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

Compliance Judgment:  In compliance


East Carolina University (hereafter, ECU or the institution) is in compliance with this comprehensive standard.  This narrative has three sections. The first discusses the programs and services available to enhance student learning and student access to and training in the use of technology. The second discusses the colleges’ integration of technology into program objectives and shares evidence that technology enhances learning and is effective in instruction. The final section provides an overview of the assessment of IT services and programs; detailed assessment data can be found in the narrative for Comprehensive Standard and in the ITCS Assessment document.

Section 1.  Programs, services, access to technology, and training available to all students to enhance learning and academic success.

Technology at ECU is supported collaboratively through the efforts of Information Technology and Computing Services, Joyner and Laupus Libraries, and Distributed Information Technology units among colleges.

Information Technology and Computing Services (ITCS) supports the planning, coordination and implementation of computing on the ECU campus as well as the computing products and services related to the instruction, research and service goals of East Carolina University.

ECU’s information technology activities are reviewed by the Information Resources Coordinating Council (IRCC), which guides the selection of campus-wide IT projects.  IT Governance establishes the decision-making process, defines accountability and identifies responsibility for technology across the university.

The ITCS mission statement characterizes its commitment best:

To assure ECU’s leadership in IT, we strive to improve teaching, research, learning, and productivity for faculty, students, and staff through the effective use of information technology.

Instructional Technology Consultants and Distributed IT

Many academic units at ECU support at least one Instructional Technology Consultant (ITC). The role of the ITC is to promote, support, and help integrate digital technologies into learning and teaching at East Carolina University and to empower faculty members in the use of technology in education.  The academic unit ITCs assist in the use of Blackboard for course material delivery, advise on the organization and presentation of course materials, support the creation and presentation of multimedia components, and teach web page creation and design. ITCs make creative proposals for course design, supervise projects, and assist from course design to course delivery.

ITCs serve as a liaison between faculty in their units and other entities and resources on campus, such as ITCS. ITCS builds upon its partnership with ITCs and
other distributed IT personnel through monthly “information sharing” meetings during which technology updates are provided and feedback is gathered regarding current ITCS services and tools. One outcome of this collaboration was a recommendation for a classroom student response (clicker) system. Currently, over 7,000 students are using audience response products in their courses to increase their engagement and interaction. 

Student Orientations to Technology Services and Resources

ECU student orientations take place throughout the academic year. ITCS participates in all student orientations.   ITCS works closely with staff from the First Year Center and Admissions offices (Undergraduate, Graduate, Health Sciences Campus, and the Office of International Affairs) to ensure incoming students are informed about the technology services and resources available to them such as campus computer labs, software, technology help, training opportunities and more. In 2011, 3,271 students attended ITCS orientation “Technology-at-a-Glance” sessions, and 1,797 parents attended ITCS orientation “Computer Requirements and Recommendations” sessions. In addition, ITCS reserves advertising space in the Pirate Preview and Back-to-School editions of the university’s student-run newspaper, The East Carolinian. These editions are published in print and online, and can be read by both on-campus and distance education students and their families.

Learning Platforms and Online Tools

To support ECU’s distance learning and face-to-face courses, ITCS supports the Blackboard learning management system. In preparation for ECU’s upgrade to Blackboard version 9.1 in May 2011, nearly 57 training sessions – group, one-on-one, departmental, and virtual formats – were provided. ECU runs the largest Blackboard system among the UNC campuses with 9,196 course sites in May 2012. Recent investments in disaster recovery and business continuity solutions provide 24/7 Blackboard access to students and faculty.

Centra is a web conferencing program that provides a virtual classroom using live and recorded sessions. Centra enables faculty and students to attend class "live" from anywhere they have an Internet connection. It is accessed using a web browser and enables the student to see and hear the instructor as well as respond to the instructor's questions with audio. In 2011-2012, Centra hosted over 4,488 meetings, webinars, and discussion groups including 404 ECU courses. Centra was actively used by more than 500 of ECU’s faculty and staff members each semester, as well as by more than 4,500 of its students each semester.

Second Life is a 3D virtual world used by educators at ECU for teaching coursework, holding office hours, training groups, creating simulations, and other educational opportunities. Integrating Second Life instructional methods into a course can offer students a classroom environment that resembles a face-to-face class with a meeting of avatars. ECU’s Second Life environment is a place to create, connect, and collaborate with other residents of eastern North Carolina, but designed specifically for the ECU community. Departments on campus use Second Life for classes and also for orientations and recruiting. ITCS has completed thirteen Second Life projects for courses in a number of programs, including Business and Information Technologies Education, Sociology, Hospitality Management, and Counselor and Adult Education. 

Camtasia is screen-recording software that records on-screen activity, audio, and web cam video. Camtasia also provides a PowerPoint Add-in so users can easily narrate a PowerPoint file and share it with the intended audience. In addition to recording class lectures, faculty use Camtasia to provide learning resources to students, take students on guided tours of online course environments, provide “how to” demonstrations, record instructions to answer frequently asked questions, and much more.

WordPress is ECU’s blog platform where users can write about their courses, promote their department, or share what’s going on in their lives as at ECU. Currently, ITCS supports two blog servers with 2,607 sites and 4,424 users. ITCS communicates with the ECU community through a variety of ITCS blogs that focus on CommonSpot, mobile technologies, SharePoint, the Web, surveys, OneStop, and more.

iWebfolio is a software platform that allows students to create their own electronic portfolios to host student outcomes, including but not limited to accomplishments, papers, course presentations, video and audio examples of course work. For the year 2011-2012, approximately 5,800 students and faculty had active iWebfolio accounts.  iWebfolio is across the colleges with heavy usage by the College of Business and Nursing.

Yammer is a microblogging tool used by many .edu’s. ECU’s Yammer network was set up in 2011. As of summer 2012, it had 2,500+ members and 232 groups.  Examples of groups include course discussion in nursing, dental medicine, psychology; birds of a feather and common interest groups; and projects.

