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| chief academic technology officer: The Provost's Handbook James Martin, James E. Samels, 2015-04-15 Samels, accomplished authors and scholars of leadership in higher education, The Provost's Handbook is destined to become the go-to resource for deans, presidents, trustees, and chief academic officers everywhere. |
| chief academic technology officer: Leadership through Collaboration Ann S. Ferren, Wilbur W. Stanton, 2004-02-28 This book is organized around 11 topics, including the skills and personal qualities needed to provide effective academic leadership; strengthening the infrastructure for academic affairs through strategic planning, facilities planning, and technology integration; the importance of developing new resources and linking them to academic priorities; academic entrepreneurship; assessing academic quality and improving programs and services; continuous improvement; the central importance of investing in the faculty; and improving academic decisions. The chief academic officer must be the voice for the campus's academic purposes and a source of energy in supporting the activities of others. Collaboration with colleagues across the institution is key to Ferren and Stanton's approach. Their experiences in administrative roles, ranging from department chair to provost, have provided them with the ability to conduct and utilize many studies, including budget adequacy modeling and salary equity studies. These are issues for which the authors have been responsible for implementation and decision-making, allowing them to understand that collaborative processes and partnerships-such as chairs with deans, deans with vice presidents, faculty with administrators, or the CAO with members of the president's cabinet—are as important as informed decision-making. Because CAOs are less likely to read what business officers and vice presidents for administration read, this book attempts to integrate differing institutional perspectives and explain processes and criteria. CAOs can tailor their decisions to institution circumstances and solve problems with greater insight. |
| chief academic technology officer: Leading the E-learning Transformation of Higher Education Gary E. Miller, Kathleen S. Ives, 2020 E-learning has entered the mainstream of higher education as an agent of strategic change. This transformation requires e-learning leaders to develop the skills to innovate successfully at a time of heightened competition and rapid technological change. The second edition builds on the success of the first edition and presents both the collective expertise of veterans who have pioneered the field for 20 years, and of a rising generation of e-learning leaders that are transforming online programs at their own institutions, to address these challenges-- |
| chief academic technology officer: Chief Technology Officer Roger Dean Smith, 2009 Smith describes the role and responsibilities of the Chief Technology Officerand executives with similar titles. He provides a framework for understandingthe many unique flavors the position; identifies key responsibilities that gowith the job; and provides vignettes of successful CTOs. |
| chief academic technology officer: Using ROI for Strategic Planning of Online Education Kathleen S. Ives, Deborah M. Seymour, 2023-07-03 Published in association with While higher education has rarely employed ROI methodology—focusing more on balancing its revenue streams, such as federal, state, and local appropriations, tuition, and endowments with its costs—the rapid growth of online education and the history of how it has evolved, with its potential for institutional transformation and as a major source of revenue, as well as its need for substantial and long-term investment, makes the use of ROI an imperative. This book both demonstrates how ROI is a critical tool for strategic planning and outlines the process for determining ROI.The book’s expert contributors lay the foundation for developing new practices to meet the compelling challenges of online education and identify new models that offer the potential for transforming the educational system, meeting new workforce demands, and ultimately improving the economy. The opening chapters of the book explore the dimensions of ROI as a strategic planning process, offering guiding principles as well as methods of measurement and progress tracking, and demonstrate the impact of ROI across the institution.The book identifies the role of previously overlooked constituents—such as online professionals as critical partners for developing institutional strategy and institutional stakeholders for vital input on inclusivity, diversity, and equity—and their increasingly important role in impacting the ROI of online programs.Subsequent chapters offer a range of approaches to ROI reflecting the strategic priorities and types of return institutions seek from their investment in online programming, whether they be increased profits or surpluses via reduced expenses or increased operating efficiencies or the development of increased brand awareness for their programs. They also address the growing competitive environment of recent commercial entrants and online program managers (OPMs). The contributors offer best practices for setting goals and identifying benchmarks for increasing and measuring payback, including the creation of cross-functional ROI teams from across an institution; and further address the advantages and disadvantages of universities partnering with external providers, or even other colleges and universities, to provide online programs with them and for them. This book offers presidents and senior administrators, faculty engaged in shared governance, online learning administrators, and stakeholders representing student, community and employer interests with a rigorous process for developing an online strategy. |
