2012 International Conference NACADAapps.nacada.ksu.edu/apps/intlconf_media/uploads/handouts/...2009 30 1 3.33% 2010 32 1 3.13% 2011 24 2 8.33% 2012 24 2 8.33% Totals 706 52 7.30%

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Technology and Academic Advising: Where Have We Been These Past 25 Years?

George E. Steele Independent Consultant and Lecturer, The Ohio State University

[email protected] [email protected]

To

What has been the focus of the use of technology, for advising, at NACADA’s annual conference, for the past quarter-‐century?

There as been 540 pre-‐conference and regular conference sessions from 1987

through 2012

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Overview

•  Methodology – Sessions selected based on several approaches

•  Report Analysis – Purpose – Tool usage – Adop\on cycles/ trends – Context of emerging technologies as iden\fied in the Horizon Reports

•  Interpreta\on and recommenda\ons

Methods of Selec\on

Program Track

Conference Codes

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Source of Analysis: Program Session Descrip\on

Methods of Selec\on

•  Program Track: Categoriza\on found in annual conference program

•  Conference Codes: Method for presenters to categorize program tracks; 2001-‐04 up to 3 could be selected – 2005-‐12 up to two could be selected

•  Author Selected: Focused on terms such “technology,” “computers,” and specific sofware terms.

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Total of All Conference and Technology Sessions 1988-‐2012 at NACADA’s Annual Conference

Year Sessions Tech Sessions % 1988 117 5 4.27% *1989 113 2 1.77% 1990 131 10 7.63% 1991 153 9 5.88% 1992 128 3 2.34% 1993 117 4 3.42% 1994 160 10 6.25% 1995 167 14 8.38% 1996 174 14 8.05% 1997 172 12 6.98% 1998 252 26 10.32% 1999 286 39 13.64% 2000 286 40 13.99%

2001 269 29 10.78% 2002 287 35 12.20% 2003 300 30 10.00% 2004 316 28 8.86% 2005 329 22 6.69% 2006 318 25 7.86% 2007 338 22 6.51% 2008 344 17 4.94% 2009 343 27 7.87% 2010 331 23 6.95% 2011 324 18 5.56% 2012 321 20 6.23% Totals 6076 485 7.51%

Year Sessions Tech Sessions %

3 Conference Codes 2 Conference Codes Program Tracks Only

* Term used: Computer Support Author-‐Selected

Total of All and Technology Conference Sessions 1988-‐2012 at NACADA’s Annual Conference

0 50 100 150 200 250 300 350 400

2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988

Tech Conference Sessions

Confernece Sessions

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Total of All Pre-‐Conference and Technology Sessions 1988-‐2012 at NACADA’s Annual Conference

Year

Pre-‐Conference Sessions

Pre-‐Conference

Tech % 1988 16 0 0.00% *1989 16 2 12.50% 1990 18 1 5.56% 1991 21 1 4.76% 1992 28 1 3.57% 1993 30 2 6.67% 1994 31 0 0.00% 1995 29 1 3.45% 1996 42 4 9.52% 1997 27 3 11.11% 1998 30 4 13.33% 1999 33 3 9.09% 2000 32 0 0.00%

2001 31 0 0.00% 2002 29 6 20.69% 2003 29 5 17.24% 2004 30 1 3.33% 2005 33 3 9.09% 2006 32 3 9.38% 2007 28 2 7.14% 2008 31 4 12.90% 2009 30 1 3.33% 2010 32 1 3.13% 2011 24 2 8.33% 2012 24 2 8.33% Totals 706 52 7.30%

Year

Pre-‐Conference Sessions

Pre-‐Conference

Tech %

Program Tracks Only 3 Conference Codes 2 Conference Codes

Author-‐Selected * Term used: Computer Support

Total of All and Technology Pre-‐Conference Sessions 1988-‐2012 at NACADA’s Annual Conference

0 5 10 15 20 25 30 35 40 45

2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999 1998 1997 1996 1995 1994 1993 1992 1991 1990 1989 1988

Tech Pre-‐Conf

Pre-‐Conf

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Programs Based On: 1997-‐98 and 2000 -‐12

Program Based On # % Models/Applica\ons 340 63.3% Personal Growth as an Advisor 17 3.1% Research 24 4.4% Theory 12 2.2% Not Used 144 26.8%

537

Model

Technology

Advisors use:

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Model

Technology

Compu\ng: Data, Informa\on, Knowledge

Interac\ons: student to student, advisors to student, ins\tu\on to

mul\ple contacts

Publishing: text, images, etc.

