Related Pages

What Works Statements

What Works: Using the Potential of Learning Technologies to Strengthen Undergraduate STEM Learning

Presentation

Designing spaces that accommodate the technologies that are transforming the learning environment

Gary A. Gabriele, Richard M. Heinz
Gabriele and Heinz explain the issues, process, and benefits of creating studio classrooms at RPI. Eliminating long lectures and focusing on student discovery, studio classrooms provide the opportunity for hands-on activities, multi-media learning, and interaction between students and faculty, and ultitmately, increase the excitement for learning for the student and instructor.

Essay

Environmental studies at St. Olaf College

Charles E. Umbanhowar Jr.
At St. Olaf College, connections between the environmental studies program and the outside world occur through a student's course of study in off-campus courses, individual research, and a capstone seminar. Students must complete an experiential component that involves data collection or field work.

Mission and vision for the sciences at Brooklyn College

Frank Grasso, Peter Lesser, Eleanor Miele, Theodore Raymond Muth, Simon Parsons, Louise Hainline
Transforming the undergraduate STEM learning begins with a clear vision grounded firmly in the institutional mission. This statement of mission and vision from Brooklyn College illustrates the power of a driving vision to mobilize a community to dream big about its future, in the context of planning new spaces for science. Brooklyn College is a PKAL Leadership Institution.

What works: Providing a supportive climate in which all faculty flourish takes time, resources, and planning

Scholarly agendas provide the backbone for faculty development. These agendas should be linked to departmental goals, well balanced, flexible and realistic. In addition, departments should recognize faculty when pivotal scholarly goals are attained.

Case Studies

Loon University: Transforming to a technology-rich learning environment

J. B. Sharma, Ann C. Smith
Referring to Case Study #2, J.B. Sharma and Ann Smith pose the question of whether or not Loon University would benefit from moving towards a technology-rich learning environment.

Other Resources

Exploring the Future

Phil Crompton
“No longer can we separate technology from buildings...” Phil Crompton, a principal at Vantage Technology Consulting Group talks about the rapid advancement of technology and the implications this upward spiral has on student learning. Technology is closely tied to institutions of higher education and in order to best serve students, trends must be monitored, predicting the influence on education. Phil gives us views into the future to provide insight for what institution’s should plan for.

Mobile Learning Environments for the 21st Century

Paul R. Hagner
Advances in communication technology allow us to rethink our traditional conception of "learning spaces." Perhaps, however, "allow" is not the correct word to use. These advances, coupled with the Net Generation's embracing of them, actually force us to re-invent learning. This talk discusses these changes, the opportunities they present, and the nagging question of "inevitability."

Technologies are Changing Learning and Teaching

The Future of Higher Education: Technology and the College

Daniel L. Goroff

Other Resources

The Impact of Technology on Learning Environments

There is a critical link between what is taught, how it is taught, where it is taught, and the use of new technologies.