Future trends survey results(1)

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The document summarizes the results of a survey about future trends in higher education. Respondents considered and ranked different trend categories in terms of challenge level, amount of time, and importance. The top three categories in terms of challenge level were economics/college finances, communities/populations, and the future of liberal education. For amount of time, the top categories were teaching/learning/tech, technology ecosystem, and communities/populations. For importance, the top categories were economics/college finances, communities/populations, and the future of liberal education. The survey represented a variety of institutional roles, with the largest response from CIOs, library directors, and an "other" category.

Future&Trend&Categories
&
Respondents&considered&trend&categories&that&were&based&on&trends&covered&in&NITLE&
Future&Trends&reports&April&to&September&2012.&
&
Communi'es*and*popula'ons:*student&and&parent&anxieDes&about&debt&and&employment;&possible&
intergeneraDonal&tensions&among&faculty;&restructuring&library&staﬀ;&demographic&changes&in&student&body;&
data&analyDcs&&
Economics*and*college*ﬁnances:*changes&in&internships;&liberal&educaDon&rising&outside&the&US;&crowdsourcing;&
academic&union&criDques&of&online&learning;&the&higher&educaDon&bubble&concept&
MOOCs:*credit&for&MOOCs;&STEM&vs.&humaniDes;&sustainability&
Scholarship:*open&content;&possible&divide&growing&between&research&and&teaching;&changes&to&the&scholarly&
publicaDon&ecosystem;&rise&of&the&digiDal&humaniDes&(as&scholarly&work);&the&library&role&
Teaching*and*learning*and*tech:*uses&of&social&media;&uses&of&Web&video;&changes&in&the&LMS&world;&blended&
learning;&learning&analyDcs;&library&role;&digital&humaniDes&(in&classroom);&the&rise&of&the&Maker&movement&
Technology*ecosystem:*3d&prinDng;&ebooks;&social&media;&a&possible&limit&to&the&Web’s&size;&digital&video;&cloud&
compuDng;&tablets&succeeding&laptops;&Apple&vs.&Google;&augmented&reality;&automaDon&and&arDﬁcial&
intelligence;&the&growing&mobile&world&
The*future*of*liberal*educa'on:*internaDonal&campuses&and&compeDDon;&liberal&arts&insDtuDons’&role&in&KW12;&
liberal&educaDon&and/vs.&vocaDonal&training;&ﬁnancial&stresses&

Results:&Level&of&Challenge&
(1=Most&Signiﬁcant&Challenge,&7=Least&Signiﬁcant&Challenge)&

& & && & & && & & && & & && & & && & & && & & && &Average&Ranking&

Economics&and&college&ﬁnances & & &2.55&&
CommuniDes&and&populaDons& & & &3.19&&
The&future&of&liberal&educaDon & & &3.26&&
Teaching&and&learning&and&tech & & &3.58&&
Scholarship & & & & & & & & & &4.78&&
Technology&ecosystem & & & & & &5.12&&
MOOCs&& & & & & & & & & & & &5.44&&

Results:&Amount&of&Time&
(1=Most&Amount&of&Time,&7=Least&Amount&of&Time)&

& & && & & && & & && & & && & & && & & && & & && &Average&Ranking&

Teaching&and&learning&and&tech & & &2.44&&
Technology&ecosystem & & & & & &3.43&&
CommuniDes&and&populaDons& & & &3.83&&
Scholarship & & & & & & & & & &4.09&&
Economics&and&college&ﬁnances & & &4.37&&
The&future&of&liberal&educaDon & & &4.51&&
MOOCs&& & & & & & & & & & & &5.23&

Results:&Importance&
(1=Highest&Importance,&7=Lowest&Importance)&

& & && & & && & & && & & && & & && & & && & & && &Average&Ranking&

Economics&and&college&ﬁnances & & &2.32&&
CommuniDes&and&populaDons& & & &2.55&&
The&future&of&liberal&educaDon & & &3.05&&
Teaching&and&learning&and&tech & & &4.34&&
Scholarship & & & & & & & & & &4.92&
MOOCs&& & & & & & & & & & & &5.39&&&
Technology&ecosystem & & & & & &5.43&&

