TRANSFORMING EDUCATIONAL PRACTICE

Introduction

           In an age when change is a norm, lifelong learning a critical mandate for prosperity, and technology a revolutionizing force, transforming traditional education practice is a central theme for Valley City State University.  Responding to public calls for reform, VCSU has initiated change directed by the needs of learners and influenced by a culture of innovation adopted several years ago.  Transformational efforts not only validate the institutional mission but are in sync with national priorities for education.  Building on an excellent reputation, VCSU has earned national recognition for transforming educational practice by focusing on learners, meeting their needs, and using instructional technologies effectively. 

            Key to fulfilling a leadership role in the effective use of instructional technologies has been universal computer access.  In 1996, Valley City State University became the first notebook computer campus in North Dakota and the second such campus in the United States.  Several critical factors are essential for such an initiative to succeed: futuristic thinking that involves risk and willingness to change; exemplary planning; supportive governing bodies; visionary institutional leaders; approving parents; an innovative campus culture; and extraordinary efforts by students, faculty, and staff.  It is gratifying for me to report that all of those have been present for us, and they continue to strengthen this exciting venture at VCSU. 

            The American Psychological Association (APA) and Mid-continent Regional Educational Laboratory (McREL) identified learner centered psychological principles as the foundation for guidelines that can provide direction in school redesign and reform.  VCSU faculty and staff  members have made a commitment to providing a meaningful learning experience based on these principles.  They use a wide variety of strategies, including effective use of instructional technologies, that affirm learners and allow them to demonstrate their intellectual potential, develop and document their abilities, and cultivate skills as lifelong learners.  Lending credibility to our endeavors, in 1996 McREL chose VCSU as one of six universities in the nation to participate in a multiyear project on learner centered education.  Recently this partnership has expanded to include area K-12 schools. 

            The 1996 visitation team from the National Council for Accreditation of Teacher Education (NCATE) recognized VCSU for Exemplary Practice and noted: 

Valley City State University though its collaborative work with the Center for Innovation in Instruction (CII) and the Kathryn Center, and through the initiative of its faculty in pursuing grants, has achieved a synergy of vision and mission in action which would not normally be possible for an institution of its size and financial resources.  In this case, the whole is greater than the sum of its parts.  Noting that institutional culture is notoriously resistant to change, VCSU has achieved virtual transformation of the culture of the entire institution…these multiple efforts have worked in concert, focusing philosophy, and broad range of human and financial resources, to create institution-wide movement toward their long range vision to be a leader in technology in education.
In addition, Technology and the New Professional Teacher: Preparing for the 21st Century Classroom, a 1997 report of an NCATE Task Force on Technology and Teacher Education, recognizes and underscores the influence that the VCSU teacher education program and its faculty members exert at the national level.  Referencing that report, Arthur Wise, President of NCATE, sent VCSU President Ellen Earle Chaffee a letter that states, in part: 
The report derives its credibility from the expertise of its members and their selection of exemplary practices to highlight.  The task force cited a project at your institution as a case illustration.  Your selection makes clear that you are at the cutting edge of teacher preparation practice.  Your inclusion in our report should extend your influence and help to change the norms of practice.
High praise coming from prestigious professional organizations means a great deal to us and reinforces what we are doing. 

            Preliminary research findings at VCSU have been encouraging.  Accumulating evidence continues to be positive and fortifies the identity of Valley City State University as an exemplary institution and an undisputed leader in the effective use of instructional technologies.  Are we on the right track?  You bet.  Have we arrived?  No way.  The journey continues as we explore new and better methods to meet the needs of those who seek our services. 

Kathryn Holleque
Professor, VCSU Division of Education and Psychology