1979 "The Rhea Hirsch School of Education establishes the Tartak Learning Center, providing media and instructional resources for part-time teachers." (www.huc.edu/chronicle/60/latimeline.shtml)
1982 From an unsigned memo entitled "Microcomputer Proposal for the Tartak Learning Center"
1983 From a document by Cindy Reich, "Tartak Learning Center Summer Report"
1983 From a memo from Amnon Dotan to Sara Lee and Lee Bycel labeled "RE: Tartak Learning Center (Summary 1988-1989)"
The theme that I found running through this first decade of the Tartak Center is educational technology. The Tartak Center was proud of its efforts to provide access to hardware and media resources so that its clientele both on-campus and within the community could be more creative in planning learning activities.
~1994 From an undated, unsigned document entitled "Proposal for Tartak Center Restructuring"
1997 From a hard copy of the first Tartak Learning Center (TLC) web page:
1998 From Tikshoret, Eleventh issue, Fall 1998
During the 1990's, the Tartak Learning Center seemed to be focused on the dual goals of relevance and accessibility. There was a concerted effort to prune obsolete materials and hardware from the collection and to avoid duplicating resources easily available to educators in the field. The decision was made to take advantage of the growing use of personal computers by individuals at home and in their schools/congregations; and to leverage the explosive growth of the internet and on-line communication tools. The Tartak Learning Center's resources were just a mouse-click away.
2002 "Tartak Learning Center Assessment Report" by Tartak Director Jenni Person
2002 Director Karen Strok begins editing a quarterly newsletter called Mikorot Mitchadshim, (Resources Renewed). From Volume 1, Issue 1 (November 2002):
2003 Excerpts from notes of brainstorming sessions 12/1/02 and 1/3/03 with Karen Strok and Gregg Alpert (National Director of Distance Education):
2003 Volume 2, Issue 1 (October 2003) of Mikorot Mitchadshim, edited by Director Andrea Fleekop:
2004 Tikshoret Twenty-Fourth issue, Winter 2004
2005 From Volume 4, Issue 2 (December 2005) of Mikorot Mitchadshim, edited by Lynn Flanzbaum:
The themes for the first part of this decade through today might be visibility and publicity. The Tartak Learning Center moved to the ground level from the basement of the building. New bookshelves, easy-to-read shelf labels, inventory lists, comfortable seating, a spinning video/DVD display rack, and a supply of pretzels and sweets all help to make the space easy to navigate and enticing to visit. Orientation sessions are held for new students in all programs, and the Tartak Learning Center began hosting holiday resource drives (where materials are collected and distributed) and lunchtime learning sessions on a variety of topics. The Tartak Learning Center's collection was added to the HUC library catalog and circulation system, making our materials visible to library searchers in-house and on-line. Lists of our student-written curricula and curriculum guides were compiled and were distributed at the NATE conference in 2004. (Updated versions are on the website.)
What comes next? My predecessors will recognize the issues with which we continue to wrestle. How can we promote the Tartak Learning Center more effectively on the other campuses? What should our Virtual Resource Center (VRC) look like? What types of resources should be available, and in what format? Who is our likely user? Should access be restricted? What about copyright restrictions?
The Tartak Learning Center is unique in that it's the only repository of student-written curricula and curriculum guides, so our initial efforts will focus on these materials. We've created a "profile" document that all students complete as they submit their guides. This profile can be the foundation of the search capability of the VRC, because almost every line on the form can be used to filter the database.
Students submit their guides and profiles on CD when they submit the hard copies, to ease the creation of electronic versions of the documents. As we proceed, these profile sheets and excerpts from the guides will be available online. In a later stage of the project, we can create profiles for guides submitted in earlier years; expanding the pool of materials in the VRC. It's an ambitious project, and would be impossible to undertake without the guidance and wisdom of Gregg Alpert and his team in the Distance Education Department.
(Last updated: November, 2006)