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For academic year 1998/99, Temple University School of Dentistry comprehensively reviewed the outcomes of planning for academic computing since 1992. This plan builds on the achievements of the last five years and defines objectives for the next five years. The initiatives described in this plan will take Temple University School of Dentistry to the next major level in using information technology.
Temple University has achieved the first and second goals of the Academic Computing Plan 1992/93, and made progress towards the third. The school has equipped 80% of its fulltime faculty with computers, and has raised computer literacy and utilization through a comprehensive training and support program. The school has implemented a comprehensive, nationally recognized predoctoral dental informatics curriculum that teaches students computer skills they need in their career. The school has also made progress towards using computer-aided instruction as a new teaching tool.
For the coming five years, the school will concentrate on five major initiatives. The ONE (Online LearNing Environment) project calls for a major push to put teaching and learning materials online on the school's intranet. A comprehensive support infrastructure for online learning, consisting of hardware/software, personnel, training, and technical assistance, will enable the school to improve the availability and quality of teaching materials. Aggregate expenditures for the first year are $159,110. Improving student access is an important issue that goes hand-in-hand with the ONE project. Student access will be expanded by moderately increasing the number of workstations accessible to students at the school, and implementing a remote access mechanism to allow students to access intranet resources from anywhere in the world. First year costs for this project are $66,000. The implementation of computer-based patient records is another high priority for the school. Web-based components can substantially improve the functionality available to users, as well as decrease operational complexity. The purchase of external components for this system is budgeted at $40,000 for the first year. A faculty competent in information technology is a precondition for the success of many of the goals of this plan. This project proposes the establishment of certification levels in computing, as well as a significant expansion and improvement of the school's training infrastructure. First year costs for this proposal are $20,760. Students competent in information technology is a goal towards which the school has made substantial progress already. Further gains in this area will be possible once progress towards the first four goals has been made.
The mission of Temple University School of Dentistry is to educate clinically competent practitioners of dentistry (see Appendix I: Mission statement of Temple University School of Dentistry). Information technology has a key role in helping the school achieve this goal, and helping our graduates remain competent and highly skilled practitioners throughout their career.
The school uses information technology to support its activities in four areas: education, clinical care, research, and administration. The information infrastructure of the school is a tightly interwoven net of applications that support these areas. For example, in the future students will use computers during clinical care while their progress toward completion of academic requirements is captured. Research studies can use data captured in the school's clinical information system as the substrate for study protocols. Online educational materials will be available to students at chairside during patient treatment.
Computer technology has the potential to alter the way dentistry is taught and practiced. Ten years ago clinical applications of computer technology were virtually unknown. Today's high-tech practices are teeming with sophisticated computer equipment. Computer-based patient records, digital radiology, intraoral cameras, and clinical computing devices are a few applications that help today's practitioner deliver better dental care. Nationally and internationally, dental informatics has been recognized as an emerging discipline. In 1997, the National Institute of Dental Research began funding postgraduate programs in dental informatics. Temple University of Dentistry is one of two awardees for this grant in the US. In 1991, the American Dental Association began a comprehensive effort to standardize computer applications in the dental office under the auspices of the Accredited Standards Committee Medical Devices 156. In the future, computers will be an indispensable tool in delivering dental care.
Over the last several years, requirements for technological competency of our graduates have steadily risen. While it may have been acceptable to release graduates into practice with only rudimentary computer skills ten years ago, today's practitioners must be well versed in many aspects of technology. Temple University School of Dentistry graduates should be able to :
Competence in dental computer applications can result in a direct improvement of the quality of care. For instance, digital radiology reduces patient's exposure to x-rays. Access to medical information on other systems (eg. health histories) can increase efficiency and efficacy of patient care. Practitioners who use online resources to keep up-to-date with innovations in diagnosis and treatment can make better clinical decisions.
While some of the computer applications used at the School of Dentistry are generic, the majority are highly specific to the practice of dentistry. Therefore, the school is pursuing a strategy of continuous surveillance and analysis of similar technologies available in health care, while at the same time leveraging its own resources.
