IT Strategic Plan.doc


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IT Strategic Plan.doc

  2. 2. NAU Information Technology Strategic Plan FY 2002 TABLE OF CONTENTS 1.0 EXECUTIVE SUMMARY......................................................................................................................3 VISION............................................................................................................................................................3 MISSION.........................................................................................................................................................3 ISSUES............................................................................................................................................................3 GOALS............................................................................................................................................................3 ACCOMPLISHMENTS...........................................................................................................................................4 2.0 INTRODUCTION....................................................................................................................................5 3.0 MISSION...................................................................................................................................................6 3.1 NORTHERN ARIZONA UNIVERSITY’S MISSION STATEMENT...............................................................................6 3.2 INFORMATION TECHNOLOGY MISSION STATEMENT..........................................................................................6 4.0 GOALS......................................................................................................................................................7 4.1 NORTHERN ARIZONA UNIVERSITY’S STRATEGIC GOALS...................................................................................7 4.2 INFORMATION TECHNOLOGY VISION STATEMENT............................................................................................7 5.0 STRATEGIC ISSUES..............................................................................................................................8 5.1 THE NORTHERN ARIZONA UNIVERSITY COMMUNITY.......................................................................................8 5.2 TODAY’S IT CHALLENGES...........................................................................................................................8 6.0 GOALS, OBJECTIVES, STRATEGIES AND PERFORMANCE MEASURES............................10 6.1 ACADEMIC SUPPORT AND DELIVERY ............................................................................................................10 6.2 ADMINISTRATIVE SUPPORT.........................................................................................................................17 6.3 END-USER SUPPORT..................................................................................................................................19 6.4 INFORMATION TECHNOLOGY MANAGEMENT.................................................................................................24 6.5 INFORMATION TECHNOLOGY INFRASTRUCTURE..............................................................................................32 7.0 ABOR IT METRICS DATA................................................................................................................39 8.0 APPENDIX 1 - THE PLANNING PROCESS.....................................................................................40 8.1 PURPOSE.................................................................................................................................................40 8.2 MANDATES AND REGULATORY AGENCIES....................................................................................................40 8.3 PROCESS OF PLANNING..............................................................................................................................40 9.0 GLOSSARY............................................................................................................................................41 2
  3. 3. 1.0 Executive Summary Vision Northern Arizona University's vision and goals are well known to campus planners and help shape and guide planning efforts: • To be a premiere undergraduate residential learning community emphasizing superior undergraduate programs. • To be recognized regionally, nationally and internationally for selected creative endeavors, research and graduate programs especially those that build from our base on the Colorado Plateau. • To build on our national reputation for excellence in the preparation of teachers and in applied and professional programming in undergraduate and graduate areas that meet the needs at the regional, state, and national levels. • To provide regional and national leadership in the development, use and assessment of technologies to enhance and deliver superior educational programs. • To foster a culture of diversity visible in academic programming and in the recruitment of faculty, staff and students. • To be the nation’s leading non-tribal university in providing educational opportunities for Native American students, in providing service and applied research to Native American tribes, and in advancing research concerning the history, culture, and contemporary issues of Native American peoples. • To increase private support and research funding to supplement state funding and tuition, in order to guarantee an operating budget that supports academic excellence. Mission Northern Arizona University's information technology strategic plan reflects the unique mission of NAU in the state of Arizona to provide both a premier residential campus and an extensive and growing distributed education system to students throughout the state. To achieve its vision, NAU must continue to leverage and expand upon its base of mission critical information technologies. Administrators, staff, and faculty need to use information technology as a fundamental tool for their work. In addition, NAU’s viability as an educational community will depend upon its flexibility and ability to embrace new technologies and implement advanced academic and administrative systems. Such a commitment will require extensive collaboration and partnering among the different NAU technology, academic and administrative units. Issues Demand, expectations, and the pace of change continue to be major forces driving information technology at NAU. This plan contains a set of interconnected strategies for maximizing effective uses of technology for NAU. They include deployment of a robust, core technology infrastructure to support learning; use of standards to promote organizational efficiencies; migration to web delivery for major services; and development of information resources and services designed to enhance management, decision-making, and planning activities. One goal of the plan is to help clarify expectations, better meet demand, and accommodate change at NAU. Goals This IT plan reflects NAU’s commitment to collaboration and partnership across the entire campus to achieve: • Support of the university’s mission through adaptive and innovative use of the most up-to-date information technology. • Empowerment of NAU staff, faculty, and students through access to the information and tools needed for their successful performance as learners, workers, teachers, managers, planners, and decision-makers. 3
  4. 4. • Support the broadening of NAU’s educational courses, programs, and resources to students within and beyond Arizona through the use of a variety of distance learning technologies and delivery means. • Provide a highly reliable infrastructure and both general and specialized technical support services for those using information technologies across the NAU community. • Sensible protection for personal data, information resources and systems of NAU. Accomplishments In this past year, NAU has completed a number of significant strategic information technology initiatives: • Fully implemented our locally developed, web-based registration and tuition/fee payment system. The system was expanded to handle early registration for future semesters and has been enthusiastically accepted by students and administrators alike. • Increased Internet connectivity by 50% and added an Internet2 connection in partnership with ASU. Internet connectivity will be further expanded this summer, along with connecting to additional Internet Service Providers for higher quality of service and redundancy purposes. • Planned and developed a central directory service implementation using Microsoft Active Directory, which will become the central repository of user information. Once this service goes live this summer, NAU will migrate from Windows NT to Windows 2000 server environment in the fall. • Organized and put into operation the NAU Project Management Office (PMO) responsible for implementing the PeopleSoft Student Administration System, version 8.0, by fall semester 2003. The first year of the PMO effort has been highly successful and has received outstanding support from the entire campus. • Conducted a major salary review of all IT positions and compared our salaries with the nation- wide Mercer IT Salary Survey. Salary adjustments were made within our existing budget to align salaries closer to the Mercer average salary for a given work group (minimum salary in a group is within 87% of Mercer average). • Enhanced our network capabilities by switching to an OC3 ATM connection for Internet traffic; implemented packet-shaping and quality of service techniques to more effectively use our Internet bandwidth; and replaced our core network switch for better campus-wide network service and reliability. • Recognizing the growing need for web-development support, ITS reorganized to form separate academic and administrative web support teams, which focus on putting more services and information on the web. Also increased our IT course offerings for faculty and staff to include web development products like FrontPage and Dreamweaver. • Expanded our student support services to include, among other features, a 24/7-helpdesk capability. • Aided the campus in investigating and ultimately deciding to implement a student computer ownership requirement for freshmen students entering NAU in the fall semester 2003. This decision is subject to ABOR approval. The proven viability of these initiatives, combined with many other successful information technology initiatives this past year, has given the campus a better understanding of and more confidence in NAU's overall strategic direction in information technology. 4
