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IT Strategic

IT Strategic






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    IT Strategic IT Strategic Document Transcript

    • A. Introduction Mission Statement The Information and Educational Technology team provides service and support to the students, faculty and staff of Mt. San Antonio College by providing leadership in the development, integration, application and delivery of information and educational technologies. The IET team shall efficiently and effectively manage communication, academic and administrative computing, printing services and related information resources that support and enhance teaching, community development and public service at the College. Vision Statement In order to fulfill its mission, IET asserts the following responsibilities: - To deliver prompt, courteous service to all clients. - To direct IET planning at the institutional level and provide leadership to departments within the College to ensure the appropriate implementation and application of technology - To establish, communicate and enforce standards for the use and delivery of information and educational technology. - To facilitate and encourage the use of information technologies within the College. - To maintain the mechanisms for appropriate information technology access, security, availability and integrity. - To manage the physical infrastructure in support of IET, assuring the reliability and availability to meet current and future requirements. - To identify, implement and manage institutional databases as a college resource. To support departmental data bases to the extent that IET resources allow. - To evaluate and enhance the effectiveness of IET resources including human, physical and financial resources. - To research and evaluate emerging technologies and to implement and integrate new technology. - To educate and train the College Community in the use and application of information and educational technology through consultation and instruction. 1
    • - To represent and act as advocate for the College Community at the local, state, national and international level. - To use educational technology to provide faculty more flexibility in the method of delivery of instruction and instructional material. In order to accomplish the mission and vision statements listed above Mt San Antonio College requires a comprehensive plan for information and educational technology in conjunction with a commitment to action. The need for this plan is necessitated by several factors: • The acceleration of technological advances • The College-wide planning effort for Vision 2020 • Recent changes that created the Information and Educational Technology team • The Chancellor’s Office Telecommunication & Technology Plan II (TTIP II) In preparing this plan, IET has adopted the four major objectives of the Chancellor’s Office TTIP II plan. The four objectives are: • Implementing Information Technology Across the Curriculum • Infusing Information Technology in Student Services • Improving Student Access to Information Technology • Increasing Staff Access to Information Technology A major goal of this plan is for Mt. SAC to become a leader in the use of information technology among California Community Colleges. This is important not just for our standing among the other colleges in our use of information and educational technology, but also important to Vision 2020’s commitment for Mt. SAC to be recognized as one of California’s very best community colleges. Mt SAC is approaching this new strategic plan from a position of already having many comparative advantages. We plan to establish a position of technology leadership that is consistent with our current strengths including: • The largest single campus community college in the State • A dedicated and skilled staff committed to providing outstanding service and support to the College’s students, faculty and staff • A commitment by College Senior Administration to provide the latest technology for faculty • Campus network expansion to gigabit bandwidth • Integrated Community College Information System (ICCIS) • Strong academic programs that emphasize information technology 2
    • • A vision: o To be a premier community college o To be a leader in teaching, learning, programs and service o To provide access to quality education, focusing on student success within a climate of integrity and respect o To consistently exceed expectations of our students, staff and community It is becoming clear that the College will participate in many of the following changes: • New ways to deliver instruction are becoming rapidly available • Ability to reach students in many ways other than the traditional classroom setting • Students and faculty will access information and learning materials from on and off campus using laptop computers • The Internet and the Web will be primary communication links and user interfaces • Information systems coupled to the Web will change many of our business processes making them more effective and efficient • Distance Learning will require new methods of delivering student support services remotely • New methods of communication among the campus constituents will raise issues of access, security, and privacy Information and educational technology is in a state of flux. We were not able to predict a few years ago where we are today. Even with our best efforts we cannot predict where technology will be in the future. This plan will not be just a plan for the Information and Educational Technology team but rather a plan for information and educational technology for the entire College. Full implementation of this plan will require that much of the activity and funding take place at the Division and departmental level. This is consistent with the distributed nature of information technology. It is recognized that this plan requires expenditures beyond what we have become accustomed to and implementation of all elements of the plan will be competing with other College needs. The major focus of this plan is on the design, development, and application of information and educational technology in support of teaching and learning, service, and the conduct of College business. Toward the realization of this, there are set forth in this plan a number of recommendations. The timeline of this plan is intended to cover the period of FY 2002-2003 through FY 2005-2006. 3
    • B. Fiscal Planning Information and educational technology is now a fundamental part of Mt. SAC. Given the importance of technology in teaching and service we should no longer budget for technology on a crisis basis. Planning for the full cost of technology, including on-going replacement and support must be built into the budgeting of all units of the College. This applies to all components of technology: • Desktop computers for faculty, staff and students • Classroom presentation equipment • Central systems (ICCIS) • Distributed systems (imaging systems) The IET team feels strongly that a permanent base budget must be established for the critical components of information technology. This includes, but is not limited to, the IBM enterprise server, staff, faculty, and student computers, servers, network infrastructure, and voice communication infrastructure. One method to achieve that is to lease/purchase equipment rather then outright purchase. A related issue, which also has fiscal implications, is our ability to recruit and retain the technical staff needed to support information and educational technology in academic and administrative departments. It is important for us to recognize that the information and educational technology function depends upon the skills of technical staff, and that those skills are in high demand locally and throughout the State. Mt. SAC has been building a foundation for the IET infrastructure for the past few years. Sound fiscal planning will be required in order to assure the maintenance of this infrastructure at state-of-the-art levels. The fiscal planning should include life-cycle replacement policy in the planning at every level of information technology investment in the academic and administrative departments. It may be in the best interests of the College to incorporate the Chancellor’s Office Total Cost of Ownership (TCO) model (see Section J) while planning for the College’s strategic plan. The TCO model budgets a standard amount per year per personal computer (PC) for life-cycle replacement of faculty and staff computers as well as network components and the cost of staff support. 4
    • C. College Information Systems Information technology has become a key component in the management and operation of the College’s administrative systems. The College’s information systems are seen and used by students who access these systems through the Web and by faculty and staff in departments within the College. These systems are an essential component of the administrative affairs of the College in support of teaching, learning, and service. Information is a strategic asset for the College and must be carefully managed. The challenges of replacing a thirty year old information system and implementing an Integrated Community College Information System (ICCIS) has shown us that managing the information resources of a community college the size of Mt SAC can be a huge undertaking. The College Information System (CIS) team within IET has been given the responsibility for managing our information resources. Mission Statement The CIS team supports the administrative computing needs of the College. This department is responsible for advising the Vice President of IET in advancing a coordinated and comprehensive application systems strategy for the College. It is also responsible for the maintenance and enhancement of the College's integrated administrative information systems. This department shall provide timely and accurate informational reports as required for planning, decision- support, and government compliance. The operation, maintenance, and support of the College’s data center, which includes mainframe hardware and support devices and Interactive Voice Response systems, are also this department’s responsibility. The team is responsible for preparation of the College’s Disaster Recovery/Business Continuity plan. Department Functions The College Information System department is comprised of five units: Administrative Computing, Technical Writing/Training, Database Administration, Systems Programming, and Computer Services support. The Administrative Computing unit's primary responsibility is the development, maintenance, and support of administrative software systems in use. One Project Administrator, nine Senior Systems Analyst/Programmers, and one part- time hourly Senior Systems Analyst/Programmer positions make up this unit. The part-time hourly programmer has worked for Mt. SAC both as a consultant for three years and two years in a part-time hourly capacity. This individual provides applications programming support for the Registration and Attendance Accounting sub-systems as well as providing some back-up support to the Database Administrator. No other programmer is cross-trained in these functions or as a Database Administrator at this time. 5
    • The Project Administrator oversees and guides analyst/programmers in the development of ICCIS. This position also has responsibility to coordinate the integration efforts between sub-systems to ensure proper referential integrity. Analyst/programmers perform analysis, design and programming of computer programs in support of such activities as admissions, registration, counseling, student records, transcripts, research, and state reporting to name a few. In addition they act as technical liaison with vendors of software programs in use for Financial Aid and other administrative functions. Programmers also design and develop applications for delivery via the Web or kiosk. Staff members from this group also provide support for the development and deployment of the College’s Data Warehouse. The Technical Writing/User Training unit assists in user system testing, ICCIS user support, develops ICCIS user documentation, and provides user training services. This unit is made up of one full-time Training & Applications Specialist and one part-time hourly position. This group also handles first- and second- level ICCIS user support issues referred from the Help Desk, and shares responsibility for the administration of ICCIS user security clearances. The Systems Programming unit supports the enterprise server operating system software installation and configuration, conducts performance analysis, assists in problem resolution, and monitors system and network performance. This group also administers user security for this system as well as being responsible for administration of the Help Desk software server, Interactive Voice Response (IVR) servers, network configuration and security, and email servers. Systems programmers are also responsible for system backup/recovery functions and assists in the implementation of interfaces with administrative databases and cross-system communications. One Senior Systems Programmer and one Systems Programmer make up this unit. The Database Administration unit is responsible for the installation, maintenance, and utilization of the development, quality assurance, and production databases to ensure that data integrity is maintained during new releases of both applications software and the underlying database management system. This unit is made up of one Database Administrator (DBA). One part-time hourly programmer provides minimal backup to this position. A DBA’s responsibilities are more focused at the collection of database requirements as opposed to application requirements. Database requirements include the number of transactions per second that the database must support, as well as backup and recovery requirements, necessary security procedures, and distribution of data. The DBA also defines and documents the conceptual and physical database model and ensures standardized usage of data elements as well as appropriate usage of the College’s databases. 6
    • Computer Services has several areas of responsibility: ICCIS user support, production scheduling and control, coordination of maintenance support (both preventative and maintenance) for the mainframe computer and its peripherals, monitoring of Mt. SAC’s network resources, and central computer data center operations. 1. The Operations Scheduler handles the day-to-day user requests for batch jobs that cannot be submitted online, handles first- and second-level ICCIS user support issues referred from the Help Desk, and administers ICCIS user security clearances. 2. Production Scheduling and Control is responsible for: • The development of the daily computer operations schedule for three computer operations shifts; • The submission of input to the college's administrative information system; • The set-up and submission of administrative system jobs (ICCIS Student Information System, Human Resources, Facilities Management, Financial Information System, and Sigma SAM systems) and their verification; • Assists the administrative computing unit in the development and maintenance of the administrative information system; 3. Computer Operations is responsible for the running and printing of administrative system jobs, faculty test scoring, survey processing, and mainframe operations and computer network monitoring. Other functions include network systems backup, mainframe systems backup, and monitoring of Mt SAC’s network resources. The Computer Operations staff includes one Lead Computer Operator and two Computer Operators. College Information Systems Staff No. Detailed Skills Narrative Required Experience Director, 1 Plan, organize, and direct the Bachelor's degree in computer College design and implementation of information systems, computer Information the College's integrated science, or other related field or five Systems information systems in support years of programming and data of the administrative, processing experience. Master's instructional and student degree preferred. services functions of the College. This position is also Two years in a lead or supervisory responsible for the College Data capacity. Center’s enterprise server and support devices. Four years experience with a computer system which supports a large teleprocessing network and experience in programming are desirable, two years of which must have included work with mainframes. 7
    • Operations 1 Organize and perform technical Equivalent to an Associate degree Scheduler/ duties in support of the day-to- and one year of related experience. Support day operations of the College’s Specialist Data Center. This position Knowledge of applicable systems and (Range 73) establishes, maintains, and related technical terminology, revises master and daily applications, features, and/or services production schedules. Duties for customer service. include setting up job submittals, processing job results, analyzing Demonstrated knowledge of output, and communicating with mainframe computer systems and users on scheduling PCs. requirements, job status and corrections required. This Excellent interpersonal and position coordinates the day-to- communication skills. day multi-shift operations, supervises the Hourly Report / One year experience in the operation Computer Operator, and of IBM S/390 computers and maintains user mainframe and peripheral equipment. Also network security access. Also experience with system and network backs up the Computer monitoring. Operator position when that person is unavailable. Experience with the following software: VSE/ESA, VM, NVAS, Functional supervision may be VTAM, DOCS and CICS, TCP/IP, exercised over the Lead VTAMPRINT, OMEGAMON, Computer Operator and Power/VS, and VSE job control Computer Operators with language. regards to the submission of production jobs. Lead 1 Monitors system performance, Three years of experience in the Computer assists users after 4:30pm each operation of IBM S/390 computers Operator day when the Help Desk closes, and peripheral equipment. (Range 74) runs production jobs, runs system backups, troubleshoots Three years experience with system abnormal systems behavior, and network monitoring. monitors and maintains forms inventory, confers with Experience with the following programmers when jobs software: VM, VSE/ESA, Netview, abnormally terminate, confers TCP/IP, NVAS, VTAM, OMEGAMON, with systems programmers and DOCS and CICS, Power/VSE, and database administrator on VSE job control language. system related issues. A Lead Computer responsible for monitoring and operating mainframes and network server systems incorporating high- speed peripherals, such as consoles, readers, magnetic tape units and printers, and related equipment in support of 8
    • a large teleprocessing network. This position is also responsible for identifying and resolving problems according to established procedures. Functional supervision may be exercised over Computer Operators. Computer 2 Under general supervision, a One year experience in the operation Operator Computer Operator operates of IBM S/390 computers and (Range 57) and monitors mainframe peripheral equipment. computing equipment and network server systems One year experience with system and incorporating high-speed network monitoring. peripherals, such as consoles, readers, magnetic tape units Experience with the following and printers, and related software: VSE/ESA, VM, TCP/IP. equipment in support of a large NVAS, Netview, VTAM, EPIC, teleprocessing network. This OMEGAMON, DOCS and CICS, position is also responsible for Power/VSE, and VSE job control identifying and resolving language. systems problems according to established procedures. Runs production jobs, assists users as needed, assumes Operations Scheduler duties in absence of that person, and runs system backup jobs. Hourly 0 Prepares and delivers One year experience in the operation Report production report output. of IBM S/390 computers and Distribution / Performs computer operator peripheral equipment. Computer duties in absence of Computer Operator Operator. Performs Computer One year experience with system and Operator duties on Saturdays network monitoring. from 8 am – noon. Experience with the following software: VSE/ESA, VM, NVAS, VTAM, Netview, EPIC, OMEGAMON, DOCS and CICS, Power/VSE, and VSE job control language. Senior 1 Supports VM mainframe Associate degree in computer science Systems operating system software or computer information systems Programmer installation and configuration, required, Bachelor’s degree preferred. (Range 104) conducts performance analysis, monitors network performance, Five years experience with IBM S/390 server administrator for Help series computers and peripheral Desk software server, Interactive equipment. Voice Response servers, web/kiosk servers, network Five years experience with 9