Dentistry, an information-intensive activity, can draw tremendous benefits from the information processing and management capabilities of computers. While we are far from having exploited the possibilities of information technology in dentistry, many technologies have developed into staples of dental practice. Digital imaging, computer-based oral health records, clinical applications, network communication, and teledentistry are some (Please see Appendix II: Dental Informatics Takes Off).
The challenge for TUSoD is to provide an infrastructure using these systems and educate faculty to teach with them, while at the same time graduating professionals who can cope with a rate of innovation that obsolesces many systems while they are still in dental school. Some examples of new systems follow.
Digital imaging is becoming a viable alternative to conventional radiology. In digital radiology, x-rays expose the image onto a digital sensor instead of conventional film. After exposure, images are available for viewing on a computer monitor. The patient exposure to ionizing radiation can be reduced by up to 80 percent compared to conventional radiographs. Technical errors can be reduced since the digital process offers fewer chances for failure. Even overexposures can be corrected through manipulations on the computer. Digital radiology is most commonly used where radiographs are taken frequently and in high volumes (such as in endodontology). Digital Imaging also presents increased opportunities for sharing information between dentists.
Computer based oral health records are a recent development that has the potential to revolutionize dental record keeping and information processing. Current computer technology provides the opportunity to store a variety of information, such as text, images, videos, and three-dimensional objects. However, systems for this purpose are currently still very expensive. Fully integrated systems that perform all functions of computer-based patient records (as outlined in "The Computer-based Patient Record", Institute of Medicine, 1991) do not exist yet in dentistry. However, market developments have accelerated tremendously to make systems such as these likely during the next decade.
Several clinical applications based on computer technology have carved out niches in dental practice. One example are automated probes in periodontology which allow dentists to measure periodontal parameters quickly and reproducibly. PeriotestÒ allows the standardized measurement of periodontal mobility, while computerized periodontal probes such as the Florida ProbeÒ read pocket depths directly into the computer. Intraoral cameras have witnessed a meteoric rise as a tool for the dental practitioner. Unknown even 15 years ago, they are now used routinely in 40 percent of all dental practices.
Network communication, such as through the Internet, has profound implications for dental practice. While in the past much information was only available through a trip to the library, a phone call to a colleague, or studious reading of journal articles, computer networks promise the availability of information "at your fingertips." On one of the largest dental mailing lists on the Internet, approximately 2,500 dentists discuss anything from dental materials to public health policy. Some enterprising dentists are publishing patient radiographs (of course without patient identifiers) on the World Wide Web to solicit colleagues' opinions on specific cases. Temple University School of Dentistry has begun to offer continuing education courses for dentists over the Internet.
Teledentistry is another development that is facilitated through computer technology. Dentists now can consult on a case with a specialist while the patient is still in the office. For example, a periodontist can provide advice on the appropriate course of treatment for a specific patient. The combination of intraoral cameras, video cameras, video conferencing, and computer-based patient records will reduce the distance between members of the health care team in the future. Some day we may make remote diagnoses as comfortably as we presently can in medicine.
Appendix III (From 0 to 100 in Seven Years: The Department of Dental Informatics) and Appendix IV (Department of Dental Informatics Annual Report 1996/97) provide a synopsis of TUSoD's history in developing its computing infrastructure. Briefly stated, no significant computing activities were evident in the school in 1989. The school possessed 6 personal computers and several terminals which were used for a limited range of applications. Within seven years, the school metamorphosed from a technological backwater into a leading institution in dental informatics worldwide. The following sections describe the school's current technological infrastructure.
In July 1996, TUSoD established the Department of Dental Informatics to provide a formal center for its computing activities. The Department of Dental Informatics is an academic and service department dedicated to advancing the application of computer technology in dentistry. It achieves this goal through:
The department is composed of two faculty, three computer support specialists, three programmers, and one secretary. (Due to the current constraints of the IT personnel market, however, the department never has been fully staffed). Several graduate students and student workers support the activities of the department. It is important to note that all of the department's personnel resources have been funded through reallocations within TUSoD's budget.
Over the last seven years, the school has implemented the following computing facilities:
From 1992 to 1997, yearly expenditures for hardware and software averaged approx. $250,000 (see Appendix V: Computing expenditures 1992-97). Every year, TUSoD's own budget, combined with the allocation from the Commonwealth of PA, funded between 60 and 100% of this amount. The 6-year contribution of the Computer and Technology Fee to total hardware and software expenditures was 13%. Please note that these figures do not include personnel expenditures, which are carried fully on TUSoD's budget. Current yearly personnel expenses average about $300,000.
