1. Update and Exploration of IT Fluency Initiatives Overview and discussion led by Information Technology Division

2. Outline for today’s TLTR Overview of ITD’s work and findings Potential big picture goal Discussion: students’ skills, our expectations, potential outcomes

3. Why we started looking at “BIT * Competency” Reports of student frustration and even failure Expectations to have skills as soon as they came to campus Expectations to have skills as soon as they came to campus Apparent skill level of some students asking for assistance from IT Help Desk or ResNet staff Limited avenues to gain the skills Limited avenues to gain the skills CBT titles were available Made CD of basic OS and productivity apps Made CD of basic OS and productivity apps * Basic Information Technology

4. Initial Steps Researched training colleges were providing in introductory courses Initiated low-cost assessments (more on that in a bit) Drafted Compact Plan on BIT Competency Collaborated with UGA on FIPSE grant proposal Looked at other campuses’ best practices Ongoing collaboration with FYC to assess student skill levels and provide training Mentoring with FYC students Mentoring with FYC students Fall 2001 assigned trainer for MDS sections using UGA Leazar lab Fall 2001 assigned trainer for MDS sections using UGA Leazar lab

5. Initial Steps (continued) Improved New Student Orientation process Beefed up CD (but lost CBT titles in 2001) Beefed up CD (but lost CBT titles in 2001) Improved documentation Improved documentation Revamped (repeatedly) format and instruction to focus on resources and responsibilities Revamped (repeatedly) format and instruction to focus on resources and responsibilities Offered training for FYC and Eng 111 students Two weeks of training opportunities & lab assistance during beginning of the Fall 2002 semester Two weeks of training opportunities & lab assistance during beginning of the Fall 2002 semester

6. Research…to date Focus Groups Spring 2001, Fall 2002 Analysis of UPA freshmen, sophomore and senior survey data FYC mini self-assessment survey, summer 2002 New Student Orientation evaluations

7. Assessment Findings…to date Focus Groups Focus Groups Used FYC students and Orientation Counselors Used FYC students and Orientation Counselors Saw wide variation in level of technical proficiency Saw wide variation in level of technical proficiency Students had at least one class that required online homework/quizzes (WebAssign, etc.) Students had at least one class that required online homework/quizzes (WebAssign, etc.) Syllabus was available online in majority of classes Syllabus was available online in majority of classes Many use email to communicate with instructors…many fewer use IM communication Many use email to communicate with instructors…many fewer use IM communication Campus provides a potentially confusing, but strong computing environment for students Campus provides a potentially confusing, but strong computing environment for students Results were used to revamp print publication, refine key messages provided at orientation, and offer training opportunities early in fall semester Results were used to revamp print publication, refine key messages provided at orientation, and offer training opportunities early in fall semester

8. Assessment Findings…to date UPA surveys UPA surveys Freshmen rank development of computer skills first among 13 general education goals, but fifth out of 13 in current development. Freshmen rank development of computer skills first among 13 general education goals, but fifth out of 13 in current development. Percentage of new students rating themselves as having “low” or “very low” computer skill levels is declining, but was still at 9.5 percent in Summer 2001. Percentage of new students rating themselves as having “low” or “very low” computer skill levels is declining, but was still at 9.5 percent in Summer 2001. Summary findings of Senior survey results states “[A]ccess to Internet and access to up-to-date facilities…ranked high among all academic services included in this section. Technology services items regarding assistance/training in the use of technology, in contrast, ranked among the lowest of all service area items." Summary findings of Senior survey results states “[A]ccess to Internet and access to up-to-date facilities…ranked high among all academic services included in this section. Technology services items regarding assistance/training in the use of technology, in contrast, ranked among the lowest of all service area items."

9. Assessment Findings…to date FYC-NSO skills self-assessment FYC-NSO skills self-assessment They know how to use email, browse web, use basic OS features They know how to use email, browse web, use basic OS features They’re less certain about creating web pages, maintaining up-to-date anti-virus software, using presentation software They’re less certain about creating web pages, maintaining up-to-date anti-virus software, using presentation software Speculation: many students have not maintained their own computer prior to college Speculation: many students have not maintained their own computer prior to college

10. Broader than basic IT skills Fluency in Information Technology (FITness) NRC study Fluency in Information Technology (FITness) NRC study Intellectual Capabilities (e.g. engaging in sustained reasoning, testing a solution, collaboration, communicating to other audiences, expecting the unexpected, thinking about IT abstractly) Intellectual Capabilities (e.g. engaging in sustained reasoning, testing a solution, collaboration, communicating to other audiences, expecting the unexpected, thinking about IT abstractly) IT Concepts (e.g. understanding of computers, information organization, modeling and abstraction, algorithmic thinking, limitations of IT) IT Concepts (e.g. understanding of computers, information organization, modeling and abstraction, algorithmic thinking, limitations of IT) IT Skills (e.g. setting up computer, using basic productivity software, communicating with others, using Internet to find info and resources) IT Skills (e.g. setting up computer, using basic productivity software, communicating with others, using Internet to find info and resources)

11. Broader than IT Information Literacy Appropriate and ethical uses of information and technology, intellectual property Learning patterns/approaches, pedagogy LITRELITRE Team — work group on Student Information Fluency Student Information Fluency LITREStudent Information Fluency

12. A possible “Vision worth working toward” Technology skills/knowledge assessment and intervention prior to or early in first semester based upon faculty expectations Information Literacy assessment and passage by end of first year Underlying concepts and intellectual capabilities continue to be developed based on goals for specific area of study

13. Working toward the first leg Determine faculty expectations and need for help to provide skill and knowledge development Evaluate hands-on assessment tools, preferably that can be deployed prior to NSO Develop/purchase training modules Create just-in-time support services in multimedia enabled labs Support learning environment so technology resources are highly available Connectivity--on site and remotely Connectivity--on site and remotely Appropriate hardware/software tools Appropriate hardware/software tools Group/Collaborative storage Group/Collaborative storage

14. Potential Partnerships? IT Fluency Students—ITD Faculty—LTS Learning Approaches FCTL Information Literacy NCSU Libraries IP, Ethics, Appropriate Use SCC Colleges

15. Where are the Tipping Points in technology use? Asset toward learning success Obstacle to overcome

16. Where are the Tipping Points in technology use? Fundamentally integrated Peripheral distraction

17. Discussion Time What technology is being used in courses in the first year? What expectations of students exist when they arrive? Are students technologically prepared for our environment? How much class time is being used to teach basic IT skills? Where is discussion being held concerning the appropriate and ethical use of the technology? Responses to broad vision?