CASPER COLLEGE
TECHNOLOGY PLAN
Information
Technology Committee
October
25, 2000
TABLE OF CONTENTS
Section Page
I. Introduction 3
II. Partnerships 5
III. Curriculum
Integration 7
IV. Staff Development 8
V. Information
Infrastructure 9
Appendix A Grant-funded projects involving partnerships
and technology A-2
Appendix B Academic Computing & Information
Technology Committee
Yearly Planning Document dated 2-8-00 A-6
Appendix C Information Technology Committee Members A-22
Direct
Comments on this plan to:
Lois Davis, Chair
Information Technology Committee
Casper College
125 College Drive, Casper, WY 82601
Phone
307-268-2703 Fax 307-268-2224
E-mail ldavis@acad.cc.whecn.edu
Casper College Technology in Education Plan
The CC Technology in
Education Plan will consist of three parts. These parts are:
1. Planning and development;
2. Implementation of the plan;
3. Evaluation of the plan’s established outcomes.
Planning and
Development Process
Partnerships
The CC academic computing
department will work in partnership with the local communities to determine the
needs of the communities’ learners in the field of information technology.
Campus entities will support, expand, and improve student learning to maximize the benefits associated with technology.
Teachers will develop technology skills based on train the trainer concept thus providing instruction, guidance, and role models to students using technology.
Goals and Objectives
These needs as well as the
basic technology needs of the existing college organization will be used to establish
a classroom level, building level and campus level educational technology
plan. This plan will include all
hardware, software, campus interconnectivity and staff requirements necessary
to establish the technological learning environment dictated by the student
performance goals of the partnership.
Measurable outcomes will be defined so that the success in meeting these
goals can be quantified.
Evaluation of Resources
Existing resources will be
evaluated to determine the areas where the existing technology infrastructure
falls short of the established goals. A
list outlining the resources that need to be obtained, augmented or eliminated
to obtain these goals will be created.
Implementation of the
Plan
The list of resources that
need to be augmented and obtained will be used to establish the costs of new
hardware, software, campus interconnectivity and staff development essential to
the implementation of the plan.
Funding sources will be
evaluated and designated to meet various facets of the plan. These include but are not limited to
private, local, state and federal funds.
As funding permits, staff
development will be undertaken to assure that staff members are proficient and
ready to utilize the new technology in the classroom as it arrives.
The new technology will be
purchased and installed throughout the campus.
The new technology will be
used in the classrooms to meet the established goals of the plan.
Evaluation of Plan
Outcomes.
An assessment of Casper
College faculty will be made to determine whether the technology and training
is available to them to achieve educational technology goals.
An assessment of Casper
College present, graduate, and transfer students will be carried out to
determine if the equipment and services are or have been satisfactory for their
use.
The results of outcomes
measured by these assessments will be distributed to all parties taking part in
the planning and implementation process and used to evaluate its success.
The CC academic
programs work and will continue to work in partnership with the local
communities to determine the needs of the communities’ learners in the field of
information technology.
Goal
Casper College
will work with the community to increase the technology skills of the local
workforce.
Objectives
Activities
Casper
College works and will continue to work with our partners to develop a
customized technology plan for each partnership. Casper College has many partnerships throughout the CC academic
programs; the following list outlines several examples of our partnerships:
Evaluation
Verify
that partnerships are satisfactory to all participants
Verify
that resources, ideas, and other assets continue to be shared among partners
Continue
to add partners to current partnerships
Develop
new partnerships
See Appendix A for Casper College year 2000 Grant-Funded Partnerships involving technology.
Curriculum Integration
Vision
Seamless integration of the most educationally useful
and most field-appropriate technology into the standard curriculum
·
Educationally Useful:
Casper College will incorporate technology that will aid the student’s learning
of content and skills.
·
Field-Appropriate: Casper
College will incorporate technology which student can expect to find used in
their field of study and which employers will expect them to know.
·
Insure appropriate
instructional technology access.
· Promote institutional use of instructional technology
·
Encourage student use
of basic technology in existing courses
·
Incorporate training in
technological applications specific to the student’s discipline
· Encourage the inclusion of technology into
existing, standard courses
·
Acquire, maintain, and
upgrade the hardware and software for all students, faculty, and ISP to meet
curricular requirements.
·
Provide facilities for
instructional technology
·
Identify expected
general computer literacy benchmarks.
·
Identify field
appropriate computer literacy benchmarks.
·
Design syllabi to
include technology into existing, standard courses.
·
Provide tech classroom
for each discipline.
·
Assign new equipment
based on need and usage.
·
Establish a Virtual DE
Division
·
Budget authority for DE
technology
·
Oversee GenEd and
degree-required courses offered through DE.
·
Provide release time
(load credit) for upgrading tech skills to originators of technologically based
courses and curricula.
·
Provide release time
(load credit) to originators of technologically based courses to upgrade
curricula.
·
Provide avenue for
later users to learn technological applications to curricula; assign users of
best practices to tech-appropriate courses.
·
Compare new CC
standards and curricula to appropriate national standards (accrediting
agencies, etc.)
·
Compare new CC
standards and curricula to typical expectations of transfer institutions
·
Solicit opinions from
partnership entities.
