LibraryC1

Technologies in the classroom include use of our library's electronic databases. ABI Global is is one of the more important database. Students use library resources in order to make their research presentations. 

One faculty member regularly uses articles from the online version of the WSJ in classroom discussions, as well the library's subscription to the CCH Tax Research NetWork in the tax classes.

Information technologies regularly and actively utilized in the classroom:  PowerPoint (faculty and students), CD/Video, Websites,  PastPerfect, Blackboard, Maps, Poster presentations. 

Information technologies regularly and actively utilized in the classroom:  World-wide web,  PowerPoint (faculty and students), CD/Video, Websites,  PastPerfect, Blackboard, Maps, Poster presentations.  Observation software.

Many of our upper division classes have components which require our students to gather, analyze and critique primary literature. The library staff work extremely hard to gather data on our discipline, and many resources in biology can be found by linking to the library home page. They have been very active in trying to find less expensive alternatives, such as on-line subscriptions and the use of state services such as Cascade, to meet our needs.

CHEM 388 and CHEM 488 are colloquium courses in which students perform an extensive literature study on a topic of their choosing.  At the end of the term they present either a poster (CHEM 388) or an oral seminar (CHEM 488) to the faculty as well as their peers in chemistry.  They are instructed in the use of library resources, the use of the various electronic search engines used by scientists, the difference between peer reviewed and non-peer reviewed literature, and proper citation of the literature.  They are also taught the importance of obtaining information on a topic from a variety of different sources.  Students involved in undergraduate research projects (CHEM 495) must also familiarize themselves with the peer-reviewed literature related to their work.

January, 2008
As with most technical disciplines, communications, both written and oral, continues to be one of the most difficult areas for our students.  With this in mind, the department has developed four required courses that contain a major writing/presentation component and that typically include a reaserch component.  CS 325, Technical Writing in Computer Science uses a writing professional to present the aspects of technical writing tailored to the computer science discipline.  The senior project capstone courses, CS 480 & 481, require that each team generate professional documents such as software requirements, design, test plan and user manual.  Project teams also make formal, required progress reports.  CS 489, the Senior Colloquium, requires students to write and present a research paper.  In addition, at least nine of the junior/senior level classes require research papers and/or research presentations.  In most circumstances, faculty require some of the references to come from non-internet sources in addition to the now ubiqitous on-line research.

The College of Business provides support to the DOE in the area of information and technology. An information technology systems specialist is available to provide support in the areas of computers, power point, showing of videos, and the like. This support is very helpful and should be encouraged. The College of Business also provides budgetary assistance to help DOE faculty purchase books and journals necessary for teaching and research.

Professors and their students use both print and online resources for literature and language research.  The MLA International Bibliography and the Essay and General Literature Index are among the most used databases, along with online journals through JSTOR and Project Muse.  Both professors and graduate students use Inter-library Loan services.

Many upper division English classes require a research paper of students. Modern Language Association research and documentation policies and procedures are introduced in ENG 303: Principles of English Studies. In the general education curriculum, research methods are introduced in ENG 101, and research and documentation practices are taught in ENG 102. Most sections schedule a library visit or a presentation by library personnel.
Instructors assign Reserve Reading at the library for courses.

Media services lends DVDs and videos appropriate to classroom instruction.

In upper division courses our students are routinely asked to make use of technological resources in order to collect, analyze, and synthesize information used in the completion of course requirements. These resources include web-based periodicals and journals in the courses’ target languages, computerized reference works (dictionaries, databases, etc.) and computer based language learning programs. While there is no technological proficiency standard incorporated into any of our programs, technological resources are steadily moving towards a more central role in how we teach our languages, how our students learn and reinforce the curriculum of our courses, and how we evaluate the progress of our students.

All department faculty are able to maximize use of our classrooms that have been equipped with podium computers and RGB projectors.  This facilitates the projection on the front screen of graphical lecture supplements, and this is especially useful for displaying maps at any number of scales.  Video segments are also common classroom enhancements, especially in our regional classes where visual material is available to engage in what amounts to a “virtual field trip” to far-flung places otherwise inaccessible.  For current events that have a geographical context, we sometimes tune in to the news channel for a few minutes; such was the case with the Indonesian tsunami to document the resultant effect on human settlements along the coasts of several countries.

Professors use Summit Parenthical description and urge their students to use Summit for materials unavailable on this campus. Databases and world library catalogs are also tapped.

Professors use Inter-library Loan services with Inter-library Loan Director Becky Smith’s aid and urge their advanced students to do the same.

Most upper division history classes require a research paper of students, necessitating their use of the campus library. History majors are required to take History 302: Introduction to History, a course that teaches library skills and encourages library use, for all subsequent courses in the department. Senior majors are required to take History 481 at the end of their career, to refine their research skills.

Instructors assign Reserve Reading at the library for courses.

Media services lends DVDs and videos appropriate to classroom instruction. High demand for timely topics, like Islamic history, necessitates acquisition of multiple copies.

Professors and their students access the CWU collection on CATTRAX from PCs for history research.