Model

Technology

Communica\ons

Web Enterprise

Compu\ng: Data, Informa\on, Knowledge

Interac\ons: student to student, advisors to student, ins\tu\on to

mul\ple contacts

Publishing: text, images, etc.

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Tool Coding Scale

Technology

Communica\ons

Web Enterprise

SIS Applied Informa\on -‐ Degree Audits, Student Records

Web Sites/Resources

E-‐mail, Blogs, Chat, Facebook, Podcasts, Video,

etc.

Interac\ve Video , tablets, smart

phones

CRM

Reten\on Sofware e Porlolios Portals LMS

1

2

3

4

5

6

7

8 other 9 Combina\on

DIKW Model

Data

Informa\on

Knowledge

Wisdom

Joining of Wholes

Forma\on of a Whole

Gathering of Parts

Connec\ng of Parts

Future

Past

Doing Absorbing Researching Interac\ng Reflec\ng

hop://agileflux.blogspot.com/2010/10/dikw-‐is-‐backbone-‐of-‐km.html

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Tool Coding Scale

Technology

Communica\ons

Web Enterprise

SIS Applied Informa\on -‐ Degree Audits, Student Records

Web Sites/Resources


etc.


phones

CRM


1

2

3

4

5

6

7


FERPA Line

Family Educa\onal Rights and Privacy Act

•  The Family Educa\onal Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student educa\on records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Educa\on. –  Parents or eligible students have the right to inspect and review the student's educa\on records maintained by the school.

–  Schools may disclose, without consent, "directory" informa\on such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of aoendance.

hop://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

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Why the FERPA Line?

Security

Tool Coding Scale

Technology

Communica\ons

Web Enterprise

SIS Degree Audits, Student Records

Scheduling

Web Sites/Resources


etc.


phones

CRM


1

2

3

4

5

6

7


FERPA Line

ENGAGEMENT

ENGAGEMENT

SERVICE

LEARNING

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Technology Sessions, 1988

•  Moving Toward the 21st Century: Computer Generated Degree Programs

•  Advising for Transfer: An Upper Division Model •  Implemen\ng a Computerized Academic Advising System

•  Innova\ons in Reten\on: A Computerized Tracking System

•  When Hardware and Sofware Do Not Compute

The Adop\on Cycle – Moore, 1991

Innovators

Early Adopters

Early Majority Late Majority

Laggards

“The Chasm” “The Tornado” “Main Street”

Moore, G.A. (1991). Crossing the Chasm, New York: Harper Business

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0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other

LMS, e-‐Porlolios, Reten\on Degree Audits

Web Sites Resources

E-‐mail Social Networking Interac\ve Video

CRM

Web

E-‐Mail Social Networking

Degree Audits LMS

SIS Video

Other

Combina\on

0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

Student Informa\on Systems

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SIS: Analysis

•  9 conference sessions, 0 pre-‐conference; 9 session overall

•  3 Tech Commissioned sponsored (33.3%) •  Co-‐sponsored: 1 Advising Educa\on Students

SIS: Trends

•  1998-‐99 – Focus on implica\on for advising by adop\ng specific vendor product

•  2002-‐2005 – Focus moves to how advisors can be included in the decision-‐making process

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0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

Degree audits Appointment schedulers Early reten\on sofware Transfer guides

Degree Audits: Analysis

•  118 conference sessions, 10 pre-‐conference (12.8%); 128 sessions overall

•  32 Tech Commissioned sponsored (25%) •  Co-‐sponsored: 8 Transfer Commission; 6 Advising Administra\on, 2 Advising Business Students, 2 Two-‐year Ins\tu\ons, 1 Advising Adult, 2 Regional Endorsed*

*Who and how sessions recommenda\ons were made was phased in over \me

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Degree Audits: Trends •  1988-‐96 Phase I: Using data to create new advising applica\ons: –  focus on transfer students –  early reten\on/tracking systems –  degree audits

•  1997-‐2007: Phase II: Using data to create informa\on: –  focus on transfer students –  degree audits –  use of data for research/interven\ons –  integra\on of these into Web based environments –  integra\on of IT systems –  movement to paperless advising/one stops

0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

Text-‐based Web pages: Resources Design

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Web: Analysis

•  62 conference sessions: 14 pre-‐conference (18.4%); 76 sessions overall

•  13 Tech Commissioned sponsored (17.1%) •  Co-‐sponsored: 4 Advising EXP/UND, 1 Advising Business Majors, 2 Regional Endorsed

Web: Trends 1995 to 1999 Phase I:

Focus on Internet resources Career advising/working with undecided students Website design

