Technology Engagement Across the Curriculum

Gadsden State Community CollegeQuality Enhancement PlanTechnology Engagement across the Curriculum2007-2012 TABLE OF CONTENTSIntroduction 1 Overview of the Quality Enhancement Plan 3 Chapter 1: Focus of the Plan 6 Goals 6 Student Learning Outcomes 7 Background 8 Review of Literature 11 Survey Results 14 Building the Framework 16 Rationale 18 Platform for Success 20 Expected Benefits to Students 27 Challenges 29 Chapter 2: Institutional Capability for Initiation & Continuation of the Plan...... 31 Infrastructure 32 Implementation Team 36 Institutional Effectiveness Cycle 38 Timeline of Activities for Implementation...... 38 Budget 42 Chapter 3: Assessment of the Plan 44 Internal Measures 44 External Measures 45 Chapter 4: Broad Based Involvement of the College Community...... 51 References 57 Committees Appendix A Surveys Appendix B Focus Groups Appendix C 3INTRODUCTION TO GADSDEN STATE COMMUNITY COLLEGEGadsden State Community College is a two-year, SACS-accredited institution formed by a merger in 1985 and a consolidation in 2003. Each of the schools that ultimately became part of this community college has contributed to its own strengths, educational perspective, and uniquely historic significance to the institution as it presently exists. Gadsden State serves Etowah, Calhoun, Cherokee, St. Clair, and Cleburne counties in northeast Alabama, providing quality instruction for more than 2,900 full-time students and 2,200 part-time students (data from fall semester 2007) through thirty-one academic transfer programs (twenty-three majors leading to Associate in Science degree programs and seven Associate in Arts degree programs) and training for forty-two terminal award programs. The college seeks to ensure that every student enrolled receives the knowledge and skills necessary to succeed in his/her chosen field of study. Towards that end, programs such as Student Support Services, Tech Prep, Workbased learning (CO-OP), Developmental Education, Service Learning, and Honors Programs encourage and support students in their various educational and vocational pursuits.The College has nurtured its reputation as the community’s college. The number and variety of programs, workshops, and special events it sponsors or hosts on each of its campuses are evidence of this fact. At the request of area businesses and industrial firms throughout the state, both the Training for Business and Industry and the Workforce Development Programs identify needs of existing industry and deliver technical assistance, technology solutions, and customized courses as necessary. GSCC provides, among other things, training onsite for management and leadership; OSHA and other safety guidelines; and computer and CISCO technology. With the activities and instruction provided at the Alabama Technology Network’s Bevill Center and the Cheaha Career Skills Center, the communities served by Gadsden State 4 have access to quality instructional, enrichment, and motivational programs. Additionally, adult education classes provide a significant step for those whose education has been interrupted and who now wish to achieve their secondary education goals. The series of offerings through the Arledge Center/Continuing Education provides unique learning experiences for either those seeking continuing education credit or others wishing to master a new skill in the arts or to gain useful knowledge in a new discipline. 5OVERVIEW OF THE QUALITY ENHANCEMENT PROGRAMFocus:The Quality Enhancement Plan for Gadsden State Community College utilizes technology across the curriculum to engage students in learning. The four-fold foundation of the plan encompasses (1) students connecting with other students; (2) students connecting with faculty; (3) students connecting with their curriculum, courses, and content areas; and (4) students connecting to the institution. Technology Engagement across the Curriculum (TEC) serves as GSCC’s commitment to enable its students to harness available technology, utilizing it in a variety of electronic sources applicable both inside and outside the classroom. The TEC Initiative will encourage students not only to gather information and evaluate its authenticity and usefulness but also to communicate and share their findings with fellow students, as well as their instructors, both orally and in written form using multiple formats.The QEP is designed to prepare students for success whether they transfer to other two- or four-year institutions or complete their training for degree or certificate programs at GSCC. By providing students with opportunities to engage in the learning process through technology, students can develop a proficiency that enables them to function completely in a technology- based academic and work environment. Computer competencies, information gathering, and communication are essential skills for success. Dedication to student success drives the College’sQEP.Institutional Capability for the Initiation and Continuation of the Plan:Gadsden State has maintained multiple grants and managed special programs throughout its history. The experienced faculty and staff are well-equipped to handle the day-to-day oversight of the QEP. The budget provides sufficient funds for the personnel, assessment tools, 6 and technology to maintain and continue the TEC Initiative. Administrative support will enable the appointed members of the Implementation Team to function and adequately fulfill their duties throughout the five-year plan and beyond.Assessment of the Plan:Faculty in all disciplines will work towards implementing technology-based activities and/or projects that will prompt students to become engaged learners. Within disciplines, divisions, and programs, instructors will develop rubrics or other means to assess students’ ability to (1) use specific technology to gain computer competency; (2) gather and synthesize information from a variety of electronic sources; and (3) learn to communicate their findings with others. Additionally, standardized assessment tools including iSkillsTM by Educational Testing Services, the Standardized Assessment of Information Literacy skills (SAILS), and the Community College Survey of Student Engagement (CCSSE) will be administered throughout the five-year period. A combination of these tests will provide formative and summative evaluations that are both quantative and qualitative. These assessment measures will allow the college to determine students’ abilities as they actively engage in acquiring the basic skills (i.e. computer competency, information literacy, and communication aptitude) necessary for success at four-year institutions and in the work place.Broad Based Involvement of the College Community:From the initial call for ideas and possible topics, the QEP Committee has made a concerted effort to canvas all campuses, including every department, division, and program. Members have welcomed ideas from staff, faculty, and administration. The committee has attempted to build a consensus among its members who, in turn, have solicited input from their respective areas. Gadsden State’s website and internal home page have been utilized to 7 disseminate information to the college community, to seek ideas and suggestions as the plan was being developed, and to promote interest and participation. The final product incorporates a significant aspect of the College’s mission, that of enriching the educational experiences of all Gadsden State students. 8CHAPTER 1: FOCUS OF THE PLANFrom the outset of the reaffirmation process, the College in general and the Quality Enhancement Plan Committee in particular have sought to formulate a workable plan with specific goals and measurable student learning outcomes. Over a period of several months, the QEP committee members have considered a variety of critical issues submitted by faculty, staff, and administration as potential topics. Their overriding desire has been to enhance student learning by strengthening each student’s ability to tackle the necessary tasks associated with required coursework, competencies, and the tangential skills associated with practical applications of classroom knowledge and technical mystery. They ultimately discarded a number of suggestions during the process in an attempt to focus on one particular area that would most effectively impact student learning at Gadsden State Community College.Technology Engagement across the Curriculum (TEC) is the result of a concerted effort on the part of the faculty, staff, and administration of this college to implement a workable plan that increases students’ learning potential. Statistical information gathered from various surveys and reviews of pertinent literature certainly helped direct the Committee’s decisions, as did informal discussions and focus groups. Ultimately, the students themselves and the faculty’s desire to utilize the latest technology in teaching them provided the impetus in formulating the plan itself, its goals, and subsequent measureable expected student learning outcomes. These goals consist of the following:Goal 1: To promote computer competency and information literacyGoal 2: To apply technology-based information gathering in all subject areas Goal 3: To enable students to evaluate the validity/credibility of information sources 9Goal 4: To ensure that students effectively communicate information using technology The QEP Committee envisions a campus-wide atmosphere that promotes student utilization of the technology at hand to access multiple sources of information as it relates to specific projects/activities. Instructors will provide thoughtful, challenging assignments that allow students to work together to share results with others. At the heart of the plan lies the belief that technology actively engages students in the learning process by connecting them in four crucial ways: (1) students to students; (2) students to faculty; (3) students to their curriculum, courses, and content areas; and (4) students to the institution.Adoption of this plan means students will now be encouraged to access information worldwide via the Internet, use specialized tools and informational databases when necessary, and have options in terms of time and place to connect to course and program content with additional online resources. Expected student learning outcomes directly relating to the goals are as follows:SLO #1: Students will be able to connect to other students and their instructors via email (Goal 1)SLO #2: Students will learn to submit assignments electronically (Goal 1)SLO # 3: Students will develop/demonstrate the ability to initiate searches when in need of specific information for special projects/assignments in all courses (Goal 2)SLO # 4: Students will be able to recognize reliable sources and determine the usefulness of information gathered using technology resources (Goal 3) 10SLO # 5: Students will develop skills that allow them to incorporate a variety of formats to share information with each other and instructors (Goal 4)By leveraging technology as the “connector” of the four components of engagement, students, regardless of program or course, will experience a more interactive, pragmatic approach to education that centers on problem solving and teamwork.BackgroundDuring the spring of 2005, the Dean of Instructional Services formed a committee charged with the mission to formulate appropriate measurable education goals for the core courses or General Educational Requirements that every student must complete to meet criteria for both transfer and terminal programs. College personnel believed that many students were “slipping through the cracks” and completing programs with specialized technical knowledge and skills but lacking the basic general education competencies in oral and written communication, computation, use of computer technology, and research or information retrieval skills.The work of this general education committee served as the foundation for what eventually developed into a draft of the QEP topic: Strengthening Fundamental Skills throughResearch and Technology. As faculty and staff suggested possible topics and how those topics could influence student learning, several key factors prompted the decisions that resulted in the initial topic’s evolution. Many felt that some students were failing to acquire the career and life skills that often result in the difference between a job and a successful, rewarding career. Employer survey forms, for instance, regularly indicate that GSCC graduates perform well at their assigned tasks and possess the technical skills required for specific jobs. However, they frequently