InsDtuDonal&Roles&Represented&
Roles* Response*% * Response*Count
*
Chief&ExecuDve&Oﬃcer& 2.5%& 2&
Chief&Academic&Oﬃcer& 11.4% & 9&
Chief&Financial&Oﬃcer& 2.5%& 3&
Chief&InformaDon&Oﬃcer& 15.2% & 12 &
Dean&/&Department&Chair& 2.5%& 2&
IT&Director& 11.4% & 9&
IT&Specialist& 6.3%& 5&
Library&Director& 12.7% & 10 &
Librarian& 6.3%& 5&
Faculty& 7.6%& 6&
Staﬀ& 1.3%& 1&
Other&(please&specify)& 20.3% & 16 &
80 &

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Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Allegra Swift's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Allegra Swift

NITLE

On November 13, 2013, seminar leaders Maha Zewail Foote and Steven Neshyba presented Flipped for the Sciences, in which they shared why they became interested in “flipping” a classroom and introduced the “flipped” techniques they are using to engage students in the sciences. In this follow-up seminar, they offer some practical guidelines on what aspects of your course to flip, and how to flip them. They’ll share strategies for sequencing topics, identifying learning objectives, and motivating students in ways that maximize the benefit of the flipped format. They’ll talk about designing student-centered approaches, such as just-in-time development, that promote serendipitous learning. They’ll also talk about pedagogical experiments that didn’t work out as well as they had hoped. Whether you have already flipped a classroom, experimented with flipped techniques, or are uncertain about whether flipping is suitable for your courses, join the seminar leaders and other colleagues from the NITLE Network who are examining the value of this approach.

Flipped for the Sciences: Course Design

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The current conversations about crisis in education - and the equally contentious debates about how to solve said crises - do not occur in a vacuum: both the problems and the solutions are the product of a dynamic cultural, economic, and political context. How do faculty, staff, and administrators navigate this changing environment in a way that honors the mission of their institutions and the wider values of post-secondary education? Sean Johnson Andrews, assistant professor of cultural studies in the Department of Humanities, History, and Social Sciences at Columbia College Chicago, examined hese issues with members of the NITLE Network on February 4, 2014.

NITLE Shared Academics: Cultural Factors Shaping "Crisis" Conversation in Hig...

NITLE

The term “flipped classroom” has become both familiar and increasingly more nebulous as its legitimacy is appropriated by companies like Coursera, Udacity, and EdX to construct a market for pre-recorded video lectures. Critics argue that the flipped classroom shifts attention away from engagement with primary evidence, constructing learning entirely around pre-recorded lectures and replacing reading with viewing. Advocates, including seminar leader Jen Ebbeler, point to the variable ways that a “flipped classroom” can be designed and argue that a flipped class can allow for more attention to reading, analysis, and higher-order problem solving. This seminar offered by NITLE looked at how we can incorporate the elements of the flipped classroom to enhance student learning as well as the quality of our instruction. It also examined some of the potential pitfalls and offered suggestions for avoiding them.

NITLE Shared Academics: Lessons from a Flipped Classroom

NITLE

This seminar presents an unusual relationship between Southwestern University, a liberal arts college located in the United States, and a partially American-managed archaeological research institute in Italy, the Restoring Ancient Stabiae Foundation. Dr. Thomas Noble Howe will outline ways of maintaining the high standards of American liberal arts colleges—with their intimate interactions between students and faculty—while combining education abroad and synchronous distance learning in a way that more affordably facilitates the insertion of international experiences into increasingly “sequenced” majors. With receptive faculty, good equipment, and reliable backup, a system may be established that obviates the need to replace faculty who are abroad and allows students studying abroad to follow essential courses for their majors. In this seminar, Dr. Howe shares his vision for providing students with international experience through collaboration with unusual international foundations like the Stabiae Foundation. Through discussion with colleagues at NITLE Network institutions, participants will examine possibilities for internationalizing the classroom through partnerships and emerging technologies.

NITLE Shared Academics: The Synchronous International Classroom: New Directio...

NITLE

Institutional readiness to respond and even thrive amid rapid change is dependent on the ability to cultivate a culture of collaboration and embrace transformative change. Indeed, institutional speed of response ultimately depends on shared vision, shared agreement, and shared leadership. Ann Hill Duin urges those involved with planning throughout all levels of an organization to actively foster a culture of collaboration. Doing so will ready your institution to tackle complex challenges and transform them into opportunities for reinvention and re-invigoration. As a professor of writing studies, Ann Hill Duin studies the language of the transactions that occur through networks of individuals engaged in collaborative, strategic work. During her 15 years in higher education administration, she has worked to build shared leadership across colleges, institutions, and academic and administrative realms. In her study of multiple inter-institutional partnerships, she found that a key component of fostering a collaborative culture is increased access to and shared understanding of “smart” change and “shared” leadership. During this Shared Academics seminar, you will gain increased understanding of these concepts and examine an action plan for strategic partnering.