The Department of History used its Rodine Library Fund to purchase a two thousand dollar English-language encyclopedia on Russian History for the library.

The History Department requires an introductory course of majors, History 302 and a capstone course, History 481, both requiring major research skills for successful completion of the major.

Proficiencies are assessed via graded research papers, evaluating not only historical content but also sophistication of library research, analysis of sources, and documentation of materials employed.

Several classes within the IET majors require the use of the library to research a topic.  This is achieved by mandating a reference be from the campus library. 

Several classes in the major require extensive use of the MS office suite of tools, and several classes require advanced computer skills and a working knowledge of software.

The specific courses are:
i.	Architectural CAD
ii.	Solid Works
iii.	Technical Presentations
iv.	Finite Element analysis
v.	Construction estimating, scheduling and project management software

Because of the nature of information technology – in terms of both curriculum and skills needed for the workplace – students do not rely heavily on library resources. The students’ timely need for most resources comes from the Internet. Several of our courses, ADMG 385 Business Communication and Report Writing, IT 468 Projects in Database, ADMG 485 Managerial Communication, for example, require research papers. While we encourage students to use the library, many students use the Internet to obtain timely information.
Faculty most often use CATRAX to obtain research articles for literature reviews.

As part of the Research Methods in Criminal Justice course, all students at the Ellensburg campus are required to be proficient with the Statistical Program for the Social Sciences (SPSS). They are also required to develop a basic web page. It is hoped that in the near future, all of the Center sites will have sufficient classroom technology to allow all LAJ students to obtain the same proficiency. In Legal Research all students must learn how to utilize Lexis Nexus and Westlaw, plus related law sites. Nearly all faculty utilize Blackboard for their classes.

All of the classrooms in Shaw Smyser are “technology enabled” with computers, data and video projectors, network/internet connections, TV/DVD and satellite access to CNN and CNBC.  Faculty competition for “technology enabled” classrooms is very active, leading to utilization of the some of the rooms from the 7:00 a.m. hour through the 10:00 p.m. hour.  At CWU-Lynnwood, the college shares facilities with Edmonds Community college in Snoqualmie Hall, a state-of-the-art facility completed in 2003.  Seventeen of the classrooms in Snoqualmie Hall are “technology enabled.”  Of the seventeen rooms, two are distance education enabled and two others are computer labs.  At the new CWU-Des Moines facility all classrooms are technology enabled.

The Mathematics Education programs are the only programs currently expecting an information literacy proficiency component. Both the undergraduate and graduate programs (in mathematics education) have multiple assignments/assessments aligned with standard (Use and participate in professional mathematical organizations: NCTM-2003-SEC.8.5)  Most of the assignments/assessments in both programs are to use the Internet and/or other resources to find lessons aligned to state and national standards (also on the internet).

Example Summative Assessment from Undergraduate E-Portfolio:
Artifact: 
Integrated unit aligned with the state EALRs.
Reflection on how this unit meets NCTM-2003-Sec. 8.5
Write a thoughtful and insightful reflection of how your artifacts demonstrate your ability to participates in professional mathematics organizations and uses their print and on-line resources.

. Acquisitions are designed to support the full range of the music department’s curriculum, which includes music history classes and the music education program, as well as providing books, scores, and recordings for music faculty, graduate, and undergraduate students.  Scores are purchased so that individuals or members of performing ensembles have access to study scores or performance scores with parts.  Music recordings are acquired to support listening assignments of various courses and to encourage listening by individual patrons interested in all genres: including classical, jazz, blues, and world music. 

Three music courses provide formal music library instruction for music students:

· MUS 104, Introduction to Musical Studies:  One of the primary goals of this course is to provide instruction in the use of the music library and all its hard copy and electronic resources.

· MUS 304:  Introduction to Musical Studies for Transfer Students, is designed to be give transfer students much of the same content of the MUS 104 course, but without the university orientation material that is required for entering students.

· MUS 521:  Methods of Music Research, is designed to help the graduate student in music to formulate a logical approach to the process of identification, location and evaluation of the materials available for master’s level research projects. 

Students taking the music history sequence (Mus 359, 372, 373, 374) will normally be asked to write at least one research paper during that academic year.  The instructors of the music history sequence expect the students to expand upon the material learned in either Mus 104 or Mus 304 and are ready to assist the students with these projects.

Health Programs:  Both School Health Education and Public Health faculty regularly utilize video resources, electronic database searches, internet, blackboard, and “clicker” technologies in the classroom.

Physical Education

Food Science & Nutrition:  Faculty and students utilize a number of electronic search engines available through the CWU library.  Most used would be Medline, ProQuest Medical Library, and Web of Science.  Graduate students and faculty have also utilized RefWorks.

Para-medicine

Exercise Science:  Online resources both through library servers and “circumvential” to library access.

Graduate Programs

Faculty actively use the Summit interlibrary loan system and urge their students to use Summit for materials unavailable on this campus. Databases and world library catalogs are also utilized, with faculty often recommending the inclusion of new disciplinary databases such as the Bibliography of Asian Studies.

