Action Project #8:
Enhancing Instructional Technology
| Challenging | X | Easy | ||||
|---|---|---|---|---|---|---|
| Simple | X | Complex | ||||
| High Payoff | X | Low Payoff |
AQIP Criterion to which this primarily relates:
Helping Students Learn
Subsidiary AQIP Criteria:
Supporting Institutional Operations
Index
- What is the business case of this project?
- What is the preliminary analysis of the problem; what is the opportunity?
- Briefly describe the scope of the project as well as the assumptions and restraints that are made. Do not proffer opinions on accountability or on the exact course of action that is needed.
- Which constituencies or stakeholders ought to serve on this Action Project team; which positions ought to be included in the team's membership?
- What guidelines should the team recognize as it responds to this Action project?
- What are the elements, milestones, and deliverables, that are envisioned for the project-and when should the team achieve these?
- Who are the most important stakeholders for this project?
- Who is (are) the Action Project Sponsor(s) for this project? How has support from the sponsor(s) been confirmed?
- Who will prepare a process map (if appropriate) of the areas in which measurement will be focused?
What is the business case of this project?
Technology is core to achieving the College's mission. There is a compelling need for faculty and staff consensus on the most critical needs in instructional technology and for the subsequent development of a plan that will accomplish those improvements. This project will identify and prioritize instructional technology needs, develop a sequenced approach to those improvements, and propose an implementation budget for the remainder of FY 2008 and for FY 2009. A central feature of the intended plan will be a major update of the College's network infrastructure-which will enable high-priority enhancements such as "open" Internet access for faculty and staff, Wi-Fi access for faculty, staff, and students, advancements in distance learning capabilities, and improvements in smart classroom technologies.
What is the preliminary analysis of the problem; what is the opportunity?
Both faculty and IT staff document multiple critical deficiencies in the existing technology infrastructure-including "smart classroom" technologies. Among these are a dependence on antiquated technologies and hardware (e.g. switches), the lack of sufficient bandwidth to adequately support the teaching and learning processes, the need for standardization in smart classroom hardware and software; and the planning and prioritization obstacles posed by constantly changing technologies. Associated with these deficiencies is a series of unresolved issues that must be addressed if a consensus on both problem and solution is to be forged. These issues include: the conflicting needs of "security" and "access"; the need for substantive input from faculty into the planning processes; and reconciliation between faculty needs and the growing legal constraints and consequences that act to limit access.
There is a major opportunity to address all of the above. Importantly, funding for hardware and software solutions may be available through a bond issue that was recently authorized by the Board of Trustees. Moreover, recent technology developments (such as the deployment of Wi-Fi Internet access) may satisfy some of the competing needs. Finally, the Action Project process presents the College with an excellent opportunity to produce a plan for instructional technology that will increase faculty effectiveness, student learning, faculty and student satisfaction, and enrollment while developing a local model of internal collaboration that will provide a bridge from past practices to the College's desired future culture.
Briefly describe the scope of the project as well as the assumptions and restraints that are made. Do not proffer opinions on accountability or on the exact course of action that is needed.
The project will develop a prioritized plan for the improvement of instructional technology at District-owned virtual and physical facilities, (BCC, SWGCC, RBC, and PSOP) that will address sequenced implementation strategies as well as funding sources. The plan will focus on the practical needs of faculty for effective technologies that advance the teaching and learning process-while acknowledging that many of these are dependent upon supporting network infrastructure. The plan shall address technology needs outside of the traditional classroom, including on-line, electronic, and remote instruction.
Which constituencies or stakeholders ought to serve on this Action Project team; which positions ought to be included in the team's membership?
Faculty, Instructional administration, and IT staff should all be represented.
What guidelines should the team recognize as it responds to this Action project?
- As the team works to design a plan that serves the educational needs, student input shall be considered.
- The plan needs to be flexible and to address technology and security needs over both the short and long term. To this end, it is recognized that IT will continue to make needed improvements as resources become available-informing the team when such "early adoptions" of the plan become possible.
- It is understood that many of the desired improvements in instructional technology are predicated upon critical enhancements in network infrastructure. Although instruction needs are paramount, many of these system elements must be in place before classroom-level improvements can be implemented.
- The plan that issues from this Action Project is subject to approval by the SPC and subsequent review by the Board of Trustees. The funding to initiate the plan is contingent upon the availability of revenues from which monies can be appropriated by the Board. This plan must be built upon realistic assumptions and be capable of practical implementation within the time frames that are adopted.
- "Access" will be an important issue for the team. Determinations about appropriate access by faculty, students, support staff, and administrators must be addressed. The importance of employee development in achieving "access" should also be considered in the plan.
What are the elements, milestones, and deliverables, that are envisioned for the project-and when should the team achieve these?
The elements of the project include identification, evaluation, prioritization and development of on-going Instructional technology needs. The projected timeline is as follows:
- Form the full Action Project team and begin deliberations by October 1, 2007
- Identify and prioritize the list of Instructional technology needs, including the development of standards for smart classroom hardware and software, by the end of the fall 2007 semester. (Possible use of survey to faculty or specific cohort.)
- Recommend a "long-term" approach to the on-going conflict between the values (goals) of security versus access by February 2008.
- Identify the specific antiquated technologies and recommend an on-going replacement/maintenance/upgrade schedule by March 2008.
- Re-evaluate the sufficiency and allocation of bandwidth by April 2008.
- Submit a final Action Project report of the accomplishments/recommendations made by April 2008.
Who are the most important stakeholders for this project?
Primary
- Students
- Faculty (full-time, adjunct faculty and part-time faculty)
- Technology support staff
Secondary
- Community including business and industry
- Potential employers of our students
Who is (are) the Action Project Sponsor(s) for this project? How has support from the sponsor(s) been confirmed?
The President's Staff has selected the following sponsors to serve as chairs:
- Clay Baitman, VP of Instruction
- Larry Friederich, VP of Human Resources and Organizational Development
- Chris Leja, Chief Information Officer