  5. 5. 2.0 Introduction Northern Arizona University's information technology infrastructure environment consists of a variety of internal and external information systems designed to meet the needs of a complex higher education institution. Some of these systems are centrally administered while many resources are decentralized and distributed across campus and the State of Arizona. As Northern Arizona University passes into the Third Millennium, we must envision an electronic learning environment that meets the needs of on-campus and statewide students, faculty, and programs with outstanding teaching and learning, research, and administrative information technology systems. NAU's business systems will employ networked resources for distributed server-based solutions that are user-friendly and promote better use of data for decision-making. Such systems will make important information more readily available, thereby improving the access of faculty, staff and students to the university's information resources, and enhance the effectiveness of information transactions across university activities. The information technology strategic plan reflects the unique mission of NAU in the state of Arizona to provide both a premier residential campus and an extensive and growing distributed learning program to students throughout the state and the nation. NAU's premier residential campus experience continues as a major focus in an evolving teaching, learning, and research environment. NAU's student population is growing more diverse in age, ability, background, location and learning experience and preference. NAU has a long tradition of meeting the needs of students across the state, particularly in rural areas, and has developed a variety of synchronous forms of program delivery to reach these non-traditional and often under served students. Consistent with the rapid development of new technology tools and networks, new means of delivery, including the satellite education channel Universityhouse, offer opportunities for new ways to make programs available to students. NAU has begun to enhance its ability to create and communicate, collaborate in new forms, visualize and model, simulate, present and interact without traditional constraints created by time and geographic limitations. Instructional technology's remarkable set of new and emerging tools allows us to re-examine and re-invent curricula and programs; to examine new ways to integrate instruction, research and creative activity; and to escape traditional time-and-place, credit-for-contact models of instruction. In so doing, we have the opportunity to infuse our teaching, learning and research activities with a new excitement and enjoyment, to make more efficient use of increasing demands on faculty, students and staff, and to increase the competitiveness of our faculty, students and staff in an information age. An information technology plan is designed to array systems in the most effective and efficient manner to support the university's mission and goals. As such, it must combine vision with practical standards, systems and infrastructure. This document is a supplement to the Northern Arizona University (NAU) Five-Year Strategic Plan and the new NAU 2010 Vision. The plan sets forth general guidelines, goals, objectives, strategies, and measurement standards for technology planning, management, and deployment. As a “living document,” this plan is meant to stimulate further discussion and clarification of technology directions at NAU, not to represent a formal agreement or adoption of principles by all areas of NAU. The process through which this plan was developed and will be modified and evaluated is defined in the appendix called The Planning Process. The plan provides a statement of information technology (IT) directions and goals for the coming years. Comments, observations, and suggestions regarding elements of this plan are welcomed and should be submitted to Fred Estrella, Chief Information Technology Officer, P.O. Box 5100, Northern Arizona University, 86011-5100, (928) 523-2971, or Please reference the FY2002 NAU Information Technology Strategic Plan. Your comments will be utilized as input for the next FY planning cycle. 5
  6. 6. 3.0 Mission 3.1 Northern Arizona University’s Mission Statement Northern Arizona University is a doctoral-intensive institution that has at its core undergraduate programs, significant research, and graduate programs to the doctoral level appropriate to its size and classification. Northern Arizona University aspires to be a premiere undergraduate residential institution that provides its students with an innovative and challenging liberal arts and sciences core integrated with a comprehensive number of professional programs. The learning environment at the Mountain Campus is unmatched for natural beauty and for student-centered programs and services. Undergraduate programming prepares students for life in the twenty-first century by assuring individual development through small classes, close interaction with senior faculty, and sophisticated learning technologies more commonly found at the nation’s leading private universities. Northern Arizona University also provides exceptional quality in a selected number of post- baccalaureate certificates, master’s and doctoral programs in its areas of greatest strength. The University seeks to expand its post-baccalaureate programs as interdisciplinary fields expand and as the needs of economy demand increasing levels of educational preparation. Intimately linked to its undergraduate and graduate missions, the university’s faculty, organized in departments, research centers and institutes, advances knowledge in traditional disciplines, in fields related to NAU’s unique environment on the Colorado plateau, and in response to the needs of the state and region for solutions to real world problems. Finally, NAU is an integral part of the northern Arizona and Flagstaff communities. It embraces its mission to serve rural Arizona, Native American peoples, and seeks a partnership in providing economic, cultural, and social opportunities for all citizens of the region. Consonant with its mission to serve the state’s rural counties, the university has innovative partnerships with rural community colleges, operates an education center in Yuma and IITV sites in twenty-six locations plus technology-based delivery into offices and homes. 3.2 Information Technology Mission Statement Given the broad spectrum of functions to support, a number of mission statements describe NAU's information technology needs: • To provide robust, cost-effective, user-friendly and secure information technologies to the Northern Arizona University community in support of mission-critical functions such as academic instruction and support, administration, student services, research activities, human resource services, and financial services. • To implement and support voice and Internet/World-Wide-Web links throughout Arizona and beyond. • To implement and support information technologies to provide technology-based distance education. • To provide quality technical support and training for use of information technologies by the NAU community. • To implement and support systems for access and timely use of information needed for NAU management, decision-making, and planning. • To establish processes which assure compatibility of information technologies among all organizations in the NAU community. • To regularly evaluate and promote the use of the most cost-effective and current technologies for NAU. • To regularly track and anticipate changes in information technologies which may offer strategic advantage or disadvantage for NAU. 6
  7. 7. 4.0 Goals 4.1 Northern Arizona University’s Strategic Goals This section of the strategic plan provides information on the seven major goals of the NAU Strategic Plan 2010: • To be a premiere undergraduate residential learning community emphasizing superior undergraduate programs. • To be recognized regionally, nationally and internationally for selected creative endeavors, research and graduate programs especially those that build from our base on the Colorado Plateau. • To build on our national reputation for excellence in the preparation of teachers and in applied and professional programming in undergraduate and graduate areas that meet the needs at the regional, state, and national levels. • To provide regional and national leadership in the development, use and assessment of technologies to enhance and deliver superior educational programs. • To foster a culture of diversity visible in academic programming and in the recruitment of faculty, staff and students. • To be the nation’s leading non-tribal university in providing educational opportunities for Native American students, in providing service and applied research to Native American tribes, and in advancing research concerning the history, culture, and contemporary issues of Native American peoples. • To increase private support and research funding to supplement state funding and tuition, in order to guarantee an operating budget that supports academic excellence. 4.2 Information Technology Vision Statement To achieve its goals as established above, NAU must continue to leverage and expand upon its base of mission critical information technologies. As we enter the new millennium, administrators, staff, and faculty need to use information technology as a fundamental tool for their work. In addition, NAU’s viability as an educational community will depend upon its flexibility and ability to embrace new technologies and implement advanced academic and administrative systems. Achieving this vision will require extensive collaboration and partnering among the different NAU technology, academic and administrative organizations in order to provide: • Support of the university’s mission through adaptive and innovative use of information technology. • Empowerment of NAU staff, faculty, and students through access to the information and tools needed for successful performance as workers, teachers, learners, managers, planners, and decision-makers. • Support the broadening of NAU’s educational courses, programs, and resources to students within and beyond Arizona through use of a variety of distance learning technologies and delivery means. • Extension of cost-effective and user-friendly telecommunication and Internet technologies to all members of the Northern Arizona University community wherever they may be. • Acquisition and provision of new, cost-effective information technologies to the university community to keep NAU as current and competitive as possible. • Provide a highly reliable infrastructure and set of computer-based administrative, teaching, learning and research tools to meet the ever-growing needs of the NAU staff and faculty. • Both general and specialized technical support for those using information technologies in the NAU community. • Optimal use of existing and planned investments in systems and technology. • Reasonable protection for the information resources and systems of NAU. 7
