The University of Findlay - Past Accomplishments

The University of Findlay’s Conference on Teaching, Learning and Technology Centers (TLTCs)

“A Snapshot of Teaching, Learning and Technology Centers (TLTCs): Pedagogies and Practicalities”

May 10-11, 2007
The University of Findlay
Findlay, Ohio

Our SEED Conference on Teaching, Learning and Technology Centers (TLTCs) was a great opportunity for us to meet and share ideas with many faculty members, administrators and professionals working in this exciting and innovative area of higher education. The conversations, high quality presentations, and the chance to interact with individuals attending the Conference certainly made all of the work and effort very worthwhile. Even the weather cooperated!

Over 25 different educational institutions were represented at the SEED Conference. Our total attendance, including University of Findlay participants and vendors, was over 130. The conference evaluations that we received indicated that Dr. Mark Taylor’s keynote presentation was very well-received by conference attendees. Also, many individuals commented upon the relevant, useful information they received from attending the various conference sessions. The ATS Staff would like to extend a very sincere note of thanks to Dr. Mark Taylor for kicking off our SEED Conference in such a positive, informative and engaging manner! Also, thanks to all of our session presenters; we appreciate the time and effort that you made to share valuable insights and experiences with all of us attending the conference. Several conference presenters have agreed to allow public access to their presentations. You can access these PowerPoints by clicking here.

Once again, thanks to everyone for being part of our first SEED Conference. We will keep you informed regarding any future conferences sponsored by Academic Technology Services.

Ray McCandless
ATS Director

The following schools were represented at the conference:

Baldwin-Wallace College	Berea, OH
Bowling Green State University	Bowling Green, OH
Clarion University	Clarion, PA
Columbus State Community College	Columbus, OH
Delta College	University Center, MI
Denison University	Granville, OH
Eastern Illinois University	Charleson, IL
Illinois Institute of Technology	Chicago, IL
ITT Technical Institute	Maumee, OH
Kent State University	Kent, OH
Lansing Community College	Lansing, MI
Manchester College	North Manchester, IN
Miami University Middletown	Middletown, OH
Michigan State University	East Lansing, MI
North Central State College	Mansfield, OH
Ohio Board of Regents	Columbus, OH
Ohio Dominican University	Columbus, OH
Ohio Learning Network	Columbus, OH
Ohio Northern University	Ada, OH
Slippery Rock University	Slippery Rock, PA
Taylor University	Upland, IN
Thomas M. Cooley Law School	Lansing, MI
Tiffin University	Tiffin, OH
United Theological Seminary	Trotwood, OH
Valparaiso University	Valparaiso, IN
Washingto State Community College	Marietta, OH

PT3 Award

Guided by a vision of teaching and learning in a dynamic, responsive environment, The University of Findlay engaged in a transformational change focused on teaching, learning and technology. This important work was supported in 2001-2005 by the U.S. Department of Education's PT3 program: Preparing Tomorrow's Teachers to Use Technology (www.pt3.org).

The grant project, Transformation and Innovation in Teaching, Learning and Technology worked to support all faculty in the improvement of their teaching through one-to-one mentoring, workshops, Individual Professional Partnerships, and Academic Program Partnerships. As an important part of knowledge and skill dissemination, the project engaged in a mentoring relationship with The University of South Florida St. Petersburg's College of Education faculty. This collaborative partnership has resulted in achieving and furthering the goals and objectives of the original PT3 proposal in the transformation and innovation of teaching, learning and technology of our collaborative partners.

The end product of four years of intense work with faculty, particularly those in the Arts and Sciences, has been enhanced modeling of appropriate technology use in teaching for the pre-service teachers within the College of Education at The University of Findlay and with our collaborative partners.

Products produced during PT3 project years are noted below. They are available to you either through links to their web location, or as a CD/DVD by US mail. Please contact us if you are interested in receiving any of these documents or products through the mail.

Year One (2001-2002 )

An Interactive Visit with the People & Programs that make it Great! (CD)

Year Two (2002-2003)

Introduction to Blackboard (CD, Web)
Individual Professional Partnerships at The University of Findlay: A Guide to Getting Started (CD)

Year Three (2003-2004)

Academic Technology Services at The University of Findlay: Serving Faculty 2004 (DVD)
The University of Findlay's College of Education: Preparing Tomorrow's Teachers to use Technology (DVD)
Academic Program Partnerships at The University of Findlay: A Roadmap.

Year Four (2004-2005)

Guidelines for Teaching an Online Course (CD, Web)
UF Online: An Instructor's Guide to Blackboard (Web)
UF Online: A Student's Guide to Blackboard (Web)
PT3 peer mentoring in teaching and technology: The UF & USF St. Petersburg partnership (DVD)

Questions about the project? Please email Natalie M. Abell, Ph.D. Project Director & Professor, College of Education at The University of Findlay.

Would you like any of our products? Click here to fill out the request form.

Teaching with Laptops Pilot Program (2003-2004)

The Teaching with Laptops Pilot Program was instituted by Academic Technology Services to investigate the use of mobile personal computers on campus. The purpose of the program was to evaluate how laptop computers can enhance the learning environment in the classroom, along with investigation into the technical support and infrastructure that would be needed to support campus-wide laptop computing.

The pilot program was conducted during the entire 2003-2004 academic year, with 4 classes per semester (up to 15 students each) provided with laptop computers for use both in and out of the classroom. Information Technology Services (ITS) provided technical support for the students using the computers, while Academic Technology Services (ATS) provided support and training for the selected faculty on curriculum redesign to incorporate the use of computers in the classroom.

For the Fall Semester 2003, two introductory writing classes (English 104 and 106) participated in the pilot, along with an education course (SPED 261) and a Freshman Seminar (CSCI 150/PSYC110). The students participating in the program were asked to provide feedback about the program by completing three surveys over the course of the semester. The five participating faculty (one class was team-taught) were asked to provide weekly journals detailing their class activities using the laptop computers. In addition, all four classes participated in a Blackboard discussion forum where they posted issues and concerns, and then received feedback from the faculty and TLTC and ITS staff. At the end of the semester, a discussion forum was held with ATS, ITS and participating faculty from both semesters to discuss the preliminary results of the pilot.

For the Spring Semester 2004, two introductory writing classes (English 104 and 106) were again in the pilot, along with a computer science class (CSCI153) and a natural science class (NSCI380). Students were again asked to complete three surveys during the semester (now online), and faculty submitted weekly journals online.

The dominant feedback from participating students and faculty was that they enjoyed using the computers in the classroom, and appreciated the mobility of the laptop outside of the classroom. The computer was useful for such tasks as editing, taking notes, working on group projects, and sending assignments to the professor. The students found it to be very convenient to have all their work on one computer, so they did not have to worry about transferring files back and forth to lab computers. All of the classes used the Blackboard system extensively as a supplement to the face-to-face classroom, and attempted to create a “paper-less” working environment. Negative feedback from the participants focused primarily on computers that did not work properly, and lack of wireless access from some university housing on campus.

Survey results from the two semesters has been tabulated, and a poster discussing the project results was presented to the university community at Academic Excellence Day, November 2004. This information will play an important part in any future plans to implement campus-wide computing for all students.