Once considered a novel approach to designing learning spaces, active learning classrooms have emerged as the top strategic technology for 2017 and are expected to go mainstream by 2022. Learn more about ALCs and resources to design, rate, and teach in them.
D. Christopher Brooks, Ph.D., serves as the Interim Director of Research for the EDUCAUSE Center for Analysis and Research, or ECAR, (http://www.educause.edu/ecar). In this role, he manages the ECAR research portfolio and is a principal investigator on a number of ECAR research projects including the annual ECAR Study of Undergraduate Students and Information Technology and the biannual ECAR Study of Faculty and Information Technology.
Prior to joining ECAR in December 2013, Dr. Brooks served as a Research Associate in the Office of Information Technology at the University of Minnesota where he researched the impact of educational technologies and Active Learning Classrooms (ALCs) on teaching practices and learning outcomes, completion rates and the impact of MOOCs on student learning, and evaluating blended learning environments. His research appears in a range of scholarly journals including the British Journal of Educational Technology, EDUCAUSE Quarterly, the International Journal for the Scholarship of Teaching and Learning, The Journal of College Science Teaching, Evolution, the Journal of Political Science Education, and Social Science Quarterly, and in the edited volume Blended Learning: Research Perspectives, Vol. 2. His co-edited volume of New Directions for Teaching and Learning on Active Learning Spaces was published 2014 and his co-authored book, A Guide to Teaching in the Active Learning Classrooms: History, Research, and Practice was published in 2016.
Christopher earned his Ph.D. in Political Science from Indiana University in 2002. He has taught courses in comparative politics and political theory at Indiana Purdue Fort Wayne (IPFW), St. Olaf College, and the University of Minnesota.
The EDUCAUSE Center for Analysis and Research (ECAR) published its first look at data breaches in higher education in 2014. Our current research looks at whether any factors increase or decrease the likelihood of a higher education data breach. Is there a smoking gun, something found in every higher education data breach? And, conversely, is there a silver bullet—a control or controls that higher education institutions can employ to prevent data breaches?
This second year of the faculty technology study is situated in the middle of what is surely one of the most dynamic decades in the history of higher education. Colleges and universities are monitoring or actively participating in some remarkable tectonic changes, including new technologies, new models for teaching and learning, and even new institutional models. With the 2015 annual EDUCAUSE Top 10 IT Issues list, we said that we are at an inflection point and that deploying technologies in appropriate ways can make significant differences for our students and for us. This year’s faculty technology study shows these activities well under way.