ࡱ> kmj bjbj 0xx D z||||||$? Z   <<< z< z<<:,&@2k{v f0R;!&;!&;!&@  <     <       ;!          : CIT Technology in the Discipline Sub-Committee Minutes Date: December 14, 2012 Present: Charles Weiss, John Stierman, Richard Cangro Meeting commenced at 1:30 pm. Discussion started with conversation on technology in the discipline versus writing in the discipline. Similarities? Differences? Importance of? Reviewed WID requirements online. Examined the North Carolina Technology Competencies for Educators these include three areas of emphasis: researching, presenting, and utilizing. In discussion: Use: Typing on keyboard, e-mail, managing files, saving files, editing files, file sharing, collaborative tools, Google tools. Research: Internet search (Google), electronic database, source citation, Google Sholar, Library electronic resources. Presentation: PowerPoint Webpage development, YouTube. Tie Technology in the Discipline to the idea of 21st Century Learners. Levels of TID? What technology competencies should students graduate with? Is the goal to examine individual courses or overall competencies? Begin with general education requirements, and move toward Departmental levels. These will vary with discipline. How can we institute? Is there a desire for this from faculty and administration? Include in 2012 survey. CIT Survey Sub-Committee Minutes Date: December 14, 2012 Present: Bree McEwan, Sam Edsall, Bhavneet Walia, Tawnya Adkins-Covert, Virginia Diehl, Mei Wen The survey sub-committee reviewed the technology competency survey conducted in Spring 2011, especially with respect to: questions relating to on-campus technology assistance in hardware, software and classroom technology (Q 6, 8, 12, 16 and 20), faculty perceptions of student competence and technology sandbox, a place for faculty to experiment with new technologies. These were of particular interest to the committee as they related to the committees function. The committee then summarized findings from the survey and circulated a written report to council members. TECHNOLOGY SUBCOMMITTEE REPORT Chandra Amaravadi, Kishore Kapale 12/14/11; 1-2 pm Currens 118 The Technology subcommittee examined the CITR survey and discussed the sandbox issue a place where faculty can experiment with new technologies or where faculty could be introduced to new technologies. Since 55% of survey respondents felt the need for a technology sandbox and 67% of respondents said they would use it, the technology subcommittee felt that a Technology Sandbox would be useful to faculty on campus. Only 18% of respondents said they would not use it. The subcommittee resolved location and hardware/software issues as follows: Location: 75% of respondents wanted a central location such as the Union or the Library. Since CITR already has offices and staff in the library, the subcommittee felt that it was the logical place to locate the Sandbox. It would be a room with 3-4 computers. 