The Department of Dental Informatics offers a comprehensive range of services and support programs to enhance individual, departmental, and institutional computing capabilities at TUSoD. These include:
The planning process for Academic Computing has evolved significantly since 1992. While in 1992 academic computing was a marginal activity that had no tangible implications for most faculty and students, it now has evolved into a central theme of the school's strategic planning efforts.
In 1992, a newly constituted Academic Computing Task Force wrote the school's first Academic Computing Plan. The Task Force was composed of selected administrators, faculty, and students. During the subsequent years from 1993 to 1996, the plan was updated incrementally based on the outcomes of the previous cycle.
With the 1998/99 plan, the school comprehensively reviews the outcomes of its academic computing initiatives during the last five years and sets the stage for the developments of the next five years. While the actual planning process has changed relatively little, the depth of the plan and the range of involved stakeholders have increased significantly. For the past year, academic computing issues have routinely been discussed in the Dental School Executive Committee, the Curriculum Committee, and other groups within the Dental School.
The Academic Computing Plan Task Force now includes representatives from all departments, offices, and classes. Each administrative office fields one participant. Clinical departments and classes both field two participants. This year, the Academic Computing Plan Task Force used the following approach to develop its plan:
In summary, academic computing has become one of the top items on the school's agenda. The school's planning process is now a comprehensive effort involving all stakeholders.
The original Academic Computing Plan of 1992/93 had three major goals:
The school has accomplished the first and second and made substantial progress towards the third of these goals. In detail:
Goal: Demonstrate to faculty how computers can make teaching and research easier and more effective
The school has largely succeeded in getting faculty interested and competent in using computers. In the 1996 faculty survey on Academic Computing, 71% of respondents strongly agreed that computers were a valuable tool for preparing educational materials. 57% strongly agreed that computers were a valuable tool for delivering educational materials. In 1997, both figures had risen to 89% and 72%, resp. In 1996, 61% stated that computers have made them more productive in their teaching/research/administrative efforts (1997: 58%).
Many faculty at the school who had never touched computers before are now avid users. The school used faculty development workshops and presentations to highlight potential uses of computers.
Goal: Give faculty the opportunity to work on computers
Currently, 80% of all full-time faculty have computers available in their offices. In the faculty surveys on Academic Computing, faculty reported relatively high utilization figures for several activities, such as sending email, creating documents with MS Word, browsing the Web, etc.
While many faculty have computers with capabilities appropriate to their needs, a substantial demand for upgrades exists. The school replaces about 20 to 30% of its computer equipment every year to keep computer technology in sync with user requirements.
Goal: Provide computer training for faculty
The comprehensive faculty and staff computer skills training program of the Department of Dental Informatics has paid dividends resulting in higher computer literacy of faculty. Most faculty have attended between 1 and 10 workshops over the last four years. In total, the Department of Dental Informatics has delivered 509 person hours of computer training to faculty since 1994 (see Appendix XIV: Faculty training statistics 1994-1997). To a very limited extent, faculty have attended courses offered by Temple University Computer Services, MicroCenter, and other service providers. As evident from Appendix VII, participants rate the courses offered by the department highly.
Goal: Implement a dental informatics curriculum
The school has successfully implemented a nationally acclaimed dental informatics curriculum. The original plan proposed the establishment of three curricular entities:
The school modified this proposal slightly in its implementation. Sophomores now take a required course "Introduction to Computing." Juniors and Seniors can take the elective "Dental Informatics." Ideally, "Introduction to Computing" should be offered during the freshman year, a fact that is reflected in the responses of this year's Student Survey on Academic Computing.
The goal to teach student appropriate computer skills had two other component goals:
Goal: Implement a Department of Dental Informatics.
In July 1996, the school created an academic Department of Dental Informatics. The department is currently staffed by two faculty, six staff members, and a secretary. The school is planning to add an additional faculty member in the future.