1999 to 2011 Phase II Focus on integra\on with other campus Web services Professional development Designs with learning theory

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0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

E-‐Mail List serves IM Social Media Web 2.0 Podcasts Video Tape

E-‐Mail & Social Media: Analysis

•  88 conference sessions, 7 pre-‐conference (7.3%); 95 sessions overall

•  15 Tech Commissioned sponsored (16%) •  Co-‐sponsored: 2 Undecided Exploring Commission; 1 Advising Liberal Arts Students, 1 Two-‐year Ins\tu\ons, 1 Advisor Development, 5 Regional Endorsed*

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E-‐Mail & Social Media: Trends

•  1988 to 2002 Phase I – Email – Lists ACADV

•  2004 to 2012 Phase II – Web 2.0 – Social Media – Wikis, Blogs, etc. – Mul\-‐media – Chat

0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

Interac\ve video Desktop video-‐conferencing Mobile phones Tablets

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Interac\ve Video: Analysis

•  11 conference sessions, No pre-‐conference (0%); 11 sessions overall

•  2 Tech Commissioned Sponsored (18.1%) •  Co-‐sponsored: 2 Regional Endorsed

Interac\ve Video: Trends

•  Early examples based on Video Conferencing •  Much interests in 1996 & 97 CU-‐SeeMe (IVA) •  Laoer examples tend to represent desktop video conferencing possibili\es

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0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

Learning Management Systems E-‐Porlolios Later-‐day Reten\on Sofware

LMS/Portal: Analysis

•  31 conference sessions, 2 pre-‐conference (6%), 33 sessions overall

•  6 Tech Commissioned sponsored (18.1%) •  Co-‐sponsored: 2 Assessment, 1 Advising Adult Students, 2 Regional Endorsed

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LMS/Portal: Trends

•  Prior to 2000 use of Web resources for instruc\on; informa\on centric sites

•  Beginning in 2000, Distance Learning and 24/7 service (virtual advising)

•  Beginning in 2001, use of e-‐Porlolios for career advising

•  Beginning in 2002 Integra\on of portals into large vendor based LMS

•  Beginning in 2004 of LMS for Orienta\on •  Limited representa\on of reten\on service sofware

0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

Explicitly combining 2 or more sets of tools

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Combina\on: Analysis •  113 conference sessions, 18 pre-‐conference (13.7%); 131 sessions overall

•  22 Tech Commissioned sponsored (16.7%) •  Co sponsored: 2 Two-‐year Students, 2 Adult Learners, 1 Engineering and Science, 1 Advising UND/EXP Students, 1 Student with Disabili\es, 1 Transfer Students, 1 Advising Business Students, 1 Advising Administrators, 6 Regional Endorsements

Combina\on: Trends

•  Dis\nct systems – liole integra\on first decade

•  Integra\on with learning theory and policy issues

•  Issues of usefulness/friendliness of technology for use in advising

•  General Technology Training

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0

5

10

15

20

25

30

35

40

45

1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Combina\on

Other


Web Sites Resources


CRM

Web


Degree Audits LMS

SIS Video

Other

Combina\on

Commission sessions Tools and topics outside those previously men\oned

Other: Analysis

•  56 conference sessions (17 Commission Mee\ng, 5 Hot Topic Sessions, (40%)) and 1 pre-‐Conference (1.8%); 56 sessions overall

•  5 Tech Commission sponsored •  Co-‐sponsored: 1 Advising LGBTA

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Other: Trends

•  Topics other than commission ini\ated tend to be: – Focused on using a specific hardware/sofware (i.e., building databases)

– Episodic topics (i.e., game theory, using Second Life, how to build an advising budget, etc.)

Purpose Coding Scale

A. Teaching/Advising Students B. Training/Professional Development C. Program Development D. Program Assessment E. Staff/Faculty Assessment F. Theory/Research G. Policy H. Other -‐ Vendor

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100

148 187

46

1 23 9

23

Teaching/Advising

Training/Professional Development

Program Development

Program Assessment

Staff/Fculty Assessment

Theory/Research

Policy

Other/Vendor

15.6%

27.5% 34.9%

8.5%

4.2% 4.2%

Purpose Codes A

B

C

D

E

F

G

H

A

B

C

D

F

H G

N = 537

Purpose based on Coding

•  SIS: Program Development (77.7%) •  Degree Audit: Program Development (74%) •  E-‐mail Social Media: Training/Professional Development (44.2%) •  Web: Training/Professional Development (51.3%) •  Video: Teaching/Advising Students (54.5%) •  LMS/Portal: Program Development (48.4%) •  Combina\on:

•  Training/Professional Development (27.4%) •  Program Development (29%) •  Program Assessment (17.5%)

•  Other: •  Training/Professional Development (26.7%) •  Other – Vendor (39.2%)

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Horizon Reports

•  Launched in 2002, the NMC Horizon Report: Higher Ed Edi4on is the flagship publica\on in the NMC Horizon Report series.

