Find out how NITLE can be a resource for you in the coming year and how your institution’s involvement in the NITLE Network is making a difference for liberal education. NITLE’s executive director and staff members will share information about our 2013-2014 program agenda and introduce you to specific tools and resources that your institution can use to make the best possible strategic decisions about integrating pedagogy and technology.

1. Welcome Network Members

2. Our Aim
Higher education leaders making the best possible
strategic decisions to ensure mission-driven integration
of pedagogy and technology.

3. Our Approach
• Growing a knowledge network
• Facilitating collaborative relationships, learning and
projects
• Prioritizing problems
• Developing integrated strategies

4. Our Resources
NITLE Fellows
NITLE Network
Academic Commons
Communications
Shared Practice
Shared Academics
Shared Libraries

5. Focusing on Complex Questions
Through Three Lenses

6. Liberal Arts Mission and Practice
How can higher education leaders make the best possible strategic decisions
to ensure mission-driven integration of pedagogy and technology?

7. Emerging Information Ecology
How can higher education leaders make the best possible strategic decisions
to ensure mission-driven integration of pedagogy and technology?

8. Value and Sustainability
How can higher education leaders make the best possible strategic decisions
to ensure mission-driven integration of pedagogy and technology?

9. Liberal Arts Mission and Practice
Emerging Information Ecology
Value and Sustainability
How can higher education leaders make the best possible strategic decisions
to ensure mission-driven integration of pedagogy and technology?

10. Lines of Inquiry

11. How might we integrate
technology and pedagogy
to enhance the value of
liberal arts education for
the 21st century student?
How might we increase our
environmental awareness to
improve planning and
decision-making and
expand our capacity to
adapt in the midst of
continuously changing
conditions?
How might we ensure our
selection and use of digital
technologies are mission-
focused and discern which
ones add the most value to
pedagogy and scholarship?
In what ways might the
integration of pedagogy
and technology contribute
to a more sustainable
business model?
How might we align our
individual efforts to address
these challenges with others
in the NITLE Network to
broaden our impact?

12. Means to Address Lines of Inquiry
EDUCATION
Introduce New Concepts
APPLICATION
Prototype, Test, Experime
nt
INSTITUTIONALIZATION
Establish Practice
REVIEW
Elicit Feedback and
Report
NITLE Network
NITLE Fellows
Academic Commons
Shared Academics
Shared Libraries
Shared Practice
Communications

13. NITLE Fellows
strategic insight and analysis
encouragement
provocation
concrete outcomes

14. Financial and economic realities impact our ability to implement and sustain the programmatic
integration of pedagogy and technology. The rise of online alternatives to face-to-face teaching is
attractive to many families as they make decisions about college. Our ability to deliver on the
mission of integrating pedagogy and technology hinges in part on a healthy financial and business
environment. The better we understand these issues and their implications, the better prepared
we are to lead that integration.
Focused on Small College Business Models and Implications for Integrating Pedagogy
and Academic Technologies
NITLE Senior Fellow
Dr. Thomas A. Warger has held leadership roles in IT management in higher education for
more than twenty years. He has served as chief information officer at Bryn Mawr College, IT
projects coordinator at Five Colleges, Inc., and interim chief information officer at several
other colleges. He has consulted at numerous colleges and universities. As a Senior
Fellow, Tom has been instrumental in helping NITLE define a productive and sustainable
program, and he is a leading contributor to NITLE on-campus consulting.
NITLE Fellow
Dr. Ethan Benatan has worked in higher education IT since the 1990s, serving in roles from
graduate assistant to vice president and chief information officer. He has held positions at
Reed College, Marylhurst University, Duquesne University, and (as a graduate student) at the
University of Pittsburgh and Brookhaven National Laboratory. He is a Fellow of the American
Leadership Forum (Oregon chapter) and a graduate of the Frye Institute. As a NITLE
Fellow, Ethan is working with NITLE to think through the implications of shifting financial
models on the business of the small college.

