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Some instructors didn’t - and still don’t - understand the definition of the term “digital learning” and resisted being told how to revamp their courses. If Sellers could start over laying the groundwork, he would come to faculty members with a less “prescriptive” tone. Funding support helped build momentum for faculty buy-in, Sellers said.
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One faculty member purchased software to supplement her teaching another collaborated with a colleague on creating a curricular pathway that included digital literacy elements. “We don’t want monoculture.”Įarly on, the institution offered small learning grants - up to $2,500 per year - to faculty members interested in exploring how digital literacy might play a role in their disciplines. “Biodiversity makes an ecosystem more stable over all,” Sellers said. But with conviction, he convinced the college’s IT staff to abandon that mind-set.
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Some institutions approach technology initiatives with a goal of creating a consistent digital experience for students campuswide - “we’re a Mac school, we’re a PC school,” as Sellers put it. Sellers replied to them that “constant upgrades a flaw but a feature.” Instead of waiting to take action until the pace of changes slowed down, he said, it’s always time to try something new. At first, Sellers often found himself challenging faculty members who asked when the institution would be done updating its technology infrastructure. Getting faculty members on board has been a lengthy effort that’s still ongoing. “Being in New York State, where there’s a liberal arts college everywhere you can throw a stone, we thought this was a great opportunity for us” to stand out, Sellers said. He urged Sellers and a team of administrators to infuse a philosophy of digital literacy into the academic culture at Keuka. The process at Keuka started almost half a decade ago with the now former president Jorge Diaz-Herrera, a former computer science professor who saw value in teaching students problem solving through the lens of computational thinking. Keuka's ongoing flirtation with the concept of digital literacy has taken several different forms, illustrating the challenge of figuring out where this aspect of an academic experience belongs. “We’ve essentially given them a Ferrari and they’re driving it around a parking lot at 12 miles per hour.” “They’re incredibly good at using technology and incredibly poor at understanding how it can be used,” Sellers said. Sellers said he believes many students arrive at college without a sophisticated critical perspective on tools they’ll be using for the rest of their lives. Leaders of these initiatives see those challenges as vital to overcome. They also require investment of time and resources to figure out how best to integrate digital literacy concepts into curricula. Such initiatives require support from faculty members, who can be reluctant to rethink their approach to teaching or incorporate new material into their learning objectives. Keuka is one of several institutions using digital literacy as a frame for a stronger focus on using technology tools in classrooms.
“We want to take it a little deeper and provide a middle ground between simply using technology and becoming a computer scientist.”īy way of analogy, Sellers says not everyone who drives a car needs to also be an auto mechanic - but “if you can understand a little bit about how the car works, you can be a lot more creative with the car in ways that inspire your own passion.” “Of course our colleges are using technology in the classroom, and it’s great,” said Tim Sellers, Keuka’s associate provost of academic innovation. A few years ago at Keuka College, in New York, administrators decided their students needed more than just exposure. No student will pass through higher education without seeing or using digital technology.
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