Professors make judicious use of Inter-library Loan services and urge all of their students to do the same. In certain cases, faculty require that students in their general education classes obtain and critically review peer reviewed articles through the various databases. 

Most upper division classes require a research paper of students, necessitating their use of the campus library and interlibrary loan resources. 

Faculty assign Reserve Reading at the library for courses.

Media services lends DVDs and videos appropriate to classroom instruction. 

The Department funds the video recording of sponsored special lectures and speaker series, and makes the recordings available to the campus community through the Library’s media services and Departmental library.

Learning opportunities for information literacy are provided in the physics program through:  information literacy instruction in the general education program; upper division physics curriculum that requires students to apply information literacy (for example, literature summaries as part of course requirements); the undergraduate research requirement for all physics majors (through PHYS 495), with a significant component of that research dedicated to identifying and understanding appropriate literature on the research topic; the physics seminar course (PHYS 499) that requires students to use the literature in the preparation of assignments for the course; incorporation of current literature in the discussion of topics in the established physics curriculum, and finally informal encouragement and instruction of students to use literature resources (e.g., faculty modeling appropriate information literacy techniques when students ask questions during office hours, and discussion of current literature in casual conversations between students and faculty).

-Use of technology varies by instructor and is also affected by classroom facilities. Over the five-year period, the Psychology Building (our home building) went from having no smart classrooms to where now a number of them (roughly half) do.  However, this is also limited by size, as there are few large classrooms in the building and most yet not all have technology capabilities, thus limiting their use. We are often forced to go outside our building to Black Hall and the like, or instead be placed in Farrell, Michaelsen, or L&L (with or without technology).

-At the beginning of the review period, very few of our instructors used any form of technology beyond a VCR, nor was it available. With the adaptation of classrooms, and the addition of some new faculty, that is changing.  The most common form of technology continues to be Video players, but others include:
	-Blackboard course management software (2 use)
	-Internet/WWW (most faculty use in and out of classroom for teaching)
	-Information databases (Lexis-Nexis; JSTOR; etc.[4 faculty])
	-text supplementary programs(?)
	-Power point and other presentation software
	-SPSS statistics software (limited usage)
Jan. 08

(January 2008)
Data and reflection regarding instructional technology is presented in Standard 2.E.4. About 80% of the psychology faculty use instructional technology. Instructors, text publishers, and web sources have created effective visual and audio support materials for traditional courses. In addition, many instructors use the interactive capabilities of Blackboard to present information to students and mediate topical interactions among students. Classrooms in the Psychology Building are gradually becoming equipped with instructional presentation hardware. Our department has two engineering technicians that support our instructional and research needs.

A sixteen-station PC computer laboratory is currently used for instruction in PSY 300, Research Methods in Psychology, PSY 301, Learning, and PSY 450, Cognitive Psychology. In-house programming is used for lab exercises in cognitive psychology and research methods. Computer-supported laboratory exercises are used in PSY 301, Learning. The “Sniffy” package provides simulations of learning phenomena. This sixteen-station lab is also used for undergraduate and graduate student and faculty research projects, as is a six-station PC suite in our human research wing.

The Psychology Building houses a 19-station Mac and PC lab supported by university student computer fees. It is staffed by a student assistant and can be reserved for group instruction. We use this lab for some sections of our three statistics courses.

Our faculty members have very good access to research equipment. We are able to purchase or build most required equipment. We have a full time engineering technician and another full time engineering technician specializing in computer-based research systems to design and produce hardware and software for instructional and research purposes. The building’s research areas include a variety of specialized individual and group laboratory spaces that are used by students and faculty for animal and human research.

New buildings house our programs at our Yakima, Wenatchee, and three Puget Sound centers. Electronic technology support and DE facilities are excellent. Each center has online access to the university’s computing resources, including online library resources.

Faculty conduct research and prepare lecture and other course materials utilizing library holdings and interlibrary loan

Faculty assign research projects and papers to students that requires the utilization of library resources

Students conduct research and write thematic papers based on library holdings and materials received via interlibrary loan

Faculty and students use the assistance of computerized library data bases and the library research staff to facilitate the acquisition of the above materials 

Faculty assign reserve readings for classes which are housed in the library

Faculty utilize media resources (videotapes/disks which are purchased by and housed in the library

Faculty have occasionally arranged library tours and invited library staff to provide class lectures on library resources and search procedures

Michael J. Smith is the Theatre Liaison to the Library Advisory Board.

Professors encourage students to use Inter-library Loan servicewith Inter-library loan Director Becky Smith, and encourage both undergraduates and graduates to do the same. Several upper-division courses and many graduate courses require a research paper of their students, necessitating the use of the campus library. 
Instructors assign Reserve Reading at the library for some courses.

Media services lends DVD’s and videos appropriate to classroom instruction.  Continue expansion and utilization of this collection is a priority for the theatre department.

Professors and their students access the CWU collection on CATTRAX from PCs for historical research.

QUESTION: LibraryC1