    • configuration and security, e- networking, TCP/IP, network security, mail servers. Responsible for Cisco Router configuration, Domain VM user security and security of Name Services, Listman, e-mail servers under this position’s services, Windows 2000 Server, web control. Responsible for server administration, Lotus Notes, backup/recovery functions. Lotus Domino, Linux, and systems Assists in implementation of integration. interfaces with other administrative databases. Experience with the following Assists in implementation of software: VM, OMEGAMON, interfaces with administrative VSE/ESA, NVAS, Netview, VTAM, databases and cross system EPIC, OMEGAMON, DOCS and communications. CICS, Power/VSE, and VSE job control language. Extensive experience and knowledge in network, host, and Experience with the following information security. programming languages: Assembler, COBOL, REXX, EPOS scripting, Strong networking and HTML, LotusScript. troubleshooting background. Experience with TCP/IP, routers, switches, VLANs, firewalls, DHCP, DNS, IPX, Token Ring, Ethernet, SMTP, POP3, IMAP. VSE 1 Supports VSE mainframe Associate degree in computer science Systems operating system software or computer information systems Programmer installation, configuration, required, Bachelor’s degree preferred. (Range 102) problem resolution, conducts performance analysis, monitors Five years experience with IBM S/390 VSE and CICS performance, series computers and peripheral and provides backup database equipment. administration support. Responsible for VSE user Three years experience with security. Responsible for networking, TCP/IP, Linux, and backup/recovery functions. systems integration. Assists in implementation of interfaces with administrative Three years experience with the databases and cross system following software: VM, VSE/ESA, communications. Provides NVAS, OMEGAMON, VTAM, TCP/IP, support and VM/VSE training to DOCS and CICS, Power/VSE, EPIC, the Data Base Administrator and MAXBACK, VTAMPRINT, VSE application programmers. utilities, and VSE job control language. Experience with the following programming languages: Assembler, COBOL, REXX, HTML. 10
    • Database 1 ADABAS product planning and Associate degree in computer science Administrator installation, change control, or computer information systems (Range 104) verifying all system resources as required, Bachelor’s degree preferred. required, backup and recovery planning and execution. Monitors Five to ten years of experience in a and tunes database for disk DBA role with experience in ADABAS usage, performance, and database design, development, and integrity. Performs problem maintenance experience. investigation and resolution. Handles database and ICCIS Three years experience with IBM user security functions. S/390 series computers and Responsible for backup/recovery peripheral equipment. functions. Responsible for administrative databases Experience with installation and use of including the data warehouse. ADABAS, SYSAOS, NATURAL, Establishes procedures to NATURAL SECURITY, CONSTRUCT, ensure proper updates and data PREDICT, and REVIEW, and other integrity. Assists in SoftwareAG products. implementation of interfaces with other administrative databases. Three years of recent paid experience in programming and systems analysis and design for medium or large scale, multi-programmed computers using ADABAS and PREDICT. Three years experience in a large, complex administrative or educational organizational environment with an IBM mainframe system using VSE/ESA, VM, and CICS, POWER/VSE, and VSE job control language. Experience with the following programming languages: Assembler, COBOL, REXX, HTML, NATURAL, and CONSTRUCT. Project 1 Under general supervision, Associate degree in computer science Administrator provide primary leadership for or computer information systems (Range 104) implementation, maintenance, required, Bachelor’s degree preferred. and new development of application systems, and Five years of progressively supervision of responsible technical experience programmer/analysts in support required. of campus student administrative applications. Three years of recent paid experience Performs analysis of business in programming and systems analysis needs and performs applications and design for medium or large scale, programming tasks. Assumes multi-programmed computers using departmental supervisory ADABAS and PREDICT. 11
    • responsibilities in absence of Director. Three years experience in a large, complex administrative or educational Coordinate system changes and organizational environment. integration with other programming project teams for Experience with the following tasks that overlap into another programming languages: Assembler, team’s area. Work closely with COBOL, REXX, HTML, NATURAL, staff to ensure tasks are CONSTRUCT. completed to specifications, fully tested, and implemented. Senior 9 A Senior Systems Associate degree in computer science Analyst / Analyst/Programmer, working or computer information systems or a Programmer independently or as a team closely related field which includes at (Range 102) member, analyzes work least two programming languages and procedures of operating systems a course in the use of database and coordinates the work of a management software. Bachelor’s project group engaged in degree preferred. analyzing, designing, and implementing information Three years of recent paid experience systems. Programming in programming and systems analysis responsibilities span a range of and design for medium or large scale, platforms including mainframes, multi-programmed computers using minicomputers, local area ADABAS and PREDICT. networks, and personal computers. Two years experience in a large, complex administrative or educational Under direction, performs organizational environment with an complex computer systems IBM mainframe system using analysis to determine VSE/ESA, VM, and CICS, administrative system POWER/VSE, and VSE job control requirements and desired language. outputs; perform a variety of complex applications Experience with the following: programming; design, write, COBOL, REXX, HTML, NATURAL, maintain, enhance, and install CONSTRUCT, Visual Basic, Java, software programs to assure XML, ASP, .NET, SQL Server, SQL, proper systems operation and CICS, Dreamweaver, C++. produce desired output; coordinates the work of a project group engaged in analyzing, designing, and implementing information systems. Analyst / 0 A systems analyst/programmer Associate degree, in computer Programmer performs systems analysis and information systems, computer (Range 92) programming, working with science, or a closely related field considerable independence on which included at least two fairly complex systems and programming languages and a course programs or on major segments in or the use of database of the most complex projects. management software. Bachelor's This position also assists degree preferred. 12
    • analyst/programmers in a higher job classification on the most One year of recent paid experience in complex projects, and may business applications programming provide work direction and and systems analysis and design for technical assistance to assigned medium or large scale, multi- programming personnel. programmed computers. Programming responsibilities span a range of platforms Experience with NATURAL, including mainframes, local area CONSTRUCT, ADABAS, CICS, and networks, and personal PREDICT desirable. computers. Experience with the following: HTML, Visual Basic, Java, XML, ASP, .NET, SQL Server, SQL, Dreamweaver, C+ +. Training and 1 This position is responsible for Bachelor’s Degree with an emphasis Applications providing technical training and in Information Systems, Computer Specialist expertise to end users on Science or related field. (Range 83) various software and systems applications and assisting with Minimum of two years experience various technical projects from developing technical documentation planning to final development; and testing systems application developing course curriculum software. and preparing training materials; recommending software and Strong customer service skills. systems applications; developing and maintaining standards for user documentation on software and systems applications. This position also troubleshoots and resolves end user problems with existing and new software applications; responds to user questions and issues; evaluates and tests new software and systems applications for quality, accuracy and effectiveness; maintains logs and tracks identified errors; and, reviews and maintains and updates security access to end users. Hourly Sr. .5 Same as Senior Systems Systems Analyst/Programmer Analyst/ Programmer 13
    • Hourly .5 Same as Training and ICCIS Applications Specialist Technical Writer / Tr. Total 20 1996 1997 1998 1999 2000 2001 2002 Employees -1997 -1998 -1999 -2000 - - - 2001 2002 2003 Managers Manager 1 1 1 1 1 1 1 Total Managers 1 1 1 1 1 1 1 Classified, Full Time Computer Operations 1 1 1 1 1 1 1 Scheduler Lead Computer 1 1 1 1 1 1 1 Operator Computer Operators 2 2 2 2 2 2 2 Technical Writer / 0 0 0 0 0 1 1 Trainer IT Project Administrator 0 1 1 0 0 1 1 Sr. Systems 0 1 1 1 1 1 1 Programmer Systems Programmer 1 1 1 1 1 1 1 Sr. Systems 4 4 4 4 5 6 9 Analyst/Programmer Systems 2 0 0 2 2 2 0 Analyst/Programmer Database Administrator 0 0 0 1 1 1 1 Total Classified, Full 11 11 11 13 14 16 18 Time Non-Student Hourly Report Distribution/ .5 .5 .5 .5 .5 .5 0 Computer Operator ICCIS Technical Writer / 0 0 0 0 .5 .5 .5 Trainer Sr. Systems Analyst / 0 0 0 0 .5 .5 .5 Programmer Total Hourly 0.5 0.5 0.5 0.5 1.5 1.5 1 14
    • Staffing Current The size of the College Information Systems staff is adequate. The Project List is a dynamic document where tasks are completed and added daily. Because of this, sufficient resources will never be available to overcome the project backlog. The College Information Systems staff accomplishes as much as possible with the resources available. The department has hired a number of new employees since the implementation of ICCIS. Job duties of others have changed with the Classification Review process. The applications programming staff is made up of two programmers and a project administrator that have been with the College prior to the purchase and implementation of ICCIS. These three people are relied on extensively to provide guidance and support to the newer programmers who came to Mt. SAC with little or no experience in the programming languages or no experience with an educational institution. Staff members continually strive to expand their knowledge and skill sets by exchanging ideas and attending internal “brown bag” lunches to discuss technical topics pertinent to their needs. The College Information Systems team is concerned about the lack of back up for the systems programmers, database administrator, and major system functions. Without database administration support, programmers cannot add additional fields or files to the database or migrate changes to the Production environment. Having a competent back up person for each function and system assignment is desirable but there is never enough time to focus on this effort without taking time away from other priority projects. Planning for the Future All Information Technology organizations face similar issues with regards to staffing and planning for the future. It is difficult to attract and retain qualified employees. Salaries at Mt. SAC are not competitive with business and industry which makes it difficult to attract qualified, skilled, and talented employees. For example, DBA salaries start in the $90,000 range in non-educational environments but Mt. SAC’s pay ranges from $57-79,000 for this position. Today, with the slow economy and tight job market, Mt. SAC would have a better chance of attracting potential employees but we too are faced with budgetary issues which prevent hiring. In addition to the economic issues surrounding the hiring process, there is a shortage of persons with skills needed by Mt. SAC. Local colleges and universities do not teach mainframe skills or those skills our programmers require. Vendor training is expensive and also requires travel expenses to send employees to training. Mt. SAC has saved money by bringing trainers to the College to train groups of programmers. 15
    • There are employees that will consider retirement within the next five to ten years. The department has had very good luck with two programmers that were hired and trained to use the programming languages. It is the department’s plan to “grow our own” skilled staff when openings become available. We must proactively drive this process to minimize the impact of this staffing challenge. Administrative Information Systems Administrative information systems are computer applications that serve the administrative and business functions of the College, including maintenance and enhancements to systems. These systems include the support of online transaction processing systems, data warehouse systems, decision support activities, interactive voice response systems, Web application servers, and integration and data exchange between systems which reside on multiple hardware platforms. Information and Educational Technology currently supports several administrative Information Systems, such as ICCIS, Sigma Systems’ Student Aid Management (SAM), and the Data Warehouse. ICCIS is the College’s integrated administrative information system, which handles Student Records, Human Resources, Student Fees/Financial, Facilities, Security Access, and on-line Batch Job Submission. Student Financial Aid transactions are handled by a combination of Sigma Systems’ SAM system and in-house ICCIS developed applications. ICCIS (Integrated Community College Information System) ICCIS grew out of the 1996 purchase of the Florida Community College Software Consortium’s INTEGROW system. Mt SAC obtained the product in its early stages and created a California version of the system. INTEGROW included modules to support Student Records, Human Resources, Facilities Management, Financial, Security Access, and online Batch Job Submission systems. Mt. SAC was offered the opportunity to join the Florida Community College Consortium (FCCC) as a non-voting member. This membership would entitle the College to obtain software upgrades and enhancements to the software product for a yearly fee of $50,000. In 2000, consideration was given to this proposal but it was determined that Mt. SAC’s version of the software was substantially different than Florida’s and there was no easy way to align the Florida and California software versions to take advantage of and benefit from the Consortium’s offer. Phase I implementation of ICCIS included Facilities, Human Resources, Security Access, online Batch Job Submission, Finance as related to student fees and obligations, and a major portion of Student Records. 16
    • Phase II implementation of ICCIS focused on refinement of all sub-systems already implemented, the addition of new functionality, and providing greater reporting capabilities. New functionality in Phase II included: degree audit, graduation, automatic awarding of degrees/certificates, student fee payments by credit card on the IVR system, and web enablement of student records processing. Credit card fee payments will be complete in Fall 2002 as will the rollout of additional web applications. As of Fall 2002, ICCIS functionality is much more stable than it was two years ago. Fewer problems are being reported and the applications programming team is able to concentrate on providing additional functionality and make enhancements to current functions to better support the needs of the user community. The chart on the following page illustrates the functionality and status of ICCIS functionality identified for implementation. ICCIS has additional functionality in the areas of Finance and Human Resources that is not identified in the chart because of Administrative Services’ contract with the Los Angeles County Office of Education for budget, accounting, and payroll functions. ICCIS Statistics and Functions Former October May July Projected System 1999 2001 2002 2004 Source Program Modules 7,339 9,257 11,900 12,786 15,000 Database Size N/A 25.2GB 36.5GB 40GB 65GB Database Files 71 207 282 336 400 Student Records 872,079 886,493 926,503 974,795 1,000,000 Total Database Records 14,924,194 33,586,75 48,122,984 66,140,384 67,000,000 8 On-line Functions 134 217 530 870 800 Reports 928 45 200 300 900 Monthly Transactions N/A 1,000,000 1,500,000 3,000,000 5,000,000 Average CPU Utilization N/A 90 – 90 – 100% 40% 90 – 100% 100% User Accounts 1,117 950 1,365 1,567 1,700 Telephone Registration Lines in Use 48 12 – 72 12 – 72 72 72 World Wide Web Connections – Student 0 0 0 3 500 & Staff Network Printers 0 32 58 65 80 Online Functions Student Applications Yes Yes Yes Yes Yes Assessment Yes Partial Yes Yes Yes Counseling/Advisement Yes No Yes, partial Yes Yes Standards of Progress – Yes No Yes Yes Yes Probation/Dismissal Educational Plan No, manual No No Yes Yes Registration Yes Yes Yes Yes Yes Registration Prerequisite Verification Partial No Yes Yes Yes Registration Illegal Repeaters No, batch No Yes Yes Yes Registration Holds & Overrides No Yes Yes Yes Yes 17
    • Former October May July Projected System 1999 2001 2002 2004 Academic History – Credit Yes Yes, Yes Yes Yes partial Academic History – Non-Credit No No Yes Yes Yes Academic History – Credit External Yes, limited No Yes Yes Yes Credentials Term End Grade Processing Yes, batch No Yes Yes Yes Transcripts Yes Partial Yes Yes Yes Degree Audit Yes, batch No Yes Yes Yes Degree Audit Substitutions No No Partial Yes Yes Degree Audit Waivers No No Partial Yes Yes Graduation Petitions Yes No Yes Yes Yes Graduation Posting Yes Yes Yes Yes Yes Auto-identify Degree & Certificates No No No No Yes Electronic Exchange of Transcripts No No No Possibly Possibly Evaluate Incoming Electronic External No No No Possibly Possibly Special Student Populations Tracking No No No No Yes Disabled Students Programs & Services Yes No Yes Yes Yes Extended Opportunity Programs & Yes No Yes Yes Yes Services Athletic Eligibility Certifications Yes, batch No Yes Yes Yes International Students Yes, batch Partial Yes Yes, Partial Yes ESL Students No No Yes Yes Yes CalWorks & JTPA No No Yes Yes Yes Veterans Yes No No No Yes Enrollment Verification Yes, No No Yes Yes manual Student Services Tracking Yes No Yes, partial Yes, partial Yes Automatic Assignment of Email Address No No No No Yes Student Telephone Access – Yes Yes, Yes Yes Yes Registration, Grades, Open Class partial Search Student Record Web Access No No No No Yes Student Record Kiosk Access Yes No No Yes, partial Yes Attendance Accounting Batch No Yes Yes Yes Student MIS Reporting Yes, batch Yes, Yes, batch Yes, batch Yes, batch batch Community Education Center - MetSys Yes No No No Yes interface Student Health Services - MedPro Yes No Yes Yes Yes Interface Library Services – NOTIS/SIRSI Yes No Yes Yes Yes Interface Photo ID Interface No No No No Yes Student Financial Aid Student Financial Aid Management Yes Yes Yes Yes Yes Document Tracking Yes Yes Yes Yes Yes Award Packaging Yes Yes Yes Yes Yes EDE Data Exchange Yes Yes Yes Yes Yes Financial Aid Disbursement Checks Yes Yes Yes Yes Yes 18
    • Former October May July Projected System 1999 2001 2002 2004 College Work Study Functions Yes No Yes, Yes, partial Yes partial Auxiliary Services BiTech Interface No No No No Yes Financial Aid MIS Reporting Yes No Yes Yes Yes Curriculum / Class Scheduling Course Dictionary Management Yes Yes Yes Yes Yes Class Scheduling Yes Yes Yes Yes Yes Instructor Resource Management Yes, Yes, Yes, Yes, partial Yes limited partial partial College Term & Session Calendar Date Yes, Yes Yes Yes Yes Management limited Class Roll Sheet Attendance Processing Yes Yes Yes Yes Yes Curriculum / Class Scheduling MIS Yes No Yes Yes Yes Reporting Class Schedule Download for Schedule Yes Yes Yes Yes Yes Production Course Dictionary Download for Catalog Yes, No Yes, Yes Yes Production batch batch partial partial Program of Study for Catalog Production No No No Yes Yes Class Schedule / Bookstore Database No No No Yes Yes Interface WebCMS & ICCIS Interface No No No No Yes Faculty Class Web Access No No No No Yes Faculty FTEF Load Reporting Yes, Yes, Yes, Yes, partial Yes limited partial partial College Calendar MIS Reporting Yes, Yes, Yes, Yes, manual Yes manual manual manual Human Resources Employee Demographics Yes Yes Yes Yes Yes Position Control Yes Yes Yes Yes Yes Classification & Assignment Yes Yes Yes Yes Yes Hourly Faculty Payroll Yes No Yes, Yes Yes partial Hourly Faculty Substitutes Yes No No Yes, partial Yes Automatic Assignment of Email Addresses No No Yes No Yes Staff Web Access No No No No Yes Student Fees - Finance/Chart of Accounts / Obligations Student Fee Calculation Yes Yes Yes Yes Yes Credit Card Payments No No Yes No, testing Yes Fee Exemption Calculation Yes Yes, Yes, Yes, Yes manual manual manual Refunds Yes Yes, Yes, Yes, Yes manual manual manual Student Fee Billing No No No No Yes Student Obligations & Holds Yes No Yes Yes Yes Student Obligation Notification Yes No No No Yes BiTech to ICCIS Extract for 1098-T No No No No Yes Processing 19
