The College should build on current digital tools and work toward more widespread use of digital technology within the traditional campus-based course (in collaboration the Pforzheimer Learning and Teaching Center and the Office of Instructional Technology).

As an initial venue for broader experimentation with digital learning tools, the College should make the Summer School a place where professors and instructional technology experts can experiment with new forms, while continuing the Summer School's ongoing traditional classroom courses. The College should, for example, add hybrid classroom/digital offerings to the summer curriculum (in collaboration with Associate Dean Andrew Shennan). In the future, the Davis Scholars Program may be one among a number of settings for innovation with expanded digital learning methods.

To continue the work of the president's advisory committee on Wellesley in the Digital Age, an ongoing working group composed of a broad-based representation of faculty, administrators, and staff with experience in digital-learning issues should be established. Physically housed in the existing Knapp Center for Technology, the group would encourage and assist faculty members with organizational, policy-related, and technology issues as they experiment with new digital projects to augment classroom teaching and learning. The working group would be the locus of intellectual collaboration among faculty members, between faculty members and Instructional Technology, and with outside parties on more expanded digital learning projects.

Such a working group would continue liaison work with other institutions and speakers, data collection, policy research, and other work conducted by the Committee on Wellesley in the Digital Age to inform the faculty, staff, administration, and other community members of the learning opportunities that digital tools facilitate.

The working group would develop grant proposals to foundations and other funding sources to support digital learning projects.

The College should extend the course content developed for traditional campus-based students to alumnae in modules, short versions, or in a hybrid format that will bring alumnae to campus for a brief period, then allow them to complete brief courses via digital technology. The College would make digitally recorded mini-courses or lectures by faculty and alumnae available to alumnae and promote an exchange of ideas among faculty, alumnae, and students.

Current partner institutions and new ones should work with departments or individual professors to augment the course content and classroom experiences of Wellesley students.

Wellesley classes should be linked, through such partnerships, to classrooms studying the same subject matter elsewhere, and particularly in international settings where there are significantly different perspectives.

The College should use digital technology to occasionally "bring back" to Wellesley students studying abroad.

As the number of internships, research and service-learning experiences, and international study programs involving Wellesley students grows, the College should explore a variety of technical solutions to link on- and off-campus learning (e.g., the website developed by participants in the Lake Baikal Summer Program last August).

The College should encourage departments and professors to collaborate with colleagues at similar institutions in partnered courses using a combination of classroom-based teaching and digitally delivered instruction.

The new portal would list courses (and syllabi, at the professors' choice) along with some digital content developed and taught by Wellesley professors.