Achieving Successful Campus Outcomes from New Technology Adoptions

Concurrent Session 3

Session Materials

Brief Abstract

Campus-wide adoption of a new technology poses challenges to campus administrators, faculty, and technology staff. We will share our experiences navigating those challenges and engage our colleagues in a discussion of their own experiences – both successes and learning opportunities – as we identify strategies that support successful outcomes.


Dr. Dana Whippo is an Assistant Professor in the Department of Social Sciences at Dickinson State University. She began working at DSU in 2012, and teaches Political Science, Economics, and in the Honors Leadership Program. She earned her PhD in Political Science from Indiana University, and she has her MS degree in Economics from Baylor University. Dr. Whippo actively participates in regional and national conferences, presenting discipline-based research as well as pedagogical strategies. She is an active proponent of the use of open educational resources, and has incorporated them into her teaching. Dr. Whippo has received funding to support the incorporation of new online learning resources into both face-to-face and online classes. Her current research addresses framing and public policy, and the relationship between economic booms and pre-existing industry. Dr. Whippo has served on her local Head Start Policy Council, and is a new board member for the Friends of the Library.

Extended Abstract


Our university is living in the throes of technological change that directly affect faculty in the classroom: introducing new software to track student progress and concerns, changing learning management systems (LMS), and adopting new technologies (SoftChalk). We are learning – and living – lessons in how to navigate the roll-out of new technologies to faculty throughout the university in ways that maximize opportunities for faculty buy-in, critical to the success of the initiative. The conversation will include the lessons we have drawn from earlier changes and our application of those lessons to our current adoption.

Our presentation team represents multiple perspectives: university administration, faculty, and technology resources.


  • Identify and describe the common pitfalls universities face when adopting new technologies
  • Build on our experiences, and those of our conversation partners, to develop and refine strategies for avoiding those pitfalls
  • Engage with our colleagues to learn how other campuses have navigated introducing new technologies
  • Use our experiences to identify and share strategies for successful adoption
  • Examine the roles of administration, faculty, and technology experts in supporting change; identify the responsibilities, resources, and opportunities unique to each
  • Use this example as a broader model for guiding institutional change


How can university administrators, technology groups, and faculty best collaborate to achieve successful outcomes, including faculty buy-in, for a new, campus-wide, technology adoption?

Engaging Questions

  • When we think about adopting a new classroom technology, what is our best-case scenario? What outcomes do we want to achieve?
  • What are the costs – financial and otherwise – of not fully achieving those outcomes?
  • What pitfalls do participants anticipate in adopting a new technology? What pitfalls have participants experienced when adopting a new classroom technology on campus?
  • For those pitfalls or struggles, what were the contributing factors?
  • What strategies have we used, or can we develop, to help navigate around those pitfalls?
  • What different strategies have participants used on their campuses to engage campus constituencies?
  • What success stories can participants share from their own experiences?

Strategies for Engagement

We will engage participants in our discussion by recognizing the cost and frequency of less than fully successful technology adoption efforts. As we analyze this shared experience, pulling in examples from participants, we will efficiently highlight the collective need to do better.

Our presentation team includes multiple campus perspectives; we want to encourage participants from different roles to be part of the discussion as we recognize that successful adoption and implementation requires collaboration across the university.

We may take the opportunity to break into smaller conversations based on university role (i.e.: administration, faculty, staff) if that would be useful, depending on the composition of conversation participants.

Participant Learning Outcomes

After fully engaging in our conversation on achieving successful campus outcomes from new technology adoptions, participants will be able to:

  • Refine and articulate specific outcomes for the current or upcoming adoption of a new technology
  • Evaluate how well specific outcomes were defined for a previous technology adoption
  • Recognize the broad range of costs associated with not fully achieving desired outcomes from new technology adoptions
  • Classify potential pitfalls of new technology adoption and develop effective strategies to navigate them
  • Draw connections between the different campus constituencies, identifying the responsibilities and resources for each
  • Evaluate how different campus constituencies are able to most effectively utilize their resources to support the technology adoption and achieve campus outcomes