Goal: Establish a Computer Lab
Since a computer lab was a precondition for many of the goals in the computing plan, it was one of the first proposals to be implemented. The school renovated and equipped its Computer Lab in January 1993. Since then, equipment has been upgraded to keep pace with student and faculty needs.
Goal: Inform faculty about the possibilities of computer-aided instruction
Since 1993, department has offered several seminars and presentations on computer-aided instruction software. As a result, some faculty have adopted computer-aided instruction packages or have decided to develop their own computer based resources.
Goal: Evaluate and use CAI applications from external sources
The original plan recommended using off-the-shelf CAI applications because of the high cost of development of CAI. Unfortunately, success in using external CAI applications has been minimal due to the following reasons:
It is not to be expected that the availability or quality of CAI applications in dentistry will improve markedly in the near future.
Goal: Create the infrastructure to develop CAI applications
The Dental School has been very cautious in committing resources to the development of traditional CAI applications. Reasons include:
However, the World Wide Web as a delivery medium provides both an expanded definition and more flexible capabilities to CAI development. Technical requirements for developing and implementing Web-based CAI applications are lower compared to traditional environments, such as SuperCard or ToolBook. For this reason, the school has shifted its resources to focus exclusively on the Web. Course evaluations in "Introduction to Computing" have shown that over 80 % of all students either agree or strongly agree that is a good idea to deliver course materials through the Web.
In summary, the school has made significant progress in achieving the objectives laid out in the 1992/93 plan. Results of this plan are encouraging enough to propose similarly ambitious objectives for the next five years.
- 40 hours per week for public access or scheduled classes.
- 15 hours per week for public access during evening hours.
For the next five years, the plan lays out five major goals.
The goal of the Online Learning Environment (ONE) Initiative is to support the complete predoctoral curriculum with information technology. Due to the different types of courses at the school, electronic support will take different forms. Primarily didactic courses can make use of comprehensive online reference materials, tutorials, and handbooks, while more problem-oriented courses will benefit from simulations, case studies, and electronic class discussions. Depending on the level of interaction required for specific courses, faculty may use email distribution lists, discussion lists, or newsgroups for teaching and learning. At the end of the five year project, all courses will incorporate a base level of instructional technology. Depending on course topic and faculty involvement, more advanced uses of technology will be added. It must be stressed that use of advanced technology in courses is at the discretion of the course director and teaching faculty, but that all courses must incorporate a basic level of electronic support as indicated below.
The following tables show which technologies will be implemented to support the ONE Initiative. Several technologies are already in use at the school. The tables also show which percentage of courses are expected to use a specific technology within the next five years. The target figures represent best estimates for use of technology in teaching and learning. Several factors will influence whether the school can reach these targets:
Implementing online teaching resources is particularly challenging in dentistry. The didactic material to be taught is voluminous, composed of many different types of media (eg text, images, diagrams, video clips, etc.), and takes different forms depending on the subject. The targets for use of online materials are therefore estimated conservatively.
The survey on technology use in teaching served as a tool to estimate demand for online teaching technologies. Approx. half of the course directors who responded reported using some form of technology at this time. 67% and 54% resp. either were using or planning to use computer-based slide presentations and online tests. While currently only 29% were using CAI programs and online learning materials, 38% were planning on doing so. 25% of respondents reported using discussion lists, while 29% were planning on doing so in the future.
(Please note: The following targets for use of information technology in teaching are best guess estimates based on today's frame of reference. A number of factors, including funding levels, technological innovation, organizational culture, and new teaching and learning methodologies, may influence whether these targets will be reached.)
| Target percentages of courses using online teaching materials | ||||
| Web-based syllabi, class schedules, lecture summaries | Online slides, online practice exams | Online lectures (full lecture text) | Patient cases, assignments, simulations, tutorials, computer-aided instruction software, case studies | |
| Year 1 | 100% | 5% | 0% | 5% |
| Year 2 | 100% | 10% | 5% | 10% |
| Year 3 | 100% | 20% | 10% | 15% |
| Year 4 | 100% | 30% | 15% | 20% |
| Year 5 | 100% | 60% | 20% | 35% |
| Target percentages of courses using electronic methods of communication | ||
| Email distribution lists | Discussion lists, newsgroups | |
| Year 1 | as needed | as needed |
| Year 2 | as needed | 10% |
| Year 3 | as needed | 15% |
| Year 4 | as needed | 20% |
| Year 5 | as needed | 25% |
Putting all syllabi, class schedules, and lecture summaries online is the main goal for Year 1. This target is achievable since this information has already been gathered by the Office of Academic Affairs. Appendix VIII shows an example of an online syllabus.