NITLE Shared Academics: Fostering a Collaborative Culture: Smart Change and S...

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Mooc.mania

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CIEL VLLP NITLE Shared Academics

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Texas Language Consortium

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Kieft.nitle webinar april112013

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Nitle 2013 presentation

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Future trends survey results(1)

1. Future&Trend&Categories & Respondents&considered&trend&categories&that&were&based&on&trends&covered&in&NITLE& Future&Trends&reports&April&to&September&2012.& & Communi'es*and*popula'ons:*student&and&parent&anxieDes&about&debt&and&employment;&possible& intergeneraDonal&tensions&among&faculty;&restructuring&library&staff;&demographic&changes&in&student&body;& data&analyDcs&& Economics*and*college*finances:*changes&in&internships;&liberal&educaDon&rising&outside&the&US;&crowdsourcing;& academic&union&criDques&of&online&learning;&the&higher&educaDon&bubble&concept& MOOCs:*credit&for&MOOCs;&STEM&vs.&humaniDes;&sustainability& Scholarship:*open&content;&possible&divide&growing&between&research&and&teaching;&changes&to&the&scholarly& publicaDon&ecosystem;&rise&of&the&digiDal&humaniDes&(as&scholarly&work);&the&library&role& Teaching*and*learning*and*tech:*uses&of&social&media;&uses&of&Web&video;&changes&in&the&LMS&world;&blended& learning;&learning&analyDcs;&library&role;&digital&humaniDes&(in&classroom);&the&rise&of&the&Maker&movement& Technology*ecosystem:*3d&prinDng;&ebooks;&social&media;&a&possible&limit&to&the&Web’s&size;&digital&video;&cloud& compuDng;&tablets&succeeding&laptops;&Apple&vs.&Google;&augmented&reality;&automaDon&and&arDficial& intelligence;&the&growing&mobile&world& The*future*of*liberal*educa'on:*internaDonal&campuses&and&compeDDon;&liberal&arts&insDtuDons’&role&in&KW12;& liberal&educaDon&and/vs.&vocaDonal&training;&financial&stresses&

2. Results:&Level&of&Challenge& (1=Most&Significant&Challenge,&7=Least&Significant&Challenge)& & & && & & && & & && & & && & & && & & && & & && &Average&Ranking& Economics&and&college&finances & & &2.55&& CommuniDes&and&populaDons& & & &3.19&& The&future&of&liberal&educaDon & & &3.26&& Teaching&and&learning&and&tech & & &3.58&& Scholarship & & & & & & & & & &4.78&& Technology&ecosystem & & & & & &5.12&& MOOCs&& & & & & & & & & & & &5.44&&

3. Results:&Amount&of&Time& (1=Most&Amount&of&Time,&7=Least&Amount&of&Time)& & & && & & && & & && & & && & & && & & && & & && &Average&Ranking& Teaching&and&learning&and&tech & & &2.44&& Technology&ecosystem & & & & & &3.43&& CommuniDes&and&populaDons& & & &3.83&& Scholarship & & & & & & & & & &4.09&& Economics&and&college&ﬁnances & & &4.37&& The&future&of&liberal&educaDon & & &4.51&& MOOCs&& & & & & & & & & & & &5.23&

4. Results:&Importance& (1=Highest&Importance,&7=Lowest&Importance)& & & && & & && & & && & & && & & && & & && & & && &Average&Ranking& Economics&and&college&ﬁnances & & &2.32&& CommuniDes&and&populaDons& & & &2.55&& The&future&of&liberal&educaDon & & &3.05&& Teaching&and&learning&and&tech & & &4.34&& Scholarship & & & & & & & & & &4.92& MOOCs&& & & & & & & & & & & &5.39&&& Technology&ecosystem & & & & & &5.43&&

5. InsDtuDonal&Roles&Represented& Roles* Response*% * Response*Count * Chief&ExecuDve&Officer& 2.5%& 2& Chief&Academic&Officer& 11.4% & 9& Chief&Financial&Officer& 2.5%& 3& Chief&InformaDon&Officer& 15.2% & 12 & Dean&/&Department&Chair& 2.5%& 2& IT&Director& 11.4% & 9& IT&Specialist& 6.3%& 5& Library&Director& 12.7% & 10 & Librarian& 6.3%& 5& Faculty& 7.6%& 6& Staff& 1.3%& 1& Other&(please&specify)& 20.3% & 16 & 80 &

Future trends survey results(1)

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