The Teaching, Learning & Technology Center (TLTC) was created in 2001 by Academic Technology Services (ATS) to support effective teaching and learning practices that reflect a variety of learning environments, technology tools, and instructional strategies. The purpose of the center is to promote innovative teaching through programs that meet the interests and needs of faculty. 

The University of Findlay, along with universities worldwide, has recognized a strong need to enroll students who understand the important relationship between education and technology.  University faculty also recognize that the use of advanced technology in the classroom helps engage and enthuse students during the learning process.  Through partnerships, focus groups, training sessions and various other technology-infused academic venues, the TLTC is committed to aiding faculty in making their pedagogical plans and innovations a reality.

Since 2001, many of the The University of Findlay faculty initiated Individual Professional Partnerships with the TLTC.  Individual Partnerships are a positive, constructive experience, allowing a faculty member to create, implement and assess projects that enhance their teaching in a specific course or a related lab. The TLTC is now introducing a new opportunity for faculty members and the programs they teach: Academic Program Partnerships.

Throughout the country and across academic disciplines, college and university faculty face the challenge of meeting the technological competencies expected of their students to find success in careers and graduate/professional degree programs. It is not enough for a single course, or even several classes, to be “technology-enhanced.” To ensure student success and meet the increasing demands of accreditation organizations, a holistic approach combining good teaching practices and technological proficiency must be integrated into the major/program. In an Academic Program Partnership, the expectation to incorporate technology into the classroom lies within the department as a whole, not solely with an individual. This endeavor is the logical next step in a sequenced approach that has been introduced to faculty through a variety of seminars (such as the TLTC Roundtable) and from the quality in teaching initiative.

The introduction and implementation of Academic Program Partnerships will guarantee continued progress towards the expansion of technology into the teaching and learning environments across campus. Because of the efforts of program directors, programs now have an accurate picture of curriculum strengths and an awareness of the areas that require additional resources and development.  

The Academic Program Partnership initiates a process that will bring all teaching members of a specific major/program together to create strategies that address and remedy shortcomings in their learning environments. New strategies may include fresh pedagogical approaches, diverse assessment techniques, or inventive uses of educational technology tools that may enhance teaching and learning.

All teaching faculty members are eligible to participate through an application that is submitted by the area Program Director (and signed by the College Dean), in consultation with faculty who teach in that major/program. A Program Partnership must be aligned with the program’s goals and objectives, designed to assist in the achievement of identified student-learning outcomes. Most importantly, it should be structured as a cooperative venture of faculty within specific majors/programs. All of the faculty teaching within the major, including the adjunct faculty when deemed appropriate, should be involved in the application, implementation and assessment procedures of the Academic Program Partnership.

Enhancement of instruction techniques, teaching methods, and curriculum development is a serious and sometimes complex endeavor. A holistic approach, combining good teaching practices with technological proficiency requires a consideration of multiple strategies for major/program innovations. Program Partnerships which provide for training opportunities for faculty members, the development of new assessment procedures (e.g. electronic portfolio creation by all graduating seniors), or other strategies assisting in establishing more current, pedagogically sound programs are encouraged.

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Strategies could include:

1. Internal training and support: This pertains to training and support you would receive directly from the TLTC staff.
• Software training/support (PhotoShop Elements, SPSS)
• Hardware training/support (“How To” use your technological tool)
2. External training and support: This pertains to training and support you would receive from a Partnership-specific consultant.
• Assessment consultant (specialist on long-term assessment development)
• Instructional consultant (specialist on innovative teaching approaches or curriculum improvements)
• Content Area consultant (specialist on new techniques in major/program delivery)
3. Conference attendance: This consists of attendance at a variety of discipline, pedagogy, curriculum, or assessment related conferences.
4. Technological items: This consists of physical materials to support your conceptual effort(s).
5. Other relevant materials: Any additional learning or technology tools needed.

Requests for learning or technology tools will be considered to support Academic Program Partnerships if the applicants can demonstrate how these tools will facilitate the achievement of the majors’ identified student-learning outcomes.  It should be noted that any equipment or supplementary material received as part of the Academic Program Partnership experience would remain as the property of the specific major/program.

Contact Information:

If you and your co-workers have an idea for an Academic Program Partnership, even if it is in the early stages of development, please contact:

Dr. Ray McCandless
Director of Academic Technology Services
ext. 4565
mccandless@findlay.edu