| chief academic technology officer: Made in America United States. Congress. House. Committee on Energy and Commerce. Subcommittee on Commerce, Manufacturing, and Trade, 2011 |
| chief academic technology officer: Handbook of Research on Human Performance and Instructional Technology Song, Holim, Kidd, Terry T., 2009-10-31 This book addresses the connection between human performance and instructional technology with teaching and learning, offering innovative ideas for instructional technology applications and elearning--Provided by publisher. |
| chief academic technology officer: Change We Must Matthew Goldstein, George Otte, 2016-04-12 A former chancellor and a lineup of stellar educators offer plans and ideas for making education work better for everyone. College is too expensive for too many. Politicians call for more financial support, but approve less. Underpaid, overworked adjuncts teach vastly more than the star faculty members who drew students to campus. Departments and administrations focus more on protecting their territories than on pedagogy or even management. Technology is extolled and resisted, hyped as the force that will utterly transform or deform education. It seems clear that the American system of higher education is broken. In a series of essays collected and edited by Matthew Goldstein, credited with reviving the vast City University of New York, and George Otte, Director of Academic Technology at CUNY, well-respected and innovative educators offer solutions to the fiscal, administrative, pedagogical, technical, and political problems. Among the solutions: * Break the centuries-old models of brick and mortar education and replace it with online, peer-led, and adaptive learning * Re-envision governance so even reluctant faculty and administrators can once again become invested in education rather than self-interest * Find innovative ways of promoting the changes American education so desperately needs, including figuring out when and where students are most likely to learn With essays from such thought leaders as Cathy N. Davidson, Candace Thille, Ray Schroeder, James Hilton, and Jonathan R. Cole, Change We Must is a must-read for anyone wanting American higher education to succeed and thrive in these challenging times. |
| chief academic technology officer: The Business of Innovating Online Kathryn E. Linder, 2023-07-03 The Business of Innovating Online responds to a critical need for concrete narratives of innovation success that can serve as a foundation for administrators and leaders who are in need of practical guidance as they scale and grow their online learning organizations.Through specific examples and practical suggestions from experienced e-learning leaders, readers will be introduced to concrete strategies for how to create a climate of creativity and innovation that can lead to more successful and scalable online programs and initiatives. The Business of Innovating Online demystifies the relationship between business, creativity, and innovation by describing the logistics required to create an agile online education enterprise. Topics discussed will include:- Defining innovation and creativity for online education and e-learning- Knowing when and how to innovate- Creating a culture of innovation- Effectively leading innovation- Collaborative innovation- Making innovation stick and transitioning innovative strategies into day-to-day practice- Assuring quality in the midst of innovation- Staffing structures/administrative stability to support creativity and innovationThe Business of Innovating Online provides both novice and experienced online education administrators with a comprehensive overview of a range of online innovations, how they came to be created, the components that led to their success, and concrete steps that they can take to create a more innovative culture for their own e-learning organization. |
| chief academic technology officer: Opening Up Education Toru Iiyoshi, M. S. Vijay Kumar, 2008 Online version of MIT Press book has brief overview of book's content and provides links to open access PDF version of ebook, as well as an iPaper version and a link to the MIT Press store for buying the print version. In this collection of essays the authors who are leaders in open education, explore the potential of open education to transform the economics and ecology of education. The authors argue that we must develop not only the technical capability but also the intellectual capacity for transforming tacit pedagogical knowledge into commonly usable and visible knowledge by providing incentives for faculty to use (and contribute to) open education goods, and by looking beyond institutional boundaries to connect a variety of settings and open source entrepreneurs. |
