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CAS TECHNOLOGY-ENHANCED EDUCATION COMMITTEE MISSION
The CAS Technology-Enhanced Education (TEE) Committee has two ongoing missions, one involving curricular policy and the other involving mentorship and community building.
In order to ensure that CAS produces curricula that are academically rigorous, pedagogically sound, and intellectually engaging regardless of its mode of delivery, the Committee will
- make policy recommendations on strategic directions for online, hybrid, and other technology-enhanced curricula;
- identify areas of revision for the curricular review process; and
- advise the Dean of the College on best practices for TEE with respect to incentivization, appropriate disciplinary-based curricular models, and assessment.
Additionally, as an increasing number of CAS faculty and departments are interested in exploring technology-enhanced curricula, the Committee will play a vital advocacy role. The Committee will advise on diverse use cases and models from around the College that embody best practices in TEE, as well as develop outreach strategies that will promote the targeted use of technology.
Please see this comment on emergency remote learning versus planned TEE and online courses.
CAS TECHNOLOGY-ENHANCED EDUCATION COMMITTEE MEMBERS: 2022 - 2023
Allen Mincer, Physics, Committee Chair
Tom Augst, English
Kim Bernhardt, Expository Writing Program
Laura Franklin-Hall, Philosophy
Chen Gao, East Asian Studies
Craig Kapp, Computer Science
Adam Penenberg, Journalism
Armanda Lewis, CAS Academic Affairs, ex-officio
James Mazza, CAS Academic Affairs, ex-officio
Richard Kalb, CAS Student Affairs, ex-officio
Lucy Appert, FAS Office of Educational Technology, ex-officio
CAS TECHNOLOGY-ENHANCED EDUCATION COMMITTEE REPORTS
In Fall 2019, the TEE Committee made recommendations on equivalencies for TEE courses allows for faculty innovation while maintaining the traditional CAS educational standards. The use of technology has transformative potential, so these guidelines provide much freedom while requiring justification on the basis of pedagogical goals. See the suggested guidelines and additions to the course proposal form in the TEE Committee Fall 2019 Report.
In Spring 2022, the TEE Committee reported on the results of a survey of faculty about their pandemic experiences and the TEE recommendations based on the survey results.
In 2021-22, the TEE Committee developed a procedure for proposing tech enhanced courses, featuring an addendum the the new course proposal document. Both newly-proposed courses and pre-existing courses switching to onine modality must be reviewed by the TEE Committee and by the FAS Office of Educational Technology. The procedure was approved by the Undergraduate Curriculum Committee in May 2021.
See this page for guidance on proposing a new online course, or an online section of an existing course.
CAS TECHNOLOGY-ENHANCED EDUCATION COMMITTEE RESOURCE/SUPPORT RECOMMENDATIONS
Proposal of new courses, instructor preparation, and support resources. The committee has recommended that instructors intending to develop technology enhanced courses be provided with support at all stages:
The College, through the Undergraduate Curriculum Committee (UCC) and Academic Affairs, has established a comprehensive vetting process for the development and maintenance of technology-enhanced courses that will support the College’s strategic goals of academic excellence, curricular innovation, and student success. Additionally, we will announce available resources provided by the College to support curriculum development.
- The TEE has worked closely with the FAS Office of Educational Technology to develop a substantial corpus of training material for use of technology, such as this overview onf online instruction, and this mini-course for faculty interested in teaching technology enhanced courses. That office is also available for consultation with any FAS faculty member who wishes to propose a new technology-enhanced course.
- The course proposal form and addendum includes sections describing the support (both material and human) required to create and maintain the course. These will help guide the UCC in determining the course viability. Courses needing substantial support will require departmental justification and request of support via the APR process.
- Resources requests should take into account all aspects of the course: initial design and development, support while the course is running (including troubleshooting for course delivery and student activities), assessment of the course during and after the semester, and what is needed to keep the course up-to-date in future semesters.
- (In progress) The TEE is working with FAS Ed Tech to develop discrete learning communities for faculty interested in developing online courses. These communities will be peer-moderated, and serve as spaces for the exchange of ideas and experiences for specific course types.
Emergency remote learning versus planned TEE and online courses
The NYU community - faculty, administration, staff, and especially students - deserves much credit for the success, speed and efficiency with which remote learning was implemented. Despite various difficulties, we managed to carry on with our educational mission.
The TEE Committee's focus is on the development of technology enhanced courses with the goal of adding to the educational opportunities available in CAS. Technology offers a wide variety of pedagogical possibilities beyond those of the standard lecture-format. This is different from the sort of emergency remote learning which we have recently had to implement. See, for example, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.