Difference between revisions of "Academic Technology Support"

From Help Wiki
(Created page with '=== '''Faculty Support''' === One of the most effective means of empowering large numbers of students is through faculty support. The liaison approach affords us the opportunit…')
 
m
 
(35 intermediate revisions by 5 users not shown)
Line 1: Line 1:
=== '''Faculty Support'''  ===
+
__NOTOC__
  
One of the most effective means of empowering large numbers of students is through faculty support. The liaison approach affords us the opportunity to provide support as problem-solvers, technical consultants, connectors, teachers, and co-instructors. The expected result is a body of faculty who are increasingly capable of weaving appropriate technologies into their programs, improving delivery of content and ultimately student experience.
+
<div class="container-fluid">
 +
<div class="row">
 +
<div class="col-md-8">
 +
<div class="lead">
 +
One of the most effective means of empowering large numbers of students with technology is by supporting faculty in their use and integration of technology in their teaching. Academic Technologies staff provide support as problem-solvers, technical consultants, connectors, teachers, and co-instructors.
 +
</div>
  
Liaison work can take many shapes depending on the needs and wishes of the faculty. The primary role of the liaison is of provider or resources and technical connector. Below are the strategies we will use to provide these services.<br>
+
''Technology support can take many shapes depending on the needs and wishes of the faculty. The expected result is an increasingly technology-savvy cohort of faculty, capable of weaving technology into their programs, improving delivery of content and student experience. Below are the methods used to achieve these goals.''
  
 
==== Consulting  ====
 
==== Consulting  ====
 
+
[[File:Curricular-support.JPG|thumb|right|300px]]
Curricular requests are typically faculty originated and are often the starting point for identifying needs with follow up work. Understanding what faculty are trying to do and moving them in the direction of the appropriate technology typically requires meeting with them or consulting over phone or email to understand what they are trying to accomplish. This can be followed up by one or more consultations where we train the faculty in using technology. We will continue to set reasonable boundaries and expectations for time spent with any individual faculty, as we need to provide as much support equity as possible across all faculty.
+
Curricular requests are typically faculty originated and are often the starting point for identifying needs with follow up work. Understanding what faculty are trying to do and helping move them towards the appropriate technology typically requires meeting or consulting over phone or email to understand the faculty's goals. This can be followed up by one or more consultations where the staff can train the faculty in using the solution of choice.
  
 
====Custom solutions====
 
====Custom solutions====
If a need is requested for which there is not a stock answer, it may require a custom solution. This development time is spent customizing our tools or integrating third party solutions to fit their particular need. Custom solutions are what inform us as to what is possible, makes our job interesting, but can also be a huge time consumer. It is important to gauge carefully how much time we can spend on a custom solution retrospective of how many others this might benefit from the investment. If a custom solution is developed for a faculty, this customized approach must carry beyond this one classroom experience so others may benefit from our internal knowledge base. These must be identified in presence.
+
If a need is expressed for which there is not a stock answer, it may require a custom solution. Within reasonable expectations, staff will extend our existing tools if possible or integrate third party solutions to fit the faculty member's particular need. Custom solutions are what inform us as to what is possible, but can also be a huge time consumer. If a custom solution is developed for a faculty, this customized approach is expected to carry beyond this one classroom experience so others may benefit from our internal knowledge base.
  