  8. 8. 5.0 Strategic Issues 5.1 The Northern Arizona University Community NAU is one of three doctoral-granting universities within the Arizona University System. Its mission is tied both to its primary location in the Colorado Plateau Region in northern Arizona and to the charge to provide statewide educational services to rural Arizona communities. NAU’s Flagstaff campus, which has just under 15,000 students, is ethnically, socially, and economically diverse. Approximately 5,000 additional students are supported statewide through interactive instructional television and other sites offered cooperatively through partnerships with community colleges and other higher education institutions in Arizona. NAU offers degree programs through six colleges (Arts and Sciences, Business Administration, Ecosystem Science and Management, Engineering and Technology, Health Professions, and Social and Behavioral Sciences), four schools (Communication, Hotel and Restaurant Management, Museum Faculty of Fine Art, and Performing Arts), and one center (Excellence in Education). The university currently employs over 3050 faculty and staff members. 5.2 Today’s IT Challenges In order to fulfill NAU’s academic missions across a wide variety of student venues and collegiate programs, information technology plays a critical role. Several significant issues provide a great challenge to the IT resources of NAU to successfully perform its crucial responsibilities. Here are the top three issues facing NAU’s IT resources today. 5.2.1 Rising costs of implementing and maintaining administrative systems Across the country, universities are having an increasingly difficult time successfully implementing vendor supplied administrative systems within budget and in a timely manner. Huge cost overruns are not uncommon and even after these products are installed, keeping up with continual updates, fixes and upgrades is taxing the skill and the budgets of IT departments. The need to eliminate old legacy software and hardware systems still drives universities to seek a modern, integrated system to move their school into the e-business world of today. NAU has had a difficult time over the last four years trying to implement the PeopleSoft (PS) Student Administration System (SAS). In September 1999, the HR/Payroll portion of the PS SAS was implemented successfully and has remained stable through Y2K, tax time, a version upgrade, and a successful FY year- end. After reviewing different vendor products during the spring 2000, the NAU President agreed with the recommendation from her Management Team to embark on a multi-year, multi-million dollar project to install the entire PS SAS product starting in FY01. NAU IT and functional user departments feel that we can successfully implement the PS SAS for the following reasons: • The project has the full support and commitment of the NAU senior management. • A strong PS project team has been established from a core of IT staff who have successfully implemented and upgraded the PS HR/Payroll system. • The functional end-users all agree that the PS product and its next version is the best product for NAU. • Maturity of the PS product and the review of successful PS implementations at other universities have given the campus optimism that the NAU implementation can be successful. NAU has completed its first year of our three year PeopleSoft project plan. The Project Management Office is fully operational and has received excellent support from the campus community. Although the project is on track, potential problems surrounding a building renovation project to house the project team and the lack of technical staff are areas of concern. The project steering committee is watching these issues closely, as well as the overall progress of the project. 8
  9. 9. 5.2.2 Integration of IT Services Integrating IT services across the campus, and in NAU’s case, across the State, is getting increasingly complex and costly. Issues such as middleware for authentication and directory services, global ids, distant learning, vendor administration systems, web, e-business, data warehouse, and even the Arizona Regent’s University, spell out a great deal of study and work for the NAU ITS organization. Studying and developing strategies to successfully prevail over the issues above will take a great deal of resources from ITS. The greatest of our efforts this past FY has been the planning and development efforts to use Microsoft’s Active Directory, along with LDAP, as the core directory service for the campus. This effort has involved many campus functional users, as well as dedicated technical staff from ITS. The term “directory service” refers to technologies that provide the necessary infrastructure for building communities on a computer network. A “community” can be defined as a group of people and things that must interrelate on the network. Directory services provide the infrastructure for naming, locating, describing, and managing people, devices, and other members of an on-line community. Directory services for any enterprise are necessary to provide community members and the applications they use the proper organization, orientation, structure, coordination, and security. On-line directory services will be enhanced by these efforts and will position NAU for future technologies, like PKI and other directory-enabled applications. In order to deal with the task of integration, ITS will take on the following initiatives this FY: • Fully implement an active directory service across campus. • Convert from Windows NT to Windows 2000 server environment before the end of calendar year 2001. • Begin looking at portal technologies aimed at integrating our future PeopleSoft student administration system, WebCT, and other administrative and academic systems into a user- friendly online portal environment for the entire campus community. 5.2.3 Student Computer Ownership Requirement Over the last 18 months, NAU has studied the concept of adopting a requirement for all students to own a computer. A survey of incoming freshmen in September 2000 showed that 70% of these students came to campus with a computer. Although no previous data is available, most campus executives feel that this number has grown over the years and will continue to grow. But, what about the 30% who did not bring a computer…are they at a disadvantage and are we allowing a digital divide to happen on our campus? Senior administrators and academics alike feel that students without a personal computer in their room are disadvantaged and want to find a way to get a computer in the hands of all NAU students. In January 2001, the Student Computer Ownership Team (SCOT), led by the NAU Chief Information Technology Office, was formed to develop an implementation plan for a student computer ownership requirement. Four subcommittees were created to study specific areas of an ownership requirement. These subcommittees met at regular intervals during the spring semester and provided reports on their efforts in April. A final, comprehensive implementation plan was formulated and presented to the President and her management team in May. President Lovett approved the plan, which included two recommendations: one to delay the start of the requirement until fall 2003 to allow faculty more time to be educated on using technology in their classes and, two, to allocate funds to increase appropriate student services which will be needed to support more student computers on campus. Final approval of the implementation plan is required by the Arizona Board of Regents. The new NAU President, Dr. Owen Cargol, will make the final decision to present the implementation plan to the ABOR sometime this fall. 9
  10. 10. 6.0 Goals, Objectives, Strategies and Performance Measures This section will define the IT goals, objectives, strategies, and performance measures for the following five major information technology functions: 1. Academic support and delivery 2. Administration support 3. End-user support 4. Information technology management 5. Information technology infrastructure 6.1 Academic support and delivery 6.1.1 GOAL: Support faculty in redesigning teaching, learning, and research environments to include current and emerging technologies. Objectives: 6.1.1-O1 Identify and support faculty needs in developing technology-based courses by offering programs, workshops, consultation and development support. 6.1.1-O2 Modify and maintain appropriate compensation and recognition incentives (including progress toward tenure and promotion, load adjustments, financial incentives or other means) for course development. 6.1.1-O3 Identify and develop programs and courses for technology-based delivery. 6.1.1-O4 Develop strategies and standards for creating effective learning environments using technology. 6.1.1-O5 Identify opportunities for improved technology support for research. Strategies: 6.1.1-S1 Continue the IITV faculty training and compensations/incentives offered by the Office of Teaching and Learning Effectiveness under the Dean of Distributed Learning. Identify and integrate a vendor based course development and delivery package (WebCT). If possible, use the student information system and other existing data repositories to load course data as well as extend our single sign-on philosophy to the course delivery system. Provide support to the Office of Teaching and Learning Effectiveness (OTLE) in their faculty outreach and workshop efforts. 6.1.1-S2 Continue working with the Dean of Distributed Learning to champion and communicate a distance learning culture at NAU. Prepare and present new initiatives and programs to provide such compensation. 6.1.1-S3 Fully utilize existing Computer Based Training for student and faculty training. Support the Dean of Distributed Learning in efforts to meet course expectations for on-line degree programs. 6.1.1-S4 In conjunction with the Office of Teaching and Learning Effectiveness, establish and continually review course design and pedagogy related to distributed learning courses with special attention to new delivery modes (web). 6.1.1-S5 Various efforts are underway in NAU’s research community. Examples include Geographic Information Systems collaboration as well as discussions between Colleges and vendors (currently IBM) to provide significant new resources to NAU. A better coordination of these efforts with support from the central IT organization should be undertaken. Measures: 6.1.1-M1 Number of programs, workshops, consultation and development services offered by OTLE. 10