lack the ability to think critically or to communicate effectively with others. The 11Office of Institutional Research annually gathers this survey information, which serves as one of the most specific indicators of the need to prepare graduates to perform not only job-related tasks but also to acquire more social, intrapersonal, and interpersonal skills that increase their ability to be effective members of the workforce. Even though employers have rated graduates’ levels of oral/written communication skills, math, and computer skills as “good,” the number of employers surveyed is small compared to the number of students who graduate or transfer to other institutions of higher learning. These students also need to be ready to meet the academic challenges of four-year institutions and/or be prepared to receive further technical training. Surveys alone, however, have not been the driving force behind the development of the QEP. A number of other major influences emerged. The research literature, for one, helped direct the committee to seek possible ways to harness one of education’s most powerful tools, technology, to enhance student learning. Ultimately, what drives the college’s QEP is the belief that the ability to use technology efficiently, gather information from a variety of formats, and communicate effectively will increase students’ productivity in schools and in the workforce. The more faculty and staff began to research these areas, the more convinced they became that students must be armed with the tools of the twenty-first century: technology and the ability to utilize it efficiently in order to succeed in a competitive, global economy. While this goal may seem lofty to some, instructors are convinced it is imperative that the College prepare students academically, socially, and ethically to become productive citizens in their communities. The Mission, Purpose, and Philosophy of Gadsden State Community College and its institutional goals clearly delineate this concept.From welders and wellness experts, to cosmetologists and computer programmers, to elementary teachers and electronics technicians - in all fields practitioners need to connect with 12 their co-workers, customers, and clients. To function in their chosen careers, graduates must be able to communicate what they know and recognize how and when to seek information about that which they do not know. A generation comfortable with video games, computers, iPods, and cell phones clearly expects technology to be a part of their daily diet of information flow. Traditional methods of classroom instruction, particularly lecture and note taking, often seem as bland as cold oatmeal. In other words, according to Dr.Mark Milliron in his Catalytic Conversations 2007/03, students often view traditional learning as “passive, linear, formal, and impersonal.” While students now haphazardly use technology in their daily lives, they often fail to master the tools whose potential can help them become successful, first in academia and then in the workplace.The central premise of the QEP, then, is based on Gadsden State’s desire to guarantee that all its students are exposed to a variety of information-gathering techniques and that they are consistently expected to use technology in all courses they complete while at Gadsden State. With technology as the leverage, students can become more engaged in the learning process by connecting in four distinct ways: (1) student to student; (2) student to faculty; (3) student to curriculum, course, and content; and (4) student to institution. By incorporating technology applications across the curriculum in all disciplines, students will become more proficient in computer applications, in information searches, and in analysis while learning to communicate what they know more effectively. Such skills are essential for academic and career success whether students complete terminal degrees or transfer to four-year colleges or universities.Initially, in developing the goals of the QEP, the Committee emphasized three distinct areas that are, nonetheless, interconnected: computer competency, information technology, and communication. Implementation would enable students to: 13 Demonstrate proficiency in basic computer skills that include creating documents using word processing software, sending and receiving assignments via e-mail, and accessing course materials online; Utilize information gathering techniques to obtain reliable, accurate sources; and  Communicate either verbally or in writing information they have gathered through research.Immediately following the SACS Annual Meeting in December, 2006, the three faculty members in attendance, together with several administrators including the president, quickly concluded that the Committee’s initial overall topic was too broad and attempted to accomplish too much. Therefore, in a series of meetings in January 2007, the QEP committee explored ways to narrow the focus yet still incorporate the technology and information-gathering instructors originally deemed necessary to improve student learning. Informal discussions eventually produced a newly worded topic which seemed to satisfy both ends of the spectrum, from those colleagues intent on harnessing available technology and infusing it into all aspects of the curriculum to those who emphasized more traditional research techniques while placing less emphasis on technological skills. The result of these dialogues evolved into a newly-worded topic, Technology-based Research across the Curriculum (TRAC).Review of LiteratureMeanwhile, members of the committee continued to examine a variety of books and journals in search of information underscoring the importance of twenty-first century teaching tools in the classroom. After reviewing articles and seeking input from experts in the use of technology to foster a teaching and learning environment, the group contacted Dr. Mark Milliron, Director of the National Institute of Staff and Organizational Development (NISOD) at 14 the University of Texas at Austin, and a recognized leader of engaging students in learning through technology. At his suggestion, the QEP committee looked at further refining the topic. Dr. Milliron’s recommendations included replacing the word “research” with “engagement.” Because research is a semantically-loaded word, many would view research, he maintained, as a formal exercise in information gathering. The intent of the QEP, however, is to train students to connect with each other, with their instructors, with their course content, and with the institution itself as they engage in the learning process. Furthermore, by using sources other than the text book and information obtained in the classroom, students should be equipped to gather usable information in any subject area. By establishing this matrix of engagement proposed by Dr. Milliron, GSCC can create an educational environment that maintains open communication and continuous learning throughout a student’s career at the college and beyond. The final wording of the topic emerged as Technology Engagement across the Curriculum (TEC).Much of the literature relating to the use of technology in the classroom indicates that the more students are able to connect within their learning environment, the more engaged they become in the actual learning process. A study conducted by Miller and published in September 2005 in the College Student Journal reveals that today’s college students are more sophisticated and adept with technology than their predecessors and are more likely to utilize it in commonly accepted ways: word processing, email, Internet, and so on. The study also indicates that college instructors have a healthy respect for technology and many have incorporated it into their classroom teaching. This, of course, means that he role of “teacher” is a changing one. An editorial in Distance Education Report for April 1, 2006, reports that “the social construction of teaching and learning is changing, partly by design but also because technology itself is socially transformative.” In many innovative ways, the dispersal of learning and teaching is reversing so 15 that student groups are charged with researching and presenting information that formerly an instructor might have delivered via lecture. This is the “engagement” approach that faculty members hope to explore more fully as part of the QEP process.In this “Digital Age” of learning, evidence indicates that technology serves as a (1) driver of change; (2) bridge to higher academic achievement; and (3) platform for informed decision making and accountability according to a series of online articles published by North Central Regional Educational Laboratory. Thus technology can be both a vehicle for greater student achievement as well as a motivating factor for enhanced student learning. The QEP, therefore, seeks to improve student learning and mastery of computer skills by advocating the use of technology in a variety of formats.A case study in the British Journal of Educational Technology, notes that while technology is recognized as an important support tool for enhancing teaching and learning, more access does not necessarily lead to more usage. The Journal prods colleges to ask, “Did our investment in technology result in enhanced learning outcomes and promote the new, learner- centered pedagogy or did it have little impact on learning?”Gadsden State Community College certainly wants its technology investment to be reflected in improved student learning outcomes. In fact, the QEP Committee has redefined the initial “fundamental skills” of reading, writing, and mathematics originally suggested by many members. During the course of their research and discussions about incorporating more technology into the curriculum, they became convinced that the “fundamental skills” of the twenty-first century must include computer competency, information literacy, and communication aptitude. The Committee believes that the thrust of engagement through technology across the curriculum will optimize students’ potential in each of these areas. The 16 approach will no longer be just “leading them to water” but “forcing them to drink.” Instructors will prepare and emphasize activities and projects that require information gathering through technology. The three basic skills areas will improve as a direct result of incorporating technology-driven activities. The tools and techniques as defined by the QEP will enable students, among other things, to gather information; use technology to provide dynamic oral and/or written presentations that incorporate information-filled graphs, graphic designs, artwork, charts, and data bases; and create a variety of documents that demonstrate their level of expertise. They will be able to connect to the content of each course as never before because they must engage with each other, their instructor, and the institution as a whole while they become involved in the process of dynamic learning.Survey ResultsDuring summer and fall of 2006, committee members reviewed pertinent data related to student performance as measured through the COMPASS test, required of all entering freshmen at Gadsden State placement in English, reading, and math classes. Results proved especially enlightened as data from these surveys indicate a large percentage of students in need of remediation. For instance, from 2002 through 2006, the data reveal the percentage of students requiring developmental English ranges from 39% to 42%. Such evidence clearly points to an absence of adequate written communication skills. Similar percentages in the number of students exhibiting weaknesses in reading and mathematics skills demonstrate a lack of fundamental skills in crucial areas that will ultimately jeopardize their collegiate success. These scores, taken as a whole, point to the need for a holistic approach to improving what has been previously considered the traditional basic skills of earlier generations of students. 