性奴调教

Provide guidance on the adoption of University-wide teaching and learning technologies (e.g., learning management system, lecture capture software, classroom technologies, etc.). 

This includes understanding the broad learning technology needs of the institution; considering the extent to which existing technologies meet those needs; assessing the risks and benefits of changing University-wide instructional technologies; understanding the perceptions and experiences of faculty and students using University-wide learning technologies; and more.

LTAC considers a range of University-wide learning technology needs. Their focus is different from that of the LMS Steering Committee, which provides guidance specifically on Canvas, 性奴调教鈥檚 learning management system (LMS).

LTAC is mainly composed of faculty representatives, with only a small number of non-faculty members. Faculty are selected by their deans or Faculty Senate; they serve a representational role within their areas and are voting members of LTAC.

The committee also invites two student representatives each year (one undergraduate identified by the Student Government Association and one graduate/professional student identified by the Graduate Student Association). Student members serve a representational role and are voting members of the committee. 

Staff members represent ITS and key offices reporting under the Provost. They serve a support function for the committee, rather than a representational one. They provide knowledge and expertise that enhances the committee's ability to do its work. As such, staff members serve as ex-officio, non-voting members of the committee.

Occasionally, other members of the 性奴调教 community may be invited to LTAC meetings in which their expertise is needed to inform decision-making.

LTAC members serve as essential conduits for information between the area they represent and the committee. LTAC membership is, then, representational for faculty and student members of the committee. Those who agree to serve are expected to:

• Attend (approximately) monthly meetings during the academic year
• Share information about LTAC's work (e.g., decisions made, questions considered, emerging issues, opportunities for feedback, etc.) with the college/school in a manner that ensures broad knowledge-sharing (e.g., through the dean, faculty council, etc.)
• Understand and represent the concerns of the college/school regarding technologies used for teaching and learning (e.g., learning management system, lecture capture system, classroom technologies, etc.)

When determining whether to recommend the adoption of a new University-wide learning technology, LTAC undertakes a structured process that assesses a possible institutional need, identifies technologies that might meet that need, organizes campus visits by technology providers, and engages relevant stakeholders from across the University. You can read more about current and past projects on the LTAC Initiatives and Projects page.