dr. Mark Bailey’s Summary of the Consultations • Integrating Technology into Teaching: Technology Implementation Presentations • A professor’s first steps • TILT and information literacy • Advanced user’s

24. Culminating Conference: Finding Solutions in a Digital Age Choice of presentations: • Education, Technology and Values • Hands-on with Tools that Support Learning Choice of presentations: • Education, Technology and Values • Hands-on with Tools that Support Learning • Concordia’s Application of the MTI opportunity • TILT and assessment of incoming students’ information literacy • What the administrator needs to know: How Information Technology is transforming day-to-day operations

25. Expected Results • Participating schools will have a much clearer understanding for the role and opportunities of educational technology in the 21st century. • Participating schools will have created strategic plans for: • purchase, maintenance and management of technology systems. • development of an integrated system of academic and business services. • consistent updating of faculty in latest use of technology in teaching and learning. • Participating schools will have developed networks that will assist them in moving forward in improving education through technology. • Participating schools will have considered and possibly implemented plans for creating a formal organization, or other mechanisms, to carry forward cooperative technology initiatives. • Successful models will have been created that can be shared with organizations in the Pacific Northwest, and throughout the country.

26. Achieved Results • The collegial networking and information sharing among institutions was highly rated and valued by participants. • Accomplishments toward project goals varied widely among institutions. • All institutions and participants benefited from participation in the Murdock Technology Initiative.