17Formulating a QEP, consequently, that encourages under-prepared students as well as their college-ready counterparts to utilize technological resources to connect with their learning environment became a primary concern. Using technology across the curriculum acknowledges the significance of seeking and sharing information/knowledge in the twenty-first century for all students regardless of their placement scores, majors, or intended careers. Whether taking developmental or college-level courses, students must gain the ability to seek information from outside sources, research, assimilate, and communicate what they know utilizing a variety of methods. The purpose, however, of this approach is not “technology for the sake of technology” but rather as a complement to the more traditional forms of classroom instruction. Part of the mission of this institution is to prepare students to face challenges of real world situations while enabling them to function at high levels of proficiency whether they transfer to other institutions or enter the job market.Because of the importance of computer literacy in the collegial environment as well as the workplace, the QEP committee decided to survey students prior to implementation of the plan regarding their personal perception of how technology-savvy they are. The Quality Enhancement Plan Student Technology Survey was conducted in spring, 2007, and indicates the following: 68% of the students surveyed strongly agreed that they can communicate using e- mail, Instant Messenger, etc.; 71% strongly agreed that they were able to use word processing; another 65% expressed confidence in their ability to communicate and 60% were comfortable submitting assignments via e-mail to their instructors. Only 38%, however, strongly agreed that their courses at GSCC prepare them to use technology in their chosen field. Less than half (49%) felt confident about their ability to evaluate critically information they had gathered through technology-based resources. The survey results clearly reveal that students are ready, willing, 18 and in many cases, capable of using basic technology in their classes. Many faculty members, on the other hand, have found the opposite to be true. Informal discussions among instructors, as well as comments during division meetings, reveal a growing concern that large numbers of GSCC students often have difficulty sending an e-mail attachment, for instance, or downloading information from the Internet and citing correct sources. A dichotomy exists between what students think they know and what they are actually capable of doing. The QEP will address this issue by ensuring that all students, regardless of computer ability at the outset, will be able to function adequately in a technology-based academic or work environment.Interestingly enough, preliminary research from Educational Testing Service’s new iSkills TM test, piloted during the spring of 2006, indicates that while most college-age students regularly download tunes to their iPods or Instant Message their friends, many lack information and communication technology (ICT) literacy skills (e.g., cognitive recognition and reasoning) that enable them to be successful in college-level work. These results are comparable to those of the GSCC students who rated their own strengths and weaknesses with regard to ICT as indicated in the QEP Student Technology Survey conducted in spring, 2007.Building the FrameworkAs QEP committee members continued to research available studies, review reports, and evaluate numerous trends, they unanimously concluded that by incorporating information gathering activities through technology into their courses, along with more traditional teaching methods, instructors stand the greatest chance of enabling students to engage in the learning process. Fundamental skills such as basic writing and computation become more meaningful when coupled with activities that make learning more productive: practical applications of classroom theory. These applications would include gathering specific course-related 19 information through multiple methods and incorporating these ideas while actively engaging other students and their instructors in the process.A particularly enlightening article by Arthur Chickering and Zelda Gamson entitled “Seven Principles for Good Practice in Undergraduate Education” notes that action and commitment on the part of both students and faculty can improve undergraduate learning. Some of these “good practices” directly relate to college’s QEP, for instance, encouraging contact between students and faculty. The QEP emphasis on technology to connect and engage students in the learning process certainly aims at this tenet. Chickering and Gamson also note that good teaching encourages more active learning that develops reciprocity and cooperation among students. The QEP focuses on the increased need for more practical applications of classroom knowledge and skills that can be met by utilizing technology in a number of ways. Such classroom dynamics produce a “hands on” approach that prompts students to take a more active role in their education.In an article written for College Teaching for the March 2005 issue, authors Messineo and DeOllos note that certain levels of experience and comfort are high for many college students while others lack confidence and exposure to more advanced computer applications. With an ever-increasing number of households across the country having personal computers andInternet access, this bit of information is certainly not startling. What the authors emphasize, however, is that college faculty should not assume that all students come to their campuses with the same kind of computer expertise. Much has been written about the Digital Divide, and community colleges most often enroll students from both sides. The divide is not necessarily solely the result of racial or ethnic origins or even socio-economic factors. In the case of Gadsden State Community College, one contributing factor to the “divide” is that of location; 20 some of the rural areas in the college’s service area do not have high-speed Internet access. Not only do students suffer but also faculty as well. These faculty members and staff are well aware that when newly entering students step on campus for the first time, it is not a level playing field!Because of this awareness, instructors must be careful in adopting various technologies into their teaching and realistic in their expectations of how students will utilize them as they engage in learning.RationaleNonetheless, the academic requirements of the four-year institutions to which many Gadsden State students transfer, coupled with the needs of local business and industry, have helped the college to recognize that a knowledge of basic computer applications is considered essential to success in the workplace. Beginning in 2000-2001, the Catalog and Student Handbook included the phrase “computer skills” for the first time, along with the other general education requirements. In the 2003-2004 Catalog and Student Handbook, an entirely new goal was added. To encourage and support the use of current technology to improve the delivery of programs to the citizens of the institution’s service area. The college has consistently moved in the direction of preparing students to adapt to a technological learning environment and gain usage competency. For example, during the academic year 1999-2000, Microcomputer Applications (CIS146) was required in a large number of AA, AS, and AAS programs. By the 2000-2001 school year, it became an across-the-board requirement in all degree programs at the College. Since the summer of 2005, the Information Technology Division has included eight student learning outcomes in its CIS 146 Microcomputer Applications course. Successful completion of the course enables students to:1. Gain knowledge of basic computer literacy terminology 212. Search for and analyze online information3. Use an e-mail account to contact the instructor and other students in class4. Access course material using WebCT5. Use word processing software to develop a document6. Use spreadsheet software to develop a spreadsheet7. Use database software to develop a database8. Use presentation graphics software to develop a presentationAfter reviewing those in the fall of 2006, the QEP Committee determined that three are basic and, therefore, should be reinforced in all courses whenever applicable. These objectives or learning outcomes include the following: Students will use word processing for preparation of various types of reports, papers, or presentations; Students will utilize e-mail for classroom assignments and contacting instructor and other students; and Students will access course materials online whether through WebCT/Blackboard,Tegrity, or utilize other appropriate technology applications such as the Tandberg system. The Committee believes that these competencies will allow all students to connect with their instructors and other students in order to engage in an active learning environment. Then the group examined ways to meet the challenge of ensuring that students are competent enough to succeed in college and beyond in regard to information and communication technology (ICT).Educators have labeled the integration of traditional teaching/learning with multimedia technology as “dynamic learning.” Gadsden State must stay abreast of the changes that are 22 rapidly taking place in both the field of education and the job market. Gadsden State’s institutional goals reflect the changing needs of local and national economies because the College recognizes the importance of preparing its graduates to meet industry and labor standards. Hence, the emphasis at this institution has begun to shift towards a less structured method of dispensing knowledge that includes, but is not limited to, technology in several forms: distance learning (video as well as WebCT), Tegrity, and an ever-increasing number of hybrid courses. Certainly the interaction with and utilization of emerging technologies in typical classrooms beginning as early as pre-school have become the norm in schools across the country.It is imperative that GSCC provide students access to a broad spectrum of innovative technologies that will greatly enhance student learning in all courses and programs offered by the college.Platform for SuccessThe recent decision to go wireless on all campuses at Gadsden State, therefore, comes at an opportune time. With the QEP emphasizing technology engagement across the curriculum, the College’s commitment o providing students with access to the Internet, the ability to connect anytime, anyplace will help to alleviate a problem referenced earlier. Many students who enroll at GSCC live in the more remote communities in the College’s service area and lack basic Internet service or often have only minimal (dial-up) service at best. They are severely restricted in their ability to take online courses that might otherwise work well in a flexible schedule. With wireless access, these students can “connect” to their online courses in between their regular classes on campus. They will not need to be in a computer lab, moreover, to take advantage of the distance learning; they can simply sit in a quiet place if they have a laptop and plug into the network. 23One vehicle for introducing students to the importance of connecting with classmates and instructors as they proceed through the often confusing maze of college life is the newly developed Orientation 101 course introduced during the fall semester, 2006. This mandatory course for all entering freshman includes (1) GSCC-related information; (2) academic college skills; and (3) career exploration and life skills. The course is designed to provide entering freshman with the tools for successful pursuit of their educational and career goals whether they remain at Gadsden State, transfer to another two- or four-year institution, or enter the job market.Instructors emphasize the importance of students’ maintaining contact with other classmates throughout the term in order to ensure they are meeting course requirements. Students are encouraged to communicate either in person or online with their instructors, especially if problems arise that require academic or other kinds of assistance. Already in the planning stages prior to the selection of the QEP topic, this course demonstrates the college’s ongoing commitment to improving student learning at GSCC. This commitment, along with the dedication of the instructors who have elected to become the vanguard of this program, clearly indicates that the QEP will have fertile ground in which to take root. Meanwhile this course provides a platform capable of serving as one means of preparing students to achieve the goals of the TEC Initiative. Ongoing revisions during the summer of 2007 will further underscore the fact that student learning outcomes for ORI 101 parallel those of the QEP.Another determinant in formulating the QEP involves the Information Literacy Competency Standards for Higher Education endorsed by the Association of College and Research Libraries. According to the ACRL standards, information literate people develop into lifelong learners, able to function in all learning environments at any level of