| chief academic technology officer: The Chicago Handbook of University Technology Transfer and Academic Entrepreneurship Albert N. Link, Donald S. Siegel, Mike Wright, 2015-03-09 As state support and federal research funding dwindle, universities are increasingly viewing their intellectual property portfolios as lucrative sources of potential revenue. Nearly all research universities now have a technology transfer office to manage their intellectual property, but many are struggling to navigate this new world of university-industry partnerships. Given the substantial investment in academic research and millions of dollars potentially at stake, identifying best practices in university technology transfer and academic entrepreneurship is of paramount importance. The Chicago Handbook of University Technology Transfer and Academic Entrepreneurship is the first definitive source to synthesize state-of-the-art research in this arena. Edited by three of the foremost experts in the field, the handbook presents evidence from entrepreneurs, administrators, regulators, and professors in numerous disciplines. Together they address the key managerial and policy implications through chapters on how to sustain successful research ventures, ways to stimulate academic entrepreneurship, maintain effective open innovation strategies, and improve the performance of university technology transfer offices. A broad and ambitious work, the handbook offers comprehensive coverage for universities of all types, allowing them to confidently handle technology commercialization and further cultivate innovation. |
| chief academic technology officer: Online Education Anthony G. Picciano, 2018-07-17 Online Education is a comprehensive exploration of blended and fully online teaching platforms, addressing history, theory, research, planning, and practice. As colleges, universities, and schools around the world adopt large-scale technologies and traditional class models shift into seamless, digitally interactive environments, critical insights are needed into the implications for administration and pedagogy. Written by a major contributor to the field, this book contextualizes online education in the past and present before analyzing its fundamental changes to instruction, program integration, social interaction, content construction, networked media, policy, and more. A provocative concluding chapter speculates on the future of education as the sector becomes increasingly dependent on learning technologies. |
| chief academic technology officer: Technology Leadership for School Improvement Rosemary Papa, 2011 Technology Leadership for School Improvement is a practical textbook that prepares primary and secondary educational leaders with the skills and knowledge to manage and administer technology in their school settings. The text focuses on helping educational leaders learn what they need to know about technology standards, data-driven decision making, and creative leadership in this digital environment. To effectively cover the many facets of technology each chapter is written by a specialist following a similar structure and pedagogy for ease of use by the learner. |
| chief academic technology officer: Managing the Research University Dean O. Smith, 2011-05-01 Managing the Research University provides a comprehensive background and discussion of all major topics encountered routinely in managing the academic research enterprise. It serves as a surrogate mentor by providing advice and guidance on best practices that set the professional standards for academic research management. |
| chief academic technology officer: Dimensions of Managing Academic Affairs in the Community College Douglas Robillard, 2000-05-04 The contributors to this issue present a variety of strategies to help chief academic officers not only survive but excel while juggling their many and varied responsibilities. They offer seasoned advice on fulfilling the CAO's academic duties, and explore the CAO's faculty and administrative roles, discussing how to balance the sometimes conflicting roles of faculty mentor, advocate, and disciplinarian and the importance of establishing a synergistic working relationship with the president. They show how to resolve typical crises that arise in the course of the CAO's daily duties, and demonstrate how conflict can actually be an opportunity to effect constructive change. The issue also covers the important areas of resource and data management, providing an introduction to resource management concepts and terminology and presenting a case study of an award-winning data-driven decision-making process. This is the 109th issue of the Jossey-Bass series New Directions for Community Colleges. |
| chief academic technology officer: United States Air Force Academy United States Air Force Academy, |
| chief academic technology officer: The Role of Technology in Reducing Illegal Filesharing United States. Congress. House. Committee on Science and Technology, 2007 |
| chief academic technology officer: How to Personalize Learning Barbara Bray, Kathleen McClaskey, 2016-09-29 HOW to Personalize Learning Create a powerful shift in education by building a culture of learning so every learner is valued. This practical follow-up to Bray and McClaskey’s first book brings theory to practice. Discover how to build a shared vision that supports personalized learning using the Universal Design for Learning (UDL) framework. Also included are: Tools and templates to get started and go deeper Lesson and project examples that show how teachers can change instructional practice Links to electronic versions of tools, templates, activities, and checklists |