15. Focused on Small College Business Models and Implications for Integrating Pedagogy
and Academic Technologies
NITLE Fellow
Dr. Rick Holmgren is vice president for information services & planning at Allegheny College.
As a NITLE Fellow, Rick will publish several articles (one already published April 15 in Inside
Higher Ed) addressing the business model of small colleges. The express purpose of these
articles will be to help small colleges grapple with the business-model issues facing liberal
arts colleges.
NITLE Fellow
Dr. Carol Long is the provost and vice president for academic affairs at SUNY Geneseo. As a
NITLE Fellow, Carol will help develop a tool that defines metrics that college presidents can
use to assess and express success rates in actually integrating pedagogy and technology.
NITLE Fellow
Ms. Carol Smith is the chief information officer at DePauw University. As a NITLE Fellow, Carol
will be exploring how to develop a framework that helps campuses collaborate on the
delivery of standard IT services.

16. Focused on Inter-Institutional Teaching
NITLE Fellow
Dr. Rebecca Frost Davis has been newly hired as the director for instructional and
emerging technology at St. Edward’s University. We are very excited to see
Rebecca move into this professional opportunity and even more delighted that she
will continue to provide excellent service to the NITLE community. As a NITLE
Fellow, Rebecca will develop several case studies on inter-institutional teaching for
the NITLE Network. Outputs of the project will include: a literature review relevant
to intercampus teaching, which will cover contextual issues such as team-
teaching, teaching through video-conferencing, collaboration, etc.; a survey of
intercampus teaching at NITLE institutions; a minimum of four case studies of
compelling examples of intercampus teaching at liberal arts colleges, including
interviews with faculty, students, support staff, and administrators; and a final
report or white paper to be published via NITLE.
There has been a significant interest and increase in inter-institutional teaching. NITLE has deep
experience in this model, evident in Sunoikisis and the Texas Language Consortium, and we
continue to help other consortia and institutions explore the opportunities and ramifications
associated with it.

17. Focused on Digital Humanities and Emerging Pedagogical Forms
NITLE Senior Fellow
Dr. Bryan Alexander has recently begun a new venture (Bryan Alexander
Consulting, LLC) as an independent researcher, futurist, writer, speaker, and consultant
working in the field of technology and academia. We are very happy to support Bryan as
he makes this transition and pleased that he will continue to work with NITLE as a senior
Fellow, offering Network members research and consulting in emerging pedagogical
forms, the digital humanities, and futurist methodologies. Bryan will continue to publish
a monthly bulletin with the new title of Future Trends in Technology and Education. This
monthly report will survey developments in how education is changing, primarily under
the impact of digital technologies.

18. Focused on High Value Models for Distributed Education
NITLE Fellow
Dr. Tracy Mitrano is the director of IT Policy and the Institute for Computer Policy and
Law of Cornell University. Tracy is interested in unearthing the ways in which
institutions can use the technologies associated with MOOCs to create high-value
models for “distance” or “distributed” education on a global level.

19. NITLE Fellow
Dr. Kristine Bartanen, the academic vice president and dean of the university at the
University of Puget Sound, will work with NITLE to help develop a framework for
evaluating how best to acknowledge, evaluate, and reward digital scholarship.
Focused on Digital Scholarship and the Tenure Promotion Process
A recurring issue for NITLE schools is the role that digital scholarship plays in the tenure and
promotion process. Despite the increasing availability of digital scholarship tools and
resources, at many schools, perhaps most, there are challenges in understanding how best to
acknowledge digital scholarship.

20. NITLE Fellow
Dr. Chris Bourg is the assistant university librarian for public services at Stanford
University. As a NITLE Fellow, Chris will publish several articles for NITLE on library
leadership and organizational design issues to help academic libraries at small
colleges think strategically about library services and scholarly communication.
NITLE Fellow
Mr. Mark Dahl is the director of the Aubrey R. Watzek Library at Lewis and Clark
University. As a NITLE Fellow, Mark will write several articles for the NITLE
Network, outlining guidelines to help college libraries move from building digital
collections to developing digital initiatives centered around faculty and student
scholarship; emerging modes of data services in liberal arts college libraries; and
strategies for reconfiguring space in college libraries to meet a number of traditional
and emerging academic needs on campus.
Focused on Library Leadership and Scholarly Communication
Despite significant changes in library services over the past decade, the academic library remains
central to scholarship.