their education, in the workplace, and in their personal lives. This concept is clearly delineated in one of Gadsden 24State’s Institutional Goals: To provide continuing education and personal enrichment opportunities that support life-long learning and civic, social, and cultural quality of life. By emphasizing information literacy and technology competencies through the QEP, the college pledges to provide the means for students to evolve into self-directed learners as they progress through their programs of study while at GSCC. The subsequent impact upon their learning will extend far beyond their time spent at this college.In terms of information literacy, instructors and staff at Gadsden State expect most students to be somewhat familiar with and able to use computers for a variety of functions. Despite the fact that most entering freshman directly out of high school have been using technology for several years, they do not always possess the ability to evaluate the information they obtain online. Similarly, the non-traditional students who do not possess the computer background or the ability to navigate the Internet lack the skills to search for needed information.Both groups, if they manage to collect data often lack judgment in determining the validity and accuracy of information gathered electronically. Therefore, the QEP also takes into consideration not only information gathering through the use of technology, but also emphasizes critical analysis of the source of the material, in other words, its academic and/or technical integrity.The librarians regularly conduct orientation sessions on using the GSCC library information system, including research techniques and how to access the databases in the Alabama Virtual Library (AVL). Their primary audience includes students enrolled in English 101 and 102 courses. Since all programs require students to take these two courses, they serve as a vehicle for educating the student body about library usage and technological innovations in information gathering. Coupled with the new Orientation 101 course required of all entering freshman, the library’s existing educational program will provide students with adequate 25 instruction in using technology to search for information and determining valid, critically accepted sources for their course projects and activities. Beginning in the fall of 2007 when the first phase of the QEP is implemented, the library staff will offer a series of information sessions for faculty and staff regarding available resources and the latest databases that will support the student learning outcomes of the QEP as well as those of individual courses. Designed for quick reference and easy access, these “Need to Know on the Go” practica will promote technology use in information gathering and encourage more faculty, especially those not attuned to the Internet and AVL, to provide feasible activities for their students. The orientation sessions for students will, in turn, strongly emphasize using only authoritative resources and developing the ability to discriminate among a variety of reference sites.Future plans also call for the College’s libraries to house the laptops used by recently graduated Honors Scholars. Each year a new group of HS students receive laptops for their use while enrolled at Gadsden State. As they complete their studies at GSCC, their laptops will be recycled for general use by students wishing to connect to the Internet for online classes. A student will be able to check out a computer from one of the libraries for use in the soon-to-be- established “open spaces” of this newly converted WiFi college. Such access will alleviate, at least partially, the difficulty some students living in rural areas without Internet or high-speed Internet access experience when enrolling in online courses.The League for Innovation’s website provides an excellent module entitled Teaching with Technology. This unit declares that while technology can be a valuable addition to any classroom, the instructor must evaluate the potential effectiveness of various types. In “Section 2: Selecting Appropriate Technologies,” the list of ways that technology contributes to student learning includes: 26 Enhancing the presentation of a concept; Stimulating learner participation; Enabling self-instruction; and  Bringing the real world into the classroom. The last item on this list is what most engages students in active learning. In order to accomplish this, the College understands that meeting the needs of its diverse student population is essential to the success of the QEP topic. Because of the nature and mission of community colleges, GSCC is by no means alone in this regard. As Leslie Warren points out in her article “Information Literacy in Community Colleges: Focused on Learning,” published in the Reference & User Services Quarterly, community colleges must face ever-changing demographics. Such shifts require a re-alignment of instructional methods and objectives to serve learners with a wide variety of educational needs. Colleges around the country are faced with the challenge of serving three distinct generations who often sit side-by-side in the same classroom: Baby Boomers, Generation X, and the Net Generation (the so-called Millennial Students). Each of these groups view technology differently. For Baby Boomers, television and typewriters were the norm. Generation X, often referred to as the “Me” generation, cut their teeth on CD’s and VCRs but maintained a certain amount of social isolation or disconnectedness. Not so with the Net Generation who thrive on the enormity of the social network created by the Internet, cell phones, iPods, and My Space.Diana and James Oblinger expound on this idea in their work Educating the Net Generation. The focus of their research is helping educators understand the Net Generation by examining perspectives, tools, and learning spaces of these tech-savvy individuals. Because technology plays a significant role in the lives of such students, modifications to the entire arena 27 of traditional teaching/learning activities become necessary to engage these students in active learning. When these students wired to the wireless, occupy space with their counterparts from the previous two generations, instructors confront the obvious challenge: one size does not fit all!Therefore, educators must endeavor to provide the means for students of differing abilities and levels of competency to become acclimated to technology in many forms.As the QEP Committee prepared its implementation plan, members recognized that two specific emphases were possible: (1) instructors’ use of technology for teaching and (2) students’ use of technology for learning. Despite the obvious connection between the two, the focus of the QEP has remained on the extent to which technology engagement across the curriculum can impact student learning. The QEP is designed, furthermore, to make it possible for students to utilize technology in all their classes, critically select information gathered for specific purposes relating to individual courses, and communicate their results in effective formats.In actual fact, instructors’ use of technology has been underway for several years at Gadsden State. Each year as technology funds have become available, computer labs have been installed in buildings across all the campuses to provide students easy access to computers. Because a significant number of students do not own personal computers or live in rural areas where high-speed Internet access is not available, the College recognizes that it must provide these students with the opportunity to use computers both inside the classroom and outside of class time if they are to optimize educational technology. Pursuant to the institutional goal of encouraging and supporting the use of current technology to improve program delivery, the college purchased the Tegrity software in the spring of 2005. This software has afforded the Division of Health Sciences, for instance, an opportunity to “tegritize” all lectures so that they are available to those students enrolled in specific courses. By fall semester, 2006, survey results 28 in the Division of Health Sciences indicate that ninety-two percent (92%) of their students were enrolled in one, two, or three courses utilizing the Tegrity system. Of those students surveyed, fifty-one percent (51%) felt that the use of Tegrity made studying “somewhat” more effective than normal and twenty-one percent (21%) indicated it made studying “much more” effective. These same students also noted that lack of Internet access or the limitation of dial-up service impedes their use of the system. In order to counteract what could be a major drawback to full- scale utilization of Tegrity; instructors will be able to make CD’s available to those students experiencing technical difficulties beginning in fall 2007 once the Tegrity upgrade is in place.During the fall semester, 2007, sixty-two online courses, fifty-two hybrid courses, and over 250 web-enhanced courses are being offered. Even if instructors are not teaching an online or hybrid course, most regularly incorporate some aspect of technology into their classroom instruction including the use of PowerPoint Presentations, videos, computer graphics, course- specific software programs, and resource websites. Several instructors, for instance, require students to keep electronic journals. Others utilize e-mail for sending out reminders and updates, summaries of class lecture, or additional announcements/information. In the Business Division, accounting students utilize ThomsonNow for homework, an online source that provides them instant feedback on their assignments, as well as a variety of other computerized accounting applications. The Paralegal program teaches Westlaw as a specific skill for basic legal research and writing. Cosmetology students are expected to conduct product research in order to maintain current information on trends in hair and makeup design. In Machine Tool Technology students learn to program computers that run milling and machining tools. Biology students enter chat rooms for their online course discussions and have access to digital images of microscopic slides used in hybrid and web-enhanced courses. These are only a few examples of the numerous ways 29 instructors are adapting to and incorporating computer technology and information gathering into their courses. With the QEP focusing on technology engagement across the curriculum during the next five years and beyond, instructors in all disciplines will encourage their students as never before to participate more actively in their learning.Increased student demand for web-based learning has resulted in an ever increasing number of instructors offering a variety of courses online. Hybrid courses numbered only fifteen in fall of 2006; that number has risen to fifty-two in fall of 2007. This fact is significant because it indicates that the college is heading in the right direction by allowing students access to all forms of educational delivery systems. GSCC recognizes that meeting the educational needs of its diverse student body means dispensing information in a variety of formats twenty-four/seven. Technology serves as the portal through which students gain access to a wealth of learning resources and can provide the wherewithal to enable students to connect on a multitude of levels never before possible, both within and outside the traditional classroom learning environment.Another motivating factor for the QEP committee to develop the TEC Initiative was the realization that the college, as a whole, already had many technology components in place: computer labs on every campus; Tegrity, video-teleconferencing capabilities, a viable distance learning division, with further plans to develop additional venues for online information delivery, one of which includes the creation of a “shell” through Web CT/Blackboard for all classes taught at Gadsden State whether face-to-face, online, or hybrid. Ultimately the plan is designed to engage students in an educational environment that reaches beyond the classroom walls.Expected Benefits to StudentsAuthors Ramaley and Zia explore several points of view regarding the goals of education in Chapter 8 of Educating the Net Generation, which they claim have not changed over time, 30 only the approaches to teaching multiple generations of students who attend two- to four-year institutions. Colleges still need to prepare their students to be creative, productive citizens who are socially responsible individuals. The technical workforce should be capable of communicating