This chapter describes a pedagogy-first summer faculty development program designed to support faculty who want to add digital components to a course or academic program.

Technology and its uses have undergone significant change in the past several decades. Although the technology of 2010 has changed in ways unimaginable in 1960, the promise of technology today is similar to the promise of technology then. The achievement of student learning seems more likely to lie in the minds of the people who use the technology…

This chapter explores the use of social media in the higher education classroom highlighting potential issues for student-faculty boundary management and providing suggestions for praxis. Social media has captured the attention of educators and provides exciting new ways to engage students in course material. However, instructors and students…

Three interconnected aspects of higher education and information literacy are essential. The first is global educational goals and the place of information literacy within those goals. The second is new research on higher education effectiveness and the role of information literacy for successful learning. The third is the role technology plays in…

Teaching first-year engineering students in a laptop environment requires carefully choosing and then adapting teaching methods. This chapter describes how laptops were used, how the students responded, and what the group of participating faculty learned in the process. (Contains 6 figures.)

This chapter describes successful assignments that made creative use of laptops in writing, literature, and public speaking courses. Some activities moved the session out of the classroom to outdoor locations.

Our role as teachers in universities should not be to simply keep up-to-date with new technologies; rather, we should be leaders in the use of new and emerging technologies to effectively meet the changing needs of learners. (Contains 1 figure.)

Technology can be used to effectively support FLCs. This chapter explores how technology and a community of inquiry model can be used to facilitate individual reflection and critical discourse about teaching practice. (Contains 2 tables and 1 figure.)

Teaching animal sciences, like most agricultural disciplines, requires giving students hands-on learning opportunities in remote and often computer-unfriendly sites such as animal farms. How do faculty integrate laptop use into such an environment?

This chapter describes the experience of two faculty members who implemented laptop technology in a lower-division social science course. The authors focus on the pragmatic issues associated with incorporating this technology into the social science classroom and recommend several strategies and resources.

This chapter describes an undergraduate psychology research methods course in which laptops facilitated online organization, electronic portfolios, and flexible laboratories to improve student engagement, capability, and understanding. (Contains 3 figures.)

This chapter describes Clemson University's Laptop Faculty Development Program and its assessment, offering the program as one model for designing faculty development to successfully implement laptop mandates. The chapter also acquaints readers with the many types of in-class, laptop-based activities that meet best-practice criteria for effective…

As the World Wide Web becomes an integral part of higher education, universities must determine the viability of using the Internet for their student evaluation systems. This chapter highlights important online-student-rating issues raised in this volume and in other research through a case study of Murdoch University's (Perth, Australia) online…