ITCS introduced Qualtrics survey software in March 2010. During the 2011-2012 academic year, 296 faculty and staff and 216 student users have created 2,070 surveys generating 134,545 responses. Qualtrics is available to all ECU official faculty and staff, as well as students supervised by faculty in a class or research setting.  The license allows for unlimited use of the software for ECU related research and educational activities.

Support and training on ECU’s learning platforms and online tools are offered throughout the year, in a variety of formats, including face-to-face “Quick Start to Online Teaching” and “Quick Start to Learning Technologies” sessions, one-on-one consulting sessions, blogs, Right Answers knowledge base, Twitter updates, a Student Blackboard Facebook Support Group.

Classroom Technology and Global Classroom

ECU offers faculty, staff, and students over 400 technology�]enhanced classrooms; 96% of all centrally scheduled rooms have base line technologies including an audio system, mounted projector, computer with DVD player, and a laptop connection . ITCS is integrating additional technologies in enhanced classrooms to monitor and track usage of equipment.

The Global Classroom is a state-of-the-art teaching and learning center which supports internet-based video conferencing and other collaboration tools for groups of up to 100 persons. It can support up to three concurrent groups in a variety of venues. The Global Classroom is designed to host asynchronous and synchronous online activities, both credit and non-credit. It is equipped with smart classroom, audio, video and teleconferencing equipment.  The Global Classroom is used for distance education taping, live web casts, archived sessions, and video conferencing, and is the home base for Global Academic Initiatives and its related programs. In addition, the Global Classroom is the home of all Global Understanding courses.  In 2011, ITCS linked ECU’s Global Understanding Initiative with 42 partner universities in 28 countries via video teleconference.

Many of the technology-enhanced classrooms are equipped with Mediasite systems - rich media recording systems that can provide a full-motion video stream, an audio stream, and a data video stream, such as a PowerPoint presentation or the output of the document camera. During the 2010-2011 academic year, approximately 5,697 course presentations were captured and viewed 89,886 times by multiple colleges across campus, including the College of Allied Health Sciences, College of Business, College of Nursing, College of Human Ecology, College of Education, and Thomas Harriot College of Arts and Sciences.

To meet the growing demand for lecture capture in the classrooms, Tegrity Lecture Capture launched in 18 classrooms during the spring 2012 semester. Each room is now equipped with a ceiling mounted camera, instructor microphone and audience microphones. The Tegrity @ ECU pilot launched with 20 faculty participants in five colleges. Tegrity is a software lecture capture system that allows faculty to record their desktop activity, audio, and web-cam video.  Tegrity is integrated with Blackboard and offers a simple upload and sharing process.  Faculty can record anything from a full lecture in a classroom to a few minutes of test preparation to a 3-minute syllabus overview. The Pirate Tutoring Center lead Physics tutors utilized Tegrity during the spring semester to record weekly chapter summaries and walk students through homework problems.  The Physics tutors narrated PowerPoint presentations that ranged from three to ten minutes.  Physics 1250 students who visited the Pirate Tutoring Center were enrolled in a Physics Blackboard course that provided access to these helpful recordings.  Using Tegrity, students were able to view and review recordings, bookmark where they had questions and take personalized notes. From February – April 2012, 28 videos were recorded and viewed 450 times.

Joyner Library 1415 is a new technology-enhanced space that includes standard classroom technologies and the capability to record video from the local camera and wireless microphone to a USB drive.  This room is dedicated to student use for practicing and recording presentations.

Computer Labs

Students can visit any one of over 100 computer labs on campus. In 2010-2011, ITCS refreshed 333 computers in 29 campus computer labs, adding two new computer labs with 73 computers. In 2011-12, over 430 computers were refreshed, and 50 classrooms were refreshed by June 30th, 2012. To locate available labs, students can visit the Campus Labs website where a click on any computer icon opens details such as real-time seat availability, phone contacts, and building location. Computers in these labs are replaced every four years.  Hours for the main computer lab can be found on the ITCS Service Hours website.

ITCS also offers the Assistive Technology lab, a primary component of the Irene Howell Assistive Technology Center. The lab contains an inventory of assistive technologies designed to serve students, educators, and the community. The Assistive Technology Center is a Don Johnston Learning Center that provides the latest software for individuals with learning disabilities. In addition, the lab is equipped with software available from Laureate Software that provides learning solutions for individuals with autism, pervasive development disorders, and developmental disabilities.

ECU provides technology access for students, faculty and staff with disabilities.  Often, this includes the use of software and/or hardware designed to enhance the accessibility of computers and printed materials. Available technologies include, but are not limited to:

Joyner Library

Joyner Library provides approximately 300 computers, each loaded with a large suite of productivity applications, Internet tools, and specialized course-related software.  A number of computers are equipped with scanners.  The library provides three networked printers for student use, as well as the ability for students to save materials to flash drives or send them as attachments to their Outlook Live e-mail accounts.  Microform reader/printer/scanners are available in several locations. There is no charge for student printing (up to 175 pages per year) or for scanning. An extensive wireless network is available throughout Joyner Library and the Music Library. Students may use their own laptops or borrow library-owned laptops. In addition to laptops, the library loans video cameras, headphones, tripods, e-book readers, iPads, digital cameras, and calculators.  Special equipment loaned by the Music Library includes portable stereos, microphones, and iPods.

Joyner Library’s first floor features the Collaborative Learning Center (CLC), which opened in August 2010.  The CLC’s design encourages people to work and learn collaboratively as well as individually.  Booths, lounge chairs, ottomans, tablet chairs, café chairs, task chairs, and tables provide a variety of seating options to accommodate individual and group research and study.  Computer workstations are arranged in a manner that facilitates group work; many workstations feature large or touch screen monitors.  Students can reserve time in the Presentation Practice Room to rehearse and record their presentations. This room also includes seating for an audience or group.  With the opening of the CLC, seating on the first floor increased from 340 to 525. 

Joyner Library has four instructional classrooms. Two of the rooms have ceiling-mounted projectors, 26-28 computers, large permanent screens, and Sympodiums.  One room is set up for seminar-style classes, with a Smartboard and twenty laptops.  A classroom in the Teaching Resources Center has a Smartboard and seating for 38 people.