•  The Higher Educa\on Edi\on examines emerging technologies for their poten\al impact on and use in teaching, learning, and crea\ve inquiry in the higher educa\on environment

Catching the Wave

2013 2012 2011 2010 2009 Near Term MOOCs Mobile Apps Electronic books

Mobile Compu\ng Mobiles

Tablet Compu\ng

Tablet Compu\ng Mobile Open content

Cloud Compu\ng

Mid-‐Term Games and Gamifica\on

Game Based Learning

Augmented Real\es

Electronic Books

Geo-‐Everything

Learning Analy\cs

Learning Analy\cs

Game Based Learning

Simple Augmented Real\es

Personal Web

Long-‐Term 3D prin\ng Gesture Based-‐Compu\ng

Gesture Based-‐Compu\ng

Gesture Based-‐Compu\ng

Seman\c-‐awareness applica\ons

Wearable Technology

Internet of Things

Learning Analy\cs

Visual Data Analysis

Smart Objects

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2008 2007 2006 2005 2004 Near Term Grassroots

Video User-Created

Content Social

Computing Extended Learning

Learning Objects

Collaboration Webs

Social Networking

Personal Broadcasting

Ubiquitous Wireless

Scalable Vector

Graphics Mid-‐Term Mobile

Broadband Mobile Phones

Phones in Pockets

Intelligent Searching

Rapid Prototyping

Data Mashups Virtual Worlds

Educational Gaming

Educational Gaming

Multimodal Interfaces

Long-‐Term Collective

Intelligence

New Scholarship

and Emerging Forms of

Publication

Augmented Reality and Enhanced

Visualization

Social Networks and

Knowledge Webs

Context Aware

Computing

Social Operating Systems

Massive Multiplayer Educational

Gaming

Context-Aware

Environments and Devices

Context-Aware

Computing/Augmented

Reality

Knowledge Webs

Horizon Emerging Technologies

•  Clearly, NACADA Tech presenta\ons have embraced Social Media for the past decade

•  Less aoen\on paid to learning analy\cs and use of data

•  Limited aoen\on on mobility, apps, and educa\onal gaming

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Tool Coding Scale

Technology

Communica\ons

Web Enterprise

SIS Degree Audits, Student Records

Scheduling

Web Sites/Resources


etc.


phones

CRM


1

2

3

4

5

6

7


FERPA Line

ENGAGEMENT

ENGAGEMENT

SERVICE

LEARNING

Gordon’s Defining an Advising Session

•  Opening the Interview •  Iden\fying the Problem •  Iden\fying Possible Solu\ons •  Taking Ac\on on the Solu\on •  Summarizing the Transi\on

Gordon, V.N., 1992. p. 53

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Virginia N. Gordon’s Areas of Planning

Self-‐assessment Educa\on

Career De

cisio

n-‐making

Environment Self

Gordon, V.N., 2007, pp. 164-‐165

Bloom’s Taxonomies

Cogni\ve

Knowledge, as defined here, involves the recall of specifics and universals, the recall of methods and processes, or the recall of a paoern, structure, or sezng. (Bloom et al. 1956 p 201)

Cogni\ve

Psychomotor Affec\ve

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Why have we chosen different technologies, at different \mes, to focus on, in academic advising ?

•  Larger campus technology needs, that impact academic advising – enterprise level implementa\ons

•  Emerging technologies •  Campus poli\cs and economics

Why have we focused so much aoen\on on the “Service” and “Engagement Sec\ons” as oppose to the

“Learning Sec\on”?

•  Must work with enterprise level “Service” technologies

•  Embraced “Free” nature of “Engagement” Web 2.0 and Social Media tools and because we can, or ofen could

•  For “Engagement” sought to meet students where they were at with Web 2.0 and Social Media tools

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Why has the “Learning” sec\on technologies not been more directly embraced to advance academic advising?

•  Maybe solu\ons sought in other areas of NACADA presenta\ons: Distance Learning, Assessment, and Undecided Students, etc.

•  Most learning technology solu\ons are expensive -‐ enterprise level tools

•  Developmental or learning oriented advising takes place primarily in face-‐to-‐face encounters

•  Are we really more prescrip\ve in our advising prac\ce than developmental or learning oriented – at least with technology?

