Ten Loaded Questions - you only get to pick one answer

1. Over the last 50 years the basic structure of higher education has changed
   1. Not at all
   2. a little bit
   3. somewhat
   4. Quite a Bit
   5. dramatically

2. Change over this time period is best measured by
   1. an increase in the diversity of degree programs being offered
   2. a change in student retention/graduation rate
   3. a changing distribution of class sizes across the curriculum
   4. an improvement in teaching facilities (i.e. classrooms, buildings, etc)
   5. better prepared students entering society
   6. a change in the way we teach our courses across the curriculum
   7. a larger precentage of the operating budget devoted to instruction

3. Information Technology has failed to produce any transformative change in higher ed primarily because
   1. IT is fundamentally incapable of producing transformation
   2. IT is not supported by the Central Administration at the level it needs to be to make a difference
   3. Faculty are afraid of being displaced if they adopt it
   4. Students don't like it
   5. faculty do not understand how to use if effectively to produce such change
   6. no one really wants change
   7. your wrong; transformative change at my institution has occurred

4. The principle benefit of IT in Higher Ed is
   1. the facilitation of better lecture presentations through Power Point or other technologies
   2. Digital lecture material can be archived for later review by students
   3. Research products can be more easily incorporated into the course material
   4. the increase of communication between professor and student
   5. the ability to do better course management (e.g. Blackboard)
   6. to allow material to be presented in new ways
   7. to promote better student engagement with the course or material
   8. facilitate or build a shared learning environment

5. Participation in undergraduate research at my institution is limited by
   1. Lack of meaningful credits for the students
   2. resistance of faculty to act as undergraduate research mentors
   3. lack of central administration support for a more formal program
   4. overall poor student ability to carry out research
   5. incentives to faculty to become more involved with undergraduate research
   6. wholesale failure to embrace undergraduate research as an enterprise equal in value to taking courses

6. The best catalyst for undergraduate research at my institution would be
   1. Aggressive engagement by the Library in the training of students in how to do research
   2. A well supported formally structured program where students have to apply to get in and receive considerable credit towards degree (Univ. of Delaware model)
   3. Faculty release time from teaching to engage in research mentoring
   4. Create a position of Dean for Undergraduate research
   5. Give incentives to departments to develop programs within their discipline

7. Collaborative learning
   1. increases students critical thinking skills
   2. encounters faculty resistance because their power fades
   3. won't work because students abhor group work
   4. is difficult because it requires traditional course content to be restructured
   5. gives an important skill set to the students
   6. is generally impeded by the structure or layout of our classrooms
   7. is the latest new age mantra - devoid of any real substance

8. Students learn the material primarily from
   1. face to face time with the instructor
   2. preparing for exams
   3. exercises that increase time on task
   4. reading or accessing other sources of information relevant to the course
   5. discussing the material with each other
   6. googling for answers

9. Wireless laptop usage in classrooms
   1. will soon become a huge distraction and should not be permitted in the lecture hall
   2. is no different than students in the back row reading the student newspaper
   3. is beneficial to the student as their note taking skills are improved
   4. potentially allows the students to better interact with the lecture material
   5. potentially allows for a new teaching and learning dynamic

10. 50 years from now, the structure of higher ed will
    1. be virtually unchanged from now
    2. be slightly different from now
    3. completely different from now due to rapid technological change
    4. have evolved from in situ learning to a fully distributed learning environment
    5. have been replaced by commercial entities
    6. much different but in a very unpredictable way