    • Former Octob May July Projected System er 2001 2002 2004 1999 ICCIS to BiTech Student Address Extract for Yes No No Complete Yes Refund Processing AuxSvcs not implemted Facilities/Parking Master Calendar No Yes Yes Yes Yes Master Events Calendar No No No No No Facilities Inventory No Yes Yes Yes Yes Parking Permits Yes Yes Yes Yes Yes Facilities MIS Reporting No Yes Yes Yes Yes System Functions Application Security Yes Yes Yes Yes Yes Distributed Network Printing No Partial Yes Yes Yes Departmental Databases College departments may create and maintain departmental databases. IET does not have any involvement with these databases. It is not known how many departmental databases exist, the reasons for these databases, if these systems are adequately backed up, properly secured, or accurately maintained. These systems generally run on an employee’s personal computer or on a small departmental server. IET does not create data extract files for the majority of these databases. It is, however, a concern when it is found that that these databases are not properly maintained and secured. The lack of integration between various databases becomes problematic for the user community when data in ICCIS does not agree with their own database or if the data captured is in a different format and there is a desire to integrate the databases with ICCIS. For example, it is difficult to determine which student identification number is correct when the change is made in one database and not in the other(s). The proliferation of personal computers and local area networks has, in many cases, improved individual productivity while at the same time created mini versions of the mainframe computer. Whereas the mainframe creates a single bottleneck in terms of service and support, these many smaller systems create many, many smaller bottlenecks. These systems require substantial staff time in collecting data, keeping it up-to-date, and reconciling discrepancies between multiple databases. These tasks add additional costs to personal computer maintenance, hardware and software upgrades, training, and user support. IET recommends that consideration be given to consolidating the functionality of departmental databases into the College’s integrated system to reduce the need for duplicate data entry and ensure the databases are properly maintained and secure. 20
    • Administrative Systems’ Planning Administrative systems’ planning is intended to promote the alignment of administrative systems with the needs of the campus. The College Information Systems programmers work on projects approved and supported by the Vice President of the area that generated the work request. Prioritization of work requests was formerly done by the Administrative Systems Advisory Committee (ASAC). Currently, each VP now has the responsibility of setting priorities for work requests in their respective area. It is the intent of the College Information Systems group to devote programmers to work simultaneously on the highest priority projects established by each Vice President. In the event that projects are competing for the limited programmer labor pool the Vice President of IET with the advice of the Director of College Information Systems will resolve the order of project completion in order to meet the needs of the campus. Project Approval and Prioritization Process Programming modifications and new programming requests are to be submitted in writing to the Director, College Information Systems, using the ICCIS Request Form. This form is available at the Help Desk. The form is also available electronically by request. Emergency requests and problem reports are handled as they arise. Problem reports receive the highest priority. All standard requests for new or modified programs will be reviewed by the Vice President of the requesting area for consideration and approval. The Vice President will consider the impact of the request on other project requests that are in progress or not started. Each month a status report of projects completed, those in progress, and those on hold will be sent to each Vice President for the purpose of keeping them informed on progress of the requests from their area. The Vice Presidents are encouraged to contact the Vice President of IET with any questions and concerns they may have on projects in their area. Discussion can be held at the weekly President’s Cabinet meeting to review the latest status report and resolve issues. Current and Planned Projects Online Student Services To provide seamless access to services at the College, it is necessary to have a variety of student services available via the Internet. This will allow students to experience Mt. San Antonio College with a minimum amount of on-campus time. 21
    • Web and kiosk access to ICCIS is the transformation of a traditional on-line application for use over the World Wide Web. For example, the new kiosk system has the ability to deliver information via the kiosk or the World Wide Web. The kiosk uses a Web browser and Web server to present information on the screen, which then makes it easy to deliver the same information over the Web with no change to the kiosk application. The kiosks currently support the ability to vie and print: the student class schedule, unofficial transcript, and semester grade reports. Plans for additional functionality are identified below. This project will greatly enhance kiosk and web site functionality without the duplication of effort. This project involves student and faculty access to ICCIS data. All access is controlled by the requirement of a student or employee number and a personal identification number (PIN). This will grant the person access to his or her own information as well as other general campus information, such as the class schedules. The following student records accesses have been completed: Student Class Schedule, Open Class Search, Student Term Grade Reports, Unofficial Academic Transcript, PIN Number Change, E-mail Address Update, and Class Schedule Search. The following have also been identified for student records access: Admissions Applications – Focus to include the community education and non-credit programs as well as credit programs. Student Records – Ability to review and update mailing address information, telephone number, program of study, and educational goals. Also provide support for enrollment verifications, transcript requests, and other current paper-based functions related to student records. Class Registration – Process student class registrations including support for wait lists and a conditional drop/add process. Student Accounts – Provide ability to check account balances, deferred payments, obligations, pay fees and obligations with credit card payments, request refunds, and request 1098-T forms. Assessment/Placement – Provide ability to view assessment scores and course placement. Degree Audit – Provide ability for student to check their educational progress against a selected Program of Study, transfer credits to the California State University system, and other baccalaureate-level institutions. Provide ability to compare against Articulation Agreements with other institutions. Student Educational Plan – Couple the advisement function with the ability to complete, update, and track status against an individual educational plan. 22
    • Financial Aid Status – Focus on access to awards, award letters, student document requirements, missing documents, scholarship information, and related web sites. Other Web accessible Student Services information requested includes: Transfer Registry – Students complete application to the registry to receive services and to enable staff follow-up and measurement of progress towards goal; this is a College-wide goal and KPI. Career Placement Registry - Students complete application to the registry to receive services and to enable staff follow-up and measurement of progress towards goal; this is a College-wide goal and KPI. Web Page Development for Student Services – prioritized, integrated – the look and placement of student services on the College’s website—how will integrate to other offices, services, how to link to other college and off- campus sites. Student Services departments have indicated a need for assistance with this development and maintenance effort. Key Links to On-Campus and Off-Campus Sites – ASSIST, scholarships, services, CSU and UC applications for admission. Online Faculty/Staff Services The following have been identified for Faculty/Staff access: Faculty/Staff Records – Ability to review and update mailing address information, telephone number, e-mail address, personal web address, faculty teaching schedule, and faculty office hours, etc. Provide ability to update or reset the assigned personal identification number (PIN). Forms and Applications – Provide for electronic forms processing. Implement WebCMS – Course Management System WebCMS was purchased to handle the Course Approval process. IET is working on the implementation of this software application. Extensive changes to the standard course outline have been made to enhance WebCMS’ ability to better validate data input as well as enable automatic update of ICCIS when a new course or new course version is approved. Data Warehouse Support The following have been identified for Institutional Research access support: Data Warehouse – Ability to review pre-prepared data warehouse reports. Research Reports – Provide reports on student and staff data profiles. Focus on enrollment trends, special student populations, and institutional effectiveness reports. Chancellor’s Office Reports – Provide access to current and historical reports and data from the Chancellor’s Office. These reports and data come from Mt. SAC’s MIS reporting to the Chancellor’s Office. 23
    • Enhancement of the Instructor Resource Management Functions Instructor Resource Management functions have been partially implemented. There is an Instructional Management work team that has been meeting to identify the changes necessary to support full and accurate FTEF reporting, calculation of the Full-Time Faculty Obligation (FTFO), monitoring of the 50% and 60% rules, and to better support the requirements of the Hourly Payroll system. Implementation of Wait Lists, Guaranteed Enrollment Plans This project is under investigation and definition. The work team is talking to other California Community Colleges to determine how other schools handle wait lists and to discover potential pitfalls and decisions that must be made before programming begins. SEVIS: INS Mandated Tracking of Foreign Students SEVIS is a mandated compliance issue from the INS. The College must comply with this mandate by January 31, 2003 or it will not be allowed to accept foreign students. Implement Credit Student Refund Policy Changes Automate functions of the fee refund policy once it is approved by the Leadership Council. The proposed changes will require additional programming to handle the automation and reduce the amount of manual data input. Implement Credit Student Fees Calculations Standard fees are calculated correctly in ICCIS. Problems come about when some fees are to be waived or not accessed. These transactions are currently being handled manually by the Bursar’s Office. Changes to the Student Fees assessed amounts, calculations, and automation will be addressed once the student fee assessment policy is approved by the Leadership Council. Complete Data Conversion Problem Resolution IET plans to complete the data conversion error resolution process this fiscal year. There are approximately 60 Course IDs that overlap with other Course IDs and cause problems on student transcripts when it cannot pull up the correct course and course version. These Course IDs will need to be changed to eliminate the overlap and student academic history problems. 1098-Ts: IRS Reporting of Student Fees In 2003, the College must provide students with detailed fee information related to the fees paid for classes. Some fees paid by students are in ICCIS, others are in Bi-Tech, the system purchased and used by Auxiliary Services to handle its accounting functions. Auxiliary Services is contracting with the vendor to provide an extracted file for using in calculating total student fees and producing detailed 1098-T forms. 24
    • Interfaces between Bi-Tech and ICCIS, Bi-Tech and Sigma SAM, ICCIS and MetSys The Interface Team is exploring ways to exchange data with Bi-Tech and MetSys. Bi-Tech data extracts are handled by contracting with the company to provide the extract file. Mt. SAC must also contract with Bi-Tech for data import into Bi-Tech functionality. ICCIS and Sigma SAM already exchange data but additional data exchanges may be identified as necessary. MetSys, a software application used by the Community Education Center, has data export capabilities but no data import capabilities. Discussions will take place with the vendor once the data to be exchanged is identified. Eliminate the Use of Social Security Number for Students and Staff Identity theft and increased concern for privacy draws attention to the use of Social Security Numbers (SSN) as identifiers of our student and staff data records. The State of California enacted legislation in July 2002 to restrict the use of SSN. Per legal counsel, this restriction applies to K-12 but does not apply to higher education. Federal legislation is still pending related to similar restrictions but as of this time has not made it through committee approvals. It is predicted that this legislation will not be passed or enacted this year. IET plans to determine the scope and estimate for moving to an assigned number for student and staff records. Tracking of Special Student Populations Special student populations have been identified in conjunction with Student Services and Student Learning. ICCIS currently has the ability to track a student population at the student level rather than the term level. There is a need to also track a population at the term level. IET plans to add this functionality at the term level which will enable better cohort tracking. Technology Trends Administrative and Academic Information Systems The World Wide Web brought more information that anyone thought imaginable to the fingertips of those requesting information. No longer is there a need to go to a specific location to obtain a particular service when it can almost always be obtained from any computer with an Internet connection. Increasing demands for information services to faculty, staff, and students is driving the need for greater convergence of administrative and academic information systems. The growing e-learning environment, whether it is a whole or partial online course, requires information from administrative systems as well as providing the capability for a faculty member to organize and control the delivery of course materials to students. Course Management Systems for the e- learning environment is not something that administrative systems software vendors gave much thought. Consequently, the software applications available 25
    • to support the e-learning environment have been developed as stand-alone systems. Currently, no single vendor is able to provide the level of integration between systems to automate the administration of the e-learning environment and couple this with the information resources available in administrative information systems. This is not to say that it is not on the horizon, because it is a vision of education-application systems ERP vendors today. These vendors have formed partnerships with Course Management Systems software vendors to bring the needed integration between administrative and academic systems. Batch, not real-time, processes are being used to update databases in the e- learning academic environment. This prevents round-the-clock access to information as well as a substantial time delay before the e-learning system is updated with the current day’s administrative system activities. In the April 2002 issue of Syllabus, Bob Moul, SCT Global Services, says, “As the traditional definitions for what is administrative or academic continue to blur, the focus for future technology applications needs to be on a broader, e- education architecture. The institution’s strategic technology plan must look across all current application systems for gaps in the support of teaching, learning, and business processes, as well as deficiencies with respect to the expectations of users. The goal is to equip the institution to adapt to, and keep pace with, what is becoming a dynamic market for postsecondary education services, traditional and non-traditional.” Information Systems and the Internet John Van Decker, an analyst at the META Group IT Research firm in Stamford, CT, predicts that it is only a matter of time before organizations will shift to web- based applications. ICCIS is a legacy system which was not designed to be web-based but has been made Web-accessible through the use of a middleware application server. In general, legacy systems are increasingly difficult and expensive to upgrade, support, and maintain. Van Decker states that companies “will lose out on the savings that easy-to-maintain web-based solutions provide.” On the other hand, replacing any existing information system is expensive to replace, not only in terms of software and hardware but also in terms of human resources, process reengineering, and training. A web-based solution can provide open access to legacy data silos where data is stored on the mainframe as well as take advantage of using network servers and personal computers to bring together a flexible architecture in a decentralized management role. All of this information can then be pulled together into a Web portal. Forging ahead with the use of Internet technologies to pull together a wide range of information together in a Web Portal should be carefully planned and thought out in terms of the system architecture and the content to be brought together for presentation and use. 26
    • The use of Internet technologies will not necessarily reduce the employee headcount for an organization. A greater potential lies in making improvements in business processes and in systems rather than in the area of reducing the need for staff. Enterprise Application Integration/Interoperability Enterprise Application Integration (EAI) is the unrestricted sharing of data and business processes among any connected applications and data sources in the enterprise. The need for EAI comes from the proliferation of in-house developed or purchased stand-alone systems without considering a central vision or strategy. Many times the applications use older technology but function well for the organization. Many of these systems use non-standard data storage and application development technology. Additionally, many application software packages were not designed to access other systems outside their own. Many systems were not designed to be web accessible. Mt. SAC has many stand-alone systems that users now want to connect and share data between. For example, there is a need to share data between ICCIS and MetSys. ICCIS is a mainframe-based system and MetSys is a FoxPro database on a Windows NT network. Data is extracted from ICCIS and sent to: the Library’s proxy server; SIRSI, a library automation product; Student Health Service’s MedPro system; the Data Warehouse. IET has many additional requests for data extracts, such as: Photo ID system, SacBookRac book inventory system, and Microsoft Access compatible extracts for student progress research and tracking purposes. Essentially what is happening is the ICCIS system extraction and replication of data to other of the College’s databases. Of course, when the data changes in ICCIS, it again must be extracted and re-loaded on these systems. Though this approach is workable, it is obvious that it is time-consuming and requires different strategies for transferring data to other systems. Several software products address the issues of application integration. IET has investigated these products and are developing a strategy for easy sharing and access to data in the many stand-alone systems on campus. This investigation is being done in conjunction with the Data Warehouse project. Portals A portal is a Web site or service that offers a broad array of resources and services, such as e-mail, forums, search engines, and on-line shopping malls. It is used to create a personalized vision of the Web. From an academic standpoint, a Web portal can be used to deliver information specific to the College’s programs and services. It can also allow for a student or staff member to set specific preferences about the content they wish to view when entering the portal. 27