with the general public and with policymakers. Academic programs must prepare college students to become open-minded, well informed, and empathetic towards their peers and others. Majoring in math and science should prepare students not only to perform in one’s chose field but also to communicate thoughts, feelings, and ideas to fellow citizens. The esoteric art history major must be able to negotiate and navigate a technical work environment that scans, digitalizes, and reproduces brilliant classical designs just as competently as the information technology major does. Whether in the classroom or the workplace, the desire to connect with others is what prompts students to engage in lifelong learning communities. Technology engagement as emphasized in the QEP will induce students to begin or continue networking as they develop the teamwork skills so vital in today’s global workplace.As students become more engaged in their learning by using a variety of technologies, they will further connect with their surroundings, sharpen their ability to think critically, and apply their skills to problem-based learning. Students who become engaged to this extent can reach a greater degree of understanding course content than those who are limited by traditional methods of lectures and textbooks. In Chapter 4 of Educating the Net Generation, author Ben McNeely reminds readers that learning by doing (experiential education) and interaction face-to- face and otherwise are what students today crave. In the cut-and-paste culture of the twenty-first century, everyone expects limitless access to and the ability to explore everything that is on the Internet. It becomes imperative, therefore, that instructors provide students with ample 31 opportunities to explore multiple avenues of learning and gain experience by working on activities and projects that are relevant to their lives and work.Engaging diverse learners who have competing priorities will remain a challenge as GSCC implements its Quality Enhancement Plan. Faculty and staff recognize the need for some students to take small steps on the road to technology utilization while others are capable of progressing by leaps and bounds. In creating innovative strategies that connect classroom theory with practical life experiences, instructors can offer students a realistic approach to learning. Technology affords faculty not only the opportunity to establish an environment that tailors instruction to meet an increasing array of student needs, but also allows students to respond with collaborative efforts in ways never before possible. Gadsden State is primarily a commuter college; thus, students come from a large geographical area to attend classes on a particular campus. In a traditional classroom setting, difficulty in assigning group projects outside of the classroom arises as a result of physical distance, which creates a major stumbling block to collaborative learning. Technology, on the other hand, can provide the “connectedness” that will enable cooperative activities to take place. Distance no longer defies!ChallengesThe plan is not without its challenges, however, which include: Promoting technology use in all courses including those that do not normally utilize it (e.g. speech, history, art, etc.) Encouraging reluctant faculty members to overcome technophobia Dealing with students who possess a wide range of technology/computer competencies including those whose skills are non-existent Working with less than state-of-the-art equipment in some cases 32 Operating without sufficient technical support personnel in labs that support technology/computer use Incorporating the best assessment measures for determining the QEP’s impact on student learning.Regardless of the hurdles that must be overcome, the college maintains that the benefits to be derived from Technology Engagement across the Curriculum are substantial. These benefits include: Providing students with fundamental technology skills that will enable them to be successful whether they pursue a four-year degree or enter the job market  Equipping students with the skills necessary to become successful in the 21st century global economy Instilling in students the desire to become lifelong learners with the ability to obtain information through technology from a variety of sourcesOnce these key components of the QEP are in place and faculty implement their instructional plans, Gadsden State students will benefit from this experiential, collaborative approach to education that revolves around problem solving and teamwork. The College is dedicated to ensuring that all its students receive the best preparation possible for transferring to four-year institutions, entering the job market, and becoming successful, productive members of their communities. 33Chapter 2: Institutional Capability For The Initiation AndContinuation of The PlanGadsden State Community College has a successful history of program management that includes major federal grants from the department of Housing and Urban Development (HUD); the National Science Foundation (NSF); the Department of Education; statewide initiatives including Training for Business and Industry, the Alabama Technology Network, and the Fatherhood Initiative; and local programs such as Continuing Education, the Honors Scholars, and Service Learning. Faculty and staff have been involved over the years in implementing and coordinating a variety of academic and technical programs that require strategic planning, budgeting, assessment, and coordination. Proven leadership experience in several areas means that personnel designated to oversee the QEP will be qualified and capable of carrying out the goals of the plan and assessing its impact on student learning.Gadsden State has a wealth of leadership thanks, in part, to its Leadership Development Institute and cohort of seasoned instructors and administrators on staff. This combination of talent means that experience, coupled with “new blood,” can provide the momentum for selling the total QEP package to the College as a whole and following through with designated activities within the five-year time allotment.Once the QEP Committee finalized the topic and its focus, members determined that implementation should be in stages. In consultation with division chairs, the committee identified particular areas of expertise. A large majority of the instructors in the College’s technical programs have already embraced essential technology in their respective areas of instruction. Some divisions “volunteered” to become part of the vanguard; others admitted they still had much to learn before they could be ready to incorporate technology-based information gathering 34 and computer competencies into their disciplines. Ultimately, the group decided on a two-phase time frame. Beginning in fall 2007 the Technical Division, all the Health Sciences Programs, the Business Division, and the Information Technology Division would begin the first phase of implementing Technology Engagement across the Curriculum; in fall 2008 the Social Sciences, Language and Fine Arts, Science, Health and Physical Education, and Math Divisions would implement the second phase of the QEP.InfrastructureCreation of the initial infrastructure to support the goals and student learning outcomes of the TEC Initiative took place during the summer of 2007. These preliminary steps, as well as subsequent actions, include; Updating the Technology Plan from 2006 to include wireless capability Establishing a Technology Committee that will actively supervise the technology components of the QEP and, working with the QEP Implementation Team, support its initiatives Transforming all campuses in to wireless sites Providing a help desk platform for student and faculty online tech support Conducting an ongoing series of training sessions for Tegrity, WebCT/Blackboard, and Tandberg video-conferencing Presenting sessions to faculty and staff regarding information literacy and all applicable technology resources Dedicating open space on all campuses to accommodate students who wish to use laptops to connect to the Internet Allowing students to check-out laptops for use on campus 35Technology Plan & Technology CommitteeThe GSCC Technology Plan, finalized in June 2006, was developed separately from the QEP. This plan involves technology pertaining to administration, institutional operations, record keeping, teaching and learning, electronic workspace, distance learning, and all other issues dealing with technology applications. Moreover, once this plan is fully operational, it will serve as the foundation for the TEC Initiative, providing both instructors and their students with the kinds of technical reinforcements necessary for smoother, trouble-free operations. While not technically part of the QEP, this committee’s partial responsibility is to ensure that the goals and objectives of the plan, with its central premise of students actively engaging in the learning process through technology, can successfully be carried out over the next five years.Wireless CampusIn July 2007, the President and Cabinet made a significant decision that greatly impacts the QEP and the future of teaching and learning at Gadsden State. As an outgrowth of the workshops conducted by QEP consultant Dr. Mark Milliron in June, 2007, faculty members voiced overwhelming support for becoming a wireless (WiFi) college and the multiple advantages of doing so. The Administration responded positively and quickly to address this issue. Plans began almost immediately to prepare for the transition to WiFi. Although costly, the timely information addresses one of the major drawbacks to technology and computer use by many students and a number of faculty members: lack of Internet service or DSL availability in some of the College’s service area. The head of computer services hopes to have most of the campuses wireless by January, 2008, and the entire college completed within a year, including the Cherokee County Campus which is now under construction. This latest project firmly commits GSCC to the goals of the QEP and, subsequently, to the success of all its students. 36Installing Help Desk SoftwareIn late July, 2007, the college purchased a software program called Altiris, which serves as another vital link in the QEP infrastructure. This program will provide a means of responding to student and faculty requests and problems relating to online courses and/or use of the wireless Internet connection at the College. Its functionality is two-fold: asset management and student/faculty support desks. The installation of this program means that the college now has the means to track all computers purchased, log in each computer’s service record, record all licensing purchases/agreements, and maintain an accurate account of necessary upgrades and replacements for administrative, faculty, staff, and student computers throughout the college. This “evergreening” capability is imperative so that technology upgrades occur in a timely manner and students and faculty do not suffer the effects of equipment that fails to function properly or programs that crash in the middle of projects. The second aspect of the Altiris program is its ability to create student and faculty help desks that support online classes and the wireless Internet connections across all the campuses. A self-help or troubleshooting feature will be programmed into the help desk to address student and instructor requests/problems in a prioritized yet timely manner.Creating Web Shells across the CurriculumTo insure the viability of the QEP and to underscore faculty adaptation to the nuances of technology engagement, division chairs will encourage all instructors who teach traditional classroom courses to build “shells” using Web CT/Blackboard. The ubiquity of these shells (for every face-to-face class taught) allows the more technophobic student, as well as those faculty members inured to traditional instructional methods, to get his/her feet wet in preparation for hybrid and online courses. As students adapt to the idea of having to access information, notes, 37 and resources in a variety of document formats, their ability to maneuver in the world of web- based learning will increase. At the same time, they will be connecting through technology to their instructors and course content.Training SessionsIn an effort to bring faculty “up to speed” with the latest technology applications, a series of hands-on training sessions will provide information, methods, and tools for instructors to utilize in all their courses. Sessions will address a variety of topics including  creating an online course; building a WebCT shell face-to-face class; incorporating Tegrity lessons within either an online or traditional classroom course; using Tandberg video-teleconferencing to reach larger student audiences more cost effectively as well as efficiently; and discovering/making available the most authoritative Internet resources for students to accessThese “Need to Know on the Go” workshops will be facilitated by the staff of the GSCC libraries, the Associate Dean for Distance Learning, the Associate Dean for Health Sciences, and the technology specialists on all the campuses. Sessions will be discipline specific if requested; otherwise, the trainers will work one-on-one or in small group settings to familiarize those instructors not presently using technology with the use of the Tegrity system as well as procedures for creating online and hybrid or web-enhanced courses. 