  11. 11. Fiscal Year 1998: 173 programs, workshops, consultations. 156 grants awarded. Fiscal Year 1999: 143 programs, etc. 211 grants awarded. (Source: P. Helford—OTLE) Fiscal Year 2000: 205 programs, etc. 284 grants awarded. (Source: C. Kiefer—OTLE) Fiscal Year 2001: 84 programs, etc. 127 grants awarded. (Source: J. Spada-Allgood—OTLE) 6.1.1-M2 Number of faculty using the Web for instruction. Fiscal Year 1999: 150 (Source: P. Helford—OTLE) Fiscal Year 2000: 220 (Source: C. Kiefer—OTLE) Fiscal Year 2001: unreportable (a high percentage, but no central tracking mechanism) (Source: J. Campbell—ITS) 6.1.1-M3 The number of Web-based courses. Fiscal Year 1998: 11 Fiscal Year 1999: 80 (Source: P. Helford—OTLE) Fiscal Year 2000: 161 (Source: C. Kiefer—OTLE) Fiscal Year 2001: 248 (Source: P. Harden—DLS) 6.1.1-M4 Number of students enrolled in technology-delivered courses. (21st day count, Web-enhanced, Web-based, Web-streamed or video courses) Fall Semester 1998: 6,035 Number of students (duplicated headcount, as of the 21st day) in all sections of courses listed as: Interactive (IITV), Originating or Receiving sites, Cable/Overflow, Video, Web-streamed, Web-based or Web-enhanced. (Source: S. Horn—PAIR) Fall Semester 1999: 6,938 Number of students (duplicated headcount, as of the 21st day) in all sections of courses listed as: Interactive (IITV), Originating or Receiving sites, Cable/Overflow, Video, Web-streamed, Web-based or Web-enhanced. (Source: K. Carels—PAIR) Fall Semester 2000: 5,175 Number of students (duplicated headcount, as of the 21st day) in all sections of courses listed as: Interactive (IITV), Originating or Receiving sites, Cable/Overflow, Video, Web-streamed, Web-based or Web-enhanced. (Source: K. Carels—PAIR) 6.1.1-M5 The number of faculty teaching IITV courses. Fall Semester 1998: 72 Number of faculty (distinct SSNs, as of the 21st day) in all sections of courses listed as: Interactive (IITV), Originating or Receiving sites. (Source: S. Horn—PAIR) Fall Semester 1999: 76 Number of faculty (distinct SSNs, as of the 21st day) in all sections of courses listed as: Interactive (IITV), Originating or Receiving sites. (Source: S. Horn—PAIR Fall Semester 2000: 83 Number of faculty (distinct SSNs, as of the 21st day) in all sections of courses listed as: Interactive (IITV), Originating or Receiving sites. (Source: K. Carels—PAIR 11
  12. 12. 6.1.2 GOAL Develop and implement assessment strategies to monitor and evaluate technology- based courses. Objectives: 6.1.2-O1 Develop evaluation criteria. 6.1.2-O2 Implement a process to assess periodically the quality of technology-based courses and programs. 6.1.2-O3 Apply strategies of review and revision to increase the effectiveness of technology-based courses. Strategies: 6.1.2-S1 As with traditional paper evaluations, electronic faculty evaluations continue to be controlled at the departmental level. The Office of Teaching and Learning Effectiveness has developed a fairly global assessment instrument with a separate space for departmental questions. Meetings are held with the curriculum committee and other relevant groups to assure proper evaluations are in place for technology based courses. 6.1.2-S2 Information Technology Services has implemented a tool, now in it’s second year of use, to collect on-line evaluations. The tool should be continually reviewed to insure it is meeting the needs of the campus. 6.1.2-S3 Departments, in conjunction with Statewide programs and TV services will review the evaluations and experiences of the faculty to revise and improve technology-based courses. Input from other sources, such as the Academic Computing Help Desk or the Library, will also be solicited and incorporated into the revision process. Measures: 6.1.2-M1 Show that evaluation criteria are in place. The FY01 evaluations are available to active students and faculty at: (Source: P. Harden—DLS) 6.1.2-M2 Number of courses evaluated on a periodic basis. DLS will evaluate all Web-based courses every semester. Fall 1998: 33 courses Spring 1999: 50 courses (Source: P. Helford—OTLE) Fall 1999: 48 courses Spring 2000: 57 courses (Source: C. Kiefer—OTLE) Fall 2000: 62 Spring 2001: 76 Note: There are a handful of courses taught every semester that have low enrollment and therefore do not meet the criteria to be evaluated. (Source: E. Alvarado—DLS) 6.1.2-M3 Results of evaluation activities. See the NAU Online FY2000 course evaluation report at: The FY2001 report will be out later this summer. For information contact NAU Statewide Programs. 12
  13. 13. 6.1.3 GOAL Ensure student access to learning resources and computing facilities. Objectives: 6.1.3-O1 Establish an overall plan for student access to computing and other learning resources. 6.1.3-O2 Develop a funding model for providing the access needed by students, whether from on campus, home, or statewide sites. 6.1.3-O3 Monitor and measure progress in achieving the goals for student access. 6.1.3-O4 Develop standards for hardware and software to increase accessibility and enable students with disabilities to utilize technologies. 6.1.3-O5 Provide adaptive technology stations for student access. Strategies: 6.1.3-S1 Strong partnerships between Cline Library, Statewide Programs, Learning Assistance Center, Disability Support Services, and Information Technology Services assure coordinated and effective access to computing and learning resources. In addition, ITS will continue to administer and monitor the 14 Flagstaff labs and over 20 statewide labs. Statewide labs will continue to be developed according to a plan established by Statewide Programs with close cooperation of ITS. ResNet resources will be reviewed and improved as necessary. Statewide modem pools will be increased in rural areas. Internet bandwidth has been increased to accommodate academic needs. Disability support services, in conjunction with the Library and ITS, continues to provide solutions for disabled students. The Learning Resources Center, in conjunction with ITS, continue to expand its technology based support and access for students. The Library continues to grow new capabilities for electronic deliver as well as for patron visitors. Learning spaces (departmental open computing areas) will continue to be established using older lab equipment. 6.1.3-S2 Residence Life and Statewide Programs have contributed, along with ITS, to providing direct student access to technology without raising a new student fee. By consolidating support and leveraging as many economies of scale as possible, ITS has been able to provide significant access to students without a technology fee. At this time, the campus is probably reaching the limit to what can be done under the current model. 6.1.3-S3 Continue to collect and report the measures below. Also, compare software offerings to acceptable corporate standards. 6.1.3-S4 Standards for accessing courses are in place through the Office of Teaching and Learning Effectiveness and through Television Services. ResNet has a set of hardware and software standards for their program and the Academic Computing Help Desk promotes these standards through the material they provide to students in short-courses, on the phone, or through the CD-ROM they release. Disability support services have set standards for hardware and software to use to meet different adaptive needs. Various community college partners are also adopting many of these standards. 6.1.3-S5 Cline Library, Counseling and Testing, and Information Technology Services continue to provide adaptive workstations and trained staff to assist students with disabilities. Measures: 6.1.3-M1 Percentage of residence hall students participating in ResNet. 29% (1580/5452) March, 1999 53% (2625/4918) March, 2000 62% (3258/5217) May, 2001 (Source: M. Collins—ITS) 6.1.3-M2 Percentage of students with e-mail accounts. 73.2% (13730/18755 from White Pages Summary as of 27-Feb-1999) 78.7% (14710/18681 from White Pages Summary as of 20-Feb-2000) 86.7% (16009/18456) from White Pages Summary as of 24-Feb-2001) (Source: J. Campbell – ITS) 13
  14. 14. 6.1.3-M3 Number of stations to services in central computing labs with network access. Total: 759 (July, 2000) (Source: G. Michalicek/R. Gonzales/D. Riney) Total: 903 (Jun2, 2001) (Source: G. Michalicek/J. Crane/D. Riney) Breakdown: Residence Hall labs - 183 PC/16 Macintosh South LRC - 88 PC/12 Macintosh North Lab - 40 PC/12 Macintosh NAU/Yuma - 125 PC/5 Macintosh Statewide Labs - 422 PC Notes: 1. Most NAU Statewide labs are facilities shared with a community college or high school. See 2. Only residence halls, South and North labs are currently reported for Program/SubProgram budget report. 6.1.3-M4 Number of hours central computing labs are open. Hours for both the North LAC lab Fall 2000: Monday - Thursday 8 a.m. - 10 p.m. Friday 8 a.m. - 5 p.m. Saturday (Closed) Sunday (Closed) South Campus Labs (LRC), Fall 2000 Monday - Thursday 8 a.m. - 11 p.m. Friday 8 a.m. - 5 p.m. Saturday 10 a.m. - 6 p.m. Sunday 12 p.m. - 11 p.m. Most of the residence halls labs are open Sun-Th 3-11, Sat 10-6, Sun 3-11; Cowden lab is open 24 hours a day, seven days a week (Source: J. Crane—ITS) Residence Hall Computer Labs list as of Summer 01: Allen Cowden Tinsley Wilson Ridge/Gabaldon Sechrist Reilly North Morton Campus Heights South Family McConnell Mt. View (Source: R. Gonzales—ITS) 14
  15. 15. 6.1.3-M5 Use of dial-in facilities by remote users. 6002 (unduplicated count for Jan-1999 and Feb-1999 out of /nau/local/etc/TACACS/ (Source: J. Campbell—ITS) 5918 Unique PPP logins between Feb.2000 and April 2000 (Source: B. Sawert—ITS) Total from May 3, 2001 – June 25, 2001: 6075 unique logins (Source: S. Patterson—ITS) Breakdown: Total unique users* (non-800 pool): 6046 Total unique users* with dana email addresses (non-800): 4368 Total unique users* with jan email addresses (non-800): 1540 Total unique users* with awc email addresses (non-800): 137 Total unique users* with other email addresses (non-800): 1 6.1.3-M6 Number of workstations equipped with applicable software and hardware for students with disabilities. 2 PCs - Cline Library 7 PCs - Disability Support Services (March, 1999 Source: B. Sawert/D. Neuberger) 8 PCs – Disability Support Services (Assist. Tech. Lab) 2 PCs – Cline Library 1 PC – ITS (South LRC) (March 2000 Source: R. Gonzales) 7 PCs – Disability Support Services (Assist. Tech. Lab) 2 PCs – Cline Library 1 PC – ITS (South LRC) 1 PC – NAU Yuma Library (March 2001 Source: B. Sawert/D. Riney) 6.1.3-M7 Number of student home pages on Dana. 1591 (Count of on 2-Mar-1999) (Source: J. Campbell—ITS) 2237 (Count of on 7-Jul-2000) (Source: T. Kriedl—ITS) 2645 (Count of on 25-Jun-2001) (Source: J. Campbell—ITS) 6.1.3-M8 Number of residence hall computing support troubleshooting calls (visits to the actual student’s residence hall room). 343 Fall 2000 (Source: M. Collins—ITS) 15