    • A portal offers the opportunity to bring all College information resources together in an organized manner to make them easily accessible and have the ease of dynamically changing the content once the portal has been created. A well- planned strategy for a portal includes course capabilities, campus life services, and administrative services. Course capabilities include links to class sites, a grade book entry/display system, and the ability for students to submit assignments online. Campus life services include information about campus events, links to other campus media, ability to locate fellow students, purchase books online, and the ability to purchase tickets for campus events. Administrative services include the typical administrative transactions students must do to register for class and pay for fees. Additional links could be provided for making counseling or health services appointments. Major ERP vendors utilize Web portals as part of their product offerings. There are also free Web portal software products available (i.e., uPortal) as well as the products being marketed such as Campus Pipeline. META Group’s Research Trends for 2002 include predictions that 2002/03 will be the year when organizations begin to exploit portal architecture and Web services principles. By 2006, the personalized portal framework will be used for most common services. Gartner Group predicts that 80% of U.S. colleges with enrollments of more than 1,000 will have a campus portal by 2005. Business intelligence tool suites will also begin to be deployed through enterprise portals. Web portals are a technology trend that should be further investigated and studied for use at the College. Web Services Web services came about from an evolution of component-based software development which can be used to support Enterprise Application Integration. It does not, however, eliminate the need and use of an Enterprise Application Integration middleware infrastructure. Web services are not transactional in nature and provide basic non-session- based “request/response” functionality. In addition, Web services standards do not yet define security, operational management, workflow, business rules, transactional integrity, and other elements of an enterprise-ready computing platform. Web services provide a platform for almost limitless interoperability between different programs and computing platforms. They are built on HTTP and XML, rather than on proprietary protocols, and exchange information using Simple Object Access Protocol (SOAP). Each service describes its own capabilities using Web Services Description Language (WSDL). Web Services are open in nature. For example, an application needing a particular service could locate it on the Web using Universal Description, Discovery, and Integration (UDDI), determine its capabilities by examining its WSDL document, and immediately 28
    • begin using the service. It is this openness that makes Web Services a target for hackers. Security poses the greatest risk for this technology. The key security requirements for Web services include authentication, authorization, data protection, and non-repudiation. In digital security terms, non-repudiation means to ensure that a transferred message has been sent and received by the parties claiming to have sent and received the message. Non-repudiation is a way to guarantee that the sender of a message cannot later deny having sent the message and that the recipient cannot deny having received the message. The use of digital services is one method for obtaining non-repudiation. At this point, industry standards are in the development stage to address these issues. As with other Internet technologies, there are competing standards that are working on the security issues. Ultimately, the success of Web Services in an e- commerce environment will depend on these standards. Web services and related technologies show great promise. These services allow the re-usability of software that was closed and can now be shared on the web as a service with a minimum of re-work of the interface. When built on top of existing architectures, an organization can expect a high return on investment. META Group also sees great promise in Web Services. Its Research Trends for 2002 indicate that Web services will emerge in 2005/06 and displace component- oriented development such as J2EE, CORBA, and COM+. XML Extensible Markup Language, or XML, is a specification developed by the World Wide Web Consortium (W3C). XML is a pared-down version of SGML (Standard Generalized Markup Language), designed especially for Web documents. SGML is a system for organizing and tagging elements of a document for formatting purposes. It allows designers to create their own customized tags, enabling the definition, transmission, validation, and interpretation of data between applications and between organizations. XML has already emerged as a standard for Web services. By 2005, the META Group predicts that XML will be dominant in the data exchange layer when integrating disparate systems. The distinct advantage of XML is the ease of data exchange that is possible by establishing a mutually-agreed upon format. Each partner in the data exchange is able to maintain its own closed, proprietary system without having to take into account the architecture of the other partner’s systems. Use of XML also has risk with respect to security. Until security standards are set, the use of XML data sharing should be limited to a virtual private network (VPN) or extranet. XML currently is transmitted unencrypted which poses great security risks when sensitive information is transmitted. 29
    • Mt. SAC must acquire and utilize this technology in the near future. SEVIS, the INS’s newly developed system for tracking and reporting foreign nationals, must be fully operational by January 31, 2003. SEVIS was developed using XML, and Mt. SAC is required by law to comply with SEVIS reporting requirements or cease to allow foreign students to attend Mt. SAC. Disaster Recovery/Business Continuity Plan The development of a Disaster Recovery/Business Continuity Plan is broken into two components—disaster planning and disaster recovery. Disaster Planning is the process of anticipating and providing for disasters. A disaster can be an act of nature (earthquake, flood, or fire), a human act, hardware failure, software error, or erasure of an important file. Disaster planning focuses primarily on three issues: 1) maintaining the contingency plan for the recovery of systems and information; 2) maintaining the integrity of the information; and, 3) keeping the information system running until normal operations can be resumed. Disaster recovery is the implementation of the business resumption plan. Although Mt. SAC has known of the importance of disaster planning and recovery for many years, very little has been done in this area and IET is not adequately prepared for a major disaster. Mt SAC’s Disaster Recovery/Business Continuity Plan will encompass all central computing, network infrastructure, and telecommunications equipment. 30
    • D. User Support & Network Services The use of information and educational technology at Mt. SAC depends on providing students, faculty, and staff with appropriate access to technology. The nature of academic work will require students, faculty and staff to have reliable and high-speed access to the network from offices, homes, and virtually all areas of the campus. Telecommunications has become one of the most important and fundamental technologies in recent years. It promises to be even more so in the future. It is changing greatly the manner in which we teach and conduct business. Telecommunications at Mt. SAC consists of two components: the voice, video and data campus networks and services, and the connections from this infrastructure to national and international telecommunications networks Mt. SAC is fortunate in that we have considerable expertise and organizational strengths and skills in the management of our communication networks. The User Support and Network Services team within IET has the responsibility of maintaining and configuring the campus networks to the latest standards. Mission Statement The mission of the User Support and Networking Services team is to provide timely, competent, and friendly support for all district owned technology systems including client/server networks, digital imaging systems, desktop computers, and voice/data communications systems campus wide. The team uses a pro- active approach in striving to exceed customers’ expectations in an ongoing pursuit of service excellence. Additionally this team is responsible for providing recommendations to the Vice President, IET, for upgrades and enhancements to the campus voice and data network infrastructures Department Functions The User Support and Network Services department is comprised of four units: Telecommunications & Audio Visual, Network Administration, Desktop Support, and Help Desk. The Telecommunications & Audio Visual team is responsible for designing and implementing the physical aspect of the campus communication infrastructure. The Mitel telephone switch and the Active Voice Response voice mail system are the key components of the voice communication system on campus and are the responsibility of this team. Additionally, the installation of the campus’ data infrastructure consisting of routers, switches, and hubs as well as cabling and jack termination is overseen by this team. The quantity and complexity of the Audio Visual work has increased tremendously in recent years necessitating a re-evaluation of both the quantity of the staff and the position descriptions. Historically this work consisted of things like bulb replacement and removal of 31
    • broken media lodged in the works of a projector. Advanced diagnostic and soldering techniques are now employed to do component level repairs on the high tech electronic components of the audiovisual equipment on campus requiring maintenance and repair. Recent staffing changes will require outsourcing of some of this work. Network Administration is another major growth area on campus. This group is responsible for server maintenance as well as network security and integrity. The rash of highly publicized attacks on various business enterprises has brought network and server security to the forefront of most enterprises. IET currently has four and a half Network Administrators. Each has a unique area of responsibility. Three oversee the computer operations in academic areas: the LTC, the Business Division, and one works to improve network server administration in the other unsupported academic areas. The other two share the centralized IET server support. One of those also supports Community Ed while the other is contracted out to Auxiliary Services half time. All of these individuals also endeavor to insure that Mt. SAC has a safe and secure network environment by constantly monitoring and improving our network security. Future concerns in this regard will be the wide-spread implementation of wireless networking technologies on campus. The Desktop Support team is responsible for installing, maintaining, and supporting enterprise desktop computer systems and their peripherals. They also provide consulting and recommend solutions to client hardware and software problems. Additionally they assist with maintaining the safe and secure computing environment by installing and keeping current workstation antivirus software. With the passing of the Campus bond project and the associated growth both in the Campus and in the quantity of technology on it, this team will need to grow with the campus to continue to provide the high quality support the campus has become accustomed to. Additionally, the Open Space Technology (OST) report clearly indicated a desire to “align support services with instructional hours”. To accomplish this alignment, additional staff is required. The Help Desk acts as the campus community’s single point of contact for the resolution of technical problems. In addition to providing initial first line (level one) support, the Help Desk also prioritizes and dispatches the unresolved calls creating an efficient call resolution process. This team too is affected by the increase in quantity of systems on campus and the stated desire to “align support services with instructional hours”. Of concern in this area is our reliance on part- time hourly staff for so vital a function. Staff churn has consistently been an obstacle to maintaining the desired Quality of Service (QOS). Adding additional full-time staff will be required as Campus reliance on this service increases. 32
    • ProjectsPriorities Because of the nature of this department most of our projects and priorities span across several functions. Meaning several or all of the units within the department are involved at various stages of the project. One of our key projects is the Campus Network Upgrade. We are installing a distributed network core with 4 to 8 gigabit interconnectivity. From the core we will provide switched gigabit links to each building and switched 10100 megabit connectivity to each desktop or, at least, to each classroom. This is a significant upgrade to our current and past shared 100-megabit backbone and shared 10- megabit desktop connections. This is required to support many of the programs currently on campus and most of those proposed. For example there is currently a Real AudioVideo server on campus capable of 100 simultaneous sessions of streaming video. If this server were put into use with just one or two sessions it would monopolize the current campus network rendering everyone else on campus unable to access the network. Upcoming projects, which require an upgrade to the network, include the LTC Language Lab going on-line with massive streaming audio files, Library Databases on-line, the new Real Audio & Streaming Video server, Distance Learning in General, and The Document Imaging system. Many of the reasons stated for the Campus Network Upgrade also apply to the need to upgrade the Campus Internet Connection. Two years ago we were able to double the size of the campus Internet connection from 1.5 Mbps to 3Mbps. Immediately we were using 75% of the new connection and within four weeks we had hit 100% utilization during peak times. The demand for Internet bandwidth continues to grow. The Chancellors office via the 4CNet and TTIP programs have been trying for over a year to upgrade Colleges such as ours to a 10Mbps fractional DS3 level of service. This has been an on-again off-again effort which is currently back on. We anticipate that even this upgrade will be insufficient to support the current demand. IET undertook a project to provide an additional 10Mbs fractional DS3 and has identified funding for it. We hope to install that within six months of 4CNet installing the infrastructure to support it. Location and quantity of Emergency Phones has become an issue on campus. IET’s Telecom team is working with Facilities and Maintenance to plan for and install several more “Blue Light” style phones around campus. Our Telecommunications budget of $10,585 is woefully insufficient to maintain the needs of the campus. This year a required software upgrade to the campus PBX cost $40,000. Estimated costs to install the phones required to accommodate the growth in campus staff was $30,000. Assuming we proceed with the proposed project to install a phone in every classroom and to provide a phone for each faculty member there will be an additional 400 instruments and 33
    • connections to maintain on campus. Obviously there will be both human and fiscal costs associated with this maintenance. Technology Replacement/Life Cycle Funding is a key issue within our department. The Technology II plan being proposed by the Chancellor’s Office recommends a three to four year replacement cycle on student, faculty, and staff computers. Additionally network infrastructure and server hardware must be replaced to maintain currency with today’s technology. The Help Desk staff work in conjunction with Printing Services staff to try to maintain consistent operability of the “Big Three” campus copiers. This is becoming increasingly difficult as two of these machines are being used at three times their rated capacity. At the current rate of use the copiers will hit their end of life within two years. A replacement and load relief plan needs to be developed here as well. The original goal when the campus network was installed was to have “All Classrooms Wired for Network Connectivity”. A past campus survey revealed that about 75% of the classrooms have been completed. An additional 10% are active but the network drops need to be relocated to provide better functionality. The remaining 15% of the classrooms were not completed due to either physical or cost restraints. Some scheduled maintenance money has been obtained to assist with completing this project and it is being completed on an as needed basis. User Support and Network Services Staff Detailed Skills Required Experience Director, User • General knowledge of • Bachelor’s Degree with a Support & Network network infrastructure, Technical Emphasis helpdesk operations, • Managing Technical People Services telecommunications, network • General Leadership and server administration, • Meeting Facilitation web support and • Customer Service development, and technical • Multi-faceted technical support background • Strong customer service • Knowledge of the educational orientation culture • Willingness and skill in • Budget planning and championing technological management causes • Project management and implementation • Team and relationship building • Budget planning and management • Knowledge of classroom technology and its use • Understand technology repair and replacement 34
    • protocols 35
    • Network The following are beneficial The following are beneficial and Administrator and necessary skills for this necessary experiences for this team but not all are required in team but not all are required in each individual. It’s the each individual. It’s the diversity diversity of knowledge and of knowledge and skills that skills that makes this team so makes this team so strong. strong. • Extensive knowledge and • MCSE - Microsoft Certified experience in network/host Systems Engineer security • Certified Internet Security • Knowledge and experience Administrator - Sonicwall with setup, configuration, Firewalls and maintenance of Firewall • CCNA - Cisco Certified and IDS (Intrusion Detection Network Associate System) systems • CCNP - Cisco Certified • Strong/diverse networking Network Professional background - TCP/IP, • B.S. Computer Science routers, switches, firewalls, • CIS/Programming Certification other devices and apps • Certified Network Engineer (DHCP, DNS) (CNE), Novel Inc. • Network monitoring skills - • Computer Network constantly looking to improve Certification overall network redundancy, • CISCO PIX advanced firewall efficiency, speed, and • Interconnecting Cisco security Network Devices • Domain management skills • Introduction to Cisco Router • Design, plan, install, Configuration. configure, support, upgrade, • Cisco Secure PIX Firewall maintain, monitor, optimize, • CISCO 2620 and 2621 and administer local area Routers (setup and configure networks. using ISO 12.0) • Provide project leadership • CISCO Catalyst 3500 Series and lead technical support in Switch the areas of local area • CISCO AiroNet (setup and networking; server and configure) workstation operating systems, application • Informix System software and hardware Administration configurations; and computer • AS/400 system administration facility planning and • MS SQL Server 7.0 System upgrading. Administration. • Install and configure 3Com • MS Internet Security and and CISCO Ethernet hubs Acceleration Server. and switches. • SANS Information Security • Install, configure, and Essentials. maintain server and • Internetworking with MS workstation operating TCP/IP. systems. • Implementing an MS Windows • Install, configure, and 2000 Network Infrastructure. support a variety of • Installing and Configuring MS applications. Windows 2000 File/Print • Install and configure server Server. and workstation NICs. • Installing Configuring and • Install and configure Administering MS Windows 36