 
==== Workshops ====
 
==== Workshops ====
Engaging with students in the classroom is a high-value connection which directly informs our working understanding of students’ relationship with technology. What workshops do we teach? If a faculty requests a workshop, our strategy as connector is to find the right person to teach the workshop. This is something we will need to establish with each other and other areas on campus.
+
[[File:Workshops.JPG|thumb|right|300px]]
* Connecting faculty to the areas that provide specialized workshops (such as media, library, science, etc) allows us to leverage the expertise of others in the institution and provide. If we determine that it is a workshop that fits in a specialty area, our role is to contact and arrange for that workshop with the outside group. If it is determined that we are the best suited to teach the workshop, we oblige with expectations.  
+
Engaging with students in the classroom is a high-value connection which directly informs our working understanding of students’ relationship with technology. Partnering with [http://www.evergreen.edu/media Media Services], [http://library.evergreen.edu/reference.html Library Reference] and [http://www.evergreen.edu/technology/cal Scientific Computing], [http://www.evergreen.edu/technology/academic-computing Academic Computing] staff will find the best person on campus to teach your workshop.
* Technical workshops should be planned and co-taught with the faculty. This serves the dual purposes of providing quality instruction for the students and raising the faculty’s understanding and skill in using the technology. The goal is that hopefully they may feel comfortable doing it on their own the next time. and we are explicit in our communications with faculty regarding this goal.  
+
* '''Connecting faculty''' to the appropriate areas to provide specialized workshops (such as media, library, science, etc) allows us to leverage the expertise of others in the institution and provide quality instruction. If we determine that a workshop request fits best in a specialty area, our role will be to contact and arrange for that workshop with the specialty group. If it is determined that one of the Academic Computing staff are the best fit to teach the workshop so be it.  
* Multiple/progressive workshops should be avoided as this starts to take the shape of staff acting as co-faculty, which we are not unless prior arrangements have been made through the academic deans.  
+
* '''Co-teaching with the faculty''' is the model we typically support.  Technical workshops are planned and co-taught with the faculty, serving the dual purposes of providing quality instruction for the students and building faculty understanding and skill in using the technology. The goal is to build faculty efficacy so they may be comfortable teaching future technology workshops.  
 +
* '''Multiple/progressive workshops''' are generally avoided within Academic Computing as this extracts considerable resources from an area that needs to be able to support all faculty equally.
 +
 
 +
 
 +
<!-- end col-md-8 -->
 +
</div>
 +
<div class="col-md-1"></div>
 +
<div class="col-md-3 sidebar">
 +
'''Related pages'''
 +
*[[Curricular Technology Tools]]
 +
*[http://presence.evergreen.edu Academic Technologies dashboard]
 +
{{GetHelp}}
  
[[Category:Curricular_Technologies]]
+
<!-- end col-md-3-->
 +
</div>
 +
<!-- end row-->
 +
</div>
 +
<!-- end container-->
 +
</div>
 +
<!-- Generator=Template:TwoColumn -->
 +
__NOTOC__
 +
__NOEDITSECTION__
 +
<!-- Generator=Template:TwoColumn -->
 +
[[Category:Curricular_Technologies]] [[Category:Faculty]]

Latest revision as of 09:44, 22 September 2017


One of the most effective means of empowering large numbers of students with technology is by supporting faculty in their use and integration of technology in their teaching. Academic Technologies staff provide support as problem-solvers, technical consultants, connectors, teachers, and co-instructors.

Technology support can take many shapes depending on the needs and wishes of the faculty. The expected result is an increasingly technology-savvy cohort of faculty, capable of weaving technology into their programs, improving delivery of content and student experience. Below are the methods used to achieve these goals.

Consulting

Curricular-support.JPG

Curricular requests are typically faculty originated and are often the starting point for identifying needs with follow up work. Understanding what faculty are trying to do and helping move them towards the appropriate technology typically requires meeting or consulting over phone or email to understand the faculty's goals. This can be followed up by one or more consultations where the staff can train the faculty in using the solution of choice.

Custom solutions

If a need is expressed for which there is not a stock answer, it may require a custom solution. Within reasonable expectations, staff will extend our existing tools if possible or integrate third party solutions to fit the faculty member's particular need. Custom solutions are what inform us as to what is possible, but can also be a huge time consumer. If a custom solution is developed for a faculty, this customized approach is expected to carry beyond this one classroom experience so others may benefit from our internal knowledge base.

Workshops

Workshops.JPG

Engaging with students in the classroom is a high-value connection which directly informs our working understanding of students’ relationship with technology. Partnering with Media Services, Library Reference and Scientific Computing, Academic Computing staff will find the best person on campus to teach your workshop.

  • Connecting faculty to the appropriate areas to provide specialized workshops (such as media, library, science, etc) allows us to leverage the expertise of others in the institution and provide quality instruction. If we determine that a workshop request fits best in a specialty area, our role will be to contact and arrange for that workshop with the specialty group. If it is determined that one of the Academic Computing staff are the best fit to teach the workshop so be it.
  • Co-teaching with the faculty is the model we typically support. Technical workshops are planned and co-taught with the faculty, serving the dual purposes of providing quality instruction for the students and building faculty understanding and skill in using the technology. The goal is to build faculty efficacy so they may be comfortable teaching future technology workshops.
  • Multiple/progressive workshops are generally avoided within Academic Computing as this extracts considerable resources from an area that needs to be able to support all faculty equally.