  16. 16. 6.1.4 GOAL Provide student support/training for information technologies that sufficiently prepares individuals to utilize such technologies productively in their coursework or in using on- line services. Objectives: 6.1.4-O1 Conduct student training classes as part of the previews and passport programs. Conduct supplemental training/mini-courses to returning students that do not normally have access to previews and passport sessions. 6.1.4-O2 Maintain an Academic Computing Help Desk and related student support functions. 6.1.4-O3 Use the Web to communicate available support services and to augment the support services function. 6.1.4-O4 Design training and consulting materials to meet various student needs. 6.1.4-O5 Provide toll-free telephone assistance to distance education students, staff and faculty who are in need of technical support. Also, set up a system to support students with special needs, such as those studying and traveling abroad. Strategies: 6.1.4-S1 Coordinate with Previews, Passport, OTLE, Learning Assistance Center and other partners to identify and deliver student based learning opportunities. 6.1.4-S2 Continue to fund and support the Academic Computing Help Desk. 6.1.4-S3 Build web support pages for various systems (such as LOUIE) and services that ITS or its partners identifies as useful for students to be successful utilizing technology. 6.1.4-S4 Work, in conjunction with various partners, to provide a CD-ROM and a rich web site with detailed support and training material. 6.1.4-S5 Utilize Automatic Call Distribution services to incorporate the 800-support service into the Academic Computing Help Desk. Extend these services to 24x7 by utilizing the student workers staffing the 24-hour Cowden lab. Measures: 6.1.4-M1 Number of calls taken via the Academic Computing Help Desk. Total Calls Taken: 9276 for Mar 15 – May 30. (3092 monthly average) (July 2000) (Source: R. Gonzales) Total (including 888 phone calls from August – May, FY2001): 38939 Average (includes 888 phone calls from August – May FY2001): 3894 per month (June, 2001) (Source: D. Stoffel) Breakdown of total calls (direct & 888) Aug '00 7678 Sep '00 5402 Oct '00 3242 Nov '00 3118 Dec '00 2433 Jan '01 5592 Feb '01 2716 Mar '01 2476 Apr '01 2780 May ’01 3502 6.1.4-M2 Number of user training classes taught and number of attendees. Classes Taught = 86 (FY 2000) Attendees = 2,010 (FY 2000) (Source: R. Gonzales) 16
  17. 17. Classes/training opportunities = 230 (FY2001) Attendees = 6,735 (FY2001) (Source: D. Stoffel/Acad Team Leads) Breakdown: Passport/FYE Presentations: approx. 170 separate presentations (25 per session) Previews Expo & Rotations: approx. 35 sessions (40 visitors per session) New Graduate Student Orientation Seminar: 1 (60 visitors) Study Abroad Student Orientation: 4 (150 per session – parents included) Electronic Portfolio Faculty Training: 2 (20 per session) Statewide Computer Lab Training: 1 (40 lab aids) Statewide Nursing Student Technology Overview: 1 (18) Student Electronic Behavior workshop: 1 (15) CCTS Solution Center Retreat: 1 (13) ResNet Installathons: 4 (30) SPSS, SAS Seminars for professors: 4 (15) NAU Athletics Freshman Orientation: 2 (40) UNIX Basics Workshop: 3 (10) UNIX System Programming Class 1 (9) 6.1.4-M3 Number of visits to support-related Web pages. Number of hits on the Academic Computing Help Desk home page (June 2000): 404 ( (Source: R. Gonzales) Number of hits on the Academic Computing Help Desk home page (May 2001): 4,550 ( (Source: T. Kreidl) 6.1.4-M4 Number of “800” phone calls. Average over 3-month period (March – May): 727 per month (July, 2000) (Source: R. Gonzales) Average over 10-month period (August - May: 1162 per month (June 2001) (Source: D. Stoffel) Breakdown: Aug '00 1791 Sep '00 1078 Oct '00 887 Nov '00 1026 Dec '00 820 Jan '01 2581 Feb '01 583 Mar '01 775 Apr '01 913 May '01 1163 6.2 Administrative Support 6.2.1 GOAL Support, develop and administer campus-wide Administrative Systems Objectives: 6.2.1-O1 Migrate Student Administrative Systems to PeopleSoft 8.1 Internet Architecture (SOLAR Project – Student Online Administrative Resource) 6.2.1-O2 Maintain existing Legacy Systems as needed during migration/transition 17
  18. 18. 6.2.1-O3 Implement Advantage 2.2 Financials System & develop GASB 35 data capture and reporting standards 6.2.1-O4 Make Data/Information accessible by enhancing Data Warehouse development through the IRM (Information Resource Management) effort. 6.2.1-O5 Providing Administrative System Web Solutions when needed or appropriate. 6.2.1-O6 Provide department level solutions & systems and consulting services that adhere to NAU standards 6.2.1-O7 Streamline internal management process of work management and development (including Standards, etc.) 6.2.1-08 Begin development and planning for an ITS and University-wide sustainability program for the PeopleSoft application and support services Strategies: 6.2.1-S1 Create Project Management Office (PMO) to develop processes for campus-wide implementation, training and deployment 6.2.1-S2 Work closely with System owners in Legacy system maintenance. Evaluate enhancements in relationship to Peoplesoft features and implementation schedule. Continue to enhance Super Louie as needed. Implement legislative and operational mandated enhancements as needed. Combine current SIS staff to one group to provide resources as needed. Increase “web IQ” and “functional IQ” of current SIS staff. 6.2.1-S3 Implement and develop GASB 35 standards in Advantage. Evaluate and implement Advantage 2.2 and GUI as necessary. Develop web-based enhancements for displaying data and analysis. 6.2.1-S4 Enhance data and accessibility of the Data Warehouse. Load new data, i.e., student financial and business financial data. Improve existing data, i.e., official source of PAIR reporting. Develop mapping and conversion strategies to accommodate new Peoplesoft Student System. Enhance training of data in the system and tools use to access the system. Streamline administrative management, i.e., simplify the access approval process and provide online FERPA reference. Implement and use ETL tool in support of Data Warehouse and IRM. 6.2.1-S5 Enhance the development and support teams within Administrative Systems to provide Web Solutions for Administrative Systems. Build technical expertise of other internal teams. Leadership provided by Admin Web Team. Establish the technical infrastructure for NAU’s portal development environment. Work more collaborative with Statewide programs and Institutional Research. 6.2.1-S6 Restructure Administrative Systems so that it is a “one-stop” shop for administrative systems and data, including department level solutions. Increase the productivity of the Integration Consulting Team in providing department level solutions. 6.2.1-S7 Streamline and simplify the work request and tracking procedures within Admin Systems. Have all teams adhere to the same basic process. Have a snapshot status available electronically to ITS management. 6.2.1-S8 Using information from the PMO and the SOLAR project, build a sustainability plan that fits the business processes determined through fit/gap as necessary for maintenance and enhancement of the PeopleSoft SA/HR system and ancillary systems associated. Measures: 6.2.1-M1 PMO Established. Project accomplishments: • Move to temp Office (Bldg 16) • IPSW (Implementation Planning and Strategic Workshop) 9/00 • Charter & Success Criteria 10/00 • Organizational Structure 10/00 • Project Methodologies 10/00 • Project Managers selected 11/00 18
  19. 19. • Major Milestones/Timelines 12/00 • Academic Structure Complete 3/00 • Standards, Tools, Processes 4/00 • Project Plans Complete (by module) 5/00 • Campus Community Complete 5/00 • Bury Hall Remodel Funded 6/00 (Source: S. Silberisen-ITS) 6.2.1-M2 Move GASB 35 enhancements for Advantage into production by 12/31/2001. (Source: M. Johnson-ITS) 6.2.1-M3 Implement Advantage 2.2 in production by 4/1/2002 (Source: M. Johnson – ITS) 6.2.1-M4 Worked closely with PAIR to have them use the Data Warehouse for official reporting. (Source: M. Johnson – ITS) 6.2.1-M5 Increase department level use of the Data Warehouse for analysis. (Source: M. Johnson – ITS) 6.2.1-M6 Implement Infomatica Power Center an ETL tool for Data Warehouse and IRM support. (Source: M. Johnson – ITS) 6.2.1-M7 Complete 20 web-based projects as needed for fiscal year 2002. Determine NAU portal technical infrastructure. Implement development standards ITS Web Solutions. Provide department level solutions in conjunction with Web Team. (Source: M. Johnson – ITS) 6.2.1-M8 Complete legislative and operational mandated changes to legacy systems as required by legacy systems steering committees for fiscal year 2002. (Source: M. Johnson – ITS) 6.2.1-M9 Complete 15 departmental level solutions by the Integration Consulting team for fiscal year 2002. (Source: M. Johnson – ITS) 6.2.1-M10 Build and maintain a work request and tracking system that is accessible by ITS management. (Source: M. Johnson – ITS) 6.2.1-M11 Build and begin implementing a sustainability model within ITS to support the first two module implementations of Peoplesoft 8.0 (HRMS and Admissions/Recruiting) 6.3 End-user Support 6.3.1 GOAL Provide user training/support for information technologies that sufficiently prepares individuals to utilize such technologies productively in their work assignments. Objectives: 6.3.1-O1 Formally consult with our clients about training needs. 6.3.1-O2 Conduct end-user training classes. 6.3.1-O3 Analyze and report end-user perceptions of formal user training. 6.3.1-O4 Maintain an effective Solution Center and related end-user support functions. 6.3.1-O5 Use the Web to communicate available support services and to augment the support services function. 6.3.1-O6 Provide assistance for units with unique information technology needs. 6.3.1-O7 Design training and consulting materials for various levels of information technology expertise and for unit-specific requirements. 19
