Towson University - Interim Policy on Information Technology
Fluency
Towson University recognizes the need for today's graduates
to have strong information technology skills to be
successful in the workplace, the community and in their
personal lives. In accordance with the USM Regents mandate
that graduates of USM institutions attain a defined level of
technology fluency and guided by the recommendations
established by the National Academy of Sciences, Committee
on Information Technology Literacy, Towson University has
adopted the following policy on information technology
fluency.
Policy
1.It is the policy of Towson University that all
graduates shall, at a minimum, be proficient in basic
information technology skills. The current minimum list of
basic competencies includes:
a. Having a basic understanding of computers, information
system and networks;
b. Using a word processor to create text documents;
c. Using graphics or presentation software to convey
ideas;
d. Using the Internet effectively to find information and
resources;
e. Communicating effectively with others via computer;
f. Using a spreadsheet to model simple processes; and
g. Using a database to set up and access useful
information.
2. The University expects and supports an environment in
which the majority of students will achieve proficiency in
additional information technology capabilities as well as an
understanding of social, ethical and political context and
consequences of the information technology revolution.
3. The University expects that every graduate will achieve
proficiency in those information technology abilities
necessary for success in his or her major discipline as it
is currently evolving.
Implementation:
The University has specific initiatives in place to address
these goals:
1.General Education Requirements. All students, whether
first-time or transfer, are required to complete the general
education course requirement: Using Information Effectively
(UIE). Each academic college offers multiple sections of
this course focusing on basic research tools and techniques
of the discipline. UIE courses focus on critical thinking;
team building and collaborative approaches to learning;
problem solving; written and oral communication skills; and
the many dimensions of gathering and using information. As a
key component of the UIE courses, students are introduced to
research design, techniques for searching, evaluating and
using information from the Internet and the Web, and how to
develop appropriate presentations or papers from the
information obtained. The UIE courses in general, address
competencies a., b., c., and d. above.
2.Requirements of the Major. Each academic college and
department defines the requirements for its majors and the
information technology capabilities that are specific to the
discipline. These information technology requirements are
incorporated in individual courses or defined in broader
concepts, such as the College of Education's 'PT3
Standards', based on Maryland Teacher Technology Standards,
or the College of Business and Economics'
'Cornerstone/Capstone' courses. In addition, courses in the
major concentrations provide additional emphasis on and
development of information technology capabilities, through
incorporation of higher level teaching activities and
increased technology enhancement, including email
discussion, course Web sites, collaborative projects and
presentations, and continuing the development of all the
fundamental capabilities.
3.Independent Study Resources and Tutoring. In addition
to and in support of specific information technology skills
incorporated in UIE courses and the major concentrations,
the University provides an array of resources and support
services to facilitate students' directed or independent
development of the basic capabilities.
a. The Student Computing Services Center (SCSC), a
unit of Computing and Network Services, directly
supports student technology orientation, skills
assessment, and skill development in computer
software and campus computing resources. The
SCSC offers an online skills inventory for incoming
students, to determine their skill level and identify
needed remediation; computer-based tutorials or
hands-on workshops to alleviate deficiencies;
and workshops on word processing, presentation
and spreadsheet software, Web searching and
publishing, the use of Blackboard courseware,
and electronic mail.
b. The Cook Library reference librarians provide course-
related, general, and individual instruction for
students on how to use the Internet and web browsers
and how to evaluate information located online. This
includes instruction in how to use the online TU and
USM catalog, online databases, online journals, online
tutorials, Internet search engines, and Internet
resources.
c. Computing and Network Services, through its Help Center
and web site, provides telephone, print, and online
support for recommended and supported hardware and
software; getting started on e-mail; creating
personal web pages; how to backup data; virus
and anti-virus software information; getting
connected; disk quotas; frequently asked questions;
and computer lab resources on campus.
Assessment
The University recognizes the need for ongoing assessment of
the instructional strategies and resources directed toward
the goals of information technology fluency.
1. The University is committed to ongoing evaluation of
the General Education Requirement and of the achievement of
information technology fluency objectives embedded in UIE
instruction.
2. Academic colleges, departments and major programs will
be responsible for developing assessment tools to evaluate
the achievement of fluency in discipline specific
competencies.
3. SCSC, Library and CANS will be charged to report on
utilization statistics for their resources and services in
support of student information technology fluency, and to
initiate planning for continuous evaluation of CBT products,
tutorials, workshops and online resources for independent or
directed use by students.
4. All academic program reviews shall address the basic
requirements for technology fluency, and all new program
proposals will be required to incorporate specific plans for
contributing toward the University goals for information
technology fluency.