| chief academic technology officer: Faculty Development on a Shoestring Diane D. Chapman, Michelle E. Bartlett, 2024-03-01 Faculty development is essential for promoting excellence in teaching and research, supporting institutional goals, and creating a culture of continuous learning that benefits both faculty members and students. However, educational institutions do not always allocate adequate resources towards supporting their faculty's professional development, especially from the institutional level. Underfunding this support can lead to the inability to attend conferences to keep up with the latest research and pedagogical practices in their fields, the inability to conduct meaningful research, and lack of access to modern technologies. This in turn can limit faculty growth and harm student learning outcomes. Ultimately, faculty who do not feel supported by their institutions can become disengaged or leave. This book attempts to address the needs of faculty from institutions where there may not be adequate resources to support robust faculty development activities. The chapters are written by faculty development experts in the US and Europe who understand the disparities between institutions and want to share programs that can be implemented for little or no cost. Each chapter provides objective, content, implementation, and evaluation details that can be used to replicate the program at other institutions. The hope is to begin to level the playing field in faculty development through sharing successful low resource programs with proven outcomes. |
| chief academic technology officer: Information Technology Digest , 1994 |
| chief academic technology officer: The Empowered University Freeman A. Hrabowski III, 2019-11-12 A practical and hopeful examination of how colleges and universities can create the best possible experience for students and faculty. There are few higher education leaders today that command more national respect and admiration than Freeman A. Hrabowski III, the outspoken president of the University of Maryland, Baltimore County. Named one of America's Best Leaders by US News & World Report and one of Time's 100 Most Influential People in the World, Hrabowski has led a community transformation of UMBC from a young, regional institution to one of the nation's most innovative research universities. In The Empowered University, Hrabowski and coauthors Philip J. Rous and Peter H. Henderson probe the way senior leaders, administrators, staff, faculty, and students facilitate academic success by cultivating an empowering institutional culture and broad leadership for innovation. They examine how shared leadership enables an empowered campus to tackle tough issues by taking a hard look in the mirror, noting strengths and weaknesses while assessing opportunities and challenges. The authors dig deeply into these tough issues in higher education ranging from course redesign to group-based and experiential learning, entrepreneurship and civic engagement, academic inclusion, and faculty diversity. The authors champion a holistic approach to student success, focusing on teaching and learning while offering an array of financial, social, and academic supports for students of all backgrounds. Throughout the book, the authors emphasize the important role of analytics in decision-making. They also explore how community members and senior leaders can work together to create an inclusive campus through a more welcoming and supportive racial climate, improved Title IX processes, and career support for faculty of all backgrounds. Ultimately, The Empowered University is as much a case study of the authors' work as it is an examination of institutional change, inclusive excellence, and campus-community partnerships. Arguing that higher education can play a unique role in addressing the fundamental divisions in our society and economy by supporting individuals in reaching their full potential, the authors have developed a provocative guide for higher education leaders who want to promote healthy and productive campus communities. |
| chief academic technology officer: Digital Badges in Education Lin Y. Muilenburg, Zane L. Berge, 2016-03-22 In recent years, digital badging systems have become a credible means through which learners can establish portfolios and articulate knowledge and skills for both academic and professional settings. Digital Badges in Education provides the first comprehensive overview of this emerging tool. A digital badge is an online-based visual representation that uses detailed metadata to signify learners’ specific achievements and credentials in a variety of subjects across K-12 classrooms, higher education, and workplace learning. Focusing on learning design, assessment, and concrete cases in various contexts, this book explores the necessary components of badging systems, their functions and value, and the possible problems they face. These twenty-five chapters illustrate a range of successful applications of digital badges to address a broad spectrum of learning challenges and to help readers formulate solutions during the development of their digital badges learning projects. |
