Academic Technology Specialist

The Academic Technology Specialist (ATS) program at Stanford University is an interdisciplinary program that develops, implements, and employs technology to enhance campus-wide teaching, learning, and research. Academic Technology Specialists offer technology leadership and discipline-specific technology expertise to academic departments, institutes, and programs across campus. Specialists are placed in university departments and programs based on disciplinary experience; each specialist serves as a unique departmental presence, bridging the gap between the academic and technological communities.

History

The ATS program began in 1995 as an initiative of the Commission on Technology in Teaching and Learning (CTTL). Headed by John Etchemendy (current Stanford University provost), the CTTL sought to address the rapidly growing need for advanced educational technology tools. The CTTL was driven by the general consensus that traditional, centralized technical support would need to be augmented. Professors required discipline-specific assistance in the incorporation of technology into their teaching and research. They needed technologists who were not simply savvy with a programming language, but who also spoke their disciplinary language as well.

In a November 1996 press release, John Etchemendy characterized the impetus of the program:

In 1996, the ATS program began a two-year pilot period under the guidance of Lois Brooks (currently Director of Academic Computing). The ATS Program was the first of its kind in the nation. Initial projects included the development of an electronic database of 47,000 slides from the Art Department, the introduction of graphical teaching modules in Biological Sciences, and the development of computer-modules to assist students in mastering statistical concepts in the Department of Statistics.

Following a 1998 review, the ATS program was approved for ongoing funding. Today, the program has evolved into an innovative resource for collaboration in teaching and research, pedagogy development, and interdisciplinary collaboration.

ATS Program Today

As Stanford University's ATS program continues to work with faculty to develop academic technologies, the role of current Academic Technology Specialists has transcended the program's initial mission to simply provide discipline-specific technology support. Today specialists work within their academic discipline while also contributing to larger university initiatives. As technology evolves Academic Technology Specialists constantly adapt new working strategies to address technological trends.

The range of ATS activity is broad even for individual ATSs who may be involved simultaneously in small "boutique" projects with an individual faculty member and larger projects affecting entire programs, departments or schools. Typically though, specialists collaborate with Stanford faculty. Recent projects include data visualizations using GIS, text analysis using machine learning algorithms, animations for exploring proteins, and research collaborations using content management systems and social networking software.

In an effort to maximize the exchange of ideas between Academic Technology Specialists, the ATS program's internal structure is modeled on an orbital scheme. The program is co-headed by three Academic Technology Specialists who share managerial responsibilities and at the same time serve as active ATS. The ATS program's decentralized structure facilitates an open exchange between colleagues. Unique in structure and rich in intellectual resources, the ATS program at Stanford University continues to stand at the forefront of academic technological innovation.

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