Laupus Library

Laupus Library provides computers for use by students, faculty, and staff on the reference floor, in computer labs, and in instructional classrooms.  Computers are also available in the computer lab and the classroom. Sixteen computers located on the reference floor are equipped with a suite of productivity applications, reference tools, and Internet access. The computer lab has 43 computers, two document scanners, a color book scanner, two high volume printers, and a color printer. The computers are equipped with over 35 software titles ranging from word processing to discipline-specific programs that complement the Division of Health Sciences curriculum. The computer lab also has two Collaborative Resources Centers featuring a computer connected to a large wall mounted, widescreen LCD monitor with a SMART overlay. The equipment loan program is operated by the computer lab and allows students, faculty, and staff to checkout laptops, camcorders, cameras, iPods, a multimedia projector, and an audience response system. The classroom is equipped with 32 laptops, an instructor Sympodium, and a dual projection system for presentations and videoconferencing.  Another classroom on the library’s 3rd floor seats 30 with 30 laptops with a projector and screen.

Laupus Library has two rooms with videoconferencing capabilities - the classroom and the teleconference room on the first floor. These rooms can be used by students, faculty, staff, and university administrators for distance education, interviews, meetings, presentations, and training.

General Support and Tools

ECU students moved to new, improved Microsoft Outlook Live e-mail during summer 2010. Outlook Live is accessible from a Web browser and from many popular e-mail programs, including Microsoft Outlook, Microsoft Entourage, and Mozilla Thunderbird.  It is compatible with both Windows and Macintosh computers. Outlook Live provides 10GB of mailbox space and 20MB for attachments; a more personalized e-mail address that includes the student’s last name, first initial(s), year entered ECU, and ends in "";  a built-in chat; 25GB of built-in "Skydrive" folders that allow students to store documents or photos and access them from any computer or share them with their friends; and ECU branding.

ITCS provides all ECU faculty and staff access to Microsoft Lync to meet diverse communication needs for academic work, business productivity, and research initiatives. Lync allows faculty and staff to send instant messages; forward documents through an instant message; schedule an online video or audio meeting through Outlook; share a desktop, program, or PowerPoint presentation; and even record a meeting.  ECU’s new student e-mail, Microsoft Outlook Live, gives students the ability to communicate with their professors using Communicator - a quick and convenient method for discussing course projects and assignment deadlines.

ACE Student Computer Support Center provides support for PC and Mac systems, software, network and virus/malware problems. As a certified repair center, ACE also offers additional hardware support and repair (including loaner computers) for students purchasing computers through the ECU Student Stores’ computer program. Since its inception, ACE has responded to over 42,000 requests for service or support for student computers. In 2011-2012, ACE resolved approximately 5,486 service requests from students. ECU recommends that all students own a computer; base specifications on the ACE website describe the minimum recommendations.  Several academic programs do require or recommend students also have access to certain computer specifications in order to complete coursework. No department requires a specific brand, although Apple computers are recommended by some.  Some programs also have specific software requirements, such as AutoCAD or graphics programs. Choosing the Right Computer at ECUlists computer requirements by department. During the fall semester move-in weekend, ACE and ITCS staff assist students with connecting to the university network and troubleshoot technical computer issues.

The University IT Help Desk offers technical assistance to ECU students regarding software, hardware, and network-related questions through e-mail; telephone, including a toll free number for distance education faculty and students; or live online chat. Walk-in Help Desk locations are also available on ECU’s Main Campus and Health Sciences Campus. The University IT Help Desk handled more than 51,442 service calls (via phone and online requests) during 2011-12. Regular IT Help Desk hours (Main Campus) are: Monday - Friday 7:00am to 5:00pm (students, staff, faculty). Special evening and weekend hours for students are: Monday - Friday 5:00pm to 12:00 midnight, Saturday - 8:00am to 9:00pm, Sunday - 8:00am to 12:00 midnight. Hours are extended to 1:00am during exams. Hours for the Health Sciences Campus are Monday - Friday 8:00am to 6:00pm.

ITCS offers many free training opportunities for students, faculty, and staff. ECU is a designated as a Microsoft IT Academy and provides access to more than 1,400 Microsoft E-Learning modules focusing on Applications (Word, Excel, Project), Systems (Windows XP, Windows Vista), and Servers (Windows Server, Exchange, SQL). ITCS also provides an educational discount on Microsoft certification exams. Through the university’s grant with Statistical Analysis Sytem (SAS), ECU participates in the Academic Professional Training Offer discount training program, which provides free training credits annually that can be used for hundreds of SAS courses in various formats - Live Web, face-to-face, and/or online self-paced e-learning.  ITCS also provides face-to-face training and consulting sessions on Blackboard, Camtasia, Centra, and WordPress Blogs.

In 2011-2012, approximately 517 faculty and staff attended training led by ITCS that focused on learning platforms. More than 100 sessions were offered on 18 topics including Blackboard; Respondus; Centra; Tegrity; Yammer; TurningPoint Audience Response System; WordPress/Blogs; and many more. Instructors add sessions and change content based on the needs of the faculty and session feedback.  Feedback on these sessions is positive and the sessions are considered effective by faculty attendees. In an effort to provide faculty and students with just in time training and documentation, faculty and students can visit the Blackboard Blog, Centra Resource Center, Tegrity Blog, and WordPress Tutorials site to access over 100 helpful tutorials. Many of these tutorials are concise, targeted “nuggets” that instructors can review in a minute or two and grab just the information they need, when they need it.

ITCS, in partnership with the Office for Faculty Excellence (OFE), five faculty mentors, and University Instructional Technology Consultants will offer the third annual OFE Teaching with Technology Summer Workshop Series July 30 – August 3, 2012.  This five-day, 30-hour, intensive hands-on workshop experience provides participants the opportunity to explore course design/redesign, learn about technologies they can use in teaching, and have time to consult with mentors about the best uses of technology in their selected course and then work on developing their courses.