•  Lack of “theory” integra\on with technology based on this sample – too much focus on shiny objects?

Why we should be posi\ve! Or WIIFM

•  Beginning to blend technologies with “Other” and “Combina\on”

•  Assessment, reten\on, and comple\on will become more pronounced in our day-‐to-‐day ac\vi\es; technology is cri\cal if we want to have a caseload-‐based developmental advising approach

•  But………Advisors must become more involved and advocates to advance the adop\ons of technologies based on solid advising prac\ce and theory

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Bibliography •  Ackoff, R. “From Data to Wisdom.” Journal of Applied Systems Analysis, 1989,

16, 3–9. •  Anderson, L. W., and Krathwohl, eds. A Taxonomy for Learning, Reaching, and

Assessing: A Revision of Bloom’s Taxonomy of Educa4onal Objec4ves. New York: Longman, 2001.

•  Bellinger, G., Castro, D., and Mills, A. “Data, Informa\on, Knowledge, and Wisdom,” 2004. Retrieved Feb. 3, 2008 from: hop://www.systems-‐thinking.org/dikw/dikw.htm.

•  Bloom B. Taxonomy of Educa4onal Objec4ves, Handbook I: The Cogni4ve Domain. New York: David McKay, 1956.

•  Davis, S., and Botkins, J. Monster Under the Bed: How Business Is Mastering the Opportunity of Knowledge for Profit. New York: Simon and Shuster, 1994.

•  Gordon, V.N., Handbook of Academic Advising, Greenwood Press, 1992 •  Gordon, V.N., The Undecided College Student, Charles Thomas, 2007 •  Hurt, R. L. “Advising as Teaching: Establishing Outcomes, Developing Tools,

and Assessing Student Learning.” NACADA Journal, 2007, 27(2), 36–40.

Bibliography •  Joosten, T. Pasquini, L. and Harness, L. Guiding Social Media at Our Ins\tu\ons,

Retrieved Feb 22, 2013: hop://www.scup.org/asset/65460/PHEV41N2_Ar\cle_Guiding-‐Social-‐Media.pdf

•  Kirp, D.L., Shakespeare, Einstein and the BoWom Line: The Marke4ng of Higher Educa4on, Harvard University Press, Cambridge, MA, 2003

•  Miller, Ender, & Grites, & Associates, Developmental Academic Advising. San Francisco: Jossey-‐Bass. 1984.

•  Sharma, N. “The Origins of Data, Informa\on, Knowledge, and Wisdom Hierarchy,” 2008. Retrieved Feb 2, 2013, from hop://www-‐personal.si.umich.edu/~nsharma/dikw_origin.htm.

•  Steele, G. E. “Five Possible Future Work Profiles of Full-‐Time Academic Advisors.” NACADA Journal, 2006, 26 (2), 48–64.

•  G.E. Steele and K.C. Thurmond (2009). “Academic Advising in a Virtual University” Chapter 10, New Direc\ons in Higher Educa\on: Monograph on Virtual Universi\es.

•  Zeleny, M. “Management Support Systems: Towards Integrated Knowledge Management.” Human Systems Management, 1987, 7(7), 59–70.

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Bibliography Horizon Reports •  2013

hop://www.nmc.org/system/files/pubs/1359993875/2013-‐horizon-‐report-‐HE.pdf •  2012 hop://nmc.org/pdf/2012-‐horizon-‐report-‐HE.pdf •  2011 hop://www.nmc.org/pdf/2011-‐Horizon-‐Report.pdf •  2010 hop://www.nmc.org/pdf/2010-‐Horizon-‐Report.pdf •  2009 hop://www.nmc.org/pdf/2009-‐Horizon-‐Report.pdf •  2008 hop://www.nmc.org/pdf/2008-‐Horizon-‐Report.pdf •  2007

hop://www.nmc.org/system/files/pubs/1316813966/2007_Horizon_Report.pdf •  2006 www.nmc.org/pdf/2006_Horizon_Report.pdf •  2005

hop://www.nmc.org/system/files/pub/1316813462/2005_Horizon_Report.pdf •  2004

hop://www.nmc.org/system/files/pubs/1316813245/2004_Horizon_Report.pdf

Documents

2012 International Conference NACADAapps.nacada.ksu.edu/apps/intlconf_media/uploads/handouts/...2009 30 1 3.33% 2010 32 1 3.13% 2011 24 2 8.33% 2012 24 2 8.33% Totals 706 52 7.30%