| chief academic technology officer: Cases on Establishing Effective Collaborations in Academic Libraries Piorun, Mary E., Raboin, Regina Fisher, 2022-10-07 The forming and nurturing of new partnerships and collaborations is a critical component of librarianship. Academic libraries have a long history of collaboration within the library, across their institutions, and in their local communities. However, forming new partnerships can be time-consuming, and at times frustrating, leaving important opportunities, connections, and projects unrealized. Cases on Establishing Effective Collaborations in Academic Libraries presents case studies on effective collaborations in a variety of settings with different objectives, staffing levels, and budgets that have proven to be successful in creating and maintaining strong and productive partnerships. It identifies and shares the role of the academic library in developing effective partnerships and collaborations within academia and the broader community. Covering topics such as controlled digital lending, research computing, and college readiness enhancement, this premier reference source is a vital resource for librarians and libraries, consortiums, university administrators, students and educators of higher education, community leaders, researchers, and academicians. |
| chief academic technology officer: Digital Leadership in Higher Education Josie Ahlquist, 2020 |
| chief academic technology officer: Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators Mary C. Herring, Matthew J. Koehler, Punya Mishra, Published by The AACTE Committee on Innovation and Technology, 2014-06-11 Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, It’s about time! The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org. |
| chief academic technology officer: Basic Writing George Otte, Rebecca Williams Mlynarczyk, 2010-03-15 Framed by historic developments—from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation that intensified in the 1990s and beyond—Basic Writing traces the arc of these large social and cultural forces as they have shaped and reshaped the field. |
| chief academic technology officer: The Distance Learning Playbook for College and University Instruction Douglas Fisher, Nancy Frey, John Almarode, John Hattie, 2020-08-20 First, let’s commend ourselves: how in the midst of a pandemic we faculty stepped up at record speed to teach in such a foreign learning environment. Try we did, adapt we did, and learn we did. But to be clear, and we already recognize this, this past spring was less about distance learning and more about crisis teaching. This time around we have the opportunity to be much more purposeful and intentional, and that’s where The Distance Learning Playbook for College and University Instruction will prove absolutely indispensable. Much more than a collection of cool tools and apps, The Distance Learning Playbook for College and University Instruction mobilizes decades of Visible Learning® research to reveal those evidence-based strategies that work best in an online environment. Supplemented by video footage and opportunities to self-assess and reflect, the book addresses every dynamic that must be in place for students to learn, even at a distance: Faculty-student relationships from a distance Teacher credibility from a distance Teacher clarity from a distance Engaging tasks from a distance Planning learning experiences from a distance Feedback, assessment, and grading from a distance Keeping the focus on learning, from a distance or otherwise What does our post-COVID future hold? We suspect, Fisher, Frey, Almarode, and Hattie write, it will include increased amounts of distance learning. In the meantime, let’s seize on what we have learned to improve post-secondary education in any format, whether face-to-face or from a distance. We are all still active faculty members, committed to teaching, scholarship, and service. The unexpected transition to remote learning doesn’t mean we no longer know how to teach. We can still impact the lives of our students and know that we made a difference. The Distance Learning Playbook for College and University Instruction will show you how. ~Douglas Fisher, Nancy Frey, John Almarode, and John Hattie |
| chief academic technology officer: Privacy in the Modern Age Marc Rotenberg, Jeramie Scott, Julia Horwitz, 2015-05-12 The threats to privacy are well known: the National Security Agency tracks our phone calls; Google records where we go online and how we set our thermostats; Facebook changes our privacy settings when it wishes; Target gets hacked and loses control of our credit card information; our medical records are available for sale to strangers; our children are fingerprinted and their every test score saved for posterity; and small robots patrol our schoolyards and drones may soon fill our skies. The contributors to this anthology don't simply describe these problems or warn about the loss of privacy—they propose solutions. They look closely at business practices, public policy, and technology design, and ask, “Should this continue? Is there a better approach?” They take seriously the dictum of Thomas Edison: “What one creates with his hand, he should control with his head.” It's a new approach to the privacy debate, one that assumes privacy is worth protecting, that there are solutions to be found, and that the future is not yet known. This volume will be an essential reference for policy makers and researchers, journalists and scholars, and others looking for answers to one of the biggest challenges of our modern day. The premise is clear: there's a problem—let's find a solution. |