    • software firewalls (Linux and 2000 Professional. Microsoft) • Implementing and Supporting • Troubleshoot and correct Windows NT Server and TCP/IP switching and routing Workstation. problems. • Windows .Net and 2000 • Troubleshoot and correct network operating systems. server hardware • Microsoft Windows 95, and 98 malfunctions. • Microsoft Windows NT • Provide AS/400 system Workstation 4.0 administration including • Microsoft Windows 2000 maintaining user accounts, Professional remote printing, system • Microsoft Windows XP backups, device Professional configuration, and job • Macintosh OS 9.2 submission and processing. • Macintosh OS 10 • Provide training in server • Windows XP and workstation operating • Microsoft Windows 2000 systems and applications to Server support staff and faculty. • Microsoft Windows NT Server 4.0 • Working knowledge of Linux/ • Novell Netware 3.12 – 4.11 Unix, IRIX, HP-UX, • Novell Netware 5.1 SOLARIS, IOS and any version of Microsft Wndows • Novell Network 6 (classroom and lab support) • Configure switches and routers with basic • Linux 6.2 and 7.3 configurations • Mac OSX Server • Advanced networking skills • Red Hat Linux 7.X such as route maps, traffic • IBM AIX 4.3 shaping, CISCO WCCP • SIRSI Library automation protocol for transparent web system caching, and automatic fail • Microsoft SQL 2000 over in the event the cache • Symantec Ghost 7.5 engine becomes unavailable. Enterprise • Configuration, • Apache webserver implementation, administration and problem • Microsoft Internet Information resolution of MS Windows Server (with FrontPage 2002 XP, 2000, NT, 98, 95, 3.11 Server extensions and and 3.1, NetWare 3x and 4x Sharepoint) Microsoft client, and all DOS Streaming Server workstation operating Components RealNetworks systems. Media Server EZProxy Library • Setup and administration of database portal Terminal Microsoft & Netware network Services (remote clients and peripherals. administration mode for • Setup and configuration of Windows 2000 servers) server hardware and peripherals • Setup and configuration of TCP/IP and IPX network clients and peripherals. • Basic IEEE network practices and standards. • Basic Cisco IOS and Cisco 37
    • switch and router configuration. • Network test equipment and test software. • Information security. • Intrusion detection systems and network firewalls. • Configuring network firewalls and address translation. • Configuring Domain Name Servers. • Integrate Microsoft and Apple network clients with Linux based file and printer sharing. • Programming Languages: C++(a little rusty), PERL, PHP, a little bit of Java, some shell scripting, SPARC assembly, MIPS assembly, verilog, UML • • Administration of MySQL, Informix Dynamic Database, UniVerse database, Apache, ProFTP, OpenSSH, Squid, Sendmail, Bind, Big Brother Network Monitor, MRTG network graphing tool, and various Microsoft based programs. • Shell scripting to automate repetitive process or to create web applications such as the online network status page and auto updating and self documenting the firewall rules. Lead Data Working knowledge and Technician experience of: • BS Degree in a technical • Linux operating systems; area configuration, operation, • Understanding of and problem resolution. Microprocessor & Computer • Windows 3.x, 9x, 2000, Technology and XP operating systems; • Training in Fluke Test configuration, operation, Instruments and other and problem resolution. Network Analyzers. • Internet Software • Ability to troubleshoot Consortium (ISC) DHCPD Ethernet LANs server configuration and • Upper-Layer Protocol operation. Analysis. • Cisco switch and router • Interconnecting Cisco configuration, operation, Network Devices. and problem resolution. • Building Scalable Cisco 38
    • • Windows 2000 server Networks. setup and operation. • Cisco Works 2000 Network • Setup, operation, and Management Software. troubleshooting of • Cisco Systems CCNA Microsoft network clients credential and peripherals. • Setup, operation, and • Windows 9x and NT troubleshooting of TCP/IP operating systems. network clients and peripherals. • Cisco Works 2000 Network management software. • Network design, testing, and optimization techniques and procedures. • Digital and microprocessor circuit design, operation and troubleshooting. • Linear circuit design, operation, and troubleshooting. • Semiconductor device testing. • Project management. • IEEE network wiring standards and practices. • Application of IEEE network OSI model to data communication links. • Management and Leadership skills • Supervision • Programming techniques for microprocessor systems. • Electronic and network test equipment. Lead Telecom VOICE COMMUNICATION • Mitel SX200 Installation and Technician SKILLS maintenance authorized • Mitel SX2000 technician certificate. • Active Voice Repartee • Mitel SX2000 Installation • Telemate Call Accounting and maintenance authorized • WAN Links = PRI/ISDN/T1 technician certificate. DATA COMMUNICATION • Mitel Nupoint Messenger SKILLS Voicemail System technical • Ethernet = 10/100/1000Mb certification. Ethernet • Mitel OP Server Manager • Token Ring installation and • VLAN maintenance technical • DHCP certificate. • NAT • Active Voice Voicemail • WINS System technical 39
    • • DNS certification. • RIP • Firewalls • RAS • SMTP • POP3/IMAP • Network Switch Configuration • 3Com, Cisco, Netgear & Network Router Configuration • Linux Telecom • Specialist in Category 5e • Mitel SX200 Installation and Technician cabling and termination. maintenance authorized • Skilled in troubleshooting technician certificate and fixing telephone sets, fax • Mitel SX2000 Installation and machines, and similar units. maintenance authorized • Specialist in T1/ISDN, technician certificate. LS/GS/POTS circuits • Mitel Nupoint Messenger delivery, transport, and Voicemail System technical termination. certification. • Skilled in troubleshooting • Mitel OP Server Manager Fiber/CAT5 supported installation and maintenance backbone network technical certificate infrastructures. • Active Voice Voicemail • Skilled in troubleshooting System technical certification. software/hardware issues in PC’s running most Microsoft’s Windows Operating systems and IBM’s OS2. • Great interpersonal and relational skills in dealing with the technology users on campus. (Service with a smile.) • Good organizational and project coordination skills. • Great time management skills. • Skilled in team cohesiveness strategies. Help Desk • Excellent Customer service Beneficial Degrees and Coordinator skills Certifications • Act as a liaison between Helpdesk and the campus • BS degree community • Advanced degree. • Manage the recording and • Certified Help Desk tracking of all customer calls Professional from the Help and resolve common Desk Institute problems directly • Lotus Notes Power User • Ensure that the Helpdesk is 40
    • meeting productively, quality and service level goals • Track all calls received through final resolution • Coordinate rotation schedule of staff, marinating optimal staffing levels to support call volume and workload • Provide technical leadership to Helpdesk staff as needed • Review, process helpdesk tickets and assign them to the appropriate area for immediate resolution Data Technician • Like the Network Admin Like the Network Admin Group Group this group this group possesses diverse possesses diverse knowledge and skill. Not all is knowledge and skill. Not required of any one individual all is required of any one but it all contributes to the individual but it all whole. contributes to the whole. • A.S. in Electronics • Install all types of application • MCSE in Windows 2000 software. Server. • Troubleshoot all computer • CCNA in progress. hardware and peripherals. • Xerox trained in Web, Viewing • Install and maintain Ethernet and Submission on the Hub all over campus. DocuWeb Server. • Install and maintain network • Xerox trained on Mt. Sac’s computers and printers for DigiPath Web Viewing and users Submission (WVS) system. • Troubleshoot faulty network • Administer DocuWeb system connections • Strong knowledge of Windows • Analyze network hubs to NT Server prevent nesting or daisy chaining or any act, which • Dell Certified on OptiPlex and would constrict through put. Dimension Computers. • Implement computer labs when needed. • Platforms - IBM PC, • wire/rewire connection Macintosh closets to meet • Languages - HTML, Visual network/users needs Basic, Java, Basic • Troubleshoot network • O.S. - Windows 2000 hardware, such as, switches Server/Workstation, Windows and hubs, to include XP Professional, Windows NT category 5 (4 twisted pair) 4, Windows 95/98/Me, cable, coaxial cable, fiber Windows 3.11, MS-DOS, optic cable, either and fiber MAC OS 7,8,9,OSX optic transceivers. • Software - Microsoft Office • Troubleshoot faulty computer 95/97/2000/XP Suite, hardware and order parts Microsoft Outlook/Outlook from vendors as necessary. Express, Novell Netware, • Perform warranty work on Lotus Notes R4.6/R5, Adobe Dell computers. Photoshop, Netscape 41
    • • Order parts online from Dell Navigator/Communicator, MS for Optiplex and Dimension Internet Explorer, MS SQL computers. Server, MetSys Database • Configure modems and other • Hardware - Cisco serial devices for users. Switches, Hubs, Routers, • Configure dial-up networking Firewall on user laptops to access • Computer Hardware their Slip accounts for use Vocational Certificate either at home or business • Troubleshooting and trips. Supporting the Networked • Instruct users over the phone Mac on how to setup dial-up • Advanced Troubleshooting for networking from home. the Mac • Know IBM VM/VSE • Supporting and operating system protocols Troubleshooting Windows NT for uploading and • Windows NT Core downloading data from the Technologies; Workstation, mainframe Server Support, Enterprise • Configure the workstations of Technologies those persons whom want to • Implementing and Supporting use the DocuWeb system. Microsoft Windows NT 4 • Train DocuWeb users Workstation • Evaluate user needs and • Implementing and Supporting recommend the purchase of Microsoft Windows NT 4 electronic components. Server in the Enterprise • Determine if upgrades to • Implementing and Supporting current computers or printers Windows 2000 Server are warranted or the • Microsoft Hands-On Training: purchase of new equipment Active Directory in Windows is required. 2000 • Research different software • Microsoft Windows 2000 products for purchase by Network Infrastructures users at Mt. Sac. • Linux, Cisco (CCNA prep) • Recommend software purchases for users and labs. • Setup and administered Windows 2000 Server and NT 4 Server user accounts • Setup and administered Novell accounts • Provided orientation and training for Help Desk Technicians Levels I, II, and III • Installed, configured, and upgraded machines with Windows 9X/NT/2000 • Installed, Setup and Maintained Office 2000 suite • Setup and Administered Metsys accounts • Setup SQL accounts • Installed and configured 42
    • protocol (Token Ring and Ethernet) network settings • Provided end-user support in both software and hardware • Solved LAN network problems • Solved problems via phone support • Performed help desk functions • Contribute to Network/Password security team • HP, Epson, Canon and other laserjet and inkjet printer troubleshooting and repair. Familiar with printers dating back to 1985 incl. dot-matrix and hi-speed line printers • Installation, configuration, troubleshooting and optimization of PC and Mac peripherals incl. scanners, digital cameras, PDAs, audio and multimedia hardware and software. • Mac OS 7.x thru OS X installation, configuration, troubleshooting and optimization. • Administer and maintain the Admissions imaging system based on PaperClip32 • Configure and repair ICCIS and VTAM Print issues • Able to troubleshoot and resolve ICCIS printing problems. • Required writing skills; able to create documents such as training documents, configuration and repair histories, etc. • Good at researching info on the web and finding technical white papers and admin tips, parts sources, etc. • Resolve hardware resource and software driver conflicts • Resolving software application errors; editing the Windows registry and INI files • Optimize the Mac OS • Making Cat5 patch cables. 43
    • Computer • System Administration for A.S. or B. S. Degree Facilities MS Windows Server 2000 Beneficial areas of concentration Active Directory Services include but are not limited to: Supervisor - ESL System • Administration for MS SQL • Science of Physic 2000 Database Mathematics Administration • CIS • System Administration for • Telecommunications MS SQL Server 2000 • Database Management Enterprise • Programming in Visual Basic • System Administration for • MIS Management Information MS Windows Server 2000 Systems 44
    • E. Office of Research & Institutional Effectiveness The Office of Research and Institutional Effectiveness (RIE) is working closely with IET to identify needed data and resources to support data-driven decision- making, reporting requirements and information requests. Department Vision The Office of Research and Institutional Effectiveness (RIE) will support the mission of the College by providing accurate, timely, and reliable information to respond to the research needs of the various institutional constituencies. It will engage in and support processes for determining and documenting the effectiveness of programs and services and the institution as a whole in order to foster continuous quality improvement. Department Mission The Office of Research and Institutional Effectiveness (RIE) seeks to meet the needs of the College by: • Reporting on the demographic and statistical profile of the College, its students and staff in a timely and understandable manner. • Supporting College departments and programs with research to meet their information needs. • Providing timely and accurate information to outside entities – including statutory and regulatory reporting, responses to guidebooks, etc. • Creating linkages between strategic planning, College goals and institutional data. • Facilitating and participating in ongoing and meaningful discussions of the College’s purpose and performance. There are two main projects IET and RIE are working closely on that have and will allow Mt. Sac to make better informed decisions: (1) data warehouse and (2) decision support system (DSS). Data Warehouse IET has populated end-of-term data into the data warehouse. A data warehouse is a very large set of data in multiple tables. The data warehouse is only accessible to those who know how to use MS Access and can summarize the data in that or other programs. Manipulating the data in MS Access and statistical programs allows one to answer questions such as “Does an English prerequisite impact the success of students in specific courses”? Having access to this data has allowed RIE to complete numerous research studies and reports for the Mt. SAC campus; however, Mt. SAC employees still need to have easier access to 45
    • data and reporting through a DSS in order to answer their own questions in a timely manner. Decision Support System What are DSSs? DSSs are “those tools and technologies that help [Mt. SAC employees] make efficient and informed decisions about critical issues such as student and employee performance or financial resource allocation. While one common decision support system is the ordinary spreadsheet, more specialized information management tools can help educators easily make multidimensional queries (asking questions that span several variables, such as grade level, ethnicity, economic status, and test scores) with just a few clicks on a graph” (McIntire, 2002)1. In response to the need for access to data and reporting by Mt. SAC employees, the Access to Data and Reporting Working Group was formed. The purpose of the group is to assess Mt. SAC’s access to data and reporting and to make recommendations for a system to improve matters. The group immediately determined that a structure to improve data access would be a web-based, dynamic DSS. What are the characteristics of a DSS? Mt. SAC’s DSS should be: • User-friendly. • Web-based. • Available to all. • The system should have static (i.e., pre-defined and not alterable) and dynamic (i.e., built and changed by the user) reporting capabilities. The most important aspect of a new reporting system is that it would allow others on campus to create their own reports or view current reports on the web and answer their own questions using data driven decision making. • Accessing reports should require minimal training and be intuitive. • The DSS should have charting and graphing capabilities with exporting functions to numerous software applications. • The system should allow easy tracking of students and have security level clearance. • The DSS should also be compliant with Section 508 of the Rehabilitation Act of 1998 for individuals with disabilities. • Data should be as real-time as possible (e.g., yesterday’s numbers). Currently, the working group is in its final stages of recommending a DSS. A review of the reporting requests currently received by IET indicates that a DSS will decrease IET staffing involved in creating those reports, as a DSS will allow 1 McIntire, T. (June, 2002). The administrator’s guide to data-driven decision making. Technology & Learning, pp. 18-33. 46
    • users to create their own. RIE will also benefit from a DSS as it will decrease time involved in data manipulation and allow for less time spent on reports and increased time spent on research modeling which can be used to better understand and predict trends at Mt. Sac. 47
    • F. Educational Technology Information and educational technology is changing teaching and learning by enhancing student access, removing obstacles of time or place, and increasing the level of interaction between student and teacher. Information and educational technology is also defining “on-line education” which is technology supported learning, provided both on and off-campus, and based on both synchronous and asynchronous communication. Achieving the goal of technology leadership in teaching and learning will depend upon advances toward several goals outlined in this plan, most especially in the areas of Access to Network Resources, Student Computing, and building a sound IT Infrastructure. Mt. SAC could plan on assuming a position of statewide leadership in the use of information and educational technology to facilitate and enhance teaching and learning by: • Improving access to the teaching resources at the College, particularly for the adjunct faculty • Eliminating or reducing constraints due to time, place, method or format of instruction • Supporting and promoting the preparation of quality instruction • Supporting more varieties of instructional formats • Increasing access to information resources through the library and the Internet • Providing Help Desk services to support faculty and staff • Providing just-in-time technical support for faculty The use of information and educational technology at Mt. SAC depends on providing students, faculty, and staff with appropriate access to technology. The nature of academic work will require students, faculty and staff to have reliable and high-speed access to the network from offices, homes, and virtually all areas of the campus. Advances in information technology in areas of teaching and learning will depend upon the quality of support provided for student use of computing. Our students have become change agents and are beginning to come to campus with an acceptance and understanding of information technology that pushes us to respond appropriately. Our challenge is insure that our students graduate from Mt. SAC having had the advantages and opportunities they need to utilize information technology as it applies to their major field of study. 48