38Implementation TeamThe following personnel will serve in key positions throughout the five-year period in order to oversee, assess, and revise as needed all aspects of this long-range plan. The Committee has included positions rather than names due to the possible attrition of faculty, administration, and staff during the next five years. (See Appendix A for complete lists of names and lists of current positions.) Lead academic faculty member Lead technical faculty member Second academic faculty member \ Second technical faculty member Institutional Effectiveness person Institutional Research person Testing Coordinator Associate Dean for Library Services Technology specialist Associate Dean for Distance Learning Cabinet Level Administrator Additional personnel, both instructors and staff, as needed to collect and analyze assessment data.Duties and responsibilities will be assigned accordingly and will include the following:Lead academic and technical faculty members: ensure that all instructors (both full- time and adjunct) develop strategies that engage their students in the learning process 39 and include appropriate activities, measurable student learning outcomes, and adequate assessment of QEP goals;Second academic and technical faculty members: assist lead faculty in all tasks associated with implementation and assessment of QEP;Institutional Effectiveness person: work with the Implementation Team to establish cycle of assessment necessary to validate learning outcomes and measure success of QEP;Institutional Research person: document assessment results and work with the Implementation Team and faculty members to adjust and/or amend student learning outcomes, activities, and assessment measures during the five-year plan;Testing Coordinator: supervise and coordinate any standardized testing that is incorporated as part of the QEP;Associate Dean of Library Services: educate and prepare faculty and students for using technology in all their courses by offering workshops on information gathering and posting the latest websites and data bases available for online searches;Technology Specialist: plan workshops and information sessions that will assist instructors with providing students with the ways and means to utilize technology to some degree in every course;Associate Dean of Distance Learning: supervise online and hybrid courses, encourage and assist faculty members as they develop WebCT shells for their courses, and train faculty to develop additional online course offerings; 40Cabinet Level Administrator: act as liaison between the Implementation Team and the Administration to ensure that the College provides sufficient fiscal, physical, and human resources to meet and sustain the goals of the QEP.Institutional Effectiveness CycleThe College already utilizes an Institutional Effectiveness Calendar for submitting Unit Strategic Plans and evaluations annually. Assessment of the QEP student learning outcomes will, therefore, become an integral part of the IE plan. Each academic and technical division will work to incorporate Student Learning Outcomes that relate to the goals of the QEP and that are relevant to its programs and individual courses within the designated time frames (Phase One: Fall 2007 and Phase Two: Fall 2008). Both the offices of Institutional Research and Institutional Effectiveness will assist members of the QEP Implementation Team to monitor its effectiveness.Timeline of Activities for Implementation of the Quality Enhancement PlanThe following is a proposed time line for Technology Engaging across the Curriculum. Some of the activities have already begun, but the actual implementation of Phase One is scheduled to begin in the fall of 2007. August 2006: Professional Development includes presentation on the QEP for campus- wide back-to-school meeting August - December 2006: Work within divisions on strategies for incorporating technology-based learning activities into all programs and courses January 2007: QEP Committee works to narrow the focus and reword the topic February - May 2007: Divisions continue to gather suggestions/ideas/activities for utilizing information-gathering through technology in course syllabi 41 March 2007: QEP Committee secures the services of Dr. Mark Milliron to serve as consultant April - May 2007: Work continues on development of QEP (finalizing wording of topic, assessment tools, timeline, etc.) June 25 - 26 2007: Dr. Mark Millliron, QEP consultant, conducts a series of workshops for technical and academic faculty to assist instructors in framing sustainable goals for the QEP and identifying appropriate assessment measures July - August 2007: QEP Committee explores variety of standardized assessment tests August 16, 2007: QEP consultant Dr. Mark Milliron addresses faculty and staff at opening session of Professional Development Day August 2007: Phase One begins (Technical Division, Health Sciences, Business, and Information Technology Divisions introduce Technology Engagement across the Curriculum into courses) August - December 2007: Phase One instructors develop appropriate student learning outcomes based on the QEP goals; instructors work on both formative and summative assessments of the student learning outcomes of the QEP; Technology Committee refines the infrastructure to support ongoing Technology Engagement across the Curriculum August 2007 - May 2008: Library Staff conducts a series of professional development workshops on information literacy and other relevant topics for faculty and staff; training for Tegrity and We CT/Blackboard is ongoing November 2007: Initial administering of the Standardized Assessment of Information Literacy Skills (SAILS) to establish baseline (suggested group: English 101 students) 42 January - May 2008: Social Sciences, Language and Fine Arts, Science, Health and Physical Education, and Math Divisions devise activities/projects that incorporate the QEP goals and Student Learning Outcomes into their courses January - May 2008: Faculty prepare assessment tools for QEP Phase Two implementation March - May 2008: CCSSE administered; first of three May - July 2008: QEP Implementation Team reviews results of assessment Phase One; recommendations for needed changes will be made in time to include in fall courses August 2008: Phase Two begins (Social Sciences, Health and Physical Education, and Math Divisions introduce technology engagement into courses) December 2008, May 2009: Implementation Team collects second year of data from Phase One group; first year data from Phase Two group is also collected June - August 2009: Review of data from both groups to determine what additional activities, assessments, or emendations must be made to proposed QEP activities  November 2009: Second round of SAILS administered  January 2010: Visit by consultant for a midway status report on goals and student learning outcomes March - May 2010: Second round of CCSSE surveys administered November 2011: Third round of SAILS administered March - May 2012: Third round of CCSSE surveys administered  August 2007 - August 2012: Approximately 200-250 students will take the iSKills test each year, dates have yet to be determined 43 August 2007 - August 2012: Continuous training of new fulltime and adjunct faculty regarding the goals, objectives, and student learning outcomes of the outcomes of the QEPOngoing professional development activities each semester will focus in part on preparing instructors to challenge their students to connect with each other, their instructors, course content, and the institution as a whole through technology, using it to become actively engaged in their learning environment. Additional tutorials on assessment measures, particularly those dealing with formative and summative evaluations will be scheduled as needed. As instructors move from Year One of the plan into Year Two and beyond, each issue, problem, discovery, etc. will be dealt with accordingly. Technology concerns will be handled with the assistance of the Technology Committee. The Institutional Research and Institutional Effectiveness members of the QEP Implementation Team will monitor and chart results, making recommendations to the team and the colleges as a whole regarding any changes necessary to sustain/improve the plan. To further insure that the plan is successfully implemented, the College hopes to engage the services of an outside consultant on a yearly basis to examine each year’s achievements and tackle any challenges that might arise during the course of this initiative. In addition, the consultant would also provide training and ideas for incorporating the latest innovations and trends in educational technology. 44BudgetIn an effort to support and successfully continue the Quality Enhancement Plan, Technology Engagement across the Curriculum, Gadsden State Community College has committed its human, fiscal, and physical resources to assuring the success of its QEP. The following budget for Year 1 is presented below:QEP Budget for 2007 - 2008 Release time for 2 faculty members Fall 2007 and Spring 2008 $ 6,000@ $1500 adjunct pay X 4 1,000 ETS iSkillsTM Assessment; tests must be purchased at the outset 22,000@ $22 per student (testing over the five-year period, approximately 200 per year) 1,000 SAILS Information Literacy Assessment 3,000@ $3 per student (testing 1,000 students every other year) 1,200 CCSSE Surveys 6,200 Technology training for faculty 5,000Workshops planned & trainers secured as specific needs arise TOTAL $ 42,200Budgets in Years 2, 3, 4, and 5 will fluctuate, depending on price increases in the assessment tests, with the exception of the iSKillsTM tests which will be purchased at the outset ofYear 1 for use over a five-year period. It is anticipated that technology training, although ongoing, will not be as intense after Years 2 and 3 and, consequently, not as costly. The purchase of new computers, upgrades, site licenses, etc. will remain a part of Gadsden State’s institutional/departmental budgets and, therefore, these costs will not be reflected in the QEP budget. The College will support faculty participation in workshops, conferences, and discipline- 45 specific technology training through departmental budgets and other discretionary funds. Students are assessed a $9 per credit hour technology fee at registration; these funds are used by Gadsden State to improve and upgrade existing computer labs and provide state-of-the-art technology equipment as needed in various program areas. These expenditures, crucial to the overall success of the QEP with its emphasis on technology engagement, will continue to come from the technology fees.In some divisions and on some campuses, a lack of technical support exists. This concern has been voiced to the appropriate division chairs of the deans. With technology at the core of the QEP, it becomes imperative that faculty and students be able to function in a technical environment that is maintained at the highest levels. As the QEP is implemented in its two stages, tech support will be consigned where the greatest need exists. Additional technical support personnel will be hired when necessary to implement and sustain the goals and student learning outcomes of the QEP. 46CHAPTER 3: ASSESSMENT OF THE PLANA major concern of the QEP Committee, as the plan evolved, centered on how best to assess the goals and student learning outcomes (SLOs) of Technology Engagement across the Curriculum. While each instructor is capable of measuring student achievement in individual courses, the QEP is a course of action that provides an overall approach to issues that directly impact student learning. It is vital, therefore, that assessment measure be incorporated into the plan to provide the type of feedback necessary to monitor its progress. Both internal