ECU’s Software Download Center provides the university community secure quick access to licensed software packages, such as JMP statistical software, and antivirus software among many others. During FY 2010-2011, nearly 2,000 software requests were processed through the Online IT Help Desk and the Software Download Center; since its launch in 2009, the Software Download Center has processed approximately 37,500 software downloads.  Students can download personal copies of Microsoft Office and the Windows opearating system at e-academy at no charge.  A comprehensive listing of supported software is provided online. Students can also make a reservation with the Virtual Computing Lab (VCL) and access at no cost many required software programs needed to complete class assignments. Students can make a reservation or log on immediately to the VCL from any location, 24 hours a day, 7 days a week. During the 2011-2012 academic year, the VCL served over 6,800 reservations and over 46,000 hours. Citrix VCL servers served 1,527 unique users, and hosted 42 applications for a total of 10,350 sessions.

Multimedia Development Services

In addition to learning platforms, ITCS also provides assistance with the design and development of curriculum-based multimedia content to enhance the use of technology in student learning. Faculty members who wish to take advantage of these services are asked to submit a short proposal with a description of needs to the University Multimedia Center. Long-term and short-term projects are considered.  Once a proposal is approved, team meetings are scheduled to develop a strategy for completing the project. Concepts for projects are generated from faculty need; project development is a team effort that utilizes the skills of faculty, ITCs, ITCS staff and other resources as needed. An example of a project would be transitioning from traditional to online delivery of a course, which is considered a course “rewrite.”  ITCS multimedia staff are also experienced in developing projects involving sensitive subjects or content with multimedia designed to address multiple learning styles.

Infrastructure Description

As ECU increases its enrollment and expands its campuses, ITCS equips newly-constructed buildings with data ports to provide network connectivity. ITCS continues to install data ports in multiple locations, increasing the deployed port count and bringing ECU’s total data port count to approximately 49,475. In addition, ECU has expanded its wireless access points to more than 670 campus wide. This includes academic classrooms and student common areas.

To meet strategic university goals and enhance its education programs, ITCS ensures the many technology services, university systems, and training resources are available to all campus-based faculty, staff, and students, as well as those teaching and learning at a distance. Orientation material for new faculty, staff, and students is posted on the ITCS Web site and is updated each semester. The OneStop Web portal provides a one-stop source for accessing pertinent information of a broad nature, such as employee pay information and student grades; students can also view and reserve the textbooks required by their instructors.  Blackboard enables faculty and students to post and access course materials and assignments, and participate in collaborations via the Internet 24/7 from any location with an Internet connection. ECU’s lecture-capture tools – Centra, Tegrity, Media Site and Camtasia – allow for the recording and streaming of lectures, courses, and special events over the Internet. ITCS provides both face-to-face and online training on a variety of topics, such as learning technologies; IT security; Commonspot, the university’s Web content management system; Microsoft software; and more (see ITCS Training Site for additional information). Faculty, staff, and students can access software needed to meet academic and research needs through the ECU Software Download Center and the Virtual Computing Lab. Off-campus faculty and staff can securely connect to the mapped drives and resources they use on campus by setting up a Virtual Private Network (VPN) using university-provided software.The University IT Help Desk offers technical assistance to ECU students regarding software, hardware, and network-related questions through e-mail; telephone, including a toll free number for distance education faculty and students; or live online chat. To reach members of the ECU community both near and far, ITCS communications material highlighting technology services, university systems, and training resources are disseminated to all faculty, staff, and students via a multitude of digital and print media.

Section 2.  Integration of technology into program objectives and evidence that technology enhances learning and is appropriate for meeting objectives.

General Provisions Regarding Technology Use in Distance Education Programs

ECU has policies in place in the ECU Faculty Manual Part VI, Section III and the ECU Standards for Online Learning that ensure that the technology used in all distance education courses is appropriate to the nature and objectives of the programs and courses and that expectations concerning the use of such technology are clearly communicated to students.  Faculty members are required to clearly communicate the minimum technology skills required by the student and faculty expectations for technology use on the course syllabus.  They must also list resources for technology training on the syllabus. Thus, expectations for technology use are determined and communicated to students by instructor of each distance education course in which they are enrolled.

Integration of Technology by Colleges and Schools to Meet Program Objectives

The examples provided illustrate that the colleges and schools at ECU integrate technology to meet program objectives and enhance student learning, while providing access that is adequate and in compliance with this standard.

Brody School of Medicine

The Brody School of Medicine incorporates technology by posting all course objectives, class assignments, course readings and schedules in Blackboard for all basic science courses in the first and second year, for the clerkships (with the exception of Surgery) in the third year, and for the two required clerkships of Physical Medicine-Rehabilitation and Emergency Medicine during the fourth year.  All lectures during the first and second year are recorded and posted for student review. Simulation is also used in the third year Internal Medicine clerkship to introduce central line placement, peripheral line placement, airway management, intubation and resuscitation. It is also used in the third year Surgery clerkship for learning several specific surgical techniques; and in the third year Pediatric clerkship during the inpatient assignment to practice resuscitation skills.

The procedural skills introduced in the third year are visited again during the Emergency Medicine and Transition to Residency courses during the fourth year. The first and second year Ethics classes utilize the Discussion Board feature in Blackboard. Students have access to all electronic resources of Laupus Library for research and evidence based medicine inquiry.  All students participate in clinical skills exercises during all four years. Standardized patients present clinical problems to the student and the student history and physical examination are recorded on video for evaluation. Student performance is evaluated by the standardized patient. 

Evidence of the effect of using Blackboard and video capture of lectures includes tracking that shows that 85% of students review lectures online.  The Discussion Board feature used in Ethics accounts for 60% of the student evaluation and is used to demonstrate student reading and comprehension of assignments and the student’s ability to make online commentary. Students must post comments on 15 of the 17 class readings. All students write an evidence based analysis of a clinical case during their Pediatric clerkship, thus demonstrating their ability to use electronic resources to search the medical literature for clinical evidence of appropriate diagnosis or treatment of a clinical condition. The simulation exercises introduced in the third year are tested for competency during the fourth year Emergency Medicine and Transition to Residency simulation workshops.