    • Several goals are being suggested here to advance Educational Technology. They are offered in three areas: 1. Faculty development: o Provide the opportunity for all faculty to participate in the faculty development program with the goal of motivating faculty to investigate, create and utilize alternative instructional delivery methods. o Provide faculty with state-of-the-art technology, the knowledge to use it and the encouragement to collaborate with their colleagues in using the new instructional delivery methods in their courses. 2. Student access: o Provide 24x7 access to student computer labs for all students that do not have their own computers. Provide access to hardware and software that is unique to specific disciplines. o Provide Web-based instructional materials to ensure students have a foundation in the use of the College’s computing and instructional technology resources. 3. Course development: o Support faculty in the development of on-line courseware for distance learning and hybrid courses. o Facilitate implementation of electronic libraries supporting these courses. o Provide state-of-the-art classroom presentation equipment to support faculty who are using new technology. Implementation of these three goals has implications for 1) finances, 2) priority setting and 3) the role of faculty. 1. Finances The rate of obsolescence in technology is exceedingly rapid, requiring constant outlay of dollars just to keep up with changing products. While the pace is likely controlled by software and hardware companies, institutions must continue to keep up. Increasingly, technology is used for competitive advantage in today's higher education market. Funding for technology will have to come from the State, from an increase in student fees, or perhaps through a decision to mandate the purchase of technology by students. If the latter two options occur, it must be shown to students that their investment is worthwhile. Implications • Set technological goals in relation to revenues and resources. • Institute dialogues among those who demand new technology and those who pay the bills. 49
    • • Institute a multi-year planning process (capital, financial, and strategic) and link budgets to plans. • Assess whether student market and/or state allocations will support costs. • Try to match future needs with current capacities. • Use campus committees to determine which technologies to adopt. • Assess how and when to present new technologies to students. • Assure access on- and off-campus. 2. Priority Setting Mt. SAC has no choice but to invest in technology. This investment will require that difficult choices be made between competing initiatives. Implications • Develop means to measure the educational impact of technology in teaching and learning. • Assess competing academic and administrative needs. • Connect the technology experts to the educational mission. • Decide on the appropriate technology organization: user services on campus, functional and departmental area support, and technological similarity. • Assess the need to consolidate technology units. 3. The Role of Faculty Technology may be helpful in conveying information, and helping students master competencies. The use of technology can have a profound impact on how faculty teach and students learn. Technology will not supplant the need for teachers but will likely alter the role of teachers. Mt. SAC must work to assure the investment in technology will be accompanied by investment in faculty development. Implications • If the application of technology in teaching and learning is a goal, the College must be prepared to support faculty in adopting technology in the classroom. • Work with the Academic Senate to create goals for faculty to include technology adaptation in teaching and learning. 50
    • Online Course Support Over the past five years, there has been a dramatic increase in the number of online learning classes and online-supported classes. The number of online courses has grown from two courses to now more than sixty in spring 2002. There is no current accurate count of the number of online components for traditional classes. Currently all of these online components are delivered to students through web pages developed mainly by faculty members working on their own or with help, using various web page building software packages. Creating and maintaining these online courses and the online components of traditional classes is a critically important, vital way for Mt. SC to maintain its’ excellence and ability to provide the best possible education to the maximum number of students regardless of their level of knowledge, location or physical capabilities. The purpose of this guideline is to identify additional resources needed to support this activity. Course Management System (CMS) With the increasing number of not only online learning classes and online- supported classes but also traditional courses placing information on the web, the College needs to update the support structure and consider a Course Management System. This will allow for a consistent user interface for students, faculty and staff. Features of a Course Management System include support for testing, management of student access, tracking of student progress, easy ways to change content and ways to encourage interaction between various members in a course or courses. Additional support staff should be available to provide web development for faculty with the content to be easily and quickly uploaded or changed by each faculty member. A Course Management System will provide a flexible, integrated environment where faculty can use the latest technology to foster inquiry, encourage discourse and inspire collaboration. The System will integrate powerful and flexible pedagogical tools with the existing campus infrastructure. This will allow for an easy and consistent user interface for students, faculty, and staff. A task force is being assembled by Kerry Stern, Dean of Learning Resources, to investigate various Course Management Systems and how they meet the needs of the College. This task force will make recommendations to the College regarding the future use of a Course Management System. 51
    • Objectives of Course Management System - provide timely, relevant course information - provide consistent user interface - provide process for all faculty to put course information online - ease of technical support due to standardization Capabilities of Course Management System - ability to host individual faculty and class pages - ability to be accessed by a wide range of computers including various ages and operating systems - ability to provide listserv, chat room, and threaded discussions - easy uploading and downloading of information by authorized users - minimal training required for faculty, staff and students - technical assistance options provided on a 24 hour a day, 7 day a week basis - tracking and reporting of system usage - scheduled release of web page content - ability to host course content provided by book publisher - ability to host other systems, such as ICCIS and its online student service functions identified in Section C, College Information Systems. With the advent of online courses, Mt. San Antonio College became a twenty- four hours a day, seven days a week, 365 days a year institution. Support for the students and faculty who utilize this method of instruction must be provided in a timely matter. Currently, the College provides minimal support for online instructors and the online instructors support their students. Ideally, full time technical staff support will be available. Estimated Cost - Course Management System - $250,000 to $400,000 - Support Staff o additional staff in the Instructional Technology Center  one full time Teaching and Learning Specialist - $65,000  two part-time hourly support staff - $12,350/each o additional technical staff  one full time Web developer - $60,000  two part-time hourly support staff - $12,350/each 52
    • F.1 Assistive Technologies Classroom Needs from a Disabled Student Programs and Services Perspective 1. Lighting: Have overhead lighting system so that extra illumination can be provided to a specific area, without having the same degree of lighting throughout the room. (Some individuals need extra lighting, others are hypersensitive to light.) 2. Amplification: Large classrooms need a simple amplification system, so that speaker can use button microphone. 3. Videos, TVs, Projectors: Any TVs purchased should have the chip in it that can read captions, and a remote that allows you to turn captioning on and off. Projection systems that will be used for power point presentations or data projection may not have captioning capability yet. Those that can’t “read” captioning need an adapter. 4. Special Equipment: Some students will need special equipment, such as non-normal communication systems, screen readers, adaptive keyboards, voice recognition software, etc. Most of these individuals will have their own equipment, or DSP&S will arrange for these needs as they arise. The most important consideration in classrooms for these students is having enough electrical outlets in the room, so they can plug in their system without sitting away from other students. It might be useful to purchase a few large computer monitors per building, to accommodate low vision students, who can increase font size or use software to enlarge information. Key departments such as English, Learning Assistance, and Math might benefit from purchasing a few software packages, such as Kurzweil for reading, Dragon for hands-free word processing, and Zoomtext for enlargement. 5. Mobility: Classrooms need to be physically accessible. Architects and contractors should have information on code requirements for doorways and ramps. DSP&S can assist in “troubleshooting” or identifying potential problems with accessibility that the architects are unaware of. An example would be putting an automatic door on the entrance of the building that houses DSP&S. 6. Classroom Seating: There should be consideration for seating of students in wheelchairs or electrical scooters. They need space to “park” with easy access. High or adjustable tables to allow for legroom, which could be easily moved are recommended. 7. Accessibility to Educational Materials: The most important factor for converting handouts, syllabi, tests, etc. to most alternate formats is producing them in Word or Wordperfect. These can be e-mailed or provided to DSP&S on disk and converted to Braille or enlarged. 53
    • F.2 Business Division Technology Meeting August 7, 2002 Attendees: Margie Chitwood, Arlo Minden, Elaine Emanuel, Rasool Masoomian, Doug Hughey, Terri Faraone, Joe Vasquez, Mary Johnson, Steve Burgoon, Jerry Nogy, Sheryl Hullings, Dale Vickers, Kate Scott Faculty Computers: Jerry announced that the faculty computers have been approved this year. Dale is in the processes of gathering quotes and the goal is to have the machines to the faculty in six weeks. This year 87 existing, new and replacement faculty will receive either a laptop or a desktop machine. The plan is to order the machines this year with CD-RW / DVD combination drives. Classroom Needs: Doug listed the kinds of technology related things he would like to do in the classroom. These included using the internet, tuning in to a local television station, projecting PowerPoint presentations, using streaming video and sound running from a laptop, a possible web camera for observing children in the Child Development Center, making phone calls from the classroom, and being able to send a student to the labs to use programs from a server. Video conferencing was also discussed but that is handled by Events Services. Terri’s concern for technology is space related. They have looked into using laptops in the classroom instead of desktops and this will help a lot with the space crunch. Currently she is looking into a plotter and digitizer for pattern making and these are large pieces of equipment that won’t fit in the classroom. It was discussed that space might be found in one of the labs and students would have to stop by the labs to pick up their printouts. Locating the plotter in the lab would also help with the “care and feeding” of the machine on a regular basis. Mary stated that often times the biggest concern is where will the funding come from for new courses that have technology needs. A course is developed and then it needs new equipment, new software, and new support. Jerry and Dale commented on their push for life cycle funding for technology. They also discussed the possibility of hosting servers on the mainframe instead of constantly buying new ones. Elaine commented that office technology primarily uses the Microsoft Office Suite and as long as the cycling effect of computers continues, they are able to run their software programs. The department also relies heavily on the projection system. All full-time division classrooms now have a projector that is four years old or less and they are planning for life cycle funding. Elaine also commented 54
    • that software to monitor or control Internet usage during class would be helpful. Various methods include turning off monitors and having students place the mouse on top of the machine. Steve has noticed in building 18 room 7 the need for more printers, both black and white and color. It was suggested that the printers be placed in labs because students are encouraged to print in the labs, not in the classrooms. Steve suggested a digital asset management software package running on a server. This would allow students to search through various archived files, download them and use them for their assignments. Jerry asked about copyright issues and Steve stated that all of these files are not copyrighted; they can be used for free. Dale stated that Chris Schroeder has an excellent way to authenticate existing students from on and off campus, so this service could be available to students from home. Joe and Dale will look into setting this up. Rasool commented that for his classes he needs easy, quick access to the internet, projectors for PowerPoint presentations, more student workstations, and an instructor workstation / lectern. ICCIS Information: There are one-page “cheat” sheets available for ICCIS that describe how to look- up basic information in ICCIS. There is also beginner and advanced ICCIS classes taught by Virginia Bohr or Doreen Ramirez in Staff and Organizational Learning every semester. The trainers will also do on-site training for a group of people from a department. The Help Desk can also answer ICCIS questions or refer them to the proper person. The checkout process for faculty at the end of a semester can be time consuming but the paper records are necessary. There are issues with accepting a “digital signature” and often times the paperwork is not complete so it is necessary to manually check it and sign off before accepting it. Staff Development Needs: There are many training classes that faculty would like to attend, but the high cost of technology training is a huge obstacle. Jerry discussed on-line training options or perhaps classes in Staff and Organizational Learning. Margie asked the faculty to compile a wish list of training classes to see if any could be provided on-line or by some other means. A company called elementk.com was discussed. They do web based training and charge a yearly subscription fee. During that year the user can take as many classes as they would like. 55
    • F.3 Humanities and Social Sciences Division July 22, 2002 Present: Ginny Burley, Dale Vickers, Jerry Nogy, Sandra Esslinger, Tina Hernandez, Kathie Charlton Calkins, Bob Stuard, Jean Garret, Kate Scott Requested Technical Support on Two Levels: Level I – Just in Time support for classroom technology such as projectors, computers, and document cameras. Cables not working etc. Help fixing them or just teaching the faculty member how to use them. Support in their offices for posting lecture notes to the web, creating power point presentations, digitizing images, and hardware/applications technical support. Level II – This is what I teach; this is how I teach it, what sort of technology is out there to help me get the teaching concepts across to the students? How do I effectively use the technology inside and outside my classroom? OUTCOME: Level I support could be provided with division specific support personal reporting to the Help Desk with coverage of hours as broad as possible. IET will begin to look for part-time personnel to provide this capability with funding available for one year. IET and the Humanities Division will prepare a collaborative proposal to the Leadership Council for continued funding. It was subsequently discussed at the EMT meeting on Tuesday, July 23 that the vacant position of Educational Technology Coordinator would be defined as a new position titled Teaching and Learning Specialist. The position description will be brought to the Academic Mutual Agreement Council (AMAC) and to the classification review committee. This position will fulfill the Level II support requests outlined above. Requested Equipment, Classroom Needs, etc: Bldg. 15 Room 1  Would prefer remote controls instead of the centralized control on the podium  Overhead projector is mounted on an extremely high ceiling, which makes adjusting it or fixing it very time consuming.  Rolling white board has fallen on a faculty member – would prefer fixed white board and moving screens instead of how it is now which is fixed screens and moving white board.  No jack in projector for DVD player Bldg.2M Room 107  Not able to show DVD 56
    •  Have projector on cart, but extremely cumbersome to set up and projector blocks view of students.  Need ceiling projector Bldg. 2M Room 104  Happy w/ceiling projector and DVD player  Acoustics are awful and this room is used for music classes. Bldg. 2M Room 119  CD player in the sound system is broken. Recital Hall  Would like permanent screens. Bldg. 1B Room 7  Many carts around the room  Ceiling projector would help Cataloging of Art/Music material  Art department needs person to catalog and maintain art imagery. Used to be done by the library but now each instructor is responsible for their own material/slides. There are copyright issues with creating digitized images but academic use is usually allowed.  Suggested a digital camera to take the pictures and a server to house an image catalog. Perhaps an hourly support person could begin the process. OUTCOME: Dale and Jerry will investigate the rooms and equipment listed above. They will meet with Events Services and Media Services to discuss the equipment and other building issues. They will meet with Sandra and Tina regarding the digital image catalog. Dave Medina was unable to attend the meeting so he will meet separately with Jerry and Dale to discuss his classroom technology needs. Educational Technology Planning August 8, 2002 – Meeting with David Medina New Technology: Dave discussed on-line testing which is now an option provided by book publishers. The student would come to the testing center or a lab and complete the exam. The exam would be instantly graded and the student would receive immediate feedback. Dave has attempted to have space set up in the Learning Assistance Center testing area or in a lab, but there little available room. Jerry suggested using a laptop so it wouldn’t actually take up a testing spot in the Learning Assistance Center. The laptop could be used for students who classes support on-line testing and then removed when another student is there so the testing spot would not be eliminated or reserved. 57
    • OUTCOME: Dave will bring the testing software to IET to determine if it could run on a server so students from any place on campus could access it. A pilot group of 50 students, one class, will be attempted. Classroom Needs, Equipment, etc. Building 26A room 202  Currently has internet access, projector in back of room, old instructor workstation and old mounted speakers Dave suggested a ceiling mounted projector, better instructor workstation that includes a floppy and zip drive and a CD/DVD player. Also new speakers are needed. 58