21. Examples of Aligning Work
with Lines of Inquiry

22. EDUCATION
Introduce New
Concepts
APPLICATION
Prototype, Test,
Experiment
INSTITUTIONALIZATION
Establish
Practice
REVIEW
Elicit Feedback and
Report
How might we ensure our selection and use of digital technologies are mission-
focused and discern which ones add the most value to pedagogy and scholarship?
NITLE Fellow Rebecca Frost
Davis will develop several case
studies on inter-institutional
teaching.
OUTCOMES:
• A literature review relevant
to intercampus teaching
• A survey of intercampus
teaching at NITLE institutions
• Four case studies of
compelling examples of
intercampus teaching at
liberal arts colleges
• Final report or white paper to
be published via NITLE
NITLE Fellow Kristine
Bartanen, will work with NITLE
to develop a framework for
evaluating how best to
acknowledge, evaluate, and
reward digital scholarship.
OUTCOME:
• A framework to evaluate and
reward digital scholarship.
OUTCOMES:
• Articles outlining guidelines
to help college libraries move
from building digital
collections to developing
digital initiatives centered
around faculty and student
scholarship; emerging modes
of data services in liberal arts
college libraries; and
strategies for reconfiguring
space in college libraries to
meet a number of traditional
and emerging academic
needs on campus.
NITLE Fellow Mark Dahl will
write several articles.
Five colleges seek to expand
foreign language options for
their students in 2012 and form
the Texas Language Consortium.
OUTCOME:
• The Texas Language
Consortium has completed its
inaugural year and approved
plans for a second year of
course offerings
(Spanish, French, German, M
andarin Chinese and
Portuguese).

23. EDUCATION
Introduce New
Concepts
APPLICATION
Prototype, Test, Experi
ment
INSTITUTIONALIZATION
Establish
Practice
REVIEW
Elicit Feedback and
Report
How might we align our individual efforts to address these challenges with
others in the NITLE Network to broaden our impact?
NITLE hosts a virtual gathering
for Network institutions
interested in examining the
possibilities for synchronous
international learning
environments.
OUTCOME:
• Network institutions
interested in creating
synchronous international
learning environment meet
and share knowledge.
NITLE Shared Academics invites
Network members to share
innovative approaches to
integrating technology and
pedagogy as seminar leaders.
OUTCOME:
• Network members are able
to learn from and build upon
ideas generated by
colleagues within the
Network.
NITLE implements periodic
surveys to assess Network needs
and priorities.
OUTCOME:
• Results from surveys are
reported to the Network and
used to provide insights into
addressing lines of inquiry..
NITLE updates list of Network
institutions with HD
videoconferencing capacity and
hosts a virtual meet-and-greet
so that institutions can connect
with potential collaborators.
OUTCOME:
• An increased number of
NITLE Network institutions
collaborate using HD
videoconferencing.

24. EDUCATION
Introduce New
Concepts
APPLICATION
Prototype, Test, Experi
ment
INSTITUTIONALIZATION
Establish
Practice
REVIEW
Elicit Feedback and
Report
How might we increase our environmental awareness to improve planning and decision-
making and expand our capacity to adapt in the midst of continuously changing conditions?
NITLE Senior Fellow Bryan
Alexander leads an open
discussion on future trends in
higher education.
NITLE Fellow Chris Bourg will
publish articles on library
leadership and organizational
design issues.
OUTCOME:
• Articles that will help
academic libraries at small
colleges think strategically
about library services and
scholarly communication.
OUTCOME:
• Participants practice using
their own observations to
envision potential futures in
higher education.
NITLE hosts prediction markets.
OUTCOME:
• Participants get to
experiment with how crowd
sourced information can help
in examining potential
futures.
NITLE’s periodic surveys include
questions on adaptability and
change readiness.
OUTCOME:
• Results provide an indication
of proven practice and
challenge areas.
NITLE Shared Practice has
subject area specialists who can
help with
visualization, modeling, simulati
ons, course design and project
management.
OUTCOME:
• Institutions improve their
planning and decision-making
through the guidance of
subject area specialists.

