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.
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
- 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
- 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
- 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
• The Chancellor’s Office Telecommunication & Technology Plan 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
• 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
It is becoming clear that the College will participate in many of the following
• New ways to deliver instruction are becoming rapidly available
• Ability to reach students in many ways other than the traditional
• 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
• 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.
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
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.
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
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.
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.
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
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.
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
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
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.
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
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
a large teleprocessing network.
This position is also responsible
for identifying and resolving
problems according to
Functional supervision may be
exercised over Computer
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
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
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
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.
Experience with TCP/IP,
routers, switches, VLANs,
firewalls, DHCP, DNS, IPX,
Token Ring, Ethernet, SMTP,
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.
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
Experience with the following
programming languages: Assembler,
COBOL, REXX, HTML.
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
Experience with the following
programming languages: Assembler,
COBOL, REXX, HTML, NATURAL,
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.
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
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.
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.
span a range of platforms Experience with NATURAL,
including mainframes, local area CONSTRUCT, ADABAS, CICS, and
networks, and personal PREDICT desirable.
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.
developing and maintaining
standards for user
documentation on software and
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
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.
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
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
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
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.
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
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%
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
Network Printers 0 32 58 65 80
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
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
Former October May July Projected
System 1999 2001 2002 2004
Academic History – Credit Yes Yes, Yes Yes Yes
Academic History – Non-Credit No No Yes Yes Yes
Academic History – Credit External Yes, limited No Yes Yes Yes
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
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
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
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
Community Education Center - MetSys Yes No No No Yes
Student Health Services - MedPro Yes No Yes Yes Yes
Library Services – NOTIS/SIRSI Yes No Yes Yes Yes
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
Former October May July Projected
System 1999 2001 2002 2004
College Work Study Functions Yes No Yes, Yes, partial Yes
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
Class Roll Sheet Attendance Processing Yes Yes Yes Yes Yes
Curriculum / Class Scheduling MIS Yes No Yes Yes Yes
Class Schedule Download for Schedule Yes Yes Yes Yes Yes
Course Dictionary Download for Catalog Yes, No Yes, Yes Yes
Production batch batch
Program of Study for Catalog Production No No No Yes Yes
Class Schedule / Bookstore Database No No No Yes Yes
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
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
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
Former Octob May July Projected
System er 2001 2002 2004
ICCIS to BiTech Student Address Extract for Yes No No Complete Yes
Refund Processing AuxSvcs not
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
Application Security Yes Yes Yes Yes Yes
Distributed Network Printing No Partial Yes Yes Yes
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
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
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.
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
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
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
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
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.
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
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.
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
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
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
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
Interfaces between Bi-Tech and ICCIS, Bi-Tech and Sigma SAM, ICCIS and
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.
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
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.
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.
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
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
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
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
begin using the service. It is this openness that makes Web Services a target for
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+.
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.
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.
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.
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
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
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.
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
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
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
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
• Strong customer service • Knowledge of the educational
• Willingness and skill in • Budget planning and
championing technological management
• Project management and
• Team and relationship
• Budget planning and
• Knowledge of classroom
technology and its use
• Understand technology
repair and replacement
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.
• 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
using ISO 12.0)
• Provide project leadership
• CISCO Catalyst 3500 Series
and lead technical support in
the areas of local area
• CISCO AiroNet (setup and
networking; server and
systems, application • Informix System
software and hardware Administration
configurations; and computer • AS/400 system administration
facility planning and • MS SQL Server 7.0 System
• 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
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
• 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
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
• Setup and configuration of
TCP/IP and IPX network
clients and peripherals.
• Basic IEEE network
practices and standards.
• Basic Cisco IOS and Cisco
switch and router
• Network test equipment and
• Information security.
• Intrusion detection systems
and network firewalls.
• Configuring network firewalls
and address translation.
• Configuring Domain Name
• Integrate Microsoft and
Apple network clients with
Linux based file and printer
• Programming Languages:
C++(a little rusty), PERL,
PHP, a little bit of Java,
some shell scripting, SPARC
assembly, MIPS assembly,
• 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
• 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
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
• Cisco switch and router • Interconnecting Cisco
configuration, operation, Network Devices.
and problem resolution. • Building Scalable Cisco
• 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
• Setup, operation, and • Windows 9x and NT
troubleshooting of TCP/IP operating systems.
network clients and
• Cisco Works 2000 Network
• Network design, testing,
• Digital and microprocessor
circuit design, operation
• Linear circuit design,
• Semiconductor device
• Project management.
• IEEE network wiring
standards and practices.
• Application of IEEE
network OSI model to data
• Management and
• Programming techniques
• Electronic and network test
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
• DNS certification.
• Network Switch
• 3Com, Cisco, Netgear &
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
• 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
Operating systems and
• Great interpersonal and
relational skills in dealing
with the technology users on
campus. (Service with a
• Good organizational and
project coordination skills.
