Hillsborough Community College uses technology to enhance student learning in a variety of different ways that are specific to each program. The technology used must be appropriate to the objectives of the programs and is reviewed and approved by each faculty cluster for a new course or a change in content delivery modality. The College ensures that students have access to training in the use of technology by providing ample opportunity for students to access computers in public areas, program specific labs, as well as target internet resources.
The College’s strategic plan identifies several goals where technology is either explicitly stated or implied, and academic technologies are implemented in accordance with these goals. By deploying academic technologies, the college is promoting a culture of institutional learning and providing tools for students’ preparation for a technologically integrated work place. While many technology-based applications have been in place for a number of years, the college is implementing new technologies such as wireless access and a web portal in an effort to continuously improve the learning resources afforded to students and faculty.
Instructional technology is a multifaceted tool that can be used in a wide variety of ways. Technology is used both in the delivery of specific content in specific programs or as a tool to facilitate the interaction of students with the institution. It is felt that the more technology is integrated into the academic experience, from initial registration through graduation, the greater the proficiency the student will gain by exposure and practice.
A core requirement of the Associate in Arts Degree is that the student will demonstrate computer proficiency. Students have a variety of options that will allow them to meet this requirement. Students must demonstrate computer proficiency in one of the following ways (College Catalog 87-92):
- successfully complete the approved HCC computer course
- provide an official transcript demonstrating successful completion of a college/university course(s) equivalent to the approved HCC course(s)
- pass the proficiency test administered by the college
The Associate in Science and the Applied Associate in Science degree programs have program specific computing requirements that varies with each program (College Catalog 103-152).
Enhancing Student Learning with Technology
The College uses many technology applications to support its students in their learning endeavors. These applications range from enterprise level learning management systems, to online tutoring or content delivery services used in targeted courses. And, as with any technology integration, the college is continuously evaluating new and improved applications in order to further impact student learning.
Hillsborough Community College contracts a content delivery service through Academic Systems in targeted courses in the mathematics curriculum. For example, the Ybor campus has dedicated mathematics labs with appropriate desktop computers and support to integrate Academic Systems into the daily learning activities. This has proven to be a wonderful learning environment initiative to cope with an increasing number of students with less than desirable skills in mathematics. Academic Systems is also used as a valuable student resource in online mathematics courses.
For the past three years, HCC faculty in several disciplines have been referring their students to the 24/7 online tutoring service called Smarthinking where tutors are available 24 hours a day, 7 days a week in Math, Science, Business, Statistics, Accounting, Economics, Chemistry, Grammar and Writing. Smarthinking benefits our students in many ways, including: proactive approaches to writing papers, reaction to papers already composed, working on complex math problems, receiving assistance on business or accounting application assignments, and more (Smarthinking).
The four campus libraries and the MacDill AFB library make available to our students close to 200 computers, numerous network printers, some flatbed scanners, and both wireless and remote access to a variety of computer resources. Other technologies include TDDs, Optelec Clearview devices, handicapped-accessible computer work stations and closed-captioned TV. The libraries also house instructional videos, telecourse videos and DVD’s that supplement textbooks and enhance the classroom experience.
The college has implemented WebCT as a vehicle for online course delivery. In the fall of 2005, 100 course sections used WebCT to delivery online courses. WebCT provides online students access to email, discussions, calendars, course content and assessment tools for a rich learning atmosphere. While this program is extremely effective in providing a solid asynchronous learning environment, WebCT also is used to supplement traditional on-campus courses. In the fall of 2005, 163 course sections used WebCT as an enhancement to face-to-face instruction; therefore extending the learning environment beyond the walls of the classroom(WebCT).
Hillsborough Community College has recently implemented two technology components that will greatly enhance student learning. Campus Cruiser, referred to as HawkNet along with Web Advisor, is being integrated into all areas of the college, including student learning. While only in a pilot implementation phase, 2998 unique students logged into the portal in September, 2005 (Campus Cruiser Update). Campus Cruiser is a portal environment that gives students fully functional email, access to announcements and calendars at the college, campus, and course levels, and course content and learning tools such as discussion boards, web resources, journals, and shared files. When entirely deployed, Campus Cruiser will be the official communication vehicle between students and the college, and will provide all college faculty with the ability to utilize web-based learning spaces. The college is also finishing the installation of a wireless network that will include classrooms. This will create an environment where students can access online resources on demand while engaged in course learning activities (Campus Cruiser).
