Technology Infusion Projects Initiative

Forty Xavier faculty successfully completed projects through CAT's Technology Infusion Projects Initiative between 1999 and 2006. Although the initiative is no longer active, we are maintaining this page for historical purposes.

Faculty interest in using information technology in the classroom remains extraordinarily high at Xavier University. Of the faculty members who completed the technology survey in 2001, more than 80% indicated a moderate to high level of interest in incorporating computer technology in their classes. (For more information about this survey, see Scholarship & Reports > Faculty Technology Use.)

Experimentation with new technologies is a part of the faculty development and technology puzzle — only one part, but a new, sometimes confusing and sometimes expensive part. The Center's inititative for Technology Infusion Projects supports faculty use of such technologies as Blackboard (a Web-based course management system, for which a site license was purchased by the University), WebBoard (a Web-based conferencing system for which the University also has a site license), course websites, videoconferencing, JSTOR and other on-line databases, and discipline-specific courseware such as simulations, CD-ROMs, etc.

We plan to sponsor five cycles during the grant period; the cycles will overlap one another, and each cycle involves two semesters or a summer and one semester. This long cycle will allow faculty members to develop, implement, assess, and, if necessary, redesign the technology projects. We anticipate supporting a total of 35 Technology Infusion Projects during the grant period.

The Center's Instructional Design Specialist, Dr. Gayna Credle, was the primary coordinator for this initiative.


Each Technology Infusion Project consists of two phases:

Phase 1: Planning & Development

Faculty will be compensated for time spent to explore, learn, plan and develop technology resource materials. It is hoped that shared learning and collaboration will occur by providing a venue for faculty to meet and discuss projects throughout the funding period. Center staff will assist in exploration of pedagogical and technical issues, seek solutions to problems, and inspire faculty productivity and innovation. Emphasis will be placed upon plans to assess the project impact upon student learning and/or the learning experience. After faculty complete the first half of Phase I, each project's progress will be evaluated by members of the Center's Advisory Group in order to ensure project success before moving into the second phase (Phase II). The evaluations will provide faculty involved in the projects an opportunity to "hear" the voice of an outside reviewer before moving into the project's second phase.

Phase 2: Implementation and Assessment

During this phase, faculty will infuse technology into courses at Xavier. Special attention will be given to implementing the of assessment plans. At the conclusion of the funding period, faculty are to report on findings. Faculty will present a progress report as part of an end of semester TIP Symposium. A report on final results will be made available to the Foundation and the Xavier University community.

Completed Projects

Project name Completion date
A New Approach to CHEM 3210: Quantitative Analysis May 12, 2003
Accounting December 12, 2002
An Exploration of Pre-calculus through Scientific Workplace December 12, 2002
Biology 3350: Improving Pedagogical Methodology December 12, 2002
CAI-based Developmental Mathematics May 26, 2005
Classroom Education and Demonstration System for Digital Communications December 31, 2004
Construction of a Comprehensive Website for a Professional Communications Course December 31, 1999
Corporate Responsibility Before Enron December 12, 2002
Course Website for Theories of Personality (PSYC 4010) May 8, 2004
Creating An Instructional Manual for Excel in a Statistics course (ECON 2070) May 15, 2001
Development of a Philosophy Course Website May 15, 2000
Development of Interactive Homework Questions for General Biology 1230 and 1240. May 10, 2004
Development of MATH 1070 Course Website December 31, 1999
E-mail Discussion in English Courses May 15, 2000
Electronic Distribution List in a Poetry Workshop May 9, 2003
Enhancing Student Learning in CPEN 3310, Embedded Systems Course with Field Programmable Logic Arrays August 30, 2006
Identifying and Developing Internet Resources for "Environmental Issues in Christian Perspective" (THEO 3800) Course May 15, 2002
Incorporating Hyper-Interactive Teaching Technology (H-ITT) in the Biochemistry Class December 12, 2002
Infusing Blackboard into an Introductory Research Course August 31, 2006
Integrating Bootstrap into Statistics December 15, 2003
Islamic Resources for the History Department's HIST 1030 and 1040 Courses July 31, 1999
JSTOR and Other E-Journals in a Shakespearean Tragedy (ENGL 3050) Course May 15, 2001
Literary Website May 15, 2000
Morality and Business: An Impossible Relationship? May 21, 2004
PowerPoint Infusion into Experimental Psychology (PSYC 2020) December 31, 2004
Productions and Operations Management Course Website December 31, 1999
Proposal for Inclusion of Web-based technology into English 0990 December 12, 2002
Speech Pathology Course Websites December 31, 1999
Student Communication Via an Electronic Communication System December 31, 1999
Teaching, Technology, and Environmental Biology December 31, 2004
Technology and Student Learning: A Research Project in the Languages Department May 15, 2000
Technology in Health and Physical Education May 15, 2001
Technology in Personal and Environmental Health courses May 15, 2001
The Integration of Video Clips in an Articulation Disorders Course December 31, 2004
The Math Doctor: An Internet-Based Resource for Mathematics December 31, 1999
Use of Animations to Enhance Teaching in General Biology 1230 August 31, 2006
Use of Blackboard for Reinforcement of Biology Definitions August 31, 2006
Video Cameras in the Classroom May 15, 2001
Web Based Computer Lab Component for Calculus III August 31, 2006
Website for Social Psychology Course May 15, 2000