Beth Russell EdTech 501 Campus Technology Analysis School: Global University Asia (GUA) Institutional Demographics: Global

University Asia is a new portal campus of Global University, an established, private American university, and was founded 2 years ago in 2010. The portal campus is located in China and currently has 325 students, all undergraduates, from over 50 countries. The students are elite and were considered in the top tier at their high schools. The branch campus, or GUA, opened with one class of 160 freshmen in 2010 and welcomed the next class of freshmen in 2011. Another class, of approximately 150 students, will arrive each fall for an eventual total enrollment that will be capped at approximately 2000 students. The university plans to offer graduate programs within the next 5 years. GUA offers a full, 4-year liberal arts curriculum and the degrees are granted by the parent institution in the United States, so there is nothing distinguishing the degree the GUA students get from those their peers get at the home institution in the U.S. The curriculum is vigorous and getting into GUA is highly selective, with only 2% of applicants admitted. GUA faculty are recruited worldwide and include visiting faculty from the parent institution in the U.S. Since the campus is still in the earlier stages of development, policy and infrastructure is still being established and GUA can be considered a work in progress on many levels. Its tie to its parent university in the U.S., which is also competitive and benefits from numerous resources, is extremely beneficial. GUA is alternatively trying to establish its own presence, processes and procedures while still remaining true to its American counterpart, which is a delicate balancing act and can be difficult to navigate. GUA is quick to embrace new technology and provides its campus population with the latest in audio, video, data and multimedia software, along with support services to help students and faculty use these programs. Additionally, there is ample equipment to encourage innovation and experimentation, including specialized printing services, high-end photography equipment, Mac and PC computer labs, scanning, audio recording and video digitization stations.

ADMINISTRATIVE Policy behavioral o islands: different departments possess various skill levels resource/infrastructure o emergent: most departments have necessary resources Planning behavioral

o integrated: its up to each department and therefor varies resource/infrastructure o integrated: campus-wide systems and tools are in place

Budget behavioral o intelligent: sufficient to ample budget but future is unknown in this area since start-up funds may dwindle and future annual budgets are unknown resource/infrastructure o intelligent: systems in place but are moving into another budgeting system already after 2 years Administrative Information behavioral o integrated: student portal and faculty intranet are established and growing. Some reluctance to using these tools vs. the more established tool at the U.S. based institution resource/infrastructure o integrated: current system in place but it will be changed within the year in an attempt to bring all Global University systems under one umbrella CURRICULAR Electronic Information behavioral o islands: varies by faculty member resource/infrastructure o islands: available if needed but use varies by faculty member and discipline (ex. humanities is quicker than engineering to disseminate information electronically) Assessment behavioral o emergent: performance reviews alternate between paper and electronic resource/infrastructure o islands: capability is there but use varies by department Curriculular Integration behavioral o islands: varies by discipline (ex. new media arts is always exploring ways of using new technology in the curriculum while other departments are still using the lecturer/student model) resource/infrastructure o islands: campus wide the support is available but resources, including training, vary by department Teacher Use behavioral

o integrated: varies by faculty member, some are more willing to use technology in teaching and learning while others are yet to fully embrace it or realize its potential resource/infrastructure o integrated: resources are available Student Use behavioral o integrated: the majority of students have integrated technology into their daily lives resource/infrastructure o integrated: resources and infrastructure are in place but still evolving and growing SUPPORT Stakeholder Involvement behavioral o integrated: fairly widespread campus support that is acted upon resource/infrastructure o integrated: in place but hard to remain a constant given the evolving nature of our faculty population and the small amount of standing faculty Administrative Support behavioral o islands: varies by department and discipline resource/infrastructure o islands: varies by department and discipline Training behavioral o islands: varies by department resource/infrastructure o islands: Technical/Infrastructure Support behavioral o integrated: can draw on campus resources resource/infrastructure o integrated: campus wide technological infrastructure in place CONNECTIVITY Local Area Networking (LAN) behavioral o integrated: used heavily resource/infrastructure o integrated: in place but there are some issues with speed that are being addressed at the global scale District Area Networking (WAN) behavioral: N/A, this campus is not part of a school district resource/infrastructure: N/A, this campus is not part of a school district

Internet Access behavioral o intelligent: mostly intelligent those some users are more advanced than others resource/infrastructure o integrated: campus wide integration though there is some disparity between departments related to software and equipment. Consistency is needed. Communication Systems behavioral o integrated: mostly integrated but there is some difficulty with trying to harmonize the local system with the parent institutions system while still remaining relevant to the local campus community resource/infrastructure o islands: some department heavier users than others INNOVATION New Technologies behavioral o intelligent: resources are supported but not always used by campus population resource/infrastructure o intelligent: in place and always moving forward Comprehensive Technologies behavioral o intelligent: fairly widespread resource/infrastructure o intelligent: widely supported but still evolving Conclusion Global University Asia benefits from strong resources and support related to the incorporation of technology on campus. Start-up funds were, and continue to be, plentiful so the campus has been investing heavily in technology. It is likely, though, that the resources wont always remain so abundant. The entire campus has internet connectivity and a wireless network is available to all users. The campus is heavily reliant on this connectivity for everything from learning management system administration, use and support to the student portal and faculty intranet and online course registration. It is a given that the network will always work and during the rare times that it doesnt, most things come to a halt. The campus also benefits from a proxy server based in the United States that is widely used among students, faculty and staff to get around the censorship issues that are in place in China. The network has suffered from slowness lately, and this has been brought to the attention of the Global Technology Team in order to address it as quickly as possible. Possible solutions include the implementation of a LAN accelerator or the use of a Akamai fast file upload service for some applications, though this has yet to be decided on by those in the administration.

Some faculty are quicker to incorporate technology into their curriculum than others. For example, the New Media Art department is always experimenting with different pedagogical initiatives that use technology. The most recent project had the students using iPads to create photo diaries of their recent trip to India. Other departments, such as Social Sciences, appear more reluctant to use technology when teaching and have stuck to the more traditional lecturer model. The academic technology depart would like to invest more heavily in promoting instructional technology initiatives campus wide. The campus is growing, both literally and figuratively, and along with it, systems and processes to support technology. I would define our campus as integrated but moving quickly toward intelligent.