Student access to video capture of lectures allows them to attend the lecture online and review as needed.  The Discussion Board writing assignments assure student participation and reading before class. Students must post their writings no later than midnight the day before small group meetings, ensuring that they are prepared for the small group discussion. Simulation exercises assure performance competence by observation of performance using measured criteria. Students can practice the skill until competent. The standardized patient exercises assure that students are prepared for the national United States Medical Licensing Examination Step 2 Clinical Skills.

The competency of taking a history, performing a physical examination, and developing a differential diagnosis and a therapeutic plan of care are basic to medical education and clinical evaluation of patients. These competencies are tested by knowledge tests, presenting patients to supervising physicians, performing standardized patient examinations, and criteria based simulation exercises. Developing competencies through technology undergoes continual renewal by the course directors and the curriculum committees to whom they report and by whom their course successes are measured annually.

Students take National Board Medical Examinations using web-based computer examinations during six of the seven third year clerkships. The performance on these national tests are used for the final evaluation of third year students and help them prepare for the United States Licensing Examination Step 1 and 2CK.  The second year students take the Physiology subject examination sponsored by the National Board of Medical Examiners.  Some first and second year course designed electronic tests are also administered on site.

As of May 2012, the Brody School of Medicine does not conduct distance education courses.

College of Allied Health Sciences (CAHS)

In the CAHS, examples of technology used to meet program objectives include using rich medical lecture capture (e.g., Mediasite) to capture live courses for simultaneous and on demand viewing by distance learning students. During the Fall 2011 and Spring 2012 semesters, CAHS recorded approximately 5,000 classes in excess of 7,000 hours, with over 43,000 views by students and faculty.

Classes such as Biostatistics and Diagnostic Medicine Review of EKG’s are captured and made available to face-to-face students for review of class material. Additionally, lecture capture is used to create role simulations in Health Information and Management Courses. In Rehabilitation Study courses, video capture is used to record students interviewing. The CAHS provides lecture-capturing capabilities for graduate students to review their teaching modalities.   In other courses, including COHE 6310, Simulation @ Risk software is used to meet program objectives of learning financial modeling in health care, specifically how to construct decision trees, make inferences from constructed decision trees, and apply decision science support to typical health care problems.

Centra is used for class discussion, presentation of class material and office hour consultations. Teleconferencing is used to share course material with students in foreign countries and cohorts within the United States. Tools such as Skype are used where appropriate for delivery of lecture content as well as for collaborating with colleagues and students. The students have the benefit of attending the lectures and interacting with the faculty and then viewing the lectures on demand at their convenience. 

The CAHS Office of Educational Technology (OET) is responsible for ensuring that the faculty has access to the most appropriate technology available for the delivery of course material to the students. The OET completes a daily review of all recordings to ensure that 98% have audio and video, and ensures that all recorded lectures are available for students to view “on demand”. The OET provides instruction via video capture as well as one on one instruction and is available to faculty and their students for assistance with any technological service required.

College of Business (COB)

The COB uses several different technologies in its various programs.  Centra is used in most online and many on-campus classes to record lectures for future reference and to allow remote students access to group presentations. Centra can be used for synchronous online class sessions, office hours, and both individual and group interactions which enable student and faculty to enhance learning opportunities. Camtasia is used throughout the college to record voice-over presentations that students can view on their own.  Again, this tool is used in both online and on campus classes. Student comments on the Student Opinion of Instruction Survey indicate that they prefer Centra and Camtasia in online classes as the former gives them timely access to the professor and the latter allows them access to course materials.

Information regarding technology options is shared via email, SharePoint and scheduled seminars in the college.  The COB requires four hours of continuing education credits each year for faculty who teach online classes.  This training is varied; it may range from a lecture on social networking to a hands-on lab using iPads.  The college regularly schedules classes for new faculty as well as seminars for current faculty. 

COB graduates are required to take a minimum of three courses in which technology usage is extensive. Management Information Systems (MIS) 2223 introduces students to word processing, spreadsheets, database concepts and presentation software, as well as general IT knowledge. MIS 3063 focuses on the use of data in business.  Students create and report on a database they create. In Operations Management (OMGT) 3223 trains students to use spreadsheets and other decision support software to make business decisions.

College of Education (COE)

COE programs utilize a variety of technology resources and applications in their programs, including, but not limited to, video conferencing, Camtasia, Blackboard, Moodle, Voicethread, and Centra. Online and distance education programs may make use of technology resources more intensively and as appropriate to their program. Faculty are encouraged to model a meaningful integration of technology in their face-to-face and online courses.  New North Carolina Department of Public Instruction mandates now require all teacher licensure candidates, at the initial and advanced program level, to submit electronic portfolios of course-embedded product that demonstrate proficiency on North Carolina Professional Teacher Standards.  To meet this requirement, TaskStream, a hosted electronic portfolio system, was selected by ECU College of Education.   Using electronic portfolios, program areas assess student learning outcomes in program content and technology competency.  These electronic portfolio requirements apply to all students including those in programs that are partially or completely delivered online.  Additionally, all teacher education program technology competencies reflect the National Education Technology Standards for Teachers (NETS-T). These standards undergird required technology competencies and are addressed through a series of technology courses. ASIP 2000 or a Computer Challenge Exam is required for entrance to Upper Division in teacher education. Once in their programs, traditional undergraduate teacher education candidates are required to complete EDTC 4001 as part of the Professional Studies Core.

As the undergraduate and graduate teacher education programs transition to electronic TaskStream portfolios, program area faculty are now able to review student learning outcome data from rubric assessments used to evaluate course-embedded products. Rubrics developed to assess student proficiency are aligned with the ECU Conceptual Framework for the National Council for Accreditation of Teacher Education (NCATE), the NC Professional Teaching Standards, and the NCATE Accreditation standards. Portfolio data are disseminated to program areas annually for their review. Data on student learning outcomes and standards-aligned proficiency will allow programs to improve and enhance their use of instructional technology and the overall technology competency of their students and to ensure the quality of instructional delivery in face-to-face and online programs. As noted above, teacher education programs will receive data used to demonstrate instructional technology student learning outcomes.  Additionally, all professional education majors complete an Exit Survey upon completion of their program. This survey includes items that address technology usage and integration that can be separated by program delivery method. Exit Survey data are reviewed at the unit level, then disaggregated and disseminated to individual program areas for program level review. Data are then used to improve or enhance technology competency and course delivery methods at the program level.

