Application of campus instructional support: two case studies. Issue 4 (7th August 2017)

• Record Type: Journal Article
• Authors: Clauss-Ehlers, Caroline S.; Pasquerella, Lynn
• Is Part Of: International journal of information and learning technology. Volume 34:Issue 4(2017)
• Page Start: 338
• Page End: 350
• Publication Date: 2017-08-07
• Subjects: Innovation -- Educational administration -- Colleges; Education, Higher -- Data processing -- Periodicals; Education, Higher -- Computer networks -- Periodicals; Education, Higher -- Information technology -- Periodicals; 378.00285
• DOI: 10.1108/IJILT-11-2016-0053
• Languages: English
• ISSNs: 2056-4880

Abstract

Abstract : Purpose: The purpose of this paper is to demonstrate how instructional support is a critical tool to promote the use of technology in research and teaching. A Campus-Wide Collaborative Model of Technological Instructional Support (CCMTIS) is presented that incorporates: integration of technology across campus; technical assistance; allocation of funding for technical assistance; support of faculty teaching style; and teaching that enhances learning through the use of technology. Design/methodology/approach: The approach presents two case studies, one a large state research university, and the other a small liberal arts college. Findings: Four overlapping themes emerge across the two case studies that demonstrate how: technology can connect classroom learning to career considerations and opportunities; develop writing and communication skills; promote career development through access to job search skills; and encourage professional development among faculty and staff. Research limitations/implications: The limitations are that only two specific campus environments are examined. That these are differing environments, however, have implications for the model's application to diverse campus settings. Practical implications: A practical application is that the study demonstrates how the CCMTIS model can be applied to both classroom and campus. This has implications for other universities that may seek to replicate the model on their own campuses. Social implications: The social implications indicate how learning occurs through an instructional support model that promotes collaboration. At the same time, ethical considerations related to instructional support are presented. Originality/value: The manuscript reflects original work based on case studies that reflect the authors' experiences.