25. EDUCATION
Introduce New
Concepts
APPLICATION
Prototype, Test, Experi
ment
INSTITUTIONALIZATION
Establish
Practice
REVIEW
Elicit Feedback and
Report
How might we integrate technology and pedagogy to enhance the value of
liberal arts education for the 21st century student?
Academic Commons features an
issue of Transformations with
various essays on Games in
Education.
OUTCOME:
• Introduced possibilities for
augmenting students’
international experiences
through the use of digital
technologies.
OUTCOME:
• Broaden readers’
perspectives on the uses of
games in education.
Shared Academics presented
“The Synchronous International
Classroom: New Directions for
Cost Control of Foreign Study
Programs” – Thomas
Howe, Southwestern University
NITLE Network institutions
engage students in the practice
of digitizing special collections.
OUTCOME:
• Students learn digitization
techniques and gain
experience with new
technologies.

26. EDUCATION
Introduce New
Concepts
APPLICATION
Prototype, Test, Experi
ment
INSTITUTIONALIZATION
Establish
Practice
REVIEW
Elicit Feedback and
Report
In what ways might the integration of pedagogy and technology contribute
to a more sustainable business model?
NITLE Fellow Rick Holmgren will
publish several addressing the
business model of small colleges.
NITLE Fellow Carol Smith will be
exploring how to develop a
framework that helps campuses
collaborate on the delivery of
standard IT services.
NITLE Senior Fellow Tom
Warger is helping Shared
Practice develop a team of
subject-area specialists who can
provide consulting services.
OUTCOME:
• Articles addressing the
business model of small
colleges. “The Real Precipice”
was published April 15, 2013
in Inside Higher Education.
OUTCOME:
• Institutions will be able to
contract consultants to help
them address their specific
needs.
OUTCOME:
• Potential frameworks for
helping campuses collaborate
on the delivery of standard IT
services.
NITLE Fellow Ethan Benatan is
working with NITLE to think
through the implications of
shifting financial models on the
business of the small college.
OUTCOME:
• New insights on the
implications of shifting
financial models.
NITLE Shared Academics will
host seminars featuring the
results from NITLE Fellows
projects.
OUTCOME:
• Network institutions can
learn from the results of
NITLE Fellows’ work.

27. A Few Ideas on How To Derive From And
Add Value To The NITLE Network
• Subscribe to the NITLE News.
• Invite a group to attend a Shared AcademicsTM
seminar with you.
• Use the Shared Academics Discussion Guides to prompt conversation on your
campus.
• Follow NITLE on Twitter, Facebook and LinkedIn; share resources and articles that
are valuable to you with the Network. #NITLE
• View recordings of Shared Academics seminars that you miss.
• Bring a subject-area specialist to campus.
• Join Academic Commons and share valuable resources with your colleagues.
• Suggest potential topics or seminar leaders for Shared Academics.
• Contribute to Academic Commons.
• Offer to moderate a Shared Academics seminar.
• Play the NITLE Prediction Market.

28. Development of Lines of Inquiry
To help liberal arts colleges integrate inquiry, pedagogy, and technology, NITLE begins by listening to the
concerns of the NITLE Network and identifying which inquiries are most important to its members. In
planning for 2013-2014, NITLE gathered input from a variety of sources, including:
– meetings with the NITLE advisory board
– meetings with NITLE Network constituents (e.g., NITLE Summit and Symposium)
– ongoing work with the NITLE Fellows
– ongoing conversations with NITLE Network constituents (e.g., Shared Academics
seminars, Shared Practice leadership programs, NITLE e-mail lists, social media)
– suggestions/requests from NITLE Network constituents (e.g., Shared Academics seminar topics
and requests for strategic consulting)
– the NITLE Future Trends survey
– discussions within related organizations and higher-ed trade journals
Sifting through this input, NITLE identified key concerns, organizing them into thematic categories and
drafting inquiry statements. NITLE then shared the inquiries with NITLE Fellows and
advisors, incorporating their feedback. This iterative process, while ongoing, has resulted in lines of
inquiry to be examined by the NITLE Network in 2013-2014.