  20. 20. 6.3.1-O8 Continue the acquisition and development of training materials and systems (e.g., on-line tutorials, virtual courses, interactive video, etc.) 6.3.1-O9 Maintain a primary Solution Center help line phone number for IT support. 6.3.1-O10 Provide effective and efficient desktop support for faculty and staff. 6.3.1-O11 Provide web, SQL, and database support to departments on campus as needed. Strategies: 6.3.1-S1 The ACITO for CCTS will continue a periodic formal visit to two different sets of campus management. Briefs with question and answer period will be provided for groups such as the Technology Systems Support Council, and the Business Affairs Council. Personal appointments will be made with Deans and Directors. Both will focus on updating CCTS services provided and request needs that are not currently addressed. Additionally, a new, periodic campus-wide survey is in development to determine the applicability of current training, as well as evaluate our overall support. When combined with attendance statistics and course evaluations, this will indicate which classes are no longer applicable, what types of programs users are using, what level of current class offering is appropriate, and any classes not currently being offered which would be desired and beneficial. 6.3.1-S2 End-user training classes are now taught on a routine schedule. The calendar is published in web format and print flyers are distributed to campus departments. Registration is available on the web. No changes are expected other than those to specifically tailor the offerings as discussed above. 6.3.1-S3 Formal user training is currently being evaluated through the use of web class evaluations completed as each class is ending. These evaluations address instructor delivery, course content, and satisfaction with the facility. The numeric results and subjective comments are reviewed by the Software Training and Support Team Lead to determine improvements that can be made. Survey questions referred to in S1 will also be used to evaluate overall campus perceptions of training effectiveness. 6.3.1-S4 Continue to emphasize the one-stop shop customer service philosophy. 6.3.1-S5 Continuously review and update the CCTS web pages, including additional content. 6.3.1-S6 Designate points of contact for specific expertise and needs and coordinate closely with applicable campus users. When support load allows, tailor training and allow dedicated support. 6.3.1-S7 Introductory through Advanced level, where a need has been determined, courses are currently offered in a wide variety of subjects. CCTS has offered unit-tailored training in a number of circumstances and will remain flexible in soliciting and providing such training upon request. 6.3.1-S8 CCTS now includes a specific Information System Training Specialist Senior position with a tailored job description reflecting the proper focus on development of training materials and systems. Central to that position includes insuring that CCTS remains up-to-date on current technology, and that appropriate courseware is developed or purchased. 6.3.1-S9 The primary Solution Center help line phone number for IT support is common campus knowledge. It will continue to be emphasized as the source of one-stop ITS support shopping help. 6.3.1-S10 Refine a working knowledge definition of the customer population. Identify possible means for improving efficiency. Identify all distributed support personnel campus-wide. 6.3.1-S11 Increase the number of web development, SQL, ASP and database development training courses. Maintain a highly trained team capable of training and consulting with departments to help them find solutions to their online application needs. Measures: 6.3.1-M1 Department briefs conducted during FY 2001 included: a session of the Human Relations Employee Conference, Fine Arts (management group), Arts and Sciences (generally advertised audience), Work Force Development, the Business Affairs Council, and Facility Services (management group). Wendy Garrison and James Howington attended formal training in 20
  21. 21. survey design. Their input will help in the design of both the training and general support evaluation surveys now being written in-house by the Software Training and Support Team. The surveys will be online and written in ASP. Finally, extensive informal consultation is done with a large variety of campus organizations in the course of support meetings such as those listed in section 6.4. (Source: R. Roberts, ITS) 6.3.1-M2 Number of user training classes taught and number of attendees. Classes Taught = 222 Attendees = 1200 Note: This includes one Ghost technology class for 21 campus IT Professionals. (Source: S. Sorden, L. Collette, ITS) 6.3.1-M3 Degree of client satisfaction with training and support activities. The client satisfaction rating rose from 3.6 in fiscal year 2000 to 3.65 during fiscal year 2001 on a 4-point scale. (781 evaluations) The two highest categories included instructor preparation and knowledge, rated 3.72 and 3.69 respectively. The majority of students would recommend the courses to others, scoring 3.75. The most significant area for improvement is materials, scoring 3.4. However, improved course documentation is being created. CCTS implemented courses that were requested in the online evaluations, meetings, and other sources such as FrontPage 2000 Intermediate, Advanced Access 2000, Excel 2000, Database Design, Dreamweaver, Understanding the Internet, and HTML. STS has discontinued regularly teaching courses such as Windows 95, Windows NT Networking, and PC Basics no longer being attended. Courses such as Eudora Pro, Microsoft Office applications, Advantage, and several others were upgraded to match the latest application upgrades. (Source: S. Sorden, ITS) 6.3.1-M4 Ratio of calls taken and resolved via Solution Center. Total Calls Taken: 47,922 (FY 2001) Calls resolved via Solution Center: 39,987 (83.4%) (Source: W. Garrison—ITS) 6.3.1-M5 The ITS web pages have been restructured in Front Page-compatible format and optimized to facilitate single change promulgation throughout the site. The ITS index web page is updated and maintained as a source for links to ITS services, support and information. Web hits to averaged 8660 per month. CCTS assumed maintenance of the software download page, ensuring that newly released versions of university-licensed software were available to end users on a timely basis. Ergonomic testing software was added as an available download. An informational page regarding compliance with Article 508 accessibility requirements was added as an ITS page Hot Topic. All CCTS pages were confirmed by Bobby as accessibility-compliant. The PC Support Team updated and revised their pages, adding internal instruction pages on IP assignment and DHCP registration, as well as external pages on basic computer maintenance. (Source: S. Sorden, L. Collette, W. Garrison, ITS) 6.3.1-M6 Two personnel were trained to use the new conference DHCP web-based registration tool – they then trained several end users to register conference attendee laptops. Provided intensive support in the Purchasing Department for Procard purchasing card software. Set up and maintained surveillance camera (webcam) equipment and software for the NAU Police Department. Provided assistance with the installation and use of wireless network access points and cards, which involved researching and testing new equipment as well as end-user training and support and co-ordination with the systems programming team regarding security issues. One team member dedicated two weeks to upgrading the Biology Department LAN (installed new server, re-installed specialized software, networked new clients, migrated data, trained lab personnel). Provided a technology plan for the Center for Sustainable Environments to improve communication and data sharing among center partners. (Source: L. Collette—ITS) 21
  22. 22. 6.3.1-M7 Examples include providing dynamic DHCP registration and connection checklists to DuBois and the Student Union, conducting Ghost training for campus support personnel, training Science and Math Learning Center employees on a conference registration web tool, and training two Biology Department staff in the use of their new wireless equipment. Unit- specific courses were taught in NAU Webmail, Corporate Time, PC Basics, Windows 95, Access and Excel 2000, and many others. (Source: S. Sorden, L. Collette, ITS) 6.3.1-M8 The Software and Training Support Team began development of in-house computer-based training on topics such as Advantage (pilot project), MS-Office and Eudora. These tutorials will be designed to be distributed through CDs and streaming media (Real Audio/Windows Media Player) and will allow our clients to receive training as needed and schedules allow, rather than having to wait for scheduled classes. A complete set of publish-on-demand tutorials were recently acquired to be used in the new Macromedia training track. Several white papers were written on topics such as connecting to databases in the NAU environment with Macromedia Ultradev and the options currently being employed by NAU departments to collect payments online. Computer Based Training remains available, with nearly 1400 individuals served over the past two fiscal years. 200 course titles are available at: The software download web page is also distributed on CD to statewide locations and upon request to local users. (Source: W. Garrison, S. Sorden, ITS) 6.3.1-M9 The primary support line is 523-1511. An ACD system is then used to pass more difficult issues to second level support. (Source: R. Roberts, ITS) 6.3.1-M10 Field Calls = 1388 Software and Training, 3,792 PC Support, 5180 Total (FY 2001, extrapolated from data collected since January). CCTS implemented a small reorganization at the beginning of the fiscal year, which moved two technicians to the PC Support Team. That team’s scope was expanded to include all repair, installation and upgrade issues, including software and previously shared operating system issues. The Software Training and Support Team (STS) now focuses on application utilization, continues to administer the training program, and has increased emphasis on web support. These minor changes have resulted in more efficient trouble report response, from call routing to completion. An in-house written, web-enabled, Oracle-backed ASP trouble report system (SOS) has been in use since January. Customized to our specific business processes, this system will allow targeted improvements to our services. Reports will be refined from the new SOS work order system to group customer populations and call types. This will be used to analyze current work effort and identify areas for improved efficiency and customer service. An FAQ was also implemented with similar technology, allowing both ITS and campus support personnel to search for specific lessons learned and similar technical information. Development of a general support survey to solicit feedback from our customers once their SOS tickets have been closed has begun. Upon closing a trouble report, an automatic email will be generated and sent to the customer asking them to fill out an online questionnaire at a linked site. Responses will be automatically saved to a database. This builds upon a current feature of the system, which emails the trouble report number to the customer when a ticket is opened, to facilitate any needed communication. Development of an internal support web resource is also nearing completion. This Solution Center project converts current indexed informational web pages to a web accessible, searchable database for storage and retrieval of support information, policies, procedures, instructions, etc. (Source: W. Garrison, L. Collette, S. Sorden, ITS) 6.3.1-M11 All STS team members aggressively maximized available training, focusing on web and database applications. Emerging technologies were concentrated on in preparation for support or informed evaluation of products for future support consideration. Examples include Macromedia (now partially supported), Stealthor (Corporate Time), Visual Basic, ASP, and Microsoft .Net. Possible future directions to explore in the coming fiscal year include MSSQL’s suitability for smaller scale databases in the NAU computing environment, and a critical evaluation of .Net technology as it emerges. (Source: R. Roberts, ITS) 22
