Discipline-Focused Technology Support Fosters Curriculum Innovation


Six years ago Carleton College revolutionized its support model for academic computing. In the new model, technical support staff worked to identify, facilitate, and tailor technical tools and methods to the pedagogical needs of faculty. Since implementing this discipline-focused computing support structure, curricular use of computers in the humanities and social sciences has risen from 6 to 24 percent; the percentage of faculty with moderate to high skill levels in operating desktop computers has risen from 35 to 92 percent; and 38 percent of all faculty have participated in a curricular computing grant program. This article describes the support model and how it complements the adoption of innovation in pedagogy by Carleton faculty.

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