College of Health and Human Performance (CHHP)

The College of Health and Human Performance uses a variety of technology to enhance student learning.  Virtually all CHHP faculty incorporate technology by posting all course objectives, class assignments, course readings and schedules in Blackboard. Representative examples are listed below.

HLTH 1000 (“Health in Modern Society”) is a required Foundations Curriculum taught to over 4000 students per year in a hybrid delivery method.  Blackboard is used for course management and content is presented using “Multipurpose Integrated Media Modules (MIMM).   Developed by Health Education and Promotion faculty and the HHP Instructional Technology Consultant, this Flash-based interface allows instructors to seamlessly combine text, audio, video, interactive assessment activities, and animations into a single, cross-platform application.  A unique non-linear navigation system allows users to easily access any part of a presentation. The MIMM interface provides a variety of instructional options for both online and in-class use.  Online users have many options for accessing the presentation media including text only, audio only, or a fully integrated media experience.  Instructors can also use its features to tailor in-class presentations.

The Department of Kinesiology uses a variety of technology services to deliver course content. The faculty use multiple methods to foster in-class discussion and exploration including, but not limited to, discussion boards, Skype, the Internet and videoconferencing. For assignment collaboration, students and faculty use Sharepoint and Google Docs, among other cloud computing options. This allows students to more efficiently collaborate with classmates and eliminates errors from multiple versions of documents. Cloud computing fosters increased group collaboration given that proximity is no longer a requirement to meet together to discuss ideas.  During class, faculty also use an audience response system to receive real-time feedback from their students and assess students’ understanding of topics instantly, which allows them to adjust their teaching style on the fly to make points more easily understood. Additional tools such as wiki’s are used in online teaching to encourage student collaboration and group interaction.   Other technology used to enhance interaction and the delivery of presentations include Camtasia and Centra.

Both the BS and MAEd programs in physical education and school health use electronic TaskStream portfolios to enable faculty to review student learning outcome data from rubric assessments that evaluate assignments in multiple courses throughout the program.  Rubrics developed to assess student proficiency are aligned with the ECU Conceptual Framework for the National Council for Accreditation of Teacher Education (NCATE), the NC Professional Teaching Standards, and the NCATE Accreditation standards. Starting this spring, students will be required to submit an instructional technology component for evaluation.

Lecture Capture, interactive video, and video conferencing are used frequently throughout the college to provide access to guest speakers from industry and to academic leaders, and to facilitate international contact.  Recent activities in HHP courses include guest lectures by athletic trainers, conversations with Kinesiology cohorts in South Korea, and live chats with the President of Mandalay Baseball, the former owner of the Texas Rangers, and a Senior Vice President for Branding with the National Football League.  These technologies increase opportunities for student exposure to field leaders and knowledge experts, as well as the opportunity to learn from other students around the world.  Lecture capture is used to deliver courses that are both synchronous and asynchronous.  

Video is also frequently used to distribute course materials to students in online as well as on campus courses.

Faculty promote the use of laptops in the classroom and there are courses such as EXSS 2050: Computer Applications in Exercise and Sport Science dedicated to exploring technological advances in the different fields of Kinesiology. Within this specific course, students gain hands-on experience with software such as Qualisys Track Manager, OpenSim, Visual 3d, and Dartfish. During advanced exercise science courses such as EXSS 3850: Introduction to Biomechanics and EXSS 3805: Exercise Physiology, students get experience using advanced measurement devices such as Isokinetic dynamometers, multi-axial force platforms, electromyography systems, three-dimensional motion capture systems and metabolic carts. Experience with these types of technologies prepares students for careers in exercise science by giving practical experience with cutting edge devices.

Student cell phones are used (“I-Text-Vote”) to provide students the benefits of personal response systems without the expense of purchasing the clickers.  Another example of learning technologies used by Health Education & Promotion (HEP) faculty to make the large classroom more personal is Wiffiti.  This service enables an instructor to receive text messages and instantly project them on a screen, like an electronic bulletin board.  Students in large lecture halls, can publicly (and anonymously) respond to questions, share what they know about a topic, or ask questions about class material.  

The college maintains a Mobile Laptop Cart containing 30 units that is used for a variety of instructional purposes including software introduction to tools such as Fitness Gram and SPSS and classroom testing.

School health majors complete an exit survey once they have finished the program. This survey, administered by the College of Education, includes items that address technology usage and competency. Data is used to improve technology competency at the program level.

College of Human Ecology (CHE)

The majority of technology utilized in the College of Human Ecology has a direct correlation to situational scenarios and activities students may encounter in their professional careers. These activities incorporate computer simulations, hands-on labs, data analysis, and various research methodologies. All of these technologies are aligned with course objectives and expectations are conveyed to students through the syllabus for both face-to-face and distance education students. The technology tools are chosen to match with the course and program objectives and pedagogical practices. The objectives, as well as goals, skills, and competencies for distance education programs are derived directly from those expected for traditional face-to-face programs; thus utilizing the initial face-to-face programs as the basis for developing the base goals, objectives, skills, and competencies for the correlating distance education programs.

Technology used for communication, collaboration, and presentation of course materials within CHE include tools in Blackboard such as Discussion Boards, Virtual Classroom (chat), Groups, file sharing, and class presentations; Centra web conferencing tool; video conferencing; video file sharing, and lecture capture. These technologies are utilized in many different ways (while utilizing similar methodologies and pedagogies) due to the wide variation among academic programs offered in the college. Some specific examples include: classroom observation of and discussion with student teachers via IP video conferencing equipment, weekly discussion forums in Blackboard for graduate Criminal Justice students, lecture capture for Hospitality Management students (both distant and face-to-face), and electronic portfolios developed by Interior Design students.