• Great time management
• Skilled in team cohesiveness
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
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
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
• 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
• 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
• Setup and administered
Windows 2000 Server and
NT 4 Server user accounts
• Setup and administered
• Provided orientation and
training for Help Desk
Technicians Levels I, II, and
• Installed, configured, and
upgraded machines with
• Installed, Setup and
Maintained Office 2000 suite
• Setup and Administered
• Setup SQL accounts
• Installed and configured
protocol (Token Ring and
Ethernet) network settings
• Provided end-user support in
both software and hardware
• Solved LAN network
• Solved problems via phone
• Performed help desk
• Contribute to
• 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,
optimization of PC and Mac
peripherals incl. scanners,
digital cameras, PDAs, audio
and multimedia hardware
• Mac OS 7.x thru OS X
• 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
• Required writing skills; able
to create documents such as
configuration and repair
• 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
• Optimize the Mac OS
• Making Cat5 patch cables.
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
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.
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.
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
• 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
• 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).
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
data and reporting through a DSS in order to answer their own questions in a
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”
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,
What are the characteristics of a DSS? Mt. SAC’s DSS should be:
• 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
• 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
• 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
McIntire, T. (June, 2002). The administrator’s guide to data-driven
decision making. Technology & Learning, pp. 18-33.
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.
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
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
• 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
• 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.
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
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
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
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.
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.
• Set technological goals in relation to revenues and resources.
• Institute dialogues among those who demand new technology and those
who pay the bills.
• 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.
• 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
• 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
• 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
• Work with the Academic Senate to create goals for faculty to include
technology adaptation in teaching and learning.
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
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
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.
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
- 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.
- 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
F.1 Assistive Technologies
Classroom Needs from a Disabled Student Programs and Services
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.
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
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.
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
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.
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.
F.3 Humanities and Social Sciences Division
July 22, 2002
Present: Ginny Burley, Dale Vickers, Jerry Nogy, Sandra Esslinger, Tina
Kathie Charlton Calkins, Bob Stuard, Jean Garret, Kate Scott
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
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.
Equipment, Classroom Needs, etc:
Bldg. 15 Room 1
Would prefer remote controls instead of the centralized control on the
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
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.
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
Educational Technology Planning
August 8, 2002 – Meeting with David Medina
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.
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
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
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.
F.5 Natural Sciences Division
January 29, 2003
Attendees: Deb Boroch, Sheryl Hullings, Jerry Nogy, Larry Redinger, Kate Scott Dale
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
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
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
The Dance Program needs two ceiling mounted projectors for building 27A rooms 106 and
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 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.
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.
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.
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
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.
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
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.
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
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.
G. Printing Services
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
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
- Business cards
- Bindery service including
Future services will include:
- 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
H. SWOT Analysis
• 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
• 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
• 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,
• 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
• 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
• 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
• Lack of hardware & software standards across campus
• No staff redundancy in key IET positions
• New hand held PDAs and other mobile devices
• 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
• 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
• 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
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
• Reduce number of shadow systems, i.e., Fiscal Services HR database, HR Telephone
• 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
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
Total Cost of Ownership Model
Annual Direct Costs of Hardware, Software, and Training for 2,000 PCs
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
Peripherals $100 $200,000 N/A
Network Operating $45 1.5 servers $40,000 N/A
NOS Licenses $20 $84,000 N/A
Switches, Hubs, and $42 $125/port $84,000 N/A
Bridges (Hardware and
Wiring $60 $120,000 N/A
NSM Hardware and $160 $320,000 N/A
Training $250 $500,000 N/A
Servers (HDW and $50 $100,000 N/A
SFTW) for Web
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.
Direct Costs of Systems Management
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
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
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%=
Sub-Total Cost $417 $833,125 13.3 FTES
Direct Costs of Development Staff
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
Sub Category Cost/yr./PC Assumptions Costs Staff
Network $60. 2 staff/ 6K-12K FTES $120,000 2.0 FTES
Sub-Total Cost $60/yr. $66,000 2.0 FTES
Total Cost (TCO) $3,325 Accumulative Cost $6,616,190 29.3 FTES
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
– lease $374,075 $228,150 $82,225 -$63,700 -$63,700 -$63,700 -$63,700 -$63,700
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
– Lease $137,425 $83,850 $30,275 -$23,300 -$23,300 -$23,300 -$23,300 -$23,300
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
– Lease $92,080 $56,160 $20,240 -$15,680 -$15,680 -$15,680 -$15,680 -$15,680
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
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
lease vs $603,580 $368,160 $132,740 -$102,680 -$102,680 -$102,680 -$102,680 -$102,680
Difference $603,580 $971,740 $1,104,480 $1,001,800 $899,120 $796,440 $693,760 $591,080
*Prices quoted Fall 2002
L. Technology, Equipment & Furniture for 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
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.
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
“Guidelines on Minimum Standards for College Technology” adopted by the Academic Senate for California
Community Colleges, spring 2000.
- 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
- 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
- a secure media cabinet located in the front of the classroom for
storage of a video/DVD player
- film, slide and overhead projectors
- 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
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
- 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
- fixed screens mounted
- support staff or telephone support available for immediate response
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
Ongoing support cost estimate:
- parts and supplies $400 per semester
- .10 technical staff support $100 per week
- .10 training staff support $100 per week
Objectives of a computer lab include:
- ability to present web based or electronic presentations with minimal
- ability to search the web for information during classroom interactions
- support of web based conferencing
- ability to promote group collaboration, electronic peer review & group
- 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
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
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.
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
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
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
Specific mechanisms of authentication, authorization and access management
for digital content must be determined and put in place.