| chief academic technology officer: Missions of Universities Lars Engwall, 2020-05-27 This book provides an analysis of university missions over time and space. It starts out by presenting a governance framework focusing on the demands on universities set by regulators, market actors and scrutinizers. It examines organizational structures, population development, the fundamental tasks of universities, and internal governance structures. Next, the book offers a discussion of the idea and role of universities in society, exploring concepts such as autonomy and universality, and the university as a transformative institute. The next four chapters deal with the development of universities from medieval times, through the Renaissance, towards the research universities in the nineteenth century in Europe and the United States. The following five chapters analyse recent developments of increasing external demands manifested through evaluations, accreditations and rankings, which in turn have had effects on the organization of universities. Topics discussed include markets, managers, globalization, consumer models and competition. The book concludes by a discussion and analysis of the future challenges of universities. |
| chief academic technology officer: The Palgrave Handbook of Academic Professional Development Centers Otherine Johnson Neisler, 2022-11-30 This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector. This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs. |
| chief academic technology officer: Instructional Technology and Media for Postsecondary Alternatives Richard E. Clark, 1975 |
| chief academic technology officer: Increasing Learning & Development's Impact through Accreditation William J. Rothwell, Sandra L. Williams, Aileen G. Zaballero, 2020-03-09 This book provides a guide to the process of accrediting training programs, sets out how to achieve consistent measurement of the results of training, and explains why accreditation is critical for capturing and developing today’s workers’ skills, aiding retention, and boosting strategic organizational credibility with millennials. Workplace and executive training is a multi-billion dollar industry and yet an enormous percentage of that budget is spent on programs that have never been rigorously examined to ensure that they are fit for purpose and deliver value for the money. If you’re signing off on that budget, or asking your people to spend time on training programs, shouldn’t that concern you? Training accreditation offers vital quality assurance, ensures global consistency of results and delivers accountability for learning and performance outcomes. Apart from delivering better results and greater ROI, organizations can differentiate themselves from their competitors in the employment marketplace by offering accredited proprietary training. After all, digital natives, and indeed all of today’s most talented potential employees, expect (and increasingly demand) the high quality, engaging and transferable employee development that only accredited programs can deliver. Aligning with the standards set by the International Association of Continuing Education and Training (IACET) – today’s premier accreditation body for training programs – the authors offer principles for quality program structure, delivery, and improvement needed to achieve accreditation. They share practices used by high quality training program managers today, covering business alignment and program administration along with the planning, design, delivery and evaluation of learning systems. |
| chief academic technology officer: Best Practices in Online Program Development Elliot King, Neil Alperstein, 2014-11-20 Best Practices in Online Program Development is a practical, hands-on guide that provides the concrete strategies that academic and administrative departments within institutions of higher learning need to develop in order to create and maintain coherent and effective online educational programs. Unlike individual courses, an online education program requires a comprehensive, inter-departmental effort to be integrated into the ongoing educational project of a college or university. This book focuses on the: Integration of online education into the institutional mission Complex faculty-related issues including recruiting, training, and teaching Multifaceted support required for student retention and success Need for multilayered assessment at the course, program, technical, and institutional levels Challenges posed to governance and by the need to garner resources across the institution Model to insure ongoing, comprehensive development of online educational programs Best Practices in Online Program Development covers the above topics and more, giving all the stakeholders in online educational programs the building blocks to foster successful programs while encouraging them to determine what role online education should play in their academic offerings. |
| chief academic technology officer: Managing the Small College Library Rachel Applegate, 2010-09-16 This book helps directors of small college libraries to plan, staff, and organize their facilities and make the right decisions to effectively contribute to their college's mission. The purpose of this book is to provide the director of a small college library—typically defined as a facility managed by one to seven librarians—with information on every important managerial function specific to their facilities. This content will be much more useful for these library specialists than that of management books covering generic library management or targeted towards large academic settings. Managing the Small College Library covers the key responsibilities of the small college library director: personnel, planning, budgeting, and serving key constituencies. The author draws upon her in-depth knowledge of bureaucratic, political, and human resources managerial theory to explain how librarians can advance the mission of their library. It also includes an in-depth discussion of tenure and academic status for librarians, and examines the effects of both public and religious affiliation. |