  23. 23. 6.3.2 GOAL Disseminate information to end-users regarding standards and support levels of applications software and hardware. Objectives: 6.3.2-O1 Develop methods to promote software and hardware standardization university-wide. 6.3.2-O2 Establish and maintain communication methodologies to disseminate standards and promote a spirit of cooperation. Strategies: 6.3.2-S1 Coordinate updated fully and partially supported standards with campus IT professionals. 6.3.2-S2 Conduct a survey of campus departments to ensure that all distributed support personnel have been identified and are included in communication of ITS standards and methods. Continue to utilize a variety of communication and coordination methods to ensure maximum participation from campus support personnel. Measures: 6.3.2-M1 Support standards are periodically reviewed and updated by CCTS. Prior to publishing, new standards are coordinated within ITS through the monthly support meeting, and campus-wide through the forums mentioned in M2 below. Web site improvements mentioned earlier make it easier for campus support staff to locate and utilize NAU standards information. (Source: R. Roberts, ITS) 6.3.2-M2 Various email lists and support groups falling under the umbrella of support were consolidated into a single IT-Pro email list and group which conducts regenerated monthly campus meetings under the aegis of the PC Support Team Lead. The combined effect of the broadened scope and administrative consolidation promotes more efficient communication and standardization among a wider group of support personnel. The PC Support Team is completing revision of new IT-Pro training courses in addition to the Ghost class already cited. Opportunities to collaborate on on-site training, such as an Installing Windows 2000 course offered at NAU this year, will continue to be pursued when applicability warrants. (Source: L. Collette, ITS) Established communication methodology: Monthly training flyers mailed to all departments. ITS web site, including CCTS maintenance of the Hot Topics section. ITS Newsletter. Updates in NAU Today and NAU Update. IT-Pro email list. IT-Pro monthly meetings. New employee pamphlet and presentations. Booths at employee functions on campus. (Source: R. Roberts—ITS) 6.3.3 GOAL Assist campus departments in providing access to technology resources, training and support to all faculty and staff. Objectives: 6.3.3-O1 Develop standards for hardware and software to increase accessibility and enable faculty and staff with disabilities to utilize technology fully. 6.3.3-O2 Research and evaluate emerging assisting technology to increase access to open areas. 23
  24. 24. Strategies: 6.3.3-S1 Cooperate closely with the Affirmative Action Office, Disability Support Services, and other applicable campus departments to determine needed areas of the campus where access is not optimum. 6.3.3-S2 Facilitate coordination with campus departments and insure ITS facilities meet all requirements. Measures: 6.3.3-M1 CCTS has filled a recent gap in Affirmative Action or DSS support of several individuals by providing personal tutoring sessions on accessibility tools and their use. 6.3.3-M2 Proactively worked to empower the campus to comply with Section 508 accessibility requirements. This included making it one of the ITS web page “Hot Topics”, providing a web page with information and links to tools such as Bobby, ensured that all CCTS websites are Level 1 Bobby compliant, and providing software to test workstation ergonomics on the software download page. The ITS accessibility web site is at: sts/webaccess.htm. Number of fully accessible training facilities: two ITS training rooms are fully accessible. (Source: R. Roberts—ITS) 6.4 Information Technology Management 6.4.1 GOAL Provide leadership in determining and promoting the use of new technology tools. Objectives: 6.4.1-O1 Research, evaluate, and promote use of state-of-the-art technology tools for data management, access, querying, and reporting. 6.4.1-O2 Provide general campus support services in areas of cost and functional benefit. Strategies: 6.4.1-S1 Promote the ITS centrally supported tools in varied venues, such as classes, seminars, and demonstrations. 6.4.1-S2 As time and resources allow, provide IT support to smaller organizations on campus. Measures: 6.4.1-M1 Demonstrations or seminars conducted. CCTS Solution Center Retreat: 1 Electronic Portfolio Faculty Training: 2 NAU Athletics Freshman Orientation: 2 New Graduate Student Orientation Seminar: 1 Passport/FYE Presentations: approx. 170 separate presentations Previews Expo & Rotations: approx. 35 sessions ResNet “Installathons”: 4 SPSS/SAS Seminars for professors: 4 Statewide Computer Lab Training: 1 Statewide Nursing Student Technology Overview: 1 Student Electronic Behavior Workshop: 1 Study Abroad Student Orientation: 4 24
  25. 25. UNIX Basics Workshop: 3 UNIX System Programming Course: 1 course, 20 weekly sessions Science and Math Learning Center conferences: 2 Dell “quarterly” technology updates: 3 First Compaq technology update: 1 Microsoft technology update: 1 Attended and briefed each new employee orientation. (Source: ACITOs—ITS) 6.4.1-M2 Number of units assisted in determining proper technology acquisition and general support. ITS has provided prominent and far-reaching technical assistance to the following groups: Aids Prevention Project International/Study Abroad Office APSCC KNAU Affirmative Action KJAK Applied Indigenous Studies Kappa Delta Pi Arboretum Learning Assistance Center Art Museum LBGA Office Athletics Liberal Studies and Assessment Bilby Research Center Music Camp Bookstore NAUCard Budget Office NAU Central Ticket Office Campus Recreation Services NAU Instructional Television Campus Safety Services NAU Pipeline mentoring program Center for Colorado Plateau Studies NAU Police Department Center for Excellence in Education NAU Writing Project Center for Data Insight Navajo-Hopi Statewide Center for Sustainable Environments Newman Center Cline Library Office of the President College of Ecosystem Science and Management Office of the Provost College of Health Professions Office of the Vice Provost for Research and Colorado Plateau Research Station Graduate Studies Counseling and Testing Center Ombuds Office Creative Communications Orientation, Transition and Retention Services CTEL OTLE Disability Support Services Parking Services Distributed Learning Services Personal & Professional Development Programs DuBois Center Physical Therapy Clinic Ecological Restoration Inst. Planning and Institutional Research Elder Hostel for CBA Postal Services Electronic Media Integration Lab Public Affairs Employee Assistance & Wellness Recycling Center Environmental Sciences Registrar Facilities Management Religious Studies Faculty Senate Residence Life Forestry Rocky Mountain Research Center Four Corners summer project ROTC (Army and Air Force) Fronske Health Center STAR summer labs Future Work Force Development Statewide Gerontology/Senior Companion Student Life Graduate Admissions Surplus Property Graduate College Tech Share High Altitude Sports Training TV Services Human Resources Undergraduate Admissions Honors Department University Advancement Institute Tribal Environmental Prof UniversityHouse 25
  26. 26. Institute for Native Americans Women’s Studies Institute, Human Development Work Force Development (Source: ACITOs—ITS). 6.4.2 GOAL Ensure broad-based participation of campus constituencies in planning all information technology initiatives and services. Objectives: 6.4.2-O1 Enhance the advisory committee structure for information technology. 6.4.2-O2 Solicit planning input from academic and administrative units. 6.4.2-O3 Annually review and update policies and plans. Strategies: 6.4.2-S1 Create advisory opportunities for end-users through project oriented committees. 6.4.2-S2 Ensure that all input and requests from campus departments are acted upon in a timely manner. 6.4.2-S3 Develop and maintain a policy and plan review strategy that will ensure annual reviews take place. Measures: 6.4.2-M1 Effective representation of NAU community via advisory groups. President’s Management Team Data Warehouse Steering Committee SIS Steering Committee Student On-Line Administrative Resources (SOLAR) Steering Committee (Source: F. Estrella—ITS) 6.4.2-M2 Actions opened to assist campus departments. ITS continues to service campus users by supporting all requests for assistance. (Source: F. Estrella—ITS) 6.4.2-M3 Examples of new or updated planning documents. ACHD Website After hours outages reporting policy Computing Abroad brochure Computing at NAU brochure Get Connected CD-ROM Faculty Evaluation documents New employee brochure describing ITS services Previews Rotation Sessions Rewrote faculty evaluation data handling Super LOUIE Enhancements Updated course documentation for: Intermediate FrontPage 2000 Advantage Quick Reference Guide Understanding the Internet (in progress) Introduction to HTML (in progress) Advantage 2.0 Student Electronic Behavior Student Intern hiring program WebCT “Best Practices” (Source: ACITOs —ITS) 26
  27. 27. 6.4.3 GOAL Support University strategic planning processes. Objectives: 6.4.3-O1 Participate in the President’s Management Team and other strategic planning committees as requested. 6.4.3-O2 Support the university's budgeting process by submitting requested materials in accord with the University Budget Office policy and schedule. 6.4.3-O3 Continuously inform the campus on important IT news and critical events. Strategies: 6.4.3-S1 Participate in all PMT meetings and all other planning committees as requested. 6.4.3-S2 Maintain tracking mechanisms to ensure that all Budget Office requirements are met in a timely fashion. 6.4.3-S3 Issue press releases and newsletters to the campus as necessary to keep the campus informed of important IT issues. Measures: 6.4.3-M1 PMT presentations and/or meetings attended. The CITO participates as a member of the weekly PMT and has made presentations to two Dean’s Councils and one Department Chairs meeting. (Source: F. Estrella—ITS) 6.4.3-M2 Completion of budget requests and/or documentation in a timely manner. During FY01, ITS worked closely with the University Budget office to reconcile and complete all ITS budgets in a timely manner. (Source: F. Estrella—ITS) 6.4.3-M3 Reports and/or presentations given on IT-related environmental changes. ITS has provided multiple reports to the PMT, Dean’s Council and others at departmental meetings on PeopleSoft SAS Project (SOLAR), Advantage, Super LOUIE, WebCT, LDAP, Directory Services, Student Computer Ownership, and Financial Aid Reauthorization. Projects and progress are posted on the ITS Web pages. (Source: F. Estrella—ITS) 6.4.4 GOAL Support innovation in the use of IT at NAU. Objectives: 6.4.4-O1 Sponsor innovative projects in areas of instruction, research, service, or administrative functions. 6.4.4-O2 Collaborate with other organizations on such projects. 6.4.4-O3 Share information concerning external technological innovations with those in the NAU community who might benefit from such innovations. 6.4.4-O4 Support the advancement of all electronically delivered course development on campus. Strategies: 6.4.4-S1 As time and resources allow, sponsor innovative projects throughout the campus. 6.4.4-S2 As time and resources allow, collaborate with other IT project sponsors. 6.4.4-S3 Inform the campus of on-going projects and activities that may be of interest or benefit to others on campus. 27
