Research at CSHE - Higher Education in the Digital Age

pcassuto | 28 avril, 2012 15:58 implications of emerging information and communication technologies for higher education teaching, research, and administration.
The "Higher Education in the Digital Age" program area is devoted to the policy implications of emerging information and communication technologies (ICTs) for higher education. In our "Higher Education in the Digital Age" research, we take a comparative perspective on the policy and institutional questions associated with integrating ICTs into the academic milieu, including college and university teaching, research, and administration. Our ongoing work suggests that two broad and interrelated areas of inquiry are in need of immediate multidisciplinary and comparative analysis: 1) Costs and Benefits: Economic, Academic, and Social, and 2) Patterns of Institutional Change and Strategic Choices.
As part of this research area, CSHE has particular interest in tracking and analyzing the myriad developments in on-line distributed education that are taking place at UC Berkeley, and throughout the University of California (UC) ten-campus system. The Higher Education in the Digital Age (HEDA) program area is under the direction of Dr. Diane Harley.
Peer Review in Academic Promotion and Publishing: Its Meaning, Locus, and Future
A Project Report and Associated Recommendations, Proceedings from a Meeting, and Background Papers. Authors: Diane Harley and Sophia Krzys Acord.
Final Report Available:
Assessing the Future Landscape of Scholarly Communication: An Exploration of Faculty Values and Needs in Seven Disciplines
. Authors: Diane Harley, Ph.D., Senior Researcher and Principal Investigator; Sophia Krzys Acord, Ph.D.; Sarah Earl-Novell, Ph.D.; Shannon Lawrence, M.A.; C. Judson King, Professor, Provost Emeritus, and Principal Investigator.
Current Projects:
Open and Affordable Textbooks Project

The Student Public Interest Research Groups (PIRGs) have been working on the problem of textbook affordability for college students. Open Educational Resources (OER)­learning materials, distributed openly for either no or minimal cost, may have begun to result in a credible, viable infrastructure for Open Textbooks that mainstream faculty would accept. The Student PIRGs have launched a two-year campaign ( to drive mainstream faculty's acceptance of Open Textbooks in place of traditional textbooks. The goal of the campaign is to raise faculty awareness of the issue, and encourage faculty to sign a public statement of support. The Student PIRGs believe that such a network would encourage development and distribution of OER in wider circles of the academic community. This project is under the direction of Principal Investigator Diane Harley.
Digital Resource Study

A research project studying the use of digital resources in undergraduate education in the humanities and social sciences. The Higher Education in the Digital Age Project has completed a three-year research project investigating the use of digital collections in undergraduate humanities and social science education.
The Future of Scholarly Communication

An Investigation of Peer Review in Academic Promotion and Publishing: Its Meaning, Locus, and Future

This project is under the direction of principal investigator Diane Harley. In 2009 and 2010, we hosted a number of meetings with experts to explore how peer review relates to scholarly communication and academic values. The topics covered included assessing various forms of peer review and which are needed for specific academic purposes (e.g., advancement, publishing, extramural funding, national and international stature). Additionally, a considerable amount of time was spent discussing the perception that, although peer review represents the best available system, there are nonetheless a multitude of problems with it. Flowing from our research and discussions was a proposal that it would be useful to examine how separating the peer review process from publication, and vice versa, might most effectively and practicably be accomplished given the currently entrenched system of peer review (which is organized primarily by publishers but carried out by faculty). In October 2009, the Andrew W. Mellon Foundation awarded CSHE a grant to explore the ramifications of separating these activities and, perhaps, creating a research dissemination system that is informed by, but not necessarily fully combined to, its own formal peer review system. The report from this research is published here.
Regulation of E-Learning

CSHE is conducting a research project to explore and inform current and ongoing debates in the regulation of technology-mediated higher education both domestically and internationally. Project activities include commissioning a set of white papers and analyses, which will provide the basis for discussion and debate at a small by-invitation symposium in early 2006. The symposium will be used to identify further research on the most promising topics, and the proceedings will be published through this website.

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