In Year 1, the school will also begin to put lecture slides and online practice exams online. Course directors will be free to administer real exams through the Web, provided logistical problems can be solved (such as class size vs. number of available computer stations, etc.). Implementing online slide shows is more a capacity than a technological issue. Many faculty have substantial collections of hardcopy slides that will have to be digitized, manipulated, and managed. Implementing online practice exams is possible once an appropriate Web-based testing system is licensed. Since most courses use slides and exams, the five year utilization target is set at 60%.
Producing online lecture texts is very labor-intensive. Thus, utilization targets are limited. As an intermediate step, all handouts for a course could be made available online. The last category of teaching materials includes a variety of different types of resources. Since none of them are universally applicable, the school expects to use a mixture throughout the whole curriculum.
Applicable communication methods may range from none (Web-based syllabus only) to discussion lists and newsgroups for highly interactive courses. Thus, the five year target for utilization of discussion lists is estimated at 25%.
Materials valuable for teaching have been and continue to be developed by other universities, companies, and other institutions. The school is currently implementing an extranet connection with Procter&Gamble's ResourceNet, a comprehensive professional resource for dentists and dental education. Procter&Gamble's ResourceNet includes a drug information database, continuing education courses, patient education materials, and reference resources. TUSoD will be the first school in the world with an extranet link to Procter&Gamble ResourceNet. Thus, users at TUSoD will not need a password to access P&G ResourceNet.
Other resources could be used in a similar fashion. This plan proposes a mechanism by which:
As a secondary measure, the school should also pursue partnerships with other schools developing online learning materials. Licensing or exchanging online teaching materials can save substantial resources.
With the increased volume of online learning materials to be developed, the Department of Dental Informatics needs to increase its capability to assist faculty members. In the past, the department has used well-trained student workers to help faculty fill existing templates with content. This strategy has proven successful. This approach will also be viable in the future since other departments can take advantage of innovations which are first tested in the Department of Dental Informatics.
Enabling faculty to develop online learning materials is a high priority. Currently, a variety of tools is necessary to produce these materials. As authoring and management tools for online materials are evolving, faculty should be introduced to their use. A necessary precondition is to simplify authoring of online materials to the level of word processing or slide making. Fortunately, today's state-of-the-art tools approach a level of usability that is appropriate for faculty. However, ongoing support of faculty will be necessary.
Management overhead grows with the increasing breadth and depth of online materials. The school requires an electronic infrastructure that makes administration and management of its online resources as convenient as possible. Necessary tools include: Web editing and site management applications, templates for online learning materials, and management tools for email distribution lists, discussion lists, newsgroups, and online courses.
Expanding student access to learning materials is one precondition for the success of the ONE initiative. Access to computing resources and online learning materials was the top concern in the student survey. The survey also indicated that 64% of respondents prefer access from home, 46% from the Computer Lab, and 16% from a portable computer (more than one answer was possible). Three issues influence student access to information:
While 56% of students considered TUSoD's computing facilities adequate, 44% did not. 27% of students who did not consider the facilities adequate suggested an increase in the number of workstations available to students. This plan therefore proposes a three-pronged strategy to improve student access:
Currently, no compelling case for the requirement of student ownership of laptop computers can be made. However, having a computer available will enhance students' educational experience. Students will be encouraged to own computers through:
A secure authentication method has the potential to alleviate access issues substantially. Students prefer home computers as a secondary access mechanism to online resources. Unfortunately, the school currently cannot offer access to its intranet from home since standard authentication mechanisms are weak. An acceptable authentication system would authenticate Dental School computer users securely and unambiguously, thus opening up the possibility to access the school's intranet from anywhere in the world.
Several levels of confidentiality for information exist. A course syllabus would require a low level of confidentiality, while student grade information and patient information would require a high level of confidentiality.
