1. What evidence do you have that demonstrates your commitment to technology?

Complete MA in Music Education (elementary-general music track) available online; AV and projection equipment available in most classrooms; have 12-station MIDI lab; WebCT used in many classes; technology fee charged in all music theory classes to help upgrade equipment and software; ear training software used in all aural skills classes; and several student assignments require use of computers for creation and/or submission.


2. Since NCATE's last visit, what improvements have you made regarding the integration of technology?

Except for upgrading the MIDI lab and use of ear training software, all of the items listed under No. 1 above have been implemented since the last NCATE visit; and have instituted peer technological training.


3. What do you see as weaknesses regarding the integration of technology in your department?

Lack of predictable funding from the central administration; some faculty are slower than others to adapt to technological advances; lack of time for faculty training.


4. What future plans do you have for improvement?

Looking for more faculty to complete WebCT certification; look for university to take over maintenance of classroom technological equipment; more peer training.


5. What kinds of ITV and distance learning courses or programs does your department offer?

MA in Music Education (elementary-general music track) available totally online.  Approximately 1/2 of all required masters degree courses available online.


6. How close are these courses and programs to the level of instruction of on-campus courses? How do you know?

Student evaluations suggest that the online classes are as effective as face-to-face classes for this advanced student population.  We do not anticipate much online instruction for undergraduate students.  Many of our graduate classes are offered online only; thus there are no face-to-face classes with which to compare them.


7. Do you use technology to assess your overall program? If so, how? Do you have artifacts to document this process?

Some faculty are using the WebCT survey tool to gather ongoing information as to how students feel they are doing in specific courses and as a means of adjusting and modifying instruction to better meet student needs.  All course evaluations are done via mySFA.  All faculty are asked to add to the survey questions that relate specifically to learning outcomes for their classes.  Some faculty are also making increased use of rubrics for grading and then scanning the assessment documents in PDF files to retain the records.


8. How does your program support faculty in the use of instructional technology? What evidence do you have to document this support?

Faculty are encouraged to become WebCT certified; faculty creating graduate music history classes using WebCT have been given preference for summer teaching; Herbert Midgley serves as our first responder for technological problems/questions; have at times scheduled formal technology workshops for faculty headed up by peers.


9. What technologies does your program make available to faculty and/or staff?

WebCT training; computers; scanners; projectors; several software packages; e-mail, mySFA, printers, AV, sound recording, etc.


10. Does your program, department, or college have a technology plan in place? Where can a copy of this plan be found?

We have a technology committee in the School of Music that is used to make recommendations for purchases of equipment and set guidelines for technological development.  We do not have a formal plan.


11. How are your distance education programs assessed/monitored, and how are your distance education students advised?

All classes are evaluated by students through mySFA.  In the past a survey from OIT has also been used.  Distance ed students are advised by e-mail and phone.


12. Do you believe your distance education programs are sufficiently funded?

The university has several disincentives in place that make our distance program less successful than it might be. One is cost (where students who live away from the campus must pay several fees for which they do not receive any value - UC fee, Recreational Center fee, etc.).  Also, out-of-state students pay these same fees and the cost makes it difficult to compete with other schools in the market place.  The university does not aggressive market its online programs and is missing a great opportunity to become a leader in the nation in distance education in some disciplines.


13. What are the qualifications of faculty who teach distance education courses?

All are regular faculty members teaching in areas of their own expertise;  most have doctorates in the field;  all have completed WebCT certification and had their online classes reviewed by the School Director and OIT staff.


14. What would you like to see highlighted about your program's use of instructional technology?

The SFA School of Music has the first (and as far as I know) the only online masters degree in music education available in Texas and is one of but a hand full of universities in the nation with a comparable program.  The School of Music also sponsors a "teaching Web site" (www.tsmp.org), The Texas School Music Project, that won an award for excellence from the Center for Digital Education in 2004.
 
top