3.4.14  

The institution’s use of technology enhances student learning, is appropriate for meeting the objectives of its programs, and ensures that students have access to and training in the use of technology.

RATIONALE FOR COMPLIANCE JUDGMENT

Nashville State Technical Community College (NSCC) is committed to providing its students and faculty sufficient access to technology necessary to enhance student learning and support program objectives. Students are provided access to and training in the use of technology in various ways including classroom assignments, specific technology courses and programs, library resources, and online orientations and websites. Page 5 of the attached Information Technology Strategic Plan for 2006-2009 states “NSCC is committed to offering cutting edge technology tools to supplement and enhance the educational experience” [1].  The status report of this strategic is also attached [2].

Nashville State offers technical certificate and degree programs for students desiring careers in computer-related fields. Technology Access Funds (TAF) are available to purchase state of the art hardware and software for the College’s technical programs, as well as to equip classrooms campus-wide with technology such as ceiling-mounted projectors and instructor computer stations. During the 2005-2006 year, $1,116,093.21 was spent on instructional technology.  TAF items approved for the Main Campus, the Cookeville Campus, and the Humphreys County Center are identified on the attached list [5].

The Career Employment Center and faculty from the technical programs work together to collect feedback from employers. An Employer Survey is used to help assess employer satisfaction with our students’ and graduates’ technical skills.  Results from a 2003 Employer Survey [6] indicated 95% of the employers responding to the category technical knowledge and skills rated Nashville State graduates/students’ technical knowledge and skills as good or excellent.

Results from a fall 2006 Student Technology Survey [3] indicated that 94% of the 1,812 students responding to this survey stated that Nashville State provides adequate access to hardware/software to complete assignments in their courses. Results from a fall 2006 Faculty Technology Survey indicated that 86% of the 111 faculty respondents stated that students attending Nashville State have adequate access to computers to complete assignments in their courses [4].  When asked if access to technical assistance is sufficient and convenient, 82%  of students responding stated yes.

In the Faculty Technology Survey, results showed that 94% of the faculty members require students to use technology in their course assignments. Survey results indicated the types of technology selected by more than 50% of the faculty included the Internet, online quizzes, PowerPoint presentations, and companion websites provided by book publishers. In the Student Technology Survey, students were asked to select all types of technology they use to complete assignments from a list of 15 items. The following types of technology were selected by more than 50%of the students: online library databases, search engine such as Google, WebCT, and the Internet.

When faculty members were asked on the Faculty Technology Survey if they have made changes in the use of the technology based on student input, 53% responded yes and 47% responded no. Of the 53% of faculty who responded yes, comments included:

• Placed more materials in WebCT

• Reserve the computer classroom in the library to conduct research

• Post PowerPoint presentations on WebCT

• Added videos, film clips, or visited websites of companies that we were studying or were associated with the learning topic

• Expanded the use of interactive tutorials; and added online chapter quizzes.

Thirty-three percent of students indicated that their instructors have made changes in the use of technology based on student input.  Comments about changes from students taking the paper/pencil version of this survey included:

• Use of calculators more and doing homework online.

• I do a lot of quizzes online.

• Use slides, projectors, PowerPoint computer applications.

• Put notes in WebCT.

• Added information, pictures and web site information.

Survey results indicated that 86% of the students responded yes when asked if technology helped improve their learning.  Comments from  the 86% who responded yes included:

• Easier to find information and express what I learn.

• The online student activities with my General Bio book have really helped master the material.

• Being able to access that from the library has been a great help!

• The access to online databases has been of great assistance.

• I am a visual learner; therefore, seeing the material, as well as hearing about it, helps me learn better.

• I really liked the flashcards and online quizzes for this course. They were helpful in using redundancy to nail home the points of the chapters.

• TI-83 is very effective in math courses.

When asked in the Student Technology Survey what types of technology are most effective in their learning, more than 50% of the students selected WebCT and a search engine such as Google from the list of items provided.

Seventy-eight percent of faculty responding to the survey indicated that they experienced  improvements in student learning based on changes in the use of technology. Comments from faculty who had seen improvements in student learning included:

• Better retention because the student has the ability to gain access to the course materials online from home instead of having to rely on class notes alone

• More real life applications have increased student comprehension of material

• In the Digital Photography class the ability to critique the students’ images on the large screen is pivotal for all the students to see and hear, it has allowed them more opportunities to work in groups and use the time more effectively

• More students passing unit tests in part due to online exercises now being assigned as regular homework

• Students feel more comfortable using library data bases to do their research

• Having access to library tutorials has made the sources used in papers improve in quality and number

In addition to technology available in classrooms and class labs, students have access to technology in the Kisber Library, the Learning Center, and an Open Lab. The college library is fully automated and offers an online catalog, ebook collections, and periodical databases. A complete listing of library services can be found at the Library website [7]. The Learning Center, located inside the Library, offers students academic assistance at no charge for courses in which they are currently enrolled at the College. Learning Center services include access to computers for research, email, tutorials in course content, and software applications used in classes. Students may also access the Learning Center website for additional information about services provided [8].  The Open Lab, located in the Clement Building, offers students access to computers, and specific information is available on the Open Lab website [9].  Hours of operation, number of available computers, and usage patterns for the Kisber Library, the Learning Center, and the Open Lab are provided as documentation [10].

Websites have been developed to help students learn technology. One website provides students with instruction in such areas as using programs in Microsoft Office, setting up reports in MLA format, writing citations, understanding file management, and searching the Internet. [11].  Sixty-five percent of faculty responding to the Faculty Technology Survey indicated that students attending Nashville State have adequate opportunities for training in the use of technology such as WebCT, Preferred On-Line Web Registration (POWER), and other online resources, and 93% of students responded yes to a similar question on the Student Technology Survey.

Another website offers a comprehensive online web orientation for students taking online courses [12].  Students are required to take this orientation prior to beginning their first online course. Students experiencing technical-related computer problems can contact the Computer Services Help Desk or go to the Help Desk website [13].

Nashville State also offers training in the use of technology for full- and part-time faculty members. When faculty members were asked on the Faculty Technology Survey if there were sufficient professional development opportunities available for training in the use of technology, 87 percent responded yes. When asked if technology (hardware/software) that they would like to use is unavailable, 74 percent responded no. Nashville State faculty members have access to computers in their offices as well as in nearby computer labs. Survey results indicated 95 percent of faculty members stated they have sufficient access to an up-to-date computer in order to learn and use technology.

Professional development opportunities in technology are available to faculty throughout the academic year. A professional development website has been developed to provide faculty with a schedule of upcoming professional development activities [14].  Faculty members may also request the assistance of a full-time instructional support person for one-on-one assistance.  Faculty teaching onground courses at Nashville State have the opportunity to integrate WebCT into their courses. WebCT shells are available to develop a web component for every onground class. Training sessions are available to all full- and part-time faculty members to learn how to develop and use a WebCT shell in their classes.

An NS-Online Committee established in spring 2002 provides coordination and leadership in the development of web courses. Nashville State provides instructional support to faculty throughout the development of online courses. A semester long onground course as well as an online training course in developing web courses is offered each semester [15].  An in-service on Managing a WebCT course is also available to faculty members who will be teaching an online course but who may not have developed an online course. An Adjunct Faculty Support Website has been developed as an online resource aid and includes detailed information on using WebCT in the classroom and in online courses [16].