Technology tools assist in reinforcement of learning objectives, assist in internalization of information, and provide mechanisms for increased and enhanced discussions.

Students in CHE have access to two computer labs, with immediate assistance available via lab assistants on duty. Specific competencies are generally addressed within the programs’ curricula through classroom training activities.  Such activities include, but are not limited to: survey and data analysis utilizing Qualtrics and SPSS, use of Diet Analysis software in specific Nutrition Science classes, utilization of virtual environments for Retail Merchandising (Kopperman software) and Hospitality Management courses (virtual hotel in Second Life and management simulation software), and AutoCad for certain Interior Design classes.

By utilizing such discipline-specific software, CHE graduates leave with specialized skill sets directly related to their program of study. This is not only true for on-campus students, but also for those in CHE’s six fully online programs. Distance education students have full access to resources for meeting program requirements in the college. This is achieved through utilization of the Virtual Computer Lab, web based programs such as Qualtrics, Second Life, and simulation software, as well as digital library resources. By combining these resources with tools integrated in Blackboard, CHE is able to successfully enhance student learning within the college.

College of Nursing (CON)

In the CON, the discipline requires that practitioners be skilled in clinical reasoning, communication/collaboration with members of the health care team, and in the delivery of evidence-based, technically skilled nursing interventions. CON is well-equipped to provide technological resources that allow students to utilize contemporary equipment and pedagogies. The College of Nursing's eight concept integration laboratories (CIL) provide a state of the art experience for students as they develop the reasoning and skills necessary to professional practice. Faculty and staff from the CILs construct scenarios which allow students to walk through simple and complex patient care situations for purposes of formative and summative evaluation. Patient care scenarios for all types of students are often chosen from a series of simulations designed either by the National League of Nursing/Laerdal or by the American Heart Association. Scenarios are also built by the faculty and CIL staff using the National League for Nursing Simulation Design Template with specific objectives and/or mapping to the NCLEX Test Plan. Scenarios involve the use of a human patient simulator with a vital signs monitor and other types of patient care equipment. All scenarios are followed by either student debriefing or feedback. Summative evaluations are currently done during the senior undergraduate capstone course. After summative scenarios, students are scored using one of several published rubrics which are consistent with course objectives. Scores from these evaluations are part of the student's final course grade.

After the summative evaluations, students complete an online simulation experience survey which provides feedback to the instructor on how to improve the experience. Faculty also meet at the end of the evaluative simulation period to discuss scoring and to talk about whether the scenarios need to be changed for the following semester. Not only does the faculty evaluate the students during the scenarios, but the students evaluate the usefulness of the experience. Since simulation is integrated into all courses within the undergraduate curriculum, students receive orientation to the simulators and simulation lab over the course of their four semesters. They receive additional simulation lab orientation prior to the beginning of summative evaluations through open lab opportunities. As more clinical facilities begin to use simulation, and as it is used more for certifications like ACLS (advanced cardiac life support), CON students are well prepared to use simulation as a learning experience.

In addition to the examples noted above, and in response to feedback from graduate faculty teaching online courses, CON faculty, IT staff, and the CON Laupus Library liaison devised the "Distance Education Academic Competencies" as a Blackboard-based module that all newly admitted graduate students must pass before they begin online classes. The DE Comps, as they are called, cover basic computer skills, basic Blackboard use, library skills for graduate students, writing scholarly papers, APA formatting, and plagiarism. Students must complete the modules and pass the "demonstration of competency" before the first day of class or their access to online classes is blocked until completion. Identified resources and one-on-one help is offered to students who request it prior to the start of classes. Use of this training has proved so successful that it is now offered to the Registered Nursing and Bachelor of Science in Nursing students as well.

Entry into professional nursing practice requires the successful completion of a course of study leading to initial RN licensure at the BSN level and advanced practice at the graduate level. This course, or curriculum, is based on the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education, or Essentials of Masters Education. CON’s goal is to graduate nurses who can meet the Essentials related to their degree. As an example, at the baccalaureate level, Essential IV relates to information management. In addition to the use of simulation, in 2011-12 we began implementing a web-based multidisciplinary EMR system, Neehrperfect. At the graduate level, Essential 1 addresses research competencies including data management, evidence based practice, computer skills, and oral and written communication. These competencies are threaded throughout the MSN curriculum with electronic literature searches, course discussion boards, asynchronous chats, virtual individual and group presentations, research papers, clinical journals, and virtual practice. As the graduate program is predominantly delivered online, these students have tremendous experience with technology by the completion of their program.

College of Technology and Computer Science (TECS)

In the College of TECS, the majority of courses use a variety of technology methods for course materials, communication, and course delivery.  Examples of the ways that technology is used in the College of TECS include, but are not limited to, Blackboard, Moodle, Global Classroom, videoconferencing, Skype, discussion boards, threaded discussions, and server access for online delivery of software.  The use of different types of technology resources allows students to communicate effectively in college classrooms and have access anytime, anywhere.  These technologies also allow students on campus, and online, to meet in groups and succeed in the classroom. In addition, senior surveys and classroom surveys are given to students periodically to gain knowledge about technology that is used and its effect on overall program objectives. The evidence has been used to enable curriculum changes and enhancements as needed in order to ensure correct technology is being used and is effective in the classroom. Faculty work with technical support staff and administrators to get additional software or technical support in order to make the learning process as engaging as possible for the students. Objectives are redeveloped as needed and enhancements/upgrades are conducted as needs change. Faculty are provided opportunities each year to request software and hardware for their courses based on their needs and student feedback.

Faculty attend training to increase their competencies in teaching students the software that is used in the classroom. Faculty obtain software certifications as needed.  In addition, technology support professionals in the college are knowledgeable of all software and the methods by which software is accessed by faculty and students. The College of TECS support team works closely with faculty, both individually and in small groups, to develop competencies in technology and to learn new applications for the classroom and laboratory.

