Universities of the Future:
Implications from Technology
• David G. Brown, VP & Dean (ICCEL)
Professor of Economics, Provost (1990-98)
http://www.wfu.edu/~brown
brown@wfu.edu
• @ James Madison University
• February 18, 2000
“All Together One”
Agenda for the Day
• 9:00 AM Demonstration re the Use of
Technology in My Own Classes
• 10:00 AM Address on “Universities of the
Future: Implications From Technology”
• Noon Highlights & Informal Discussion
• 1:30 PM Strategies for Introducing Technology
Into Teaching Without Endangering Traditional
Strengths
THE WAKE FOREST PLAN
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Plan for 2000
Thinkpads for all
Printers for all
New Every 2 Years
Own @ Graduation
Wire Everything
Standard Software
Full Admin Systems
IGN for Faculty
Fresh/Junior Computer
F99: IBM 390, 128
RAM
333 Mhz, 6GB
CD-ROM, 56 modem
Soph/Senior Computer
IBM 380XD, 64 RAM,
233 Mhz, 4.1GB,
CD-ROM, 56 modem
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40+30 New People
75% Faculty Trained
85% CEI Users
98% E-Mail
+15% Tuition
~$1500/Yr/Student
4 Year Phase In
Pilot Year, Now 4 Classes
FIRST YEAR SEMINAR
The Economists’ Way of Thinking:
• To understand a liberal arts education as
an opportunity to study with professors
who think by their own set of concepts
• To learn how to apply economic concepts
• To learn how to work collaboratively
• To learn computer skills
• To improve writing and speaking
Students = 15
All Freshmen
Required Course
Brown’s First Year Seminar
• Before Class
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Video Text & Self Tests
Best URLs with Criteria
Interactive exercises
Lecture Notes in PP
E-mail dialogue
Cybershows
• During Class
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One Minute Quiz
Computer Tip Talk
Class Polls
Team Projects
• After Class
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Edit Drafts by Team
Guest Editors
Hyperlinks & Pictures
Access Previous Papers
Lecture Summary w Audio
• Other
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Daily Announcements
Team Web Page
Personal Portfolios
Exams include Computer
Materials Forever
THE WAKE FOREST PLAN
•
•
•
•
•
•
•
•
•
Plan for 2000
Thinkpads for all
Printers for all
New Every 2 Years
Own @ Graduation
Wire Everything
Standard Software
Full Admin Systems
IGN for Faculty
Fresh/Junior Computer
F99: IBM 390, 128
RAM
333 Mhz, 6GB
CD-ROM, 56 modem
Soph/Senior Computer
IBM 380XD, 64 RAM,
233 Mhz, 4.1GB,
CD-ROM, 56 modem
•
•
•
•
•
•
•
•
40+30 New People
75% Faculty Trained
85% CEI Users
98% E-Mail
+15% Tuition
~$1500/Yr/Student
4 Year Phase In
Pilot Year, Now 4 Classes
Consequences for Wake Forest
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+SAT Scores & Class Ranks
+Retention & Grad Rates
+Satisfaction & Learning
+Faculty Recruitment
Impact of Technology Upon the
University of the Future
• Consolidators & Distributors
– Few Solo Producers (finish carpenters)
– Limited Number of Producing Sites (textbooks)
– Many Teaching & Institutional Collaboratives
(banking)
– Globalization
• Multimedia Delivery
– Different Strokes for Different Folks
– Today’s students learn differently (nintendo+)
…University of the Future
• 80-20 Standard & the Resident-Distance
Student
– Most respected courses in 80-20 range
– Most productive curricula in 80-20 range
• Interactive Learning
– Response of the Most Wired
– Customized and Individualized
– E.g.: Double Jeopardy Quizzes
…University of the Future
• Continuous Teaching (and Students)
– Between Class interaction
– Before class exercises
– After graduation exchanges
• Teams
– Research teams in all disciplines (like sciences)
– Departmental structures will atrophy
• Open Information?
METAPHORS
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Automobile in the Jungle
Teenagers Learning How to Drive
1000 Times More Powerful Telephone
Learning a Second Language by Immersion
State Religion
House Calls
Cost of the Library
Students as Nomads
Rural Electrification
The Jury Is In!
Technology Works!
I know my students learn more
when I teach with technology!
• Technology increases collaboration.
More collaboration means more learning
• Technology enables different strokes for
different folks.
More customization means more learning
• Technology enables more interaction.
More interaction means more learning
• The opportunity cost of learning how to use
technology is becoming negligible.
The Big Thing Is---
Interactivity
and
Communication
“All Together One!”