    • F.4 Technology & Health Division October 24, 2002 Attendees: Lane Braver, Sarah Daum, George Garcia, John Heneise, Terry Krider, Wayne Lutz, Jerry Nogy, Dale Vickers, Sheryl Hullings, Kate Scott, Paul Sharpe, John Shepherd, David Vredenburg, Email comments from John Gardner Jerry reviewed the current status of the IET technical plan. This is a strategic and tactical plan. Some projects are long term and planned for the next two to four years. Other projects are much shorter, which include some of the educational technology plans. The IET management team is planning to meet with faculty from every division to determine their educational technology needs and see if some needs could be fulfilled in this fiscal year. Terry and George commented that due to the Faculty Computer Program they now have wonderful laptops but need digital projectors to fully utilize them in the classroom. Two projectors, available at the Division for checkout, would be wonderful for classroom use. George suggested that a network printer for their department office would also be very helpful to go along with their new computers. Dale will investigate purchasing the projectors, carts, and a network printer. Jerry commented that the Xerox 470ST copier that is currently in the lobby of Print Services will most likely be moving to this division. We are unable to secure funding for the maintenance of a new copier, so IET will have the Xerox copier moved to this building where it will be more accessible to faculty. John S. stated that it would be very helpful if several of the software packages his department uses are loaded on to a server for easier access. Also, he has a class that might be moving to a lecture room (bldg. 28A room 102A) that needs to be wired. Dale will have a Network Investigator contact John S. about these two issues. Lane suggested that the College might be interested in acquiring an electronic fingerprinting device. As more and more industries become security conscious it is becoming necessary for our students to be fingerprinted for work experience in hospitals and schools. It is also something Human Resources could use when the College hires a new employee. Wayne asked if there was a preferred email program that student should use so messages sent by the instructor are not blocked. Dale explained that email providers like hotmail and others grant a limited amount of file space to the user and if students do not regularly check their mail and delete junk mail, they quickly exceed the file space and messages are rejected. The other problem is that the email provider can interpret a mass emailing from an instructor as SPAM and refuse the messages. To solve the problem, Jerry suggested that the students apply for a Mt. SAC email address. The goal is to eventually automate the process so every student receives a Mt. SAC email address when they register for classes. Sheryl and her staff are currently working on automating the process for assigning email addresses to students and 59
    • staff. Wayne commended Lisa Baas for her assistance with setting up email lists and other things for the Aeronautics program. Sarah and Wayne commented on the quick response time of the Help Desk and how this resource is greatly appreciated on campus John H. asked if the College was moving towards a wireless standard in the new buildings. Dale stated that there are wireless labs currently on campus in the Learning Technology Center. IET is recommending that the new buildings are approximately 50% wired to accommodate equipment that is not wireless. Sarah asked about an alternative form for submitting course outlines to the Chancellor’s Office. Sheryl explained that IET is working with the WebCMS vendor to implement this system. Paul asked about finding certificate information in ICCIS. Sheryl will have Virginia Bohr contact Paul and assist him in finding this information. ICCIS training classes are offered every semester through Staff & Organizational Learning, also questions or requests can be made through the Help Desk. John G. submitted his comments via email. He thanked Juan Martinez for his assistance. He requested that someone in their department be given administrative access to the server and local computers so they can make quick fixes when necessary. Also, he would like training in placing homework on the server and in creating interactive quizzes and placing them on the server. Optical mice would improve the functionality of the computers. A campus wide resource should be established for replacement of the very expensive video projector bulbs. Dale will have Juan investigate granting administrative access to the server and local computers and the training issues. Dale will investigate providing optical mice. 60
    • F.5 Natural Sciences Division January 29, 2003 Attendees: Deb Boroch, Sheryl Hullings, Jerry Nogy, Larry Redinger, Kate Scott Dale Vickers The Natural Sciences Division is almost ready to begin construction on their much anticipated science buildings. This will lead to many classrooms and offices being moved to temporary buildings. In the mean time they are requesting seven projectors and one smart white board. They are also requesting software upgrades for Maple and Mini-Tab. Deb also indicated that a campus- wide inventory for projector bulb replacements is needed. This consumable item is very expensive and if the College is standardizing on one-type of projector, then it would be great to have an inventory of the bulbs for quick replacement. As the Natural Sciences building projects continue they will consult with IET for technical assistance. 61
    • F.6 Physical Education Division Technology Meeting December 2, 2002 Attendees: Deb Blackmore, Debbie Cavion, Sheryl Hullings, Joe Jennum, Jo Ella Lewis, Jodi Martin, Jerry Nogy, John Norton, Marc Ruh, Kate Scott, Doug Todd, Dale Vickers, Brian Yokoyama The athlete tutoring program (WIN) in building 34 needs six new computers and one 17inch monitor for checking in students. Building 50G, the Field House, needs two computers to check students in and out. John stated that the new track office in 50G is going to bid and will be wired. The Dance Program needs two ceiling mounted projectors for building 27A rooms 106 and 109. The Wellness Center needs two computers to check students in and out. They also have a staff computer and a conference room computer that are at least 8-years old and can not run the necessary software. Brian stated that a wireless network has been constructed in the stadium. It does cover the stadium. Dale stated that wireless does seem the way to go for the stadium but it does have a huge security risk. He would like to have an IET network administrator help with securing the wireless network. Dale will also investigate connectivity to the ticket booth. The press box has eight connections and four or five of them should be for telephones. If there are any problems, Brian should contact the Help Desk. Mark requested that the pool area be wired so the computer in the score booth could send a printout to the printer on the other side of the pool. This is feasible if there is conduit already in the ground. The Physical Education Division needs an eligibility report showing active units. Sheryl stated that this report does exist and that Charissa Moskus should contact Virginia Bohr regarding the details of this report. 62
    • F.7 Student Services Technology Meeting November 27, 2002 Attendees: Grace Hanson, Sheryl Hullings, Paty Montoya, Jerry Nogy, Raul Rodriguez, Kate Scott, Dale Vickers, Audrey Yamagata-Noji, General Student Services Needs: The current plans for the Student Services building re-model will ideally include the creation of two labs for student use. One or two of the machines in each lab must be accessible to disabled students. Although more Student Services functions will eventually be on-line, students will still come to campus to complete some tasks. The labs would allow them to do that without having to wait in a line. Dale suggested that during planning sessions for the re- model Student Services should contact him for any infrastructure questions or requirements. The Student Services building is in need of an electronic messaging system. Ideally there would be two screens located on either side of the bridge in the middle of the building. There should also be smaller screens in Financial Aid, Counseling, Advising, and Career Placement that can be programmed to run personalized messages for each individual area. IET will investigate placing at least one screen in the building. DSP&S Needs: Grace stated that DSP&S has a need to integrate assistive technologies to labs on campus. The problem is that the technology changes so fast and is extremely expensive. She suggested four or five mobile stations that have multi-purpose hardware and software so it can be utilized by a variety of DSP&S students. Dale suggested that a workstation in each existing lab be identified and the proper software be installed. Possible labs include the Learning Technology Center, the WRAC (writing, reading assessment center), the MARC (math activities resource center), and the Business lab in building 17. The Adaptive Learning lab currently in Student Services is in need of software and hardware upgrades. DSP&S is also in need of an imaging system for the large volume of paper records they are required to store. Dale suggested the Paperclip system that is currently being used by Admissions for their documents. Dale will investigate licensing and scanner issues and if access to DSP&S documents can be restricted. Counseling Needs: Raul stated that Counseling needs a way to scan in Orientation documentation. Sheryl stated that IET does have a scanner that can be used, but the Orientation forms would need to be modified. The early alert process for the Matriculation program may require mid term grades or progress reports to be sent to students which is something that ICCIS will have to do. Sheryl stated that mid-term grades are possible within ICCIS. 63
    • Raul also stated that Counseling is in need of a central comments screen within ICCIS that all Student Services Programs would have access to. Electronic transcripts are also needed as some Universities now request them. Sheryl stated that the College will need a partner institution to test electronic transcripts and last time she checked Cal Poly was not interested in this yet. Admissions & Records Needs: Paty stated that she would like computers currently on the front counter in Admissions to be evaluated and replaced if possible. Dale stated that there could be a push down effect with several machines that are about three years old coming from the Learning Technology Center to replace the front counter machines. Paty would also like all staff machines and printers that will be using SEVIS to be evaluated to be sure they can support the software. Dale agreed that an inventory of all machines in the Student Services building should be conducted. Everyone agreed that it is difficult to replace staff machines because there is no formal budget process or life-cycle funding. KIOSK IET showed Student Services the new KIOSK design that has several accommodations for disabled students. The new KIOSK also has a universal HP printer that is easier to replace when needed. It is also not a touch screen which should make it easier for students to use. The goal is to have the new prototype KIOSK in the Student Services building by December 20. 64
    • F.8 Community Education Technology Meeting January 8, 2003 Margie High indicated that the Community Education Center (CEC) is in need of three flat screen monitors to replace the current large monitors used at their check-in counter. They also need a replacement for their existing mounted projector and one new projector. They would like to replace the two instructor workstations in the lab. CEC instructors would benefit with two or three additional laptops that would be available for checkout. Donna Burns stated that the ESL program is in need of laptops for instructor checkout. They also would like two portable projectors for the Language Learning Center. The Language Lab computers are in need of replacement, but that is a large scale project. Currently they are replacing about 1/3 of the machines each year. Donna indicated that additional licenses for Ellis software would be very helpful. Susan Hines stated that the Health Careers Program has 16 computers for student use. Approximately 11 of them are three to four years old. The remaining five are more than five years old and need to be replaced. Additional computers for the lab would be helpful. They also need one or two more staff computers and laptops for faculty checkout. She also requested a server that can house a database for gathering data on health care. The students could also use about $2,000 worth of software to practice health care interpreting. Mary Sue Lange from the Older Adults Program stated that they could use 10 computers, either new or used. They also need a portable projector. Paul Hischar indicated that Community Services could use 28 removable hard drives for their MCSE training that they offer in the business division lab. Karen Meyers would like to meet with the College Information Systems staff regarding web registration for non-credit classes. Sheryl Hullings indicated that web registration would be a better option then telephone registration for non-credit classes since there is no separate application period for non-credit students like there is for credit students. The basic student data, i.e. name, address etc. must be in ICCIS before they can register for a class. Sheryl also indicated that the new web function that allows students to search for an open class is available for non-credit classes with some minor changes to eliminate classes where the student must register in person. Sheryl, Karen, and interested staff will meet regarding these projects in February. 65
    • G. Printing Services Mission Statement The Printing services team is committed to providing unsurpassed excellence in customer service while delivering the highest quality copying and imaging services. These services will be delivered at a competitive price and in a timely manner to the College’s faculty, staff and students. Department Functions Printing Services provides photocopying, binding and typesetting services for academic and administrative departments. A high speed, high capacity printer connected to the campus network is available to service web-based print request forms. Services include: - Duplicating center - Full service black & white copying - Color printing and copies - Newsletters - Flyers - Letterhead - Business cards - Bindery service including o Collating o Saddle o Stitching o Binding o Drilling o Cutting Future services will include: - Posters - Brochures - Digital network printing The College currently has five decentralized copiers for faculty use. There are two located in building 4, one in building 14 and two in building 26D. New copiers will be purchased in FY 2003-04 and FY 2004-05 to replace the aging copiers in buildings 14 and 26D. As new or remodeled buildings become operational additional decentralized copiers will be located in each new or remodeled building. Refer to the diagram of these unattended copy centers on the following page. 66
    • H. SWOT Analysis Strengths • LTC Mega Lab (if support for hardware, software & staff continues) • Faculty willing to embrace technology • Staff development training for faculty and staff • Campus e-mail for notices, etc. • Tutoring capabilities • Docuweb printer • Fiber network infrastructure • Distance learning efforts • Diverse, high tech labs • On-line bookstore • IET staff represents over 245 years of service at MtSAC • IBM 9672 Enterprise Server is a stable, reliable and expandable platform, capable of handling the increasing volume and sophistication in transaction processing in a secure environment. • VSE/ESA is progressing into the e-Business arena with improved interoperability features including "connectors" to other platforms and environments. • Use of ICCIS data, Print Shop Mail, and DocuTech to create personalized form letters to students and staff • Increased kiosk and Web access to ICCIS data • ICCIS Users Groups and Administrative Systems Advisory Committee • Doubled network bandwidth • Increased network security • IET staff experience, service, and teamwork • Network infrastructure upgrade • Anti-virus software • Administration willing to support technology • Move towards standards for hardware and software • Ability to exchange Financial Aid data (FASFA) with EDE • Remote Access Server (48 lines) – local phone number only • Help Desk • Blue emergency phones • Self supporting – no need to outsource most repair work • Faculty computer replacement program • Web-accessible Electronic ICCIS Report Distribution & Archiving o ICCIS and Sigma SAM reports are converted to PDF format o Ability to reduce the amount of printed paper coming from ICCIS and Sigma SAM o Ability to print just the pages needed o Accessible by the requesting department o Password protection security Weaknesses 67
    • • Restricted access to many student computer labs • Funding insufficient (hardware, software, & staff) • Campus network - too many faculty offices & classrooms not on the network • Need classroom support for technology - projectors, TV monitors, LCD panels, Elmos, etc. • Communicating current technology capabilities and ICCIS enhancements • Budget process - bulky, cumbersome, not geared to maintenance items • Not all employees are in HR system, i.e. hourly, Auxiliary Services, etc. o Difficult to implement automatic generation of email listservs. • Takes too long to implement curriculum changes - when approved, technology has changed • Lack of life cycle funding for technology hardware and software o Lack of a staff computer replacement program • Lack of office space; growing beyond our capacity to house staff • Lack of 24x7 student/faculty/staff support • Comprehensive strategy for Data Warehousing o Lack of quick, efficient method to update data warehouse data tables o Lack of a Decision Support System • Lack of adequate staffing to satisfy current demands • No weekend coverage for Operations or Networking • Lack of standardization of hardware or software across campus • Lack of concern for security (physical and data) • Not all aspects of ICCIS have been implemented • Responsiveness – long time from user request to actual implementation • Lack of response from Bi-Tech vendor • Lack of redundancy in core equipment • Lack of policies, enforcement or security training • Lack of user training regarding backups and being responsible for their own data • Bandwidth must increase as demand increases • ICCIS end-user training & documentation (much time spending on problem investigation rather than training & documentation) • More training needed to assist faculty in using new Docuweb printer • Need parity in lab support levels • Web servers must support Front Page Server Extensions - (Staff development teaches Front Page) • Lack of single sign-on • Help Desk Knowledge base • Staff not taking advantage of available Staff Development training • Remote Access Server – sufficient number of lines, limitations to full-time staff • Up-to-date policy and procedures for use of network, e-mail, etc. • Lack of disaster/recovery plan • Few end-users have software and expertise to maintain own web information • Need more network printers / resolve 32 printer limitation of Natural • Users do not use full integration of ICCIS 68
    • • Lack of hardware & software standards across campus • No staff redundancy in key IET positions Opportunities • New hand held PDAs and other mobile devices • ICCIS • WWW enablement of ICCIS through EntireX • Integration Opportunities with Bi-Tech, Los Angeles County Office of Education (LACOE), and other systems • LINUX & Faculty interest in LINUX • Wireless Technologies • Internet II • Internet Faxing • Secure email • Voice over IP • Network copiers • Diverse and experienced staff • Help Desk • IET Staff’s increased knowledge of ICCS • Mt. SAC provides easy access to Education • Expand use of Web-accessible Electronic ICCIS Report Distribution & Archiving • Campus Web portals for students, faculty, and staff • Development of an Intranet • Expanded distribution of campus messages, news, etc. via email • Web collaboration • Class discussion lists • Automatic email account setup • Web delivery of instructional material • Need to analyze distance learning to see if it will work for us & pay its way • Data Warehouse / Data Mining / Data Marts • Library partnerships with CSU, UC, city, & county. • CCC Technology II Strategic Plan 2000-2005 • CCC sponsored technology project grants • SmartCards • Use of e-Business tools and architectures in a service-oriented educational facility. • Use of Linux/390, under VM, on the mainframe to create a 3-tiered application framework without having to spend 10's of thousands of dollars on servers "in the middle". 69
    • Threats • Devry Institute of Technology - they can keep their technology fresher than Mt. SAC • Distance learning competition • Sac Book Rac competition - across the street, online bookstores like Amazon & BigWords (http://www.bigwords.com) online college bookstore • Rapidly changing technology • Lack of campus concern for data/information security • Hacker attacks, computer viruses • Resistance to change • Key support people have no backup • Many Mt. SAC employees are not interested in technology changes of innovation • Viability of software vendors, i.e., Software AG • Remote Access to the Campus network • Quick pace of new construction being overseen by vendors not Mt. SAC staff • Funding Issues – the CA state budget problems • Reduced TTIP funding 70
