Murdock Technology
Initiative
Concordia University
Portland, Oregon
2000-2002
In the Beginning…

Our application was submitted in response to a Request
for Proposals by the Murdock Trust.

A study conducted by the Trust over a period of
approximately two years suggested that two of the
largest needs facing private colleges and universities
was assistance in planning programs in assessment and
technology.

CU was a participant in the focus groups that led to this
conclusion.

Technology and assessment have held a top priority
position in the University’s plans and goals for a number
of years.
Formal Application

In response to the Request For Proposals, CU submitted
letters of inquiry for both the assessment and technology
initiatives.

The Trust indicated that both responses were in keeping
with their objectives. The Trust further suggested that
CU cooperate with Warner Pacific College, and perhaps
invite additional smaller independent colleges to
participate.
Focusing the Opportunity

The Presidents of the two institutions conducted phone
conversations. Appropriate administrative officers of the schools
held several meetings.

It was decided that WPC would submit an application dealing
with assessment and CU an application dealing with technology.
The applications sought resources to allow the two schools to
work cooperatively in developing plans and acquiring skills for
effective programs in assessment and technology.

In keeping with the Trust’s suggestion, seven additional schools
were invited to participate. The following additional schools
expressed an interest in doing so.

Cascade College, Multnomah School of the Bible, Northwest
Christian College, Northwest College, Sheldon Jackson College,
Western Baptist College.
Participating Institutions

Cascade College, Portland, OR

Concordia University, Portland, OR
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Multnomah School of the Bible, Portland, OR
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Northwest Christian College, Eugene, OR
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Northwest College, Kirkland, WA
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Sheldon Jackson College, Sitka, AK

Warner Pacific College, Portland, OR
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Western Baptist College, Salem, OR
Determining Institutional
Needs

CU and WPC prepared a joint
questionnaire to determine the
status and needs of
participating schools in the
areas of assessment and
technology. It was mailed to
the seven schools, together
with a letter of explanation
written by the President of
WPC. One or more follow-up
phone calls were made to the
Presidents of each of the
schools.
The questions dealing with technology
indicated the following:
All of the schools have made
investments in technology.
For example,
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all have student computer labs;
all have some computerized
classroom projection devices;
all have some type of campus
computer networking system;
all have some faculty who use
the Internet in instruction and
in communicating with
students;
all have institutional web
pages.
The questions dealing with technology
indicated the following:

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All of the schools have
made investments.
The most common need
and concern dealt with
“Faculty Training in Using
Technology in
Instruction.”
The variety of needs
expressed and the fairly low
scores in a number of areas
indicate that technology is a
matter of interest and
concern to all of the
schools.
Major Features of Our Activities

Opening Summit Meeting
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Presenters and consultants will outline current best
practices in use of technology, and most promising
prospects for the future.
Participants will develop networks with consultants and
other participants that will provide long-term benefits in
planning and implementing technological advances.
Planning sessions will be held to organize and design the
best possible use of available consultant services. Needs
and interests will be prioritized.
Major Features of Our Activities

Consultant Services

Consultant services constituted the heart and soul of
the project. The services were delivered in the
following ways.
 Services to individual schools. Consultants will visit
individual schools in order to assist faculty and staff in
identifying challenges and forging solutions.
 Services to groups of schools. When several
schools are facing identical or similar challenges
efficiency will be served by bringing consultant
services to groups of schools.
Major Features of Our Activities

Specific Services to Warner Pacific College

WPC has identified its major need as assisting faculty in
the use of technology in the teaching/learning process. It
has made significant investment in hardware and software.
A persistent theme in the literature emphasizes that faculty
training needs to be at least as significant a priority as
equipment purchase.

Consultant services were to provide an extensive block of
time to assist the WPC faculty in determining how
technology relates to its educational goals and mission,
and in providing in-depth training in its use. Other aspects
of technology in education may have also received
attention, but the chief emphasis was given to faculty
training.
Major Features of Our Activities

Specific Services to Concordia University

The CU educational services have outgrown the current
library facility. Additional classroom and faculty office
space is also needed. What shall CU do? Shall it build a
library and classrooms that resemble those constructed
during most of the 20th century?

CU is designing a campaign to provide funding for a
library/tech center, to also include instructional and faculty
office space. It hopes not to build a facility that will be
obsolete in a decade or less. Rather, it plans to determine
the very best 21st century educational strategies,
maximizing the use of technology, and to construct facilities
that best serve these needs. The most knowledgeable and
creative consultant services available will be needed to
assist in planning such facilities.
Major Features of Our Activities

Specific Services to
Concordia University

In addition to facility
planning and strategic
planning, CU is looking
forward to moving to
higher levels in use of
technology in instruction
and
administrative
services.
Major Features of Our Activities

Culminating Conference
The Culminating Conference took place in the spring of 2002. It
focused on the following objectives:

To provide further presentations regarding the best current
practices and promising future prospects for technology in
education. These will likely have changed since the Opening
Summit.