While currently there is no plan to provide access to patient information from anywhere else than the Dental School, this plan proposes the implementation of a secure communications infrastructure for all systems in the school.
The school is in an excellent position to implement computer-based oral health records by capitalizing on its prior investments in its clinical information system. The Web-based implementation of the system, CMSWeb, has the potential to provide a comprehensive system that integrates educational, clinical, research and administrative functions. The following components are needed to implement a basic computer based oral health record:
The school will continue to pursue in-house development when necessary, while at the same time exploring opportunities for commercial applications, strategic partnerships with vendors, and grant support. This year alone, two companies have contacted the school on the feasibility of cooperative development of computer-based oral health record components. Discussions with these companies are ongoing.
The school needs to bring all full-time and part-time faculty to defined levels of competency in the use of computers. While the level of compentency may differ among different types of faculty members, a basic level will be required throughout the school.
While in the past faculty development in computing was a matter of individual preference and motivation, departmental culture, and external factors, competency in computing is now becoming a skill central to teaching at TUSoD. Thus, faculty competence in computing is a programmatic rather than an individual matter. This plan therefore proposes several levels of competency in computing for faculty. The following certification levels are proposed:
Since all faculty must interact with CMSWeb during clinical teaching, the CMSWeb certification will be required for all faculty (part-time and full-time). All other certification levels are optional.
The Department of Dental Informatics already has implemented a successful training program. Since training requirements will increase, this plan proposes the expansion of the current program to achieve the stated goals.
The school is currently investigating several solutions for self-paced training. At the top of the list are vendors who can provide a broad range of basic and advanced computing courses. Faculty members can take these courses, delivered over the intranet, at their own convenience. Centralized management allows tracking of faculty competencies. Online training will also alleviate scheduling problems with instructor-led training.
A common problem is that other commitments (eg. teaching schedules) interfere with the faculty's ability to attend training. This plan proposes a flexible scheduling plan for training provided by the Department of Dental Informatics to allow the maximum number of faculty to attend. The following alternatives will increase scheduling flexibility:
Self-paced or instructor-led training sessions must be complemented by opportunities to keep competencies current. This plan proposes the establishment of regular lunch-time seminars and "refresher" sessions to allow faculty, students, and staff to enhance their competence.
Providing appropriate incentives for faculty to increase their competence in computing will facilitate implementation of many components of this plan. While "electronic" work has not been recognized formally in the past, it is time to consider "Web" publications, electronic teaching resources, etc., a natural part of faculty activities.
The Task Force surveyed department chairs to determine whether computer-related activities are considered during merit and tenure/promotion considerations. The results of this survey are listed in Appendix XV (Department chair survey: Consideration of computer-related work in merit increases, promotion, and tenure). All seven department chairs responded. Four of them considered faculty computer competencies during merit reviews, and five considered electronic teaching materials developed by faculty during promotion/tenure reviews. Two chairs indicated they would consider doing so in the future. Six department chairs granted release time to faculty to attend computer training seminars. The Task Force concluded that at the level of department chairs appropriate incentives were in place.
Currently, no tenure and promotion bylaws at the school list the development of electronic resources or projects as recognizable activities. This plan proposes to submit this issue for consideration to the School Promotion and Tenure Committee, as well as to all departmental promotion and tenure committees. The goal of this plan is to include language concerning computer-related activities in all promotion and tenure committee bylaws by Year 3.
Since the initial academic computing plan in 1992, the school has made substantial progress towards teaching students computer skills they will need to be successful in their careers. Due to higher computer literacy of incoming classes and the predoctoral dental informatics curriculum, students are now more competent in computing than most faculty.
The next challenge in raising the competence of graduates is to integrate computers into their educational experience at a level indistinguishable from a high-tech dental practice. While this level of commitment would require a multi-million dollar investment in the hardware and software infrastructure (which is currently out of reach), the school will pursue an evolutionary path to make this scenario a reality. Three challenges must be overcome to succeed in this goal:
- consequent, programmatic emphasis on faculty computer skills on an institutional basis;
- recruitment, promotion, and tenure decisions that take computer competencies into account; and
- direct and comprehensive support of faculty in acquiring and maintaining computer competencies.