  28. 28. 6.4.4-S4 As time and resources allow, support OTLE, Universityhouse and colleges in the development, maintenance and operation of all electronically delivered courses. Measures: 6.4.4-M1 Number of grants given through the Academic Computing Services Steering Committee. Due to funding constraints, no academic grants were given during FY01. (Source: F. Estrella—ITS) 6.4.4-M2 Examples of projects undertaken based on new uses of technology. ACHD Hardware Appointment Tracker Active directory planning Computer-based training tutorials done in-house Dana Password Hint/Answer Utility DHCP reorganization/mobile computing effort Enhanced “Get Connected” CD-ROM Expanded the Electronic Portfolio initiative FAQ searchable database for IT professionals Frontline ResNet Support Initiated 24/7 ACHD Support LDAP and Directory Services planning Redesign of main NAU webpage Telecom work order system (in-progress) Training course development in new technologies (Active Server Pages & Macromedia web tools) Trouble Report System (SOS) written in-house UniversityHouse WebCT Integration Web development projects for numerous customers Wireless research and testing (Source: ACITOs—ITS) 6.4.4-M3 Number of Web-based courses. Fiscal Year 1998: 11 Fiscal Year 1999: 80 Fiscal Year 2000: 279 (Source: P. Helford/F. Hurst—OTLE) Fiscal Year 2001: 248 (Source: P. Harden—DLS) 6-4.4-M4 Examples of other Web-based activities. 1. Current Graduate and Undergraduate catalogs online (Folio Sitedirector). 2. Super LOUIE online registration and tuition/fee payment system 3. Online timesheets for student and hourly staff (Oracle/Java). 4. Integrated website for all ITS departments. 5. NAUOnline website, courses, support, and advising for distant education students. 6. Webwizards home page development utility on Jan/Dana (Apache/CGI). 7. NAU Statewide Programs course processing system (Access/Cold Fusion). 8. Cline Library, digital exhibits, online image database, statewide access to online periodical databases and CD-ROM server. (Source: ACITOs—ITS) 6.4.5 GOAL Strive to maximize the potential of NAU IT units’ human resources. Objectives: 6.4.5-O1 Support campus diversity goals and enrich IT units through recruitment efforts. 6.4.5-O2 Find and fund professional development opportunities for IT staff. 28
  29. 29. 6.4.5-O3 Encourage managers to review with staff the progress units are making toward accomplishing their professional development objectives at least quarterly. 6.4.5-O4 Conduct annual evaluations for every staff member and manager to measure performance and assess development needs. 6.4.5-O5 Monitor market salaries for IT staff and strive to maintain competitiveness. 6.4.5-O6 Increase retention among the ITS staff. Strategies: 6.4.5-S1 Through retention and hiring practices, strive to maintain diversity in our workforce. 6.4.5-S2 Budget for money to allow all ITS employees an opportunity to attend formal training or other professional development activities. 6.4.5-S3 Review progress that all units are making to support their employee’s professional goals. 6.4.5-S4 Aggressively monitor progress to ensure that all appraisals are submitted on time. 6.4.5-S5 Together with HR, review the Mercer IT Compensation Survey to see how our salaries compare with the rest of the IT market. 6.4.5-S6 Both internally and with HR, identify ways to increase the retention of ITS employees. Measures: 6.4.5-M1 Increased diversity among staff and managers. Aggressive hiring practices have continued to enrich the diversity of the ITS organization. (Source: F. Estrella—ITS) 6.4.5-M2 Number of staff and managers attending training sessions. 90% of staff has attended a formal training session in the form of University Training, Vendor Training, or Computer-based Training. University-based courses through ITS, Human Resources, and EAW are available to all staff. (Source: F. Estrella—ITS) 6.4.5-M3 Number of total training days attended by staff and managers. Not currently available. ITS is implementing a formal tracking database for FY2002. (Source: F. Estrella—ITS) 6.4.5-M4 Completion of all staff and management evaluations on an annual basis. All annual evaluations were completed in August for Classified Staff and in January for Service Professionals. (Source: F. Estrella—ITS) 6.4.5-M5 Salary survey review. A major salary review was conducted by ITS management during FY01. The nation-wide Mercer Salary Survey of IT employees was used to see how far from market our IT staff was. Resources within our budget were found and salary adjustments were made based on policy decisions. Nearly $200K dollars were used to bring the lowest paid workers within 87% of the average Mercer salary for a given employee group. (Source: F. Estrella—ITS) 6.4.5-M6 Retention rate and strategies used. During FY00, 28 employees left ITS (17.2%), 13 employees were hired, and there are 27 vacancies as of 1 July 2000. 20 salary adjustments and 23 reclassifications/promotions were made during FY00. During FY01, __ employees left ITS (__%), ___employees were hired, and there are __ vacancies as of 1 July 2001. ITS developed its own Student Intern Program that will take advantage of talented students who wish to remain an ITS employee after graduation. Currently, there are four students enrolled in the program. Other strategies still in effect: flexible work schedule; telecommuting (upon approval); and casual work environment. (Source: F. Estrella) 29
  30. 30. 6.4.6 GOAL Continue to develop a culture within IT units focused upon quality, service, timeliness, and innovation. Objectives: 6.4.6-O1 Orient all new IT employees to the goals of the IT unit within the first three months of hire. 6.4.6-O2 Get management together for activities to build teamwork and improve overall management. 6.4.6-O3 Conduct staff workshops, meetings, or discussions focused upon quality, service, timeliness, and innovation within IT units. 6.4.6-O4 Increase the participation of IT employees in workshops and other activities offered by HR. Strategies: 6.4.6-S1 Instill in all new hires the “customer first” attitude by having managers discuss goals and objectives upon arrival. 6.4.6-S2 Hold management and staff retreats at least annually. 6.4.6-S3 Hold staff workshops, project participation or other activities to allow staff to supply input to the ITS management on critical issues. 6.4.6-S4 Encourage IT employees to take advantage of related workshops offered by HR. Measures: 6.4.6-M1 New hire orientations. All new employees are required to attend the HR New Hire orientations that are held once a month. (Source: F. Estrella - ITS) 6.4.6-M2 Number of managers attending workshops or other related events annually. No management off-sites were held last year. (Source: F. Estrella - ITS) 6.4.6-M3 Number of workshops and other professional development opportunities. A monthly IT staff meeting for all IT staff at NAU is now held. Also, an internal ITS staff support meeting is conducted once a month. Additionally, when travel dollars are available, ITS staff attends conferences and events relating to their fields. (Source: F. Estrella – ITS) 6.4.6-M4 Number of HR workshops attended. Numbers are not currently kept, but ITS employees are encouraged to attend training opportunities and workshops when they’re offered through HR or other in-town agencies. For example, nine ITS employees attended a “Lessons in Leadership” seminar given by Stephen Covey in June, which was satellite-broadcasted to Flagstaff. 6.4.7 GOAL As opportunities arise in academic, administrative, research, and service areas, use technology to promote participation, collaboration and partnering with the private and public sectors. Objectives: 6.4.7-O1 Maintain and enhance partnerships and participation in international, national and regional consortia for active development of instructional, research and technology opportunities. 6.4.7-O2 Participate with ASU and UA in collaborative efforts for networking and telecommunications. Collaborative efforts may include network management, outreach, and delivery, in order to enhance the relationship to include collaborative instructional development using technology. 6.4.7-O3 Extend the Arizona Partnership Plan to include more collaborative opportunities. 30
  31. 31. 6.4.7-O4 Participate with the Flagstaff Alliance 2000 on collaborative efforts among the City of Flagstaff, Coconino County, Coconino Community College, and Flagstaff Unified School District. 6.4.7-O5 Participate with NAUNet host locations on providing Internet connectivity and voice services. 6.4.7-O6 Partner with communication vendors to provide services to NAU faculty, staff, and students. Strategies: 6.4.7-S1 Pursue opportunities to participate in all opportunities that further educational advancements. 6.4.7-S2 Collaborate with ASU and UA in all possible situations. 6.4.7-S3 Extend the Arizona Partnership Plan to include the creation of universal access statewide in order to enhance the relationship to include collaborative instructional development using technology. 6.4.7-S4 Make sure an ITS representative attends all collaborative meetings with local community schools and government activities. 6.4.7-S5 Increase the centralization of software licensing for the campus where it makes sense and help provide a link between our vendors and rest of the NAU campus. Measures: 6.4.7- M1&M2 Listing of collaborative projects with ASU and UA. Arizona Distant Learning Website Project (ASU, UA, Oracle, ABOR) (Source: J. Campbell—ITS) ASU & Maricopa Community College site visit and cooperation on PeopleSoft (Source: S. Silberisen) Collaboration with ASU & UA on Networking & Telecom Depts. (Source: M. McGlamery) 6.4.7-M3 Number of collaborative projects with other institutions in the Arizona University System. Numerous Community Colleges/High Schools under our Statewide lab support (Source: J. Campbell) ABOR Arizona K-12 Center APSCC Sechrist Elementary School (Source: R. Roberts) 6.4.7-M4 Participation with local government and school collaborative activities. Participated in several meetings of the Alliance Technology Sub-Committee (Source: F. Estrella -ITS) APSCC Flagstaff Public Library Museum of Northern Arizona (Source: J. Campbell) National Park Service Flagstaff Fire Department Grand Canyon Nat'l Park Arizona Game & Fish United Way US Forest Service USGS/Babbitt Ranches (Source: R. Roberts) 6.4.7-M5 Partnership activities with university IT vendors. Hosted many vendor visits and participated in several high level planning and technical sessions. (Source: ACITOs—ITS) 6.4.8 GOAL Provide ongoing evaluation of all IT units. Objectives: 31