Technology and Teaching and Learning and Teaching Working Groups - Strategic Planning Skip Navigation

Working Groups on Technology and Teaching and on Learning and Teaching

This working group started with a focus on technology and teaching, then explored the question, “What teaching innovations that promote faculty learning objectives are worth pursuing given current and forthcoming technologies?”


The findings of the original working group focusing on technology and teaching were taken up by a broader working group on teaching and learning during the second year of the strategic planning process.
Teaching and Learning (2012-2013)
  • Co-chair: Adam Burnett, William R. Kenan Jr. Professor of Geography
  • Co-chair: Nancy Pruitt: Professor of Biology; Associate Dean of the Faculty
  • Karyn Belanger, Coordinator of Tutoring and Peer Learning in the Center for Learning, Teaching, and Research
  • Michael Coyle, Professor of English
  • Jennifer Lutman, Director of the Writing and Speaking Center
  • Lynn Schwarzer, Professor of Art and Art History
  • James Smith
  • Joel Sommers, Associate Professor of Computer Science
  • Mark Stern, Assistant Professor of Educational Studies
Technology and Teaching (2011-2012)
  • Co-chair: Bruce Selleck, Interim Provost/Dean of Faculty; Harold Orville Whitnall Professor of Geology
  • Co-chair: Ian Helfant, Associate Dean of the Faculty; Associate Professor of Russian
  • Pete Scull, Associate Professor of Geography
  • John Crespi, Associate Professor of Chinese; Director of Asian Studies
  • Yohei Igarashi, Assistant Professor of English
  • Joel Sommers, Assistant Professor of Computer Science
  • Mary Simonson, Assistant Professor of Film and Media Studies
  • Ray Nardelli, Managing Director, Digital Media
  • Joanne Schneider, University Librarian
  • Matt Hames, Manager of Media Communications
  • Pia Freedman '12
  • Demaine Francis '12
  • Dewey Awad, Trustee

Professor Balonek and students work with a telescope at Foggy Bottom Observatory

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Next Steps

Much of the work of the 2011-12 working group on Technology and Teaching was taken up by the 2012-13 group on Learning and Teaching. Colgate has pursued various grant initiatives, receiving a Mellon Foundation planning grant for teaching and technology and, as part of the New York Six consortium, a grant from the Teagle Foundation for blended learning courses. Support for pedagogical innovation continues via the Collaboration for Enhanced Learning (CEL) group and the Faculty Development Council (FDC).

Executive Summary

This working group addressed two important considerations for Colgate: the future of the Center for Learning, Teaching and Research and the role of technology at Colgate. Our recommendations were informed by meetings with those at Colgate who currently support and monitor teaching, learning, and technology; a survey of current Colgate students; an evaluation of appropriate literature; and a review of emerging online educational models.

The recommendations made for the center are active and immediate, and reflect the need for spatial and leadership reorganization, an expansion of faculty development resources, a reframing of student learning resources, and the addition of learning assessment expertise.

Our recommendations made for technology place Colgate in a position to monitor the technology landscape, begin developing a critical educational response to new technology, establish a framework through which online curricular opportunities are evaluated, and experiment with online teaching where appropriate.

Original Charge to the Learning and Teaching Committee

The working group was charged by the Advisory and Planning Committee (APC) to consider the following questions:
  1. What technological innovations that promote teaching and learning are worth pursuing given our model of residential education?
  2. How can we bolster and coordinate the support structures in place for student learning, as well as support for faculty efforts at pedagogical innovation?
  3. How can faculty fruitfully learn from and share ideas with one another about experiences and practices of teaching?
  4. How can we mentor assistant and associate professors in teaching, even as they balance teaching, research, and service?