    • I. Process Re-engineering • Online Forms o Create a web accessible document library for the retrieval of online forms o Implement electronic forms handling and workflow processing • Acquire Delta Save back up product for processing nightly system backups o Increases efficiency and access while reducing the need to expand the daily batch processing window • Strata Information Group (SIG) Point of Sale System Feasibility Study and Recommendations • Reduce number of shadow systems, i.e., Fiscal Services HR database, HR Telephone Directory database • Instructional Management Process Re-Engineering – from HR to division offices to payroll (In Progress) • Campus mass mailing – purchase a folder/stuffer for Print Services • Use of forms overlay versus purchasing pre-printed forms • New INS requirement for International Students involving SEVIS • Centralized software purchasing • Campus telephone directory production • Single sign-on • Voice recognition operator • Standardize technology training on computer applications • Caller ID or PRI • Process to monitor and alert managers to sub-par equipment • Distribution of staff computers • Develop detailed plan/checklist for any major software or hardware rollout • Checklist for web servers and poking holes in firewall 71
    • J. Total Cost of Ownership The following are the key assumptions of the Total Cost of Ownership (TCO) model as developed by the Chancellor’s Office and modified to fit Mt. San Antonio College: • Funding model to assure appropriate staffing. • The TCO is composed of five areas and 19 items. • Funding model based on 9,135 FTES at Mt. SAC as of January 22, 2003. • Funding model is based on 2,000 PC’s o Students: 1,300 (one for every 20 students) o Faculty: 380 (one for every full-time faculty) o Staff: 320 (for staff personnel as appropriate) • There is a 1:3 ratio of support staff costs to hardware/ software costs. • There is a three-year replacement rate for computers and related equipment. • Ten percent of all computers to be configured for assistive technology. • Fourteen-hour per day student access. • Two-hour response time for classroom support. • Twenty-four-hour response time for non critical problems. The table is divided into five parts. The first part addresses the three areas of hardware, software, and training. There are twelve items in part one. This part does not have any direct staff components identified within. The two items that address training may have personnel costs associated with it but is not required. Parts two through five are all related to support cost and are identified as personnel. The areas address the support components required for the management of the networks, application development, end user support, and communications. The table in parts two through five also includes the calculation for the recommended FTES for the identified area 72
    • Total Cost of Ownership Model Annual Direct Costs of Hardware, Software, and Training for 2,000 PCs Accumulated Support Sub Category Cost/yr./PC Assumptions Costs Staff PC Hardware and $550 (Acquisition $1,100,000 N/A Operating Systems Cost depreciated over 3 years) Assistive Technology $667 (Acquisition $1,334,000 N/A Hardware and Software depreciated (10% of PCs) over 3 years) O/S and Office Software $100 $200,000 N/A Licenses Peripherals $100 $200,000 N/A Network Operating $45 1.5 servers $40,000 N/A System Hardware NOS Licenses $20 $84,000 N/A Switches, Hubs, and $42 $125/port $84,000 N/A Bridges (Hardware and Software) Wiring $60 $120,000 N/A NSM Hardware and $160 $320,000 N/A Software Training $250 $500,000 N/A Servers (HDW and $50 $100,000 N/A SFTW) for Web Services Technical Staff Training $75 $150,000 N/A Sub-Total Cost $2,119 $4,238,000 Note: Chart does not include printers for assistive technology. The printers are estimated at $4,000 per printer. One printer per each lab that provided assistive technology would be necessary. 73
    • Direct Costs of Systems Management Accumulated Support Sub Category Cost/yr./PC Assumptions Costs Staff Network and Systems $313 1 staff/300 PCs; (6.7) $625,315 6.7 FTEs Admin. (Novel, etc. loaded cost= include wiring staff) $75,000/yr. + 25% Technical Management $238 1/500 PCs; (4.0) $475,000 4.0 FTEs loaded cost= $95,000/yr +25% Web Administration $48 1 staff per $95,000 0.8 FTES 12,000 FTES; (0.8) loaded cost= $100,000/ yr. + 25% Administrative Systems $53 1 staff $106,250 1.0 FTES Support (web, user dev. loaded cost = applications) $85,000/yr. +25% Sub-Total Cost $652 $1,301,565 12.5 FTES Direct Costs of Support Accumulated Support Sub Category Cost/yr./PC Assumptions Costs Staff Level 1 Support $417 1 staff/150 PCs; (13.3) $833,125 13.3 FTES $50,000/yr. + 25%= $62,500/staff Sub-Total Cost $417 $833,125 13.3 FTES Direct Costs of Development Staff Accumulated Support Sub Category Cost/yr./PC Assumptions Costs Staff Application Development $62 2 staff/12,000 FTES $123,500 1.5 FTES (1.5) loaded cost= $65,000/yr./staff + 25% Sub-Total Cost $62 $123,500 1.5 FTES Direct Costs of Communications Support Accumulated Support Sub Category Cost/yr./PC Assumptions Costs Staff Network $60. 2 staff/ 6K-12K FTES $120,000 2.0 FTES loaded cost= $48,000/yr./staff +25% Sub-Total Cost $60/yr. $66,000 2.0 FTES Total Cost (TCO) $3,325 Accumulative Cost $6,616,190 29.3 FTES 74
    • K. Computer Replacement Plan* Note: Four year financing with four year equipment replacement Desktop: $1,600 purchase, lease for $449/year Laptop: $2,200 purchase, lease $617/year Student: 1,300 total Replace 325 desktops per year @ $1,600=$520,000 total cost Year 1 2 3 4 5 6 7 8 Purchase $520,000 $520,000 $520,000 $520,000 $520,000 $520,000 $520,000 $520,000 Lease $145,925 $291,850 $437,775 $583,700 $583,700 $583,700 $583,700 $583,700 Savings – lease $374,075 $228,150 $82,225 -$63,700 -$63,700 -$63,700 -$63,700 -$63,700 vs purchase Lease years pd. 1 1,2 1,2,3 1,2,3,4 1,2,3,4 1,2,3,4 1,2,3,4 1,2,3,4 Faculty: 380 total Replace 30 desktops per year @ $1,600=$48,000 Replace 65 laptops per year @ $2,200=$143,000 Year 1 2 3 4 5 6 7 8 Purchase $191,000 $191,000 $191,000 $191,000 $191,000 $191,000 $191,000 $191,000 Lease $53,575 $107,150 $160,725 $214,300 $214,300 $214,300 $214,300 $214,300 Savings – Lease $137,425 $83,850 $30,275 -$23,300 -$23,300 -$23,300 -$23,300 -$23,300 vs purchase Lease years pd. 1 1,2 1,2,3 1,2,3,4 1,2,3,4 1,2,3,4 1,2,3,4 1,2,3,4 Staff: 320 total Replace 80 desktops per year @ $16,00=$128,000 Year 1 2 3 4 5 6 7 8 Purchase $128,000 $128,000 $128,000 $128,000 $128,000 $128,000 $128,000 $128,000 Lease $35,920 $71,840 $107,760 $143,680 $143,680 $143,680 $143,680 $143,680 Savings – Lease $92,080 $56,160 $20,240 -$15,680 -$15,680 -$15,680 -$15,680 -$15,680 vs purchase Lease years pd. 1 1,2 1,2,3 1,2,3,4 1,2,3,4 1,2,3,4 1,2,3,4 1,2,3,4 Summary Year 1 2 3 4 5 6 7 8 Purchase $839,000 $839,00 $839,000 $839,000 $839,00 $839,00 $839,00 $839,000 0 0 0 0 Lease $235,420 $470,84 $706,260 $941,680 $941,68 $941,68 $941,68 $941,680 0 0 0 0 Yrly total difference- lease vs $603,580 $368,160 $132,740 -$102,680 -$102,680 -$102,680 -$102,680 -$102,680 purchase Difference $603,580 $971,740 $1,104,480 $1,001,800 $899,120 $796,440 $693,760 $591,080 75
    • *Prices quoted Fall 2002 L. Technology, Equipment & Furniture for Faculty Offices & Classrooms 2 Faculty Offices Faculty offices will have access to: - desktop or laptop computers less than 4 years old - color print capability located within 50 yards - suite of software products that include word processing, e-mail, presentation tool, web browser, spreadsheet & web based course management tool. All compatible with the latest versions from the same software publisher - campus network connection - help desk with sufficient capacity to respond to phone or e-mail messages with answers or references within 1 hour Training will provide faculty with the capability to: - operate basic computing & printing functions - perform most operations required by word processing software, e-mail & web browser - post course syllabus & other material for students on the web - recognize when the network connection is down or slow - know when & whom to ask for help – help desk personnel, lab assistants, student assistants & faculty peer mentors - open, read & send e-mail attachments - identify & use online information services & databases Classroom Technology More and more faculty are creating text, charts and graphics on their own computers and bringing this material to the classroom. The basic objective of smart classroom technology is to make computer use simple, friendly and non- intimidating. It will not be necessary for faculty to load software and data files in the short time available between classes. Objective Our intent is to implement a system that enables faculty, outside of class, to prepare instructional material and bring the material to class confident that minimal setup time is required. Instructors can bring their own laptop to the classroom and connect to the network and projection system. The objectives of the electronic classroom are: - offer a flexible format and easily configurable room layout - present internet based or electronic presentations with minimal setup - use the internet for information and answers during class interactions 2 “Guidelines on Minimum Standards for College Technology” adopted by the Academic Senate for California Community Colleges, spring 2000. 76
    • - offer a friendly and robust facility with immediate support if necessary - provide a high quality acoustic environment to avoid feedback and problems in transmission - provide an environment for running working simulations demonstrating real life conditions Architectural / Infrastructure Requirements Classroom infrastructure and architecture should be designed to accommodate the increasing use of technology. The following infrastructure / architectural elements should be present in each classroom: - a fixed screen in the front of the room - switches to control banks of lights parallel with the front of the room - a fold down table accommodate a film or slide projector with a power outlet nearby - a plug and play lectern - appropriate network drop or connection The front of the classroom should contain smart boards or white boards and the screen to permit simultaneous display of screen images and board use. The front center of the room needs to accommodate overhead projectors and faculty walking space. The lectern for the faculty laptop computer needs to be small and placed at one side of the room allowing the professor to face the class while visual images are shown on the screen in the middle of the room. The lectern should also accommodate other materials such as notes or textbooks. Adequate light is necessary for student note taking as well as light at the lectern and smart or white boards. Lighting should not wash out images on the screen. To accommodate those who need extra lighting or others who are hypersensitive to light, the lighting system should provide extra illumination to a specific area without having the same degree of lighting throughout the room. Connectivity is required to outside resources including television, telephone and the campus network. An Ethernet connection should be placed in the middle on each wall along with a power outlet. To have real participation and interaction, students need to have computers with network and power connections they can use in the classroom. Instructional Technology Equipment The technology that faculty need for instruction should be permanently placed in media equipped classrooms. Faculty should not be required to schedule any equipment. Classrooms need to be designed to accommodate the widest possible variety of faculty requests including the following instructional equipment: - a secure media cabinet located in the front of the classroom for storage of a video/DVD player - film, slide and overhead projectors 77
    • - audiotape player - ceiling mounted video projector capable of receiving signals from television, videotapes, laserdiscs, CD-ROM, DVD, and computers - one remote control for all audio/visual components that allows for closed captioning to be turned on and off - a wireless mouse - microphone for amplification of professor’s voice in large classrooms The design should reflect a user-friendly approach with attention to simple controls. Special equipment such as screen readers, adaptive keyboards, and extra large computer monitors should be available within each building for easy access if needed. A few adjustable tables should be available in each classroom to accommodate those in motorized scooters or wheelchairs. Merging the architectural and instructional technology equipment should yield an electronic classroom with the following capabilities: - equipped to accept faculty laptops utilizing multi-platforms - readily accepts peripheral devices - fixed projection system in place - full screen projection of recorded material or closed circuit system - connect to the campus voice, video and data network (wired and wireless) - can easily be used as lecture style classroom - permanently equipped with fixed VCR/DVD - proper lighting conditions - permanently equipped with an overhead projector that is ADA compliant - fixed screens mounted - support staff or telephone support available for immediate response Estimated Cost Cost estimate for classroom technology: - screen $200 - overhead projector 850 - video/data projector 7,500 - VCR 300 - ceiling speakers 700 - assistive listening devices 1,800 - cables, connectors, adaptors, etc. 350 - smartboard 3,000 - whiteboard 600 - closed captioning device 79 ________ Total Capital $15,379 78
    • Ongoing support cost estimate: - parts and supplies $400 per semester - .10 technical staff support $100 per week - .10 training staff support $100 per week Computer Labs Objectives of a computer lab include: - ability to present web based or electronic presentations with minimal setup - ability to search the web for information during classroom interactions - support of web based conferencing - ability to promote group collaboration, electronic peer review & group discussion - creating an environment suited to instruction of software with teams of 2 or 3 working together - enough space for 1 computer to 1 student for learning software - an environment where students can practice & improve oral communication skills using technology - a friendly & robust facility with immediate technical support Capabilities of a computer lab include: - equipped with computers fixed in place - fixed high resolution projection system in place - ability to view & project an individual student’s screen from the faculty station to the class - full screen projection of digital material or TV - can be easily used as regular lecture style classroom - fixed projection screens - support staff or telephone support available for timely technical assistance 79
    • M. Proposed Action Plan I. Life Cycle Replacement Planned Actions Success at using information and educational technology requires not just a one- time investment but constant updating of hardware, software, methods, and support models. ACTION 1: The College should build life cycle replacement funding into its planning at every level of investment in information technology including personal, departmental, and central systems, and network hardware and software. Implementation should begin immediately, with full funding of life-cycle replacement phased in over a fixed number of years. A phased implementation of this action is proposed, to acknowledge budgetary realities and constraints. This model should incorporate plans not only for replacement of today's technical capabilities, but for the ongoing increase in computational power and communication bandwidth. II. Faculty and Staff Base Support In the near future, if not already, information technology will be just as vital to the attraction and retention of top faculty and staff as are traditional considerations like competitive salaries, fringe benefits, offices, research and teaching support, telephones, and parking spaces. At present, though, information technology is treated on a very ad hoc basis. The College could provide real leadership in the California Community College system by adopting the following proposal: ACTION 2: The College should budget a standard amount per year to support life cycle replacement of faculty and staff desktop computers, and to cover the cost of providing local support to that desktop. The Total Cost of Ownership model prepared by the California Community College Chancellor’s Office would be an appropriate model to follow. III. Information and Educational Technology Staff and Skills at Mt Sac: It is critical to recognize that the information technology function depends upon the skills of technical staff, and that those skills are in demand in both the national and California regional employment market. As a result, it is important for the College to provide a high quality of institutional life to the IET staff (in IET and in College departments), for this is part of what will attract them to the College and keep them here, and not seeking opportunities in the private sector. The College must also remain marginally competitive with regard to compensation, as significant salary discrepancies cannot be easily overcome with quality of workplace benefits alone. 80
    • ACTION 3: The College should review the market compensation levels for qualified IET professionals in the surrounding community, and seek to make compensation competitive with employment alternatives, within the context of overall College salary goals. IV. Access to Network Resources: Access is one of the critical success factors for the College to effectively utilize information technology. The fundamental concern is that students, faculty and staff have around-the-clock and remote access to the College’s network resources. Action 4: The College should provide students, faculty and staff with reliable access to computing, data storage, and information and network services, on the campus and off. V. Classroom Technology While considerable effort has been done to improve the access to technology in classrooms, much remains to be done. The small number of technology enabled classrooms available make it difficult or impossible for faculty to even gain access to the technology that might enhance their instruction. This problem is made worse by overall limits on the amount of teaching space available. New classrooms constructed by the $221 million bond program will help to relieve the problem. However, existing classrooms require attention immediately. ACTION 5: Beginning immediately, all planning and renovation of classrooms and other teaching spaces should evaluate and incorporate information and educational technology needs. The costs of technology identified to date should be fully base funded to provide for acquiring and installing equipment, as well as for maintenance, repair, life cycle replacement, and support. IET, in partnership with Division offices and committees, should continue to provide leadership in campus planning for classroom technology, leadership in classroom technology design, and coordination of classroom technology use. VI. Computational Resources Mt San Antonio College has had a long tradition of using a central IBM mainframe computer to support processing of the student information system and other College administrative data. In recent years there has become more and more of a reliance on this computing environment to provide timely and accurate information. 81
    • ACTION 6: Information and Educational Technology will establish an effective mechanism for overall prioritization, coordination and oversight of planning for the development and life cycle replacement of the College’s information systems. VII. Information Technology Security Policy The security of information and of IET resources depends upon having appropriate policies. The quality or any security system can only be evaluated in terms of how well it satisfies the requirements for protection and privacy that are defined in College policies. ACTION 7: The College should develop clear and forceful policies to address the management and protection of information and the security of IET resources. Specific mechanisms are needed to assure IET security and the protection of privacy. Some aspects of security mechanisms that are required for any policy to be effectively implemented include: • Risk assessment: to determine the need for protection, to specify mechanisms of protection, and to help prioritize choices of protection. • Audit and controls: to verify that policy is being followed and to determine if mechanisms are working and correctly deployed. • Education and awareness: to ensure that parties are aware of their responsibilities and to help engage everyone involved in managing and using information and IET resources as part of the College’s security plan. Specific mechanisms of authentication, authorization and access management for digital content must be determined and put in place. 82