It is likely that student computer competency will continue to outpace TUSoD's ability to address infrastructure and faculty competency issues. However, in an increasingly competitive environment, TUSoD must address these issues to remain a viable institution.
The following section describes how the goals of this academic computing plan will be achieved. Resource requirements are listed for each measure. Appendix XVI provides a prioritized budget summary for the implementation of this plan (see Appendix XVI: Prioritized budget summary).
Externally developed teaching resources can be a valuable addition to materials developed in-house. The following measures will be taken to increase use of external teaching resources at the school:
All resources necessary to perform these functions are available at this time.
Currently, direct support is necessary to enable faculty members to develop online course materials. The school plans to expand the model of assigning trained student workers to individual faculty. Based on prior experience, 1 student worker can support 1 - 2 faculty members in developing electronic teaching resources. Depending on the availability of material, such as handouts, lab manuals, etc., converting materials for one course to electronic format can take from 3 months to one year. Teaching materials in dentistry are often very complex (e.g. diagrams, images, videos, models, etc), which makes conversion labor intensive. Student workers will be supervised by full-time staff and faculty in the Department of Dental Informatics.
This plan proposes the allocation of funds for these areas: student workers (and/or equivalent in third party products/consulting), graphic arts, and hardware/software. For the next five years, projections are as follows:
| Year | Resource | Amount |
| 1 | 5 student workers or third party products/services | $40,000 |
| graphics arts services | $8,000 | |
| slide scanner and flatbed scanner w/software | $22,000 | |
| 2 | 5 student workers or third party products/services | $42,000 |
| graphics arts services | $10,000 | |
| 3 | 5 student workers or third party products/services | $44,000 |
| graphics arts services | $10,000 | |
| 4 | n student workers or third party products/services | $45,000 |
| graphics arts services | $10,000 | |
| scanning hardware/software updates | $15,000 | |
| 5 | n student workers or third party products/services | $45,000 |
| graphics arts services | $10,000 |
Enabling faculty to develop online learning materials independently depends on two factors: the availability of easy-to-use, powerful tools, and training. General purpose training on techniques and tools for online learning materials is currently offered through the Department of Dental Informatics. Several course offerings will be merged into a special track leading to the WebStar certification. The following resources are needed:
| Year | Resource | Amount |
| 1 | reconfiguration of existing training offerings at the school | $0 (existing staff) |
| cooperative development of new offerings with College of Education | $0 (joint faculty project) | |
| training delivery | $0 (existing staff) | |
| software tools purchases (HTML editor, graphics, etc.) | $2,500 | |
| 2 - 5 | training delivery | $0 (existing staff) |
| software tools purchases/upgrades (HTML editor, graphics, etc.) | $4,500 |
Part of enabling faculty to develop online course materials is also up-to-date hardware. Since almost all faculty now have computers, the school needs to upgrade faculty computer workstations on an ongoing basis. This plan proposes to upgrade about 10 faculty computer workstations every year.
| Year | Resource | Amount |
| 1-5 | upgrade of 10 faculty computer workstations | $20,000 |
The following resources are needed to implement a support infrastructure for online learning:
| Year | Resource | Amount |
| 1 | secure Webserver with site management application (includes consulting for setup) | $30,000 |
| Oracle InterOffice mailbox licenses for 600 users and directory server including setup | $13,000 | |
| SERF online course system (or similar) (server license: $250, per course per student: $2) for 10 courses (118 students) including setup | $3,610 | |
| smart classroom equipment for small-group teaching rooms | $20,000 | |
| 2 | mailbox licenses | $10,800 |
| SERF online course system (or similar) for 20 courses (118 students) | $4,970 | |
| 3 | mailbox licenses | $10,800 |
| SERF online course system (or similar) for 35 courses (118 students) | $8,510 | |
| smart classroom equipment upgrades | $20,000 | |
| 4 | mailbox licenses | $10,800 |
| SERF online course system (or similar) for 50 courses (118 students) | $12,050 | |
| 5 | mailbox licenses | $10,800 |
| SERF online course system (or similar) for 70 courses (118 students) | $16,770 | |
| smart classroom equipment upgrades | $20,000 |
The following resources are needed to implement an improved infrastructure for student computer access:
| Year | Resource | Amount |
| 1 | replacement of 11 Mac Centris 610 with NT workstations | $22,000 |
| addition of 7 NT workstations | $14,000 | |
| university-sponsored discount purchase program for students | $0 | |
| 2-5 | Computer Lab workstation upgrades | $10,000 |
Authentication
| Year | Resource | Amount |
| 1 | Security Dynamics ACE server and WebID cards for 600 users | $30,000 |
| 2-5 | ACE server maintenance | $5,000 |
Encryption of confidential information
(This goal is included in setting up a secure Webserver.)