Graduates of the College of TECS are proficient with current computer applications including word processing, spreadsheets, and database development. The College of TECS requires all undergraduates to take either a computer science course (CSCI 2000: Introduction to Computers) or a departmental computer literacy course (ITEC 2000 or MIS 2223). In addition, the college promotes the laptop initiative, which encourages students to use wireless connections and to work together to solve problems and to review research activities.  Students are taught various software applications such as AutoCad, Inventor, Solidworks, ALICE, MatLab, SAP, CISCO, RedHat, and other applications as a component of their coursework. 

Technology in engineering provides an essential foundation for the ability to demonstrate this program outcome.  For example, Solidworks is used starting in freshman year and students build in-depth knowledge of the application throughout the remainder of the program.  This industry standard software package allows students to build the skills necessary for practice.  Similarly MatLab and Minitab are two more examples of software which are expected to be used in engineering practice.  Use of MatLab begins in freshman year and continues over four years while Minitab is primarily used in advanced statistics and quality control courses, as indicated in the Engineering program’s Mission and Objectives.

Thomas Harriot College of Arts and Sciences (THCAS)

Faculty in the college have access to a vast array of resources provided by the university.  A sample of the tools used by the college to enhance student learning are included below.

Faculty in the college use one of the campus’s two lecture capture tools (Tegrity or Mediasite) to record their in-class sessions and to create pre- and post-class recordings and tutorials. Students can view recordings live or on-demand, which affords them the opportunity to review concepts in preparation for exams and other assessments. These recordings allow instructors to extend the classroom outside scheduled meeting times by providing students with access to content that can be viewed on-demand. Archived recordings from face-to-face courses are used to create future DE versions of the course. Faculty may also choose to have their recordings broadcast live. This option is often used to allow students enrolled in DE sections of a course to participate in real-time providing a more interactive experience.

Students in distance education courses use Centra to videoconference with faculty and classmates adding a synchronous element, that improves the learning experience. Centra is also used as a tool for distance education students to hold meetings for their group projects,  supporting the creation of a strong learning community.

Faculty use audience response “clickers” as a means of engaging students during classroom sessions, especially in classes with 100 or more students, to deliver quizzes and tests, to provide students with immediate feedback on their performance, and to collect feedback during class to assess student understanding. Faculty are able to use student response data to modify curriculum so that the learning needs of students are better addressed. More than 40 faculty members in the college were using clickers as of May 2012, impacting more than 2000 students.

Many writing intensive courses have adopted blogging as a tool to allow students to share and reflect via a medium with which most have become very familiar. Replacing paper-based journals, students now post journal entries on their course blog sites and receive feedback from their professor and peers.

In addition to college-level technology resources, individual departments within the college engage students in the use of technology in various ways to enhance student learning. For example: the Department of Sociology's Computerized Instructional Lab provides 27 workstations for students and a faculty workstation for statistics and research methods courses. The lab is also used by other Sociology courses for short term class projects. Students use this lab to analyze real data as a part of class periods and homework assignments. Software used to instruct the course are data analysis programs frequently used by employers, such as Excel and SPSS.

The Department also has a Community Research Lab (CRL) that is used to conduct research for faculty, administration, and the community. The computers in the CRL utilize the Computer Assisted Telephone Interviewing (CATI) system, which is most commonly used by professional research labs. Students in the Research Methods course (SOCI 3212) work on one project each semester for a CRL client. 

The Department of Geography supports several laboratory facilities that are utilized to teach students the methods and technologies of geographic research. The Spatial Lab is a dedicated computer lab facility that houses 15 computers, Calcomp digitizing tablets, and a suite of GIS software. The Sediment Analysis Lab is fully equipped for chemical and mechanical analyses of soils and sediment. The Atmospheric Science Lab houses state-of-the-art meteorological instruments to support climate and environmental research. The Center for Geographic Information Science provides a central facility for the enhancement of research, instructional, and outreach activities that create and use geographically referenced data. Twenty-five networked workstations provide access to regional data, GIS software, and remote sensing software. In addition, through collaboration with ESRI, the Center for Geographic Information Science Center offers students, faculty and staff both face-to-face workshops and on-line, self-paced training in the latest GIS technologies.

THCAS offers Global Understanding courses in Anthropology, Foreign Languages and Literature, Political Science, Psychology, and Sociology. These courses utilize the Global Classroom to provide ECU students direct international experience with students from partner universities. In these courses, approximately 60% of the course is spent using both videoconference and chat to let students work with each other to broaden their knowledge and increase their understanding of other cultures.

The Foreign Language Resource Center provides specialized instructional software and support for foreign language learning, including resources for students with learning disabilities.  The Department of Foreign Languages utilizes the global classroom for FORL 1060, a course in the Global Understandings program, and also for German courses offered for the German Studies Consortium with the University of North Carolina-Wilmington and other schools.  The Department also uses Centra for synchronous distance education Spanish instruction in the summers and explored its use for upper level Latin during the 2011-12 academic year in support of initiatives by the UNC Language Assembly.  The Spanish faculty have created a Second Life site for upper division Spanish conversation courses in connection with blogging initiatives to provide additional language activities outside of the classroom.

The Department of Mathematics recently re-designed its College Algebra course (MATH 1065) to make use of Trigsted e-text materials and MyMathLab. In addition to face-to-face classroom instruction, students spend a minimum of 3 hours per week in the C.A.V.E. (College Algebra Virtual Environment), a fully staffed instructional laboratory that makes available interactive videos, electronic study aids, and online homework, quizzes, and exams. These resources provide immediate feedback to students and faculty, allowing faculty to identify areas of weakness and provide additional instruction, and have been demonstrated to improve student performance in mathematics courses.

Section 3.   Assessment of appropriateness of IT services, access and training

Multiple measures are employed to continually gauge and analyze the quality and appropriateness of technology services and resources to improve ITCS offerings to faculty, staff and students (see ITCS Assessment document for comprehensive description and survey data; assessment information can also be found in the narrative for Comprehensive Standard For example:

In summary, East Carolina University's use of technology enhances student learning and is appropriate for meeting the objectives of its programs.  ECU students have access to and training in the use of technology.


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