and external procedures must be in place by the end of Year 1 so that the Implementation Team can recommend essential changes and/or redirection for any of the student learning outcomes as deemed necessary according to the data that will be obtained from both internal and external assessment.Internal MeasuresThe committee, therefore, spent considerable time and effort in discussing valid assessment measures. In February, 2006, many instructors attended an assessment workshop held on the campus of the Calhoun Community College. With the QEP in mind, as well as the General Education Requirements recently adopted and in place, those QEP faculty members in attendance realized that in addition to the standardized tests that will be a part of QEP assessment, each division must develop its own measures of success in terms of courses and programs: hands-on projects, rubrics, performance measures, etc. Dr. Larry Kelly, who conducted the session, stressed that grades alone do not tell the entire story in terms of what students are learning. Emphasizing application of theory, critical thinking, situational analysis, and evaluation of information or results, Dr. Kelly presented a variety of model rubrics that incorporate problem-based learning, hands-on experience, and directed discussions, among other 47 possible assessment items. Several academic divisions had already begun to formalize their student learning outcomes assessment for their respective programs and further refined their instruments based on his recommendations. Because development of those types of assessment tools takes considerable time, the Implementation Team will work with faculty throughout the five-year period. They will be available to assist full-time faculty and adjunct instructors as they incorporate the student learning outcomes most appropriate to the goals of the QEP in their syllabi. Most importantly, the Team will monitor assessment data as it is obtained through the Institutional Effectiveness cycle (see IE Calendar). The Administration has indicated support for this crucial aspect of the plan by agreeing to allow the lead and second academic and technical faculty members working on the Implementation Team release time during the initial phases of the plan (Years 1 & 2).Some of the student learning outcomes assessments for the general education core are already in place. With some minor additions/adjustments, QEP goals and student learning outcomes will be included in these measurements as each division incorporates them into its courses according to the time frame specified in the two-phase implement plan.External MeasuresMembers of the QEP committee agreed that using testes and surveys with already established national norms would save time and effort, provided the costs are not prohibitive. Based on the recommendations of the QEP consultant, Dr. Mark Milliron, the committee looked at the Community College Survey of Student Engagement (CCSSE) for the “engagement “ aspect of the QEP. This nationally recognized survey provides the type of data that will be useful in determining the extent to which students are connecting with each other; with their instructors; with the curriculum, course, and content areas; and with the institution itself. Multiple reports 48 present a variety of critical details such as a comparison of GSCC to other institutions of similar size. Five different means reports indicate, among other items, the number of full-time versus part-time students completing the survey and where this college falls above or below the mean for its comparison group. Reports on the Five Benchmarks of Effective Educational Practice: (1) Active and Collaborative Learning; (2) Student Effort; (3) Academic Challenge; (4) Student- faculty Interaction; and (5) Support for Learners allow Gadsden State to monitor its progress as it works towards achieving the goals of the QEP. (Assessment instrument targets Goals 1, 4; Student Learning Objectives 1, 5)Another standardized measure that will become a part of the assessment plan is the Standardized Assessment of Information Literacy Skills (SAILS). Because the goals of the QEP directly address the issue of information gathering in all courses, the Committee feels that crucial concern is determining the validity and usefulness of technology-based information gathered from recognized academic data bases verses other types of Internet searches such as Google and Yahoo. Students, therefore, must become skilled as information gathers and adept at discriminating between authentic sources and the blogging and wikipedia sites that often express opinions rather than facts. This assessment, based on the Association of College and Research Library (ACRL) Information Literacy Competency Standards, targets a variety of information literacy skills and is designed to measure the aptitude levels of cohorts of students. Based on the Rasch model of item response theory (IRT), the test calculates scores based on a combination of item difficulty and student performance. These results are reported by class standing and by major, and such information will allow the Implementation Team to target certain disciplines/programs/courses that need to include, more skill-specific activities into their curriculum. (Assessment instrument targets Goals 1, 2, 3; Student Learning Outcomes 3, 4). 49A third standardized assessment is the recently introduced (2006) iSkillsTM test developed by Educational Testing Services (ETS) to assess information and communication technology skills (ICT). This test presents seven distinct skill sets that students must possess in order to succeed in an information-driven academic and/or work environment: define, access, manage, evaluate, integrate, create, and communicate. These real-time, scenario-based tasks reflect authentic situations that students face in everyday academia and in the workplace. How well they perform these tasks indicates the degree to which they can “think beyond technology” according to ETS. In other words, can they locate, analyze, and communicate information for specific tasks? (Assessment instrument targets Goals 1, 3, 4; Student Learning Outcomes 1-5).The QEP Committee has planned to employ each of these nationally-recognized tests in order to provide the kinds of information needed to assist the College in determining the impact on student learning that results from the QEP’s incorporation into the curriculum. The QEP Committee also believes that both formative and summative assessment measures must be included as well as quantitative and qualitative means across the board. Even though instructors will incorporate the student learning outcomes of the QEP into their courses accordingly, assessment must be specific to those Student Learning Outcomes as well as to those relating to specific course content. The internal assessment measures will attempt to deal with the more course-related content (e.g. information gathered on a particular poet for a literature class, background on a political leader for a history class, or drafting specs for a mechanical design class) while the external measures will provide the principal assessment of the all-encompassing QEP outcomes (e.g. validity of sources, usefulness and practicality of information, ability to communicate ideas and concepts to others). Valid assessment can certainly cross over as well. A research project for an art history course that is formatted as a PowerPoint and presented to the 50 entire class will certainly indicate how well the student has met two or three of the student learning outcomes of the QEP. Likewise, a student who obtains information online about a specific skill or technique used in a technical area such as automotive repair or civil engineering technology might prepare a video presentation complete with diagrams and drawings and then demonstrate the technique for the instructor and the class. The instructor can assess the student’s learning for that particular course based on that project and at the same time be able to assess certain student learning outcomes inherent in the QEP.Instructors implementing QEP goals and student learning outcomes into their courses must also create practical formative as well as summative assessment instruments. According to the League for Innovation “white paper” entitled An Assessment Framework for the Community College, formative assessments serve as prescriptive feedback for instructors throughout the duration of a course to inform them of the next step in the instructional process (quizzes, for instance). Summative assessment, on the other hand, provides a quantitative grading or judgment about a student’s achievement level at the end of a course (final exams). Designing practical assessment tools can be as simple as submitting an assignment via e-mail or requiring students to access a resource website and summarize its content. The challenge for instructors will be to develop measurable outcomes that indicate whether a student has mastered the technology competencies targeted in the QEP.Through Gadsden State’s professional development activities each semester, beginning in the spring of 2006, the SACS Liaison, the Editor, and the QEP Chair presented brief information sessions to faculty and staff explaining the evolution of ideas that have been incorporated into the Quality Enhancement Plan. After Dr. Milliron’s visit June 26-26, 2007, instructors began to focus on specific means to accomplish the technology engagement proposed by the QEP 51Committee and elaborated upon in the course of the five workshops conducted during his visit. The sessions were recorded using Tegrity so that instructors not employed during the summer term or who were unable to attend for any reason, would still have access to the program, suggestions, and ideas that Dr. Milliron proposed.Crucial to the viability of a plan that propose maximum computer usage coupled with Internet, WebCT/Blackboard, Tegrity, and other forms of instructional technology is Gadsden State’s ability to provide support to students, faculty, and staff as they employ these various tools. The success of the QEP, as well as its ultimate impact on student learning at Gadsden State, rests with a variety of factors: the approach each faculty member uses within the classroom to encourage students to embrace the goals of the plan and thus achieve the desired student learning outcomes; the ingenuity of the projects, activities, and research assignments required of the students; and the College’s ability to interpret collected data as it relates to student learning.Instructors generally agree that grades alone never fully indicate the extent to which students grasp information and assimilate material presented in the classroom. Whether facts, skills, or a combination of both are involved, instructors duly rely on grades but recognize that learning frequently occurs in spite of poor performance on tests. Consequently, effective assessment must ascertain the extent to which each student learns through a skills-based approach. Since the QEP proposes that students become capable of using available technology to gather information, assess its authority, and communicate their findings, it stands to reason that assessment measures require a “hands on” approach.Because of the multiple facets of the student learning outcomes proposed by Technology Engagement across the Curriculum, the QEP committee believes that the combination of the standardized tests indicated above, coupled with instructors’ use of electronic student portfolios, 52 personal homepages, blogging, FaceBook, educational gaming, and a host of other technology- based activities, will provide a more comprehensive picture in terms of assessing authentic learning. The League for Innovation’s “white paper” on assessment notes the importance of assessing student learning: “Regardless of where the learning is taking place, measuring learning will help an institution gauge whether or not students are achieving their educational goals.” 