Computers Enhance My
Teaching and/or Learning Via-Presentations
Better--20%
Source = Wake Forest
Students and Faculty
More Opportunities to
Practice & Analyze--35%
More Access to Source
Materials via Internet--43%
More Communication with Faculty Colleagues, Classmates,
and Between Faculty and Students--87%
Chemistry-- Dartmouth, Millsaps,
Reed, Wake Forest, Worchester Tech
Physics-- Vassar, Arizona, Washington and
Lee, Michigan State, , Whitman
Business and Economics--- Vanderbilt,
Kansas State, Wake Forest, Middlebury
Fine Arts-- Tufts, Reed, Connecticut,
Williams, East Carolina
Writing and Literature--Johns Hopkins,
Northwestern, Missouri-Rolla,
Language--- MIT, Smith, California-Davis,
Texas-Austin, Northwestern
Biology and Medicine---Oberlin, Virginia,
Johns Hopkins, Texas-Austin, Hendrix
International and Politics---Tufts, Oregon
Computer Science and Math---Harvard, NYU,
American, Washington State
93 Essays
36 Universities
26 Disciplines
Beliefs of 91/93 Vignette Authors
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Interactive Learning
Learn by Doing
Collaborative Learning
Integration of Theory and Practice
Communication
Visualization
Different Strokes for Different Folks
8 BASIC MODELS OF
UBIQUITOUS COMPUTING
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Teach with Explicit Assumption of Access
Provide Public Station Computers BC
Provide Individual Network Computers
Specify Threshold Level SSU UNC
Provide One Desktop Per Two Beds Chatham
Provide Desktop Computers USAFA
Provide One Laptop WFU WVWC
Provide Laptops + 2-Year Refresh UMC
ICCEL -- Wake Forest University, 2000
Upbeat Re Future
• Massive expansion in overall demand
• Public Libraries increased the demand for
librarians and personal book ownership.
• Telephones allow people to stay in touch,
and gather more frequently.
• By increasing the options, technology
enhances the effectiveness & efficiency of
the university (it doesn’t displace it)
“All Together One!”
Environmental Imperatives
• Universal Student Access to Computers
• Reliable Networks
• Multiple Opportunities for Training and
Consultation
• Faculty Ethos that values
Experimentation and Tolerates Falters
WORKSHEET
What are the barriers to more use of
technology by faculty?
For your own campus, allocate 100 points
among the three major barrier categories!
• _____% Faculty Need Time
• _____% Faculty Need Access to Expertise
• _____% Faculty Need to Motivation
Concepts Worth Considering
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Eager Faculty
Friendly Sharing (standardize!)
Standard Course Shell
Centrality of Educational Theory
Diversity Among Disciplines
Big 3 First (KISS)
Start with Hybrid Courses
Faculty to Faculty
The Big Three
#1. E-mail
#2. Web Pages (for each course)
#3. Internet URLs
The Key Six
 Continuously communicating via Email &
LISTSERVS & threaded discussions,
 Finding and citing useful materials on the web,
 Annotating word processed documents,
 Providing “lecture outlines” (with audio
accompaniment) before and after class,
 Creating a “library” of mini-movies that show
successive computer screens, and
 Practice quizzing prior-to-class.
Faculty Development
Strategies-- Most Effective
•Friends and Neighbors!
•Full Time Academic Computer Specialists
Trained and Located in Disciplines (ACS)
•Well Trained Students Assigned to One
Faculty Member for Full Semester (STARS)
•Seminars Sponsored by the Center for
Teaching and Learning (not only technology)
•Tutorials re Equipment by Librarians
•All Campus Help Desk
Faculty Development
Strategies-- Modestly Effective
• Poster Sessions Where WF Faculty “Show
and Tell” Their Uses of Technology
• Seminars Sponsored by a Faculty
Technology Advocacy Group
• Competitive Grants Releasing Faculty From
Teaching One Course
• User Group Listservs Centered Around
Specific Techniques & Technologies
Faculty Development
Strategies-- Least Effective
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Computer Based Training Tapes
Lectures by Visiting “VIPs”
Computer Assisted Instruction Listserv
Attendance at National Workshops
Conducted Locally
Workshops at
ICCEL at Wake Forest
http://iccel.wfu.edu/publications/books/books.htm
http://www.ankerpub.com/books/brown.html
David G. Brown
Wake Forest University
Winston-Salem, N.C. 27109
336-758-4878
email: brown@wfu.edu
http//:www.wfu.edu/~brown
fax: 336-758-4875
ICCEL -- Wake Forest University, 2000