The school currently already supports software development for the implementation of computer-based patient records. Allocation from the C+T Fee will be used to obtain commercially available components that integrate with the school's existing systems.
| Year | Resource | Amount |
| 1-5 | third-party components for computer-based patient records | $20,000 |
| hardware (clinical workstations, digital radiology workstations, etc.) | $20,000 |
Expansion of instructor-led training program
The Department of Dental Informatics currently offers approximately 20 half-day seminars per year for faculty and staff. This plan proposes increasing the number of training sessions per year to 25. The increased number of training sessions will be delivered by existing staff. New course content will be developed in cooperation with other schools where possible (e.g., College of Education).
Implementation of a self-paced training infrastructure
To implement a self-paced training infrastructure, the school plans to purchase commercial computer-based training applications for delivery on the intranet.
| Year | Resource | Amount |
| 1 | NetG Training course library (or similar) license fee | $5,000 |
| NetG Training course library (or similar) user fee | $10,760 | |
| 2-5 | NetG Training course library (or similar) user fee | $10,760 |
Increasing flexibility in scheduling instructor-led training
The Department of Dental Informatics will work with department chairs, deans, and supervisors to schedule seminars at times most convenient for faculty, students, and staff. Evening and weekend courses could be taught by existing staff or an external contractor.
| Year | Resource | Amount |
| 1-5 | Contract fees or overtime pay for 5 evening or weekend courses/year | $5,000 |
Providing opportunities for continued competence
The self-paced training infrastructure will provide one opportunity to help faculty to keep their skills current. Another measure is the institution of a regular lunchtime seminar for computer users. The seminar should be offered monthly on different days (due to faculty availability). These mini-seminars can reinforce topics taught in regular seminars or cover new, limited areas. Existing staff will develop and deliver these seminars.
To promote inclusion of language concerning computer-related activities, representatives from the Task Force will meet with each tenure and promotion committee.
Student competency in computing is currently at a relatively high level as described above. Enhancement of student competency follows implementation of goals 1 - 4. Currently, adding curriculum time for computers does not appear necessary. The only necessary adjustment to the dental informatics curriculum is the relocation of the course "Introduction to Computing" to the freshman year. Placement during this time is more appropriate since students are expected to use computers from the freshman year onwards.
The goals of this plan have been written to facilitate outcomes assessment. While in the past the school has assessed outcomes by examining structural and procedural aspects, this plan increases the emphasis on outcomes. Selected outcomes measures for this plan will include:
Appendix I: Mission statement of Temple University School of Dentistry
Appendix II: Dental Informatics Takes Off
Appendix III: From 0 to 100 in Seven Years: The Department of Dental Informatics
Appendix IV: Department of Dental Informatics Annual Report 1996/97
Appendix V: Funding sources for hardware and software 1992 - 1997
Appendix VI: Department of Dental Informatics Training Program
Appendix VII: Evaluations: Computer Skills Training Program
Appendix VIII: Introduction to Computing syllabus
Appendix IX: Web page and intranet access statistics
Appendix X: Course director survey: Technology use in teaching
Appendix XI: 1997 Student Survey on Academic Computing
Appendix XII: 1996 Faculty Survey on Academic Computing
Appendix XIII: 1997 Faculty Survey on Academic Computing
Appendix XIV: Faculty training statistics 1994-1997
Appendix XV: Department chair survey: Consideration of computer-related work in merit increases, promotion, and tenure
Appendix XVI: Prioritized budget summary
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| Temple University School of Dentistry. All contents copyright (C) 1997.
All rights reserved. Created: November 26, 1997 Revised: URL: |
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