53CHAPTER 4: BROAD BASED INVOLVEMENT OF THECOLLEGE COMMUNITYAs mentioned previously, the results of the committee that developed the set of general education requirements, in many ways, laid the foundation for the Quality Enhancement Plan that the faculty, staff, and administration are set to embark upon. Instructional staff became more focused on basic skills, not only as they applied to the general education requirements, but also in how strengthening these skills across the board would potentially benefit students in any courses or programs they enroll in at Gadsden State.In the spring of 2006, once the President had named the SACS Liaison and tapped the various college personnel for each of the committees required for the work of reaffirmation, the Leadership Team was formed from the committee chairs. During the course of several monthly division chair meetings, the QEP Chair, together with the SACS Liaison and Editor of the Self-Study, discussed the significance of the QEP, its ultimate impact on student learning, and the importance of input from as many constituencies of the college community as possible. Division chairs went back to their respective faculty to ask for ideas; meanwhile, a special internal homepage, accessible only to college personnel, on GSCC’s website was created so that all college personnel would have access to it. The QEP committee sought college-wide input for suggestions regarding the QEP topic. Some twenty or so topics were submitted, many of which duplicated each other. A few were too narrow in perspective to be considered while others were too broad in scope. The committee eventually narrowed the field to nine workable possibilities.Posting on the internal homepage allowed everyone to examine each topic and then vote for the one considered most suitable. Although only eighty-two responses were received out of a possible 300, the Committee felt that everyone had been granted an adequate amount of time and 54 encouragement (two e-mails from the president, reminders from division chairs, and informal encouragement by QEP committee members themselves) for the purpose of indicating preference. They felt that the responses came from faculty and staff who would most likely take the initiative in the future to guarantee the success of the QEP. The committee met April 25, 2006 and formulated a central topic that actually emerged from the top three selections: Strengthening Fundamental Skills through Research and Technology.In order to gain additional broad-based input from the college community, the QEP Committee conducted a series of focus groups on all campuses, discussing issues regarding implementation of the plan. Members sought input from students, fellow faculty and staff, and administrators, seeking insight towards development of the overall plan. Towards the end of the 2006 spring semester and throughout the succeeding summer, committee members engaged in dialogues with various members of the college community in an effort to solicit opinions from a diverse group of individuals who will be impacted by the proposed Quality Enhancement Plan.While this process was ongoing, committee members, with the assistance of the LearningResources Staff, began a review of the most recent literature and best practices dealing specifically with student research and the use of technology in strengthening their fundamental skills. Because of the overwhelming amount of information available, criteria for research focused, although not exclusively, on two-year institutions. The QEP Committee decided that data and studies, both internal as well as external, within the last three years would be most useful in developing guidelines, benchmarks, goals, and learning outcomes for the overall plan. The three-year “history” seemed appropriate since the merger of Ayers Technical College and Gadsden State Community College occurred in 2003. Both colleges had recently gone through self-studies (Ayers in 2001 and GSCC in 2002) and been reaffirmed. The resulting “community” 55 of teachers and learners expanded to its present size: three campuses in Gadsden, with additional locations in Anniston, Oxford, and Centre, Alabama.This very factor, multiple campuses and a growing number of personnel, initially caused some concern among committee members. After meeting with the President at the end of June, 2006, the SACS Liaison, the Self-Study Editor, and the QEP Chair proposed dedicating campus- wide professional development days at the beginning of each semester for the next year and a half, a portion of division meetings, and additional days during Thanksgiving week if necessary for a series of presentations and/or small workshops. These workshops would allow faculty to work department by department in order to formulate the learning objectives/student learning outcomes and to discuss various ideas for incorporating research and technology into their respective syllabi. The essential activities, materials, and projects that would enable the QEP to become fully functional would take considerable discussion and debate among colleagues. Because distance and, therefore, travel time, become problematic when scheduling meetings among personnel on different campuses, the College needed to take every opportunity to promote the plan whenever various groups convened.Towards that end the professional meeting at the beginning of the academic year 2006-2007 centered on the SACS reaffirmation process and, most importantly, the Quality Enhancement Plan. Division meetings focused on ways and means of incorporating each aspect of the fundamental skills as they had originally been identified: written and oral communication, computational skills, information gathering, and computer literacy. In separate division meetings faculty discussed methods to incorporate the fundamental skills into departmental syllabi. Discussion among various groups resulted in the majority of instructors concluding that the “fundamental skills” were too all-encompassing. By the end of the first day’s meetings in fall 562006, the QEP Committee, responding to instructors’ concerns, met and ultimately trimmed the original list of fundamental skills down to communication, information gathering and computer literacy.From that point on, the chairs and instructors in each division were requested to devote meeting time throughout fall 2006 and spring 2007 to discussions about developing and incorporating measurable student learning outcomes. Emphasis on enhancing students’ fundamental skills through the use of research and technology became the focus. In subsequent monthly division chair meetings, the SACS Liaison, the Editor, and the QEP chair reported on the status of the Compliance Audit and the progress of the QEP as it gradually changed. From an instructional standpoint, the greatest challenge lay in locating or developing instruments that would adequately and accurately provide benchmark information, assess these outcomes, and provide the essential feedback for improving and/or including additional outcomes. The QEP Committee examined various surveys, including such standardized tests at the iSkillsTM from Educational Testing Services (ETS), the Standardized Assessment of Information Literacy Skills (SAILS) endorsed by the Association of College and Research Libraries (ACRL), and Community College Survey of Student Engagement (CCSSE). These three nationally recognized standardized tests initially looked promising. The Committee ultimately recommended them for the college-wide use in external assessment of the QEP.As instructors discussed implementation, numerous questions emerged. How can we assess all learning outcomes without testing students to death? Should we use grades at all to determine whether or not students are “competent?” Do we need to use pre- and post-tests? After the SACS Annual Meeting in December, 2006, the QEP Committee decided to narrow the initial focus of the Plan. With the adoption of the newly-worded topic in January 2007, 57Technology-based Research across the Curriculum, the Committee felt the actual work of writing the plan could begin.But in ensuing discussions regarding the QEP during the spring of 2007, the QEP consultant hired by Gadsden State, Dr. Mark Milliron, encouraged a change in the wording and a subsequent redirection of the focus, that of Technology Engagement across the Curriculum. After Dr. Milliron’s visit to Gadsden State in June, 2007, for a series of workshops, faculty members began to explore various avenues of technology and ways to incorporate it into their respective courses for the purpose of establishing a level of engagement that would enrich the educational experiences of all GSCC students. Dr. Milliron visited the campus again to address the entire faculty and staff on opening day of the fall semester, August 16, 2007. He urged instructors to use technology wisely and well, not to let technology use them. A “middle ground” exists, he declared, between the gung-ho gurus of technology and the traditionalists who view learning as a static endeavor. The faculty and staff of Gadsden State Community College aspire to become the thoughtful critics and caring advocates of technology that Dr. Milliron described so succinctly in his presentation.Throughout the process of researching and developing this Quality Enhancement Plan, the Committee posted its minutes on the homepage so that faculty, administration, and staff had access to the evolution of this plan. What began as an academic exercise, has transformed itself into a viable and assessable blueprint for student success. Most faculty and staff were content to let the Committee proceed with its work, offering the occasional comments or criticisms. Some questioned how the goals would be accomplished or if adequate funding would be available to enable the pieces of the QEP technology puzzle to come together. After Dr. Milliron’s workshops in June, 2007, the majority of the faculty, especially those not enamored of 58 technology, began to recognize the potential for enhancing student learning that this plan outlines.As GSCC works toward converting its open spaces into learning spaces through the creation of its wireless network, Technology Engagement across the Curriculum will become a reality. Through the concerted effort of faculty, staff, and administration, Gadsden State Community College seeks to promote student engagement. Faculty will endeavor to facilitate learning, encouraging students to dialogue and collaborate with each other. Once students engage and connect first with each other and then with their instructors, they will feel a greater connection to the curriculum, course, and content areas they study. This ultimately links them to the institution in ways never before possible. This empowerment can only enhance the educational foundation Gadsden State provides as a means to shape their futures successfully. 59REFERENCES http://catalyticconversations.blogspot.com/2007/03/on-youtube-engagement-and-learning.html http://catalyticconversations.blogspot.com/2007/02/making-fun-of-learning-objects.html http://catalyticconversations.blogspot.com/2006/11/dying-to-learn-together.html http://catalyticconversations.blogspot.com/2006/06/connecting-with-connected-not-so-easy.html http://catalyticconversations.blogspot.com/2006/04/arming-our-students-for-success-with.html http://www.league.org/gettingresults/ http://www.ncrel.org.enguage/resource/techno/whatworks/ovrview.htm http://www.ncrel.org.enguage/resource/techno/whatworks/sec1.htm http://www.ncrel.org.enguage/resource/techno/whatworks/sec2.htm http://www.ncrel.org.enguage/resource/techno/whatworks/sec3.htm http://www.ncrel.org.enguage/resource/techno/whatworks/sec4.htm http://www.ncrel.org.enguage/resource/techno/whatworks/sec5.htm http://www.ncrel.org.enguage/resource/techno/whatworks/sec6.htm http://www.ncrel.org.enguage/resource/techno/whatworks/ref.htm http://www.ncrel.org.enguage/resource/techno/whatworks/notes.htmChickering, Arthur & Gamson, Zelda “Seven Principles for Good Practice in Undergraduate Education.” Available: http://polaris.umuc.edu/~cschwebe/gsmt800/7principles.htmMcVay, Gloria J., Snyder, Kimberlee D., & Graetz, Kenneth A. “Evolution of a Laptop University: A Case Study.” British Journal of Educational Technology 36.3 (2005): 513 – 524.Messineo, Melinda & DeOllos, Ione Y. “Are We Assuming too Much? Exploring Students’ Perceptions of Their Computer Competencies.” College Teaching 53.2 (2005): 50 - 56. 60Miller, Michael T. “Profile of Contemporary Community College Student Involvement, Technology Use, and Reliance on Selected College Life Skills.” College Student Journal September 2005.Oblinger, Diana G. & Oblinger, James L. Editors. Educating the Net Generation. Available: http://www.educause/edu/ir/library/pdf/pub7101/pdfInnovation Abstracts. Suanne D. Rouche, Editor. “Challenging the Myths about Online Learning.” XXXIX.15.Innovation Abstracts. Suanne D. Rouche, Editor. “Using Blogs as Writing Journals.” XXXIX.11.Innovation Abstracts. Suanne D. Rouche, Editor. “Course Assessment and Student Learning Objectives: A Guide for Faculty.” XXXIX.8.“Understanding the Changing Role of Teachers.” Editorial. Distance Education Report. 1 April, 2006.

Technology Engagement Across the Curriculum

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