Teaching and Learning Committees

Teaching Technology Committee

Part of the IT governance structure at NYU, the Teaching Technology Committee (TTC) is composed of faculty and administrators from across the University.

Its primary charge is to ensure that investments in the area of technology-enhanced education are aligned with the University’s evolving vision and strategy.

To that end, the committee

(a) triages investment recommendations in the area of technology-enhanced education

(b) considers and (as necessary) elevates recommendations for instructional technology improvements that are surfaced by its own subcommittees, as well as by other sources.

The committee also provides advice to the President and the Provost, as well as to NYU IT, on all aspects of instructional technology support and explores other operational concerns related to technology-enhanced education.

Examples:
NYU Classes, ePortfolios, classroom technology, site licenses

The following subcommittees currently report to the TTC:

  • Classrooms and Learning Spaces
  • Instructional Technologists
  • Digital Learning Environment (DLE)

Faculty Committee on the Future of Technology-Enhanced Education at NYU

The charge for this group is to facilitate the process of developing a vision for the future of teaching and learning at the University, especially as it relates to the use of technology innovations.
Read more about the Faculty Committee on the Future of Technology-Enhanced Education at NYU

To that end, the committee

  • Promotes experimentation in the schools with technology-enhanced approaches to teaching and research, consulting broadly with faculty, students, and staff
  • Identifies and promotes existing projects and future opportunities to explore and assess the pedagogical benefits associated with the use of technology to support teaching and learning objectives
  • Identifies and promotes best practices for course design and instruction using technology, and for institutional support of technology-enhanced education
  • Develops means for assessing technology-enhanced courses, in consultation with experts in assessment and technology-enhanced education from within or outside the University, and promotes the sharing of these assessments across the schools
  • Makes recommendations for instructional technology improvements to the Teaching Technology Committee; educates faculty on how decisions are made in this area at NYU
  • Reviews individual schools’ initiatives in technology-enhanced education, to determine if a University-level strategy emerges and to prepare the University to respond to both challenges and opportunities that arise in this area

Classrooms and Learning Spaces Subcommittee

(Reports to Teaching Technology Committee)

In consultation with the relevant individuals and groups (e.g. service delivery units and project teams), review the technology components for current classroom and learning space construction and renovation and make recommendations about future directions and investment levels to the Teaching Technology Committee.

To that end, the subcommittee

  • Develops goals, principles, and guiding strategies for the availability and use of high-quality learning facilities that support the University's pedagogical goals throughout the Global Network
  • Strategically considers of the various types of facilities, their configurations and technological capabilities, and capital and stang requirements for their maintenance
  • Considers systems and services that facilitate discovery, booking, and use of these spaces, with the goal of ensuring easy and ready use of learning spaces by faculty and students
  • Estimates staffing, budget, and operational plans for initiatives related to classrooms and learning spaces
  • Plans for faculty outreach and effective faculty support

Digital Learning Environment Subcommittee

(Reports to Teaching Technology Committee)

In consultation with the appropriate individuals and groups (faculty, students, service delivery units and project teams), the committee provides a focus on next generation digital learning environment tools.
Read more about the Digital Learning Environment Subcommittee

To that end, the subcommittee

  • Ensures features of new tools are benchmarked against existing supported NYU educational tools, define, approve and review tool pilots, make recommendations on communications surrounding educational tools to the NYU community
  • Makes recommendations about vision, future direction, tool prioritization and resource allocation to the full Teaching Technology Committee and other advisory, community and governance groups
  • Defines and measure success of educational tool pilots
  • Define a process for promoting tool adoption
  • Delivers a year end report with recommendations for tool purchase and adoption
  • Matures the work of the User Advisory Group to support instructional technology as a well as learning management tools and services planning

User Advisory Group


The User Advisory Group is a recommendatory committee intended to capture the needs of our user community; it develops granular User Needs Reports (see below) both on topics that its own members surface and at the behest of the Digital Learning Committee (DLE).  It is not a decision-making committee; its recommendations must be endorsed by the DLE before they are passed on to the Teaching Technology Committee (TTC) for final review and potential adoption.  In recommending solutions for user needs, the UAG is informed by the landscape reviews of available platforms for meeting particular needs (e.g. web-conferencing) that the Instructional Technologists Subcommittee provides.
Read more about the User Advisory Group

Instructional Technologists Subcommittee

(Reports to Teaching Technology Committee)

The Instructional Technologists Subcommittee facilitates the conversation, coordination, and resources necessary to support faculty in re-imagining their courses and curricula with technology enhancements.
Read more about the Instructional Technologists Subcommittee

To that end, the subcommittee

  • Surfaces school-based, portal-based, and site-based instructional technology needs, with the goal of coordinating decision-making so that, where possible, University-wide solutions can be reached and shared
  • Continues to address emerging support needs through the evaluation and assessment of instructional technology services
  • Enhances the information architecture (e.g., visibility, navigability) of existing online resources about technology-enhanced education, and ensure that online resources (e.g., the FAQs, the inventory of online and hybrid/blended courses, and the bibliography of articles about technology-enhanced education) are regularly updated
  • Develops and disseminates best practices and emerging trends for instructional uses of technology, especially standards for online courses
  • Develops and disseminate training and workshop materials for instructors and instructional technologists across NYU
  • Creates instructional technology targets and goals as well as coordination of instructional technology pilots
  • Considers and collaborates across school and central teams on shared systems, code libraries, Data Asset Management systems, and file type standards

Learning Analytic Working Group

In consultation with the appropriate individuals and groups (faculty, students, service delivery units, and project teams), the committee provides focus on current learning analytic practices and identifies future needs to improve this practice.

The Learning Analytic Working Group (LAWG)

  • Shares examples of current learning analytic practices and findings
  • Identifies best practices
  • Educates on the usefulness and possibilities around the practice of learning analytics
  • Documents gaps and needs in terms of infrastructure, policy, process, and practice

Current Goals

  • Examine various technology enhanced courses in order to identify learning analytic questions and learning data sources within various systems
  • Identify readily available learning data and not readily available learning data
  • Pilot and document the process to request learning data from various sources (e.g., NYU Classes and SIS)
  • Deliver a year end report with recommendations concerning infrastructure, policy, process, and practice gaps and needs to
    improve the practice of learning analytics