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The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. ASCUE has a strong tradition of bringing its members together to pool their resources to help each other, and continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Second Quarter Century of Resource Sharing." The proceedings are divided into three sections. The first section contains the refereed papers. The second section holds papers from the sessions with paper. The last section holds only the abstracts for the other sessions. The following are included in the 2014 proceedings: (1) Recruiting Women into Computer Science and Information Systems (Steven Broad and Meredith McGee); (2) Library Databases as Unexamined Classroom Technologies (Allison Faix); (3) Losing the Red Pen: Video Grading Feedback in Distance and Blended Learning Writing Courses (Lisa Ann Jones); (4) Phishing E-Mails--Six Month Investigation into What People Click (Michael R. Lehrfeld); (5) The Academic and Social Life Styles of Students and Teachers of Higher Education Institutions in Bangladesh as Consequences of using Social Network Sites (Che Kum Clement); (6) Power monitoring using the Raspberry Pi (Robin M Snyder); (7) An overview of the past, present, and future of 3D printing technology with an emphasis on the present (Robin M Snyder); (8) Using Live Projects in the Classroom (Dewey A. Swanson); (9) Utilization of Social Networks in Teaching and Learning Process (Terri Austin); (10) 3 in 30 (Jean Bennett and Tracy Gaskin); (11) Let's Hangout! (Jean Bennett); (12) Leveraging the 3D Printing Revolution for Higher Education (Frances E. Bosch and Michael Kluge); (13) Navigating the Challenges of The Installation and Operation of the SMART LightRaise 60wi Projector (MJ Clark and Tom Marcais); (14) The Ins and Outs of Flipped Learning (Christine Davis); (15) The Hybrid Classroom: Staging for the Future with an Eye on the Now (Craig Gray); (16) Cool Tools: Here we go again! (Janet Hurn and Julie Straub); (17) Teaching my First Technology in Physical Education Course (Seth Jenny); (18) Photographer's Software and Hardware for the iPhone and iPad (Fred Jenny); (19) Flip your Hangout: Using Google+ to blend and flip your classroom (Lisa Ann Jones and Anthony Basham); (20) Become a Master of Disaster (Mark Jordan); (21) Establishing a Distance Learning Framework for the Institution (Sali Kaceli); (22) Data Analytics coming of age (Steve Knode); (23) "Bring Your Own Device" Techniques for the Classroom or the Campus Roundtable (Amanda Kraft); (24) Implementing Google Apps for Education (Christopher Laird); (25) Spectrum Industries--Innovative Furniture for Learning Environments (Jim Lloyd); (26) Eliminating Sneakernet: Low-cost and Free Solutions for Software Deployment and Remote Support/Administration (Matt Manous); (27) Designing Differentiated Technology Training Utilizing Flipped Classroom and Tiered Instructional Strategies (Tom Marcais and Holly Gould); (28) Painting on a New Canvas--Instructure Canvas! (A different kind of LMS) (Carmen Morrison); (29) Blackboard and Moodlerooms--Championing Learner Centricity (Brett Perlman and Ryan Francus); (30) High Tech vs Low Tech Classroom--A Mathematician's Experiences (Jack Pope); (31) ElearnReady: A Free Assessment Tool for Determining Student Online Readiness (Jenn Shinaberger and Lee Shinaberger); (32) 28%--What's Your Number (Pamela Silver); (33) Online Program Assessment Rubric and Process (Katherine Spradley and Jason Bennett); (34) Writing In Action: Using Technology to Emphasize the Activity and Process of Writing in a Hybrid Composition Course (Krista Stonerock); (35) Using MS Link to Replace the PBX (Tina Stutchell); (36) Breaking down Microsoft SharePoint--A practical guide to getting started and winning? (Luke VanWingerden); (37) Social Media Strategy in 3 Words (Steve Weir); and (38) Using Facebook to Engage Stakeholders (Steve Weir and Amanda Kraft). A presenters index is included. Individual papers contain references.

Australia has been the site of significant school facility design innovation during the past decade. This innovation was showcased in 2013 in a report released by the Organisation for Economic Cooperation and Development (OECD) titled "Innovative Learning Environments, Educational Research and Innovation." It featured case studies of 40 exemplary schools from around the world. Of these, seven were from Australia, including six from Victoria. While international attention directed towards the designs of Australian schools is nice, there remains little empirical evidence to attest to the effectiveness of these and other innovative school facilities in supporting desired and emerging pedagogies in primary and secondary schools. The Towards Effective Learning Environments in Catholic Schools: An Evidence Based Approach (TELE) project was set up in 2015 as a collaborative research initiative between Catholic Education Melbourne (CEM) and the Learning Environments Applied Research Network (LEaRN) at the University of Melbourne. Over three years (2015-2017) the project aims to develop empirical evidence and subsequent guidelines that can aid decisions about how best to design and use of learning environments (school facilities) in primary and secondary schools. During the course of the project, the pedagogical effectiveness of 36 learning environments in primary and secondary schools will be evaluated across the Melbourne Diocese using LEaRN Evaluation Module 3--Alignment of Pedagogy and Learning Environments. In doing so, the project seeks to answers to the following questions: 1) How can Catholic school learning environments be designed and used to best pedagogical effect?; 2) How well aligned are contemporary pedagogies with the designs of learning environments in Catholic schools in the Melbourne Diocese?; 3) What influence do different building typologies have on this alignment?; 4) How can the alignment between contemporary pedagogies and the design of school learning environment be improved?; and 5) Is there any correlation between the relative alignment of pedagogies and learning environments and the learning outcomes achieved by students (non-causal)? For the purposes of the project, learning environments have been delineated by the adjoining spaces used by a class, cohort or year level at the same school, including shared zones that have consistent physical features. Five spatial typologies (A to E), as identified by Dovey and Fisher (2014), have been used to group learning environments with similar spatial arrangements. These typologies are differentiated by their relative degree of openness, from traditional classrooms (enclosed) to permanently open-plan spaces (open). Using a strategic sampling technique, an even distribution of each building typology will be evaluated over the course of the three-year project to help identify which learning environments (including furniture, fit-out, and cultural practices) are the most supportive of contemporary pedagogies, as envisaged by CEM and the participating schools. This paper reports on progress towards the development of evidence-based guidelines for the design of contemporary schools, as derived from the program of learning environment evaluation described above.