78% of respondents indicated that they would need a support person. CITR staff already provide seminars and training to faculty. They could conceivably provide support for the sand box. Hardware and Software: Recommended hardware and software for the sandbox are a MAC and PC loaded with the important software on campus for which 鶹 has site licenses such as Matlab, SAS etc. Survey respondents wanted Data analysis software like NVivo, citation management software like refworks, citeulike, mendeley and Sente. Additionally: 4-5 clickers with associated hardware; and laptops loaded with such software should be available for weekend checkout. The subcommittee felt that faculty should be polled, after the sandbox is established, for additional hardware/software requirements. Sandbox personnel should also attempt to acquire free software for demo purposes as requested by faculty. 89\ ^  % { rsP TƼƼƼƼƸװשף hBv0J h74hBvh2<hBv5h?h hRgCJhRg hBv5hBvhBv5hBvhd\hd\H*hd\hd\6hd\hBvhBL5hBvhd\5!9Q6 Y { * q r   | t & FgdRggdRggdBvgdd\ & Fgdd\CDP%  !gdd\$a$gdBvgdBv.:pnc/ =!"#$% j 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH H`H BLNormalCJ_HaJmH nHsH tHDA`D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List @@@ d\ List Paragraph ^m$LL d\0 Balloon TextCJOJQJ^JaJNN d\0Balloon Text CharCJOJQJ^JaJO! Bvs2PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]    8@0(  B S  ?_GoBack55%)*0>FGL   * 2 4 = ? G L Q  &'56Wq S V 333333333Ifr 3 :b^`o() ^`hH. pL^p`LhH. @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PL^P`LhH. ^`OJQJo( ^`OJQJo(o p^p`OJQJo( @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o P^P`OJQJo( Ifr                    >L;!RgBvd\?ncmBL@`@Unknown G* Times New Roman5Symbol3. * Arial7K@CambriaG5  hMS Mincho-3 fgO PLucida GrandeArial?= * Courier New;WingdingsA BCambria Math"qh5 5 "hh20;QHP$Pd\2!xx GCOM Student Annette Hamm  Oh+'0 ( H T ` lxGCOM Student Normal.dotmAnnette Hamm2Microsoft Office Word@F#@{@bO{@bO{5 GD~VT$m6 ?&" WMFC? 494YlVT$m EMF4Y8U"   % %  Rp@CambriaJJJhJN`2JJPJJN`2JJ s.1JJ l={t.1LsX$7K@CambriJ{wJ^(1JH0'1 PJPJhz%1 xJl=dv% % %  TdXUU@@LTCIT 9#@TTXUU@@LP 2TTXUU@@LP T X UU@@ LTechnology in the Discipline Sub@5/<<9945<%<5F./< <53<;TT X UU@@ LP-"T X` UU@@ LpCommittee Minutes99ZY%%55U<<%5-TTa X UU@@a LP ; Rp@CambriaJJJhJN`2JJPJJN`2JJ s.1JJ |>{t.1LsX$7K@CambriJ$H6J^(1JH0'1 PJPJhz%1 xJ|>dv% % % T!#UU@@L|Date: December 14, 2012B1"1B1,1S71)777787TT$!^UU@@$LP ; T ]UU@@H5LPresent: Charles Weiss, John Stierman, Richard Cangro9)1+18"871)1+\1++5782"1)S18=,71)78181)6TT > ]UU@@ HLP ; Rp@CambriaJJJhJN`2JJPJJN`2JJ s.1JJ ?{t.1LsX$7K@CambriJ^(1JH0'1 PJPJhz%1 xJ?dv% % % T.&UU@@LMeeting commenced at 1:30 pm.O..#64+3PP-6+.45#5555PTT/g&UU@@/LP 9 % % % TDzUU@@TLDiscussion started with conversation on technology in the discipline versus writing B+,7++58+"1)"17M"7,5821)+1"5858"1,7855128"717+,88121)+7+M)"81 TxdUU@@OL\in the V8"71T dUU@@O5Ldiscipline. Similarities? Differences? Importance of?7+,8802S0)"1+*B1)18,1+* S85)"18,15*TT  dUU@@ OLP ; T ,UU@@"LReviewed WID requirements online. >121M17\ B)177)1S18"+5881TT J ,UU@@ LP ; TUU@@BLExamined the North Carolina Technology Competencies for Educators :01S817"71D5)"781)581;1,78551285T81"18,0+5):77,1"5),TTUU@@LP 2TTUU@@LP TpUU@@LXthese "71+1 TjUU@@UILinclude three areas of emphasis: researching, presenting, and utilizing. 