| chief academic technology officer: Success and Pitfalls of Information Technology Management Mehdi Khosrowpour, 1999-01-01 Some of the most powerful tools in the hands of educators, researchers and managers are documented cases based on real-life experiences of others. This is particularly true for IT implementation and implications. Success and Pitfalls of Information Technology Management is a collection of actual, real-life cases dealing with a variety of issues in the overall utilization of IT in organizations. |
| chief academic technology officer: University Partnerships for Academic Programs and Professional Development Patrick Blessinger, Barbara Cozza, 2016-08-22 This volume examines the diverse ways in which universities and colleges around the world are partnering and collaborating with other institutions to fulfil their missions and visions. |
| chief academic technology officer: Sweet Briar College Lynn Rainville and Lisa N. Johnston, 2015 On October 29, 1900, Indiana Fletcher Williams died, leaving her 8,000-acre plantation estate and almost $1 million to create the Sweet Briar Institute. Later renamed Sweet Briar College, it was founded by Williams to honor her daughter, Maria Georgiana Daisy Williams, who died tragically in 1884 at age 16. For over a century, Sweet Briar has recruited dedicated faculty and staff to teach exceptional students. The school's award-winning lands include old-growth forests, rare arboreal and floral species, scenic hiking and riding trails, and two lakes. Complementing these natural resources are beautiful campus buildings, many of which are listed in national and state historic registers. Each of these features is rare for a college campus; taken together, they compose the rich physical and community heritage of a historic college that celebrates its 115th birthday in 2016 |
| chief academic technology officer: Cases on Inquiry through Instructional Technology in Math and Science Lennex, Lesia, 2012-01-31 There exists a wealth of information about inquiry and about science, technology, engineering, and mathematics (STEM), but current research lacks meaningfully written, thoughtful applications of both topics.Cases on Inquiry through Instructional Technology in Math and Science represents the work of many authors toward meaningful discourse of inquiry used in STEM teaching. This book presents insightful information to teachers and teacher education candidates about using inquiry in the real classroom, case studies from which research suggests appropriate uses, and tangible direction for creating their own inquiry based STEM activities. Sections take the reader logically through the meaning of inquiry in STEM teaching, how to use technology in modern classrooms, STEM projects which successfully integrate inquiry methodology, and inquiry problem solving within STEM classrooms with the aim of creating activities and models useful for real-world classrooms. |
| chief academic technology officer: Michigan Education Directory , 2007 |
| chief academic technology officer: Partnerships and New Roles in the 21st-Century Academic Library Bradford Lee Eden, 2015-09-18 The fifth volume in this series focuses on creating partnerships and developing new roles for libraries in the 21st century. It includes such topics such as consulting, coaching, assessment and engagement partnerships, university commercialization, adult student support, librarian-faculty partnerships in developing and supporting new academic courses, and creating and staffing the information commons. The concept of embedded librarianship is touched upon in the context of extending the role of the librarian outside the library. The chapters in this volume demonstrate that just as students are extending the ways in which they learn, librarians must embrace new roles and modalities if they are to provide the types of support required by patrons. A typical example of growing importance: massive open online courses (MOOCs) create challenges and opportunities as they are constantly evolving; they change fundamentally the way students interact with teachers, their fellow students, any course content, and existing or new library services. To survive, librarians need to be engaged in ways that push beyond current professional limits in order to better support the needs of learners. Doing this will not be an easy task, but one that librarians are certainly up to. It is hoped that this volume, and the series in general, will be a valuable and exciting addition to the discussions and planning surrounding the future directions, services, and careers in the 21st-century academic library. |
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Chief Academic Technology Officer (PDF) - archive.ncarb.org
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Chief Academic Officer - sfdr-cisd.org
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The Chief Academic Officer (CAO) oversees and guides the daily operations of instruction, including Elementary and Secondary Flex and Full Time, quality assurance, virtual learning …
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Reporting to the Chancellor, the Chief Academic Officer (CAO) provides academic and strategic support for The Community Solution and all its colleges.