The examples above are generic resources available to all students or students in specific course sections where technology-based services are widely used. In addition to these general resources, a variety of AS or AAS programs have incorporated technology as a significant portion of the overall program as many faculty choose to use technology in ways uniquely applicable to their program or course content. The decision about the implementation of technology is made by each faculty member followed with a review of the appropriateness of the technology by their cluster.
In the most recent CCSSE survey, results showed that Hillsborough Community College students were using technology resources in a variety of ways. The points below serve to summarize some various findings (CCSSE):
- Students “used the internet or instant messaging to work on an assignment”: 58.1% responded OFTEN or VERY OFTEN.
- How much does this college emphasize “using computers in academic work”: 65.1% responded QUITE A BIT or VERY MUCH.
- Student’s “experience at this college contributed to your knowledge, skills, and personal development in using computing and information technology”: 54% responded QUITE A BIT or VERY MUCH.
- Students indicate how often they use the computer lab: 58.2% use it SOMETIMES or OFTEN.
- How satisfied are students with the computer lab: 69.1% indicated they are SOMEWHAT or VERY SATISFIED.
Appropriateness of Technology to Meet Program Objectives
The appropriateness of technology to individual courses and programs is the responsibility of the individual faculty member and the cluster to which their academic area belongs. The clusters provide oversight and approval of academic programs, academic courses and the technologies associated with each class or program. The clusters focus on content delivery, common syllabi and establish a set of standards agreed upon by consensus. Included within these standards are course delivery, curricular activities, and the application of technology to the course or program.
Representatives from each cluster annually participate in the technology planning processes associated with the Faculty Instructional Technology committee. This group develops a long range plan for instructional technology as well as encourages faculty to accept the challenge of integrating new technology into their classroom curriculum through a mini-grant program that provides release time and/or compensation to 10 faculty per year to integrate technology into their courses/programs. This committee also administers the faculty computer refresh program and develops a set of annual Instructional Technology goals for the college (FIT Goals).
The College-wide Technology Steering Committee, made up of three representatives of each campus (one faculty member, staff member, and administrator) along with ex officio membership of the Director of Academic Technology, Director of Networking and Telecommunications, the Director of Administrative Systems and the Vice President of Information Technology, provides oversight for all technology policies and planning. This committee initiates all college-wide policies and develops the Information Technology Strategic Plan. This is a representative committee that reports directly to the President’s Cabinet and provides both planning and summative evaluation of all significant technology initiatives included within the Information Technology Strategic Plan.
Input into technology afforded to students in the learning process is also provided from industry sources such as advisory committees and programmatic accrediting agencies. Community/business advisory committees exist for each occupational/technical program. These committees work with program faculty to review the curriculum and program objectives to ensure that they are properly aligned with business and industry standards. As part of this ongoing review, advisory committees review technological aspects of the curriculum and provide input regarding the appropriateness of existing program technology. The college also has many programs that are accredited by industry agencies. As part of the accreditation process, many of these organizations evaluate integration of industry standard technology applications into learning activities.
Student Access to and Training in the Use of Technology
The college provides students with a wide variety of opportunities for both access to and training in the basic use of computers. These opportunities include but are not limited to:
- Short course (1-2 cr hr) courses in basic computer and software use
- Individualized training in courses requiring the use of computers as a portion of the academic program (i.e. mathematics courses using Academic Systems software)
- Specialized training and support for developmental students in the use of computer technology
- WebCT training videos developed as tutorials for students (WebCT tutorials)
- Campus Cruiser tutorials to aid in the initial rollout of the campus portal (Campus Cruiser tutorials, Campus Cruiser tutorials)
- Access to Internet Café and Library computers with support staff to assist students with software on these systems
- Student technology help desk currently supports student use of the Hawknet Portal and wireless access to the network and the Internet.
Additionally, when instructors bring their students to the library, they are provided information literacy instruction that features demonstrations with live Internet access. Many of these instruction sessions also feature an active-learning component, with students applying what they learn, hands-on, at the library computers. On an individual level, students receive point-of-use during walk-in reference transactions; and during scheduled individualized research assistance sessions with librarians.
As faculty and staff are key components to the integration and use of educational technology, the College offers, through our in-house training unit called IT3, many training sessions regarding technology applications. IT3 coordinates training opportunities for multiple programs to meet specific departmental needs, as well as provides instruction on using Microsoft Office applications, WebCT, Campus Cruiser, and many other related instructional tools (IT3 Program). |
