Reliable, timely data straight from your campus system, information tailored to users’ roles and what they need to accomplish to support the institution, and student success are now “must haves.” Sound too good to be true? Solutions that accomplish these goals, along with a modern-consumer-like interface, can make cross-campus collaboration fun. Join us to hear how customers like Becker College have teamed up with Ellucian to embrace vast amounts of data on campus, creating a single data source that informs decisions to ensure institutional and student success.
[Read More]

Any good institution-vendor relationship needs a good contract that defines relative roles and responsibilities, mutual expectations, costs, and liabilities—and it should do it in terms that nonlawyers can understand. Too many schools fail to carefully examine vendor contracts and don’t understand their rights. In this case study discussion, we will explore how to define hourly versus fixed price versus fixed price/fixed scope, requirements for any major software contract and consulting contract, and how a tight contract helped a client avoid massive cost overruns.
[Read More]

The Cornerstone program is Rutgers University’s strategic approach to unify, upgrade, and streamline its administrative information systems for finance, human resources and payroll, procurement, and expense management. Join leadership from both Deloitte and Rutgers to learn how phase 1 of this program ties to several of the university’s strategic goals such as consolidating back office processes across 31 schools and colleges, coincident with the merger of Rutgers University and UMDNJ, with over 3,500 concurrent users and over 38,000 sponsored and nonsponsored projects; leveraging a modern, shared, cloud-based ERP platform; and delivering a new financial management approach to delegate budgeting and financial control to colleges, schools, and auxiliaries with enhanced reporting and management information.
[Read More]

Choice is a common element in today’s world, but it is often missing from curriculum-design decisions made for today’s college classrooms. Lecture remains the dominate form of interaction. Nonetheless, universities are embarking on learning-space design initiatives as part of campus master plans. Successful college learning experiences are predicated on not only reshaping physical structures but also implementing a faculty development program designed to support college instructors to impact 21st-century learning. Based on elements of the faculty learning community model, Ball State University’s Interactive Learning Space Initiative has become the cornerstone for changing the culture of teaching in environments created to actively engage college learners. A connectivist approach to instructional systems design serves as the active principle in this initiative to reshape teaching and learning at the college level.
[Read More]

Stimulating innovation is a balancing act. Institutions want to provide direction, but the only way to really innovate education is when academic professionals change the way they teach. On the basis of quantitative and qualitative data from a longitudinal study of innovations in education at Utrecht University, we will explore which factors explain a positive attitude toward (IT) innovations and how to incorporate these factors in an institution-wide innovation of education program. Faculty autonomy is the central variable in our analysis. We will explore autonomy in relation to other relevant variables, as well as what this means for implementing an innovation project.Outcomes: Understand the role that faculty autonomy plays in stimulating an innovative academic culture in relation to other explanations for innovation *Apply the insights from our study to the thinking about managing innovation at your institution *Evaluate the use of different strategies in the tense relationship between professional autonomy and institution-wide goals
[Read More]

This poster will explain the Instructional Skills Workshop (ISW), a faculty development program established in Canada in 1978 and subsequently adopted by 100+ educational institutions in 11 countries. The ISW runs four consecutive days, six hours a day. Facilitators deliver three sessions on pedagogical topics (including educational technologies), but the heart of the ISW is the minilessons: each of five participants delivers three 10-minute lessons, and then receives detailed, constructive feedback from his or her peers. The minilessons are videotaped so participants can later review their teaching effectiveness. Instructors at all career stages report that the ISW has transformed their teaching.Outcomes: Explore the developmental goals of the Instructional Skills Workshop *Explore the essential components and process of an Instructional Skills Workshop *Obtain resources to help you establish an ISW program at your institution
[Read More]

While the types and missions of postsecondary institutions vary as widely as the types of students we serve, general education has long been a cornerstone of postsecondary education. This venerable component of education faces crisis in a landscape dominated by students motivated primarily by increasing earning power and obtaining jobs. Join us this session as we offer practical advice based on our own ongoing successes for how these departments can successfully transform again into a field that is exciting, relevant, and imperative through adoption of new pedagogical approaches, adapting to student needs and motives, and embracing adaptive technology.Outcomes: Understand the importance of transforming general education departments through adaptation to meet the needs of today’s students *Adopt concrete strategies for aligning pedagogy and classroom approach to students’ needs *Explore the benefit of adaptive learning technology in general education courses for students, faculty, and institutions
[Read More]

Setting up digital humanities/digital scholarship centers/communities is a challenging task at institutions of all sizes. The presenter will offer ideas and suggestions about how to build capacity to support and advance digital scholarship and digital humanities work in a variety of campus environments, including smaller Liberal Arts Colleges. The content is based on the presenter’s experience as Director of a DH center at the Claremont Colleges, part of a CNI/ECAR working group that is establishing a maturity framework for DH centers, as well as workshops she has given on building capacity for DH work.Outcomes: Learn what has worked well in planning and establishing DH/DS communities and centers at various institutions *Learn about resources to help advance your home campus DH/DS center
[Read More]

This poster session will follow the five-year evolution of the UW-Madison, Wisconsin Collaboratory for Enhanced Learning (WisCEL) from a technology-enhanced learning space to an active learning environment and community. The WisCEL campus-wide partnership enables active teaching and learning by facilitating learning communities for students, faculty, and staff. Supported by five years of program data, five semesters of faculty and student surveys and interviews, participants will learn about the benefits, lessons and pitfalls of developing thriving active learning environments through collaboration at various levels.Outcomes: Learn about the transformative importance of leadership, collaboration, and professional learning on a large Research I campus *Understand the benefits of cross-campus collaboration in creating learning communities in technology-enhanced environments *Adapt and transfer strategies and lessons for collaboration in active and technology-enhanced learning environments to your campus
[Read More]

The Penn State Teaching and Learning with Technology Blended Learning Transformation program (BlendLT) offers faculty the opportunity to redesign a course into a blended format through faculty development, instructional design consultations, and assessment support to gather evidence and measure success. This replicable three-pronged approach addresses the top 3 key issues in teaching and learning in 2016 as reported by ELI. In the case of BlendLT, the framework empowers faculty to develop and teach innovative and engaging blended courses. The framework can also be used to support other issues and opportunities in teaching and learning.Outcomes: Discuss advantages of the 3-prong approach of faculty development, instructional design, and assessment in transforming learning *Identify areas where a similar approach could be applied
[Read More]