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University personnel and contractors will upgrade and enhance facilities based on the Steering Committee decisions, to support advanced technology in academic, student support, research, …
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Chief Academic Technology Officer - archive.ncarb.org
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This class is distinguished from the Chief Technology Officer in that the latter has overall responsibility for all functions of the Information Technology Department and for developing, …
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Chief Academic Technology Officer [PDF]
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Under general administrative direction of the Vice President of Administrative Services, the Chief Technology Officer plans, directs, manages, oversees and provides leadership for strategic …
Technology Plan 2025 – 2028 - mcphs.edu
To organize, deploy and support the best uses of technology for achieving the University’s strategic plans. To support the University’s educational mission through responsive service, …
Chief Academic Technology Officer (book) - archive.ncarb.org
Chief Academic Technology Officer is a vital topic that needs to be grasped by everyone, from students and scholars to the general public. This book will furnish comprehensive and in-depth
The Texas A&M University System Council for Academic …
Chief Academic Technology Officer . rschilke@tamuct.edu; 254-519-5435 . June 2022 ; Texas A&M University - Commerce . Ms. Jessica Adams ; State Authorization ... Chief Information …
Director, Academic Technology - Mt. San Antonio College
Chief Technology Officer in that the latter has overall responsibility for all functions of the Information Technology Department and for developing, implementing, and interpreting public …
CHARLOTTE MECKLENBURG SCHOOLS ORGANIZATIONAL …
Chief Technology Officer CANDACE SALMON-HOSEY Chief of Police LISA MANGUM ORGANIZATIONAL CHART CMS Leadership REV JAN 2023. Chief of Staff VACANT …
Chief Academic Technology Officer (PDF) - archive.ncarb.org
Chief Academic Technology Officer: Leadership through Collaboration Ann S. Ferren,Wilbur W. Stanton,2004-02-28 This book is organized around 11 topics including the skills and personal …
Chief Academic - garycsc.k12.in.us
Jan 24, 2025 · Chief Academic Officer (Dr. Cynthia Treadwell) Director of ... CLT Executive Administrative Assistant (Annette Marrero) Chief Operations Officer (Dee-Etta Wright) Director …
Chief Academic Officer - sfdr-cisd.org
Aug 19, 2024 · The Chief Academic Officer (CAO) is a Cabinet-level position who serves under the general direction of the Superintendent. The Chief Academic Officer provides direct support …
JOB TITLE: CHIEF TECHNOLOGY OFFICER - El Camino College
Under the direction of the Vice President of Administrative Services, the Chief Technology Officer (CTO) is responsible for planning, implementing and maintaining enterprise information …
JOB DESCRIPTION: CHIEF ACADEMIC OFFICER - FLVS
The Chief Academic Officer (CAO) oversees and guides the daily operations of instruction, including Elementary and Secondary Flex and Full Time, quality assurance, virtual learning …
Chief Academic Officer - The Community Solution Education …
Reporting to the Chancellor, the Chief Academic Officer (CAO) provides academic and strategic support for The Community Solution and all its colleges.
Facilities Plan: 2025 2028 - mcphs.edu
University personnel and contractors will upgrade and enhance facilities based on the Steering Committee decisions, to support advanced technology in academic, student support, research, …
JIM DAVIS VICE PROVOST – INFORMATION TECHNOLOGY
Jim Davis is Vice Provost IT & Chief Academic Technology Officer - a new executive leadership role with broader responsibilities focused on UCLA’s academic research and education mission …
Chief Academic Technology Officer - archive.ncarb.org
Chief Academic Technology Officer: Leadership through Collaboration Ann S. Ferren,Wilbur W. Stanton,2004-02-28 This book is organized around 11 topics including the skills and personal …
DIRECTOR, ACADEMIC TECHNOLOGY DEFINITION …
This class is distinguished from the Chief Technology Officer in that the latter has overall responsibility for all functions of the Information Technology Department and for developing, …
NCDPI Organizational Chart
Chief Academic Officer Office of District & School Support Services Dr. Monique Felder (eff. 3/31/25) Deputy Chief Academic Officer Office of Teaching and Learning Dr. Kristi Day Director …
Chief Academic Technology Officer [PDF]
Chief Academic Technology Officer: Leadership through Collaboration Ann S. Ferren,Wilbur W. Stanton,2004-02-28 This book is organized around 11 topics including the skills and personal …
Job Description - Sierra College
Under general administrative direction of the Vice President of Administrative Services, the Chief Technology Officer plans, directs, manages, oversees and provides leadership for strategic …
Technology Plan 2025 – 2028 - mcphs.edu
To organize, deploy and support the best uses of technology for achieving the University’s strategic plans. To support the University’s educational mission through responsive service, …
Chief Academic Technology Officer (book) - archive.ncarb.org
Chief Academic Technology Officer is a vital topic that needs to be grasped by everyone, from students and scholars to the general public. This book will furnish comprehensive and in-depth
The Texas A&M University System Council for Academic …
Chief Academic Technology Officer . rschilke@tamuct.edu; 254-519-5435 . June 2022 ; Texas A&M University - Commerce . Ms. Jessica Adams ; State Authorization ... Chief Information …
Deputy Chief, Technology Officer - Mt. San Antonio College
This class is distinguished from the Chief Technology Officer in that the latter has overall responsibility for all functions of the Information Technology Department and for developing, …