8,771"7)111)11+51S871++)1+11),7818)1+18"811877"-81TTjUU@@ULP ; T62 UU@@ LhIn discussion: 87+,7++58TT7q2 UU@@7 LP ; Rp@SymbolJJJJN`2JJlJJN`2JJ s.1JJ @{t.1LsX5Symbol|J .10JH0'1 lJlJhz%1 J@dv% % % TT  UU@@ LP.Rp@"ArialJJ JJN`2JJ lJJN`2JJ s.1JJ A{t.1LsX3. * Arial8JrD20JH0'1 lJlJhz%1 JAdv% % % TT  UU@@ LP h% % % Td  UU@@ LTUse:A+1TT  UU@@ LP lT  UU@@ LxTyping on keyboard, e;288158412751*71TT  UU@@ LP-!&" WMFC 44YT  UU@@ 8Lmail, managing files, saving files, editing files, file S1S1811811++12811+17"811+1 TP v UU@@a +Lsharing, collaborative tools, Google tools.+71)81,5175)1"21"55+=5511"55+TT  # v UU@@ a LP ; % % % TTw  UU@@ LP.% % % TT  UU@@ LP Ddh% % % T|  UU@@ JLResearch: Internet search (Google), electronic database, source citation, >1+11),7 8"1)81"+11),7&=5511&11,")58,71"171+1+57),1,"1"48 TT [ f UU@@Q ,LGoogle Sholar, Library electronic resources.=55112751)67)1)211,")58,)1+57),1+TT\ f UU@@\ Q LP i; % % % TTh  UU@@ LP.% % % TTr  UU@@ LP h% % % Tm n UU@@ LhPresentation: 9)1+18"1"58TDom % UU@@o )LPowerPoint Webpage development, YouTube. 95M1)958"\178111712158S08"957;771TT&m ` UU@@& LP |; % % % Tx5  UU@@ 2LTie Technology in the Discipline to the idea of 21;1;1,7855128"71C+,881"5"71711577Rp@CambriaJJJJN`2JJJJN`2JJ s.1JJ B{t.1LsX$7K@Cambrit'1`JHJH0'1 JJhz%1 JBdv% % % TX ; = UU@@ { LPst% % % TT= 5 R UU@@= LP TS 5 O UU@@S LpCentury Learners.818"7)2611)81)+TTP5  UU@@P LP ; T r UU@@] KLLevels of TID? What technology competencies should students graduate with? 6121+5; B*]71""1,785512,6S81"18,1+*7577+"8718"+1)1771#1M"7*TT 3r UU@@] LP ; T :UU@@%BLIs the goal to examine individual courses or overall competencies? +"71151"5101S81872771,58)+1+5)531)1,5S81"18,1+)TT *:UU@@ %LP ; T,UU@@PLBegin with general education requirements, and move toward Departmental levels. =118M"71181)1178,1"58)177)1S18"+177S521"5M2)7B181)#S18"1121+ T-xUU@@c!LThese will vary with discipline. ;71+1M21*2M"77,,881TT.hxUU@@.cLP ; T8MAUU@@,RLHow can we institute? Is there a desire for this from faculty and administration? E5M,18M18+""7"1* +"71)1171+)15)"7+)5S1,8"218717S8+")1"58* TBUU@@L|Include in 2012 survey. 8,77187877+8)212TXBUU@@LP TTBRUU@@LP ; TT (~UU@@iLP ; % % % TdGUU@@2LTCIT 9#@TTGUU@@2LP 2TTGUU@@2LP Tx9GUU@@2L\Survey 3<.555T`:GUU@@:2LTSub3<;TTGUU@@2LP-"T% GUU@@2LlCommittee Minut99Z &VWMFC44YY%%55U<<%TX%  GUU@@% 2LPes5-TT  GUU@@ 2LP ; % % % T#UU@@L|Date: December 14, 2012B1"1B1,1S71)777787TT$^UU@@$LP ; % % % Td|UU@@ L`Present: 9)1+18"Rp@CambriaJJJhJN`2JJPJJN`2JJ s.1JJ C{t.1LsX$7K@CambriJ$H6J^(1JH0'1 PJPJhz%1 xJCdv% % % T}t UU@@}6LBree McEwan, Sam Edsall, Bhavneet Walia, Tawnya Adkins3"()D%0@).)*E0.$)3.)*.()L))1*@.*)4.,.$TT t UU@@ LP-T tsUU@@ LCovert, Virginia Diehl, Mei /,*(#2").)7(.E( % % % T`:UU@@)LTWenL)/% % % TT>UU@@)LP ; TvUU@@LhThe survey sub;71+7)212,77TTwUU@@wLP-!TUU@@>Lcommittee reviewed the technology competency survey conducted ,5SS#"11)121M17"71"1,785512,6S81"18,2+7)312,5877,"17 TT xUU@@c,Lin Spring 2011, especially with respect to: 828)8177771+81,12M"7)1+81,""5TT 4 xUU@@ cLP ; % % % TX@UU@@+LP1)7'% % % TT@UU@@+LP 8% % % T@UU@@+ L`questions 771+"58+T @UU@@+Lhrelating to on)11"81"557TT ,@UU@@ +LP-!T-@UU@@-+3Lcampus technology assistance in hardware, software ,1S87+"1,7855121+,+"18,1871)7M1)1+5"M1)1 TlA1 UU@@0Land classroom technology (Q 6, 8, 12, 16 and 20)187,1++)55S"1,785612&A77777718778&TT2 AF UU@@2 LP,TTG A UU@@G LP ;% % 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  `."System--@Cambria--- 2 ~_CIT   2 ~_h 2 ~_ h;2 ~ _Technology in the Discipline Sub         2 ~_-h%2 ~_Committee Minutes     2 ~C_ h @Cambria---.2 _Date: December 14, 2012      2 5_ h [2 5_Present: Charles Weiss, John Stierman, Richard Cangros              2 _ h @Cambria---72 _Meeting commenced at 1:30 pm.S          2 b_ h ---2 T_Discussion started with conversation on technology in the discipline versus writing                       2 $_in the   [2 $5_discipline. Similarities? Differences? Importance of?s          2 $ _ h >2 H"_Reviewed WID requirements online.         2 H_ h n2 lB_Examined the North Carolina Technology Competencies for Educators                  2 l{_h 2 l_ h2 l_these  y2 I_include three areas of emphasis: researching, presenting, and utilizing. e                 2 ~_ h  2 _In discussion:     2 _ h @Symbol--- 2 _h@"Arial--- 2 _ h---2 _Use:  2 _ h+2 _Typing on keyboard, e1       2 u_-h_2 z8_mail, managing files, saving files, editing files, file         L2 +_sharing, collaborative tools, Google tools.d           2 _ h --- 2 _h--- 2 _ h---z2 J_Research: Internet search (Google), electronic database, source citation,             M2 ,_Google Sholar, Library electronic resources.       2 _ h --- 2 "_h--- 2 "_ h--- 2 "_Presentation:    I2 ")_PowerPoint Webpage development, YouTube. e          2 "e_ h ---V2 F2_Tie Technology in the Discipline to the idea of 21             @Cambria---2 A_st--- 2 F_ h%2 F_Century Learners.       2 Fl_ h |2 jK_Levels of TID? What technology competencies should students graduate with? e                   2 j_ h n2 B_Is the goal to examine individual courses or overall competencies?              2 \_ h 2 P_Begin with general education requirements, and move toward Departmental levels.                    =2 !_These will vary with discipline.          2 b_ h 2 R_How can we institute? Is there a desire for this from faculty and administration?                 /2 _Include in 2012 survey.       2 ,_  2 3_ h  2 %_ h ---2 J_CIT   2 J_h 2 J_ h2 J_Survey  2 J_Sub 2 J_-h"2 J_Committee Minut   2 J_es  2 J_ h ---.2 n_Date: December 14, 2012      2 n5_ h ---2  _Present:   @Cambria---\2 6_Bree McEwan, Sam Edsall, Bhavneet Walia, Tawnya Adkins         2 $_-h52 (_Covert, Virginia Diehl, Mei    ---2 _Wen --- 2 _ h  2 _The survey sub    2 _-hh2 >_committee reviewed the technology competency survey conducted                  M2 ,_in Spring 2011, especially with respect to:             2 _ h ---2 _1) --- 2 _ h ---2  _questions   2 _relating to on  2 \_-hX2 b3_campus technology assistance in hardware, software i          S2 0_and classroom technology (Q 6, 8, 12, 16 and 20)              2 _,h 2 _ h --____^^^^^^^^^^^^]]]]]]]]]]]]\\\\\\\\\\՜.+,0 hp|    Title  "#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`acdefghilRoot Entry F{n1TableO!WordDocument0SummaryInformation(!DocumentSummaryInformation8bCompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q