To share and assimilate information and insights gained
through the project.

To expand and strengthen networking associations that will
continue help the individual schools strengthen and enhance
their educational offerings.

To consider the formation of a formal organization, or other
mechanisms, to continue the dialog among participating
schools.
Structures Provided to the
Initiative By Concordia University

Web Site
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Listserv
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Two related web sites were created and have
been maintained by Concordia’s web master.
This web presence provided the connectivity
between and among the participating institutions.
All Opening Summit participants and institutional
contacts were placed within a MTI listserv to
facilitate sharing of information among institutions.
Information Literacy Newsletter
Technology Summit
Concordia University, April 20 & 21, 2001
Technology Summit
Friday afternoon was designed
as a pre-conference workshop
with a hands-on, practical
approach.
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Developing a Technology Plan
for Your University
Grant Writing for Funding
Technology Initiatives
Technology Standards for
Teachers and Students
Review of Best Practices:
Technology in Higher
Education
Technology Summit
Saturday was a full day of practical, real world presentations and
hands-on activities designed to provide a rich and stimulating
experience for each institutional team.

The Brain and Learning:
Technology in Higher Education

Books and Libraries in the
Evolving Academy
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Faculty Development in the
Evolving University
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Utilizing Technology in the
Social Sciences
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Technological Tools for
Fostering Learning:

Utilizing Technology for
Science Education
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Facilitated small group
discussions
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Large group discussion
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WebCT, Blackboard
PowerPoint
HyperStudio
WWW, HTML
Inspiration
TappedIn
Institutional Project Plans

A template was designed as a guide to institutional
thinking and response to the MTI opportunity.

All project plans were published on the MTI web
site.

Consultants were identified and matched to the
institutional needs described in these plans.
Institutional Project Plans
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Elements of the Plan
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Contact Information
Institution Project Team
Project Consultant
Description of institution and its current state of
technology use, support and implementation
Description of what will be different following
completion of the project plan
Institutional Mission Statement and Core Values
Institutional Project Plans
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Additional Elements of the Plan
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Description of how this plan supports institutional
mission
Description of benchmarks institutions wished to
measured against in evaluation of project
activities
Narrative description of the project plan
Project goals and activities supporting the goals
Timeline for activities
Consultants
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Dr. Mark Bailey, Berglund Center for Internet
Studies, Pacific University, Forest Grove, OR
served as supervisory consultant.
Consultant matches to institutions were made
in consultation with institutional teams, Mark
Bailey, and Lynne Wolters.
Consultants included presenters / facilitators
from the Opening Summit.
Culminating Conference: Finding
Solutions in a Digital Age
Concordia University, April 26 & 27, 2002
 Panel discussion from five institutions:
“What we learned through Murdock Consultation”
 Dr. Mark Bailey’s Summary of the Consultations
 Integrating Technology into Teaching: Technology
Implementation Presentations
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A professor’s first steps
TILT and information literacy
Advanced user’s
Culminating Conference: Finding
Solutions in a Digital Age
Choice of presentations:
 Education, Technology and Values
 Hands-on with Tools that Support Learning
Choice of presentations:
 Education, Technology and Values
 Hands-on with Tools that Support Learning
 Concordia’s Application of the MTI opportunity

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TILT and assessment of incoming students’ information
literacy
What the administrator needs to know: How Information
Technology is transforming day-to-day operations
Expected Results

Participating schools will have a much clearer understanding for the
role and opportunities of educational technology in the 21st century.

Participating schools will have created strategic plans for:
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purchase, maintenance and management of technology systems.
development of an integrated system of academic and business services.
consistent updating of faculty in latest use of technology in teaching and
learning.

Participating schools will have developed networks that will assist them
in moving forward in improving education through technology.

Participating schools will have considered and possibly implemented
plans for creating a formal organization, or other mechanisms, to carry
forward cooperative technology initiatives.

Successful models will have been created that can be shared with
organizations in the Pacific Northwest, and throughout the country.
Achieved Results

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The collegial networking and information
sharing among institutions was highly rated
and valued by participants.
Accomplishments toward project goals varied
widely among institutions.
All institutions and participants benefited from
participation in the Murdock Technology
Initiative.