·
Faculty continue to
review trends and changes in their fields
Staff Development
Vision
Technology used in instruction should be transparent,
not the focus; rather the Instructor’s presentation of engaging, discernible
content should prevail in the mind of the learner
Casper College Instructors will
have a working knowledge how to utilize appropriate technology for production of course content, presentation of course materials, and collaboration with students and
colleagues
To acquire an ongoing
long-term commitment of time and resources from the Institution to create a
support network whereby Instructors:
·
can acquire working
knowledge of and access to appropriate technology
·
are provided mechanisms
to maintain proficiency with skill level in the use of technology
·
are apprised of the latest
discipline specific tools and applications
·
have convincing
proposals to purchase items for production and presentation
·
receive incentives for
innovations in educational technology
·
use various
technologies to communicate with students and colleagues
· Establish a Technology
Staff Plan
· Establish a Technology Support Network
·
Align the Staff
Development Plan with the other Casper College Staff Development Plans
·
Align the Staff
Development Plan with Casper College School Improvement Plans (SIPs)
·
Place the support
network as part of the existing Information Technology Committee reporting to
the Academic Council
·
Conduct an evaluation
of each Division to determine what
Instructors would be served by the tools and applications specific to their
discipline and attaining proficiency in the use of those technologies
·
Prepare reports on
Instructors needs and concerns about their ability to effectively use
technology, in the classroom or at a distance, as an item for discussion at
Academic Council meetings
·
Develop a plan to
provide for compensation to those Instructors who have been recognized by their
Department Heads and Division Chairs as effective
innovators using technology, and on another level to provide the incentives
for those Instructors in the development stage
·
Continue support for
electronic communication tools and provisions for Instructor proficiency with
equipment and applications
·
Develop tools for
evaluation
·
Rely on learner
feedback, first and foremost
·
Compare with other
education and business entities to find out “what works”
·
Check various
disciplines at Casper College and share results regarding the use of technology
·
Compare results with
those Instructors not engaging
technology within the same discipline
·
Determine if the
Institution has been accountable in providing equipment, applications and
support
·
Determine if the
recipients of incentives for using technology are accountable
Equipment Vision (Academic Vision 1998-2002)
As Casper College makes the
commitment to become a college of first choice for citizens of the community,
state, and world, it will need to enhance its efforts at implementing
educational technology while continually updating instructional equipment. The
ability of the College to be competitive in the future will depend in part on
its willingness to effectively adapt to the ever-changing equipment needs
within the technologically rich educational arena of the twenty-first century.
Historically, Casper College
has annually allocated some money within its general fund budget to purchase
needed instructional equipment. Regularly, these funds have been supplemented
with generous gifts from the college’s foundation and through various grant
sources including Perkins, School to Work, and B.O.C.E.S. The need to replace equipment will only
increase in the future making it mandatory that the purchase of new and
replacement academic equipment be a major priority of the departments,
divisions, and the institution.
The Academic Council must
approach the acquisition of instructional equipment as a never-ending
process. Modern and responsive programs
will obviously require new and innovative equipment, while technological advances
will cause existing equipment to become outdated faster than ever before. The move by the institution to use
alternative delivery modes for its courses also has equipment and training
ramifications that must be immediately addressed. Procedures should be promptly developed that address software and
hardware standardization for support purposes.
For programs to remain
effective and of high quality a plan must be developed that will identify how
the academic arm of the institution will approach the acquisition of equipment,
especially during times of limited budget.
The institution will also take appropriate steps to increase its
utilization of external sources for the purchase of instructional
equipment.
Objective 1: Replace ¼ of the Academic Computing
equipment yearly. Only Pentium class
computers connected to the network. Newer
equipment to computer labs and to faculty either teaching Internet courses or
computer-related courses. Older
equipment is placed in lower use areas.
Objective 2: 4:1 Student to multimedia/Internet
compatible computer.
Objective 3: Not more than 1:1 non-student to
multimedia/Internet compatible computer.
In 2000, ¼ of current
Academic Computing inventory would have replaced 171 computers and 14
printers.
Of Objective 1:
Although 150 computers and
10 printers were purchased for use in Academic areas, not all were replacement,
a consideration number were added to inventory. Inventory numbers will be available February 2001.
Of Objective 2:
Casper College FA2000 3,831
total students or 3,108 FTE
Casper College multimedia/Internet
compatible computers available for Student Use 415
9.21 students per computer.
7.49 FTE per computer.
Of Objective 3:
Casper College benefited
employees 321 plus 100 adjunct faculty = 421
Casper College
multimedia/Internet compatible computers available for Faculty, Staff,
Administrative Use = 386
0.91 employees per multimedia/Internet compatible
computer
Objective: Replace software supported by Academic
Computing every two to three years. Provide
operating system and application software standards. Two standard (student and
staff) desktops per operating system supported to include operating system,
application software, virus protection software, electronic mail, ftp, telnet,
and web browser. Academic Divisions
select and purchase specialty software for their areas. Academic Computing will install and
configure as necessary.
A total of 20 academic
administrative software programs are supported; therefore, 8 to 10 programs
must be updated yearly. Divisions use
over 150 software programs. 50 to 75 of
the division software need to be updated yearly.
Academic administrative software upgraded 2000: Novell 4 to Novell 5, Pegasus 2.2 to Pegasus 3.2, Internet Explorer 4.0 to Internet Explorer 5.0, F-Prot to Inoculateit, Novell Client, MacIntosh Operating System. Began process of upgrading Office 97 to Office 2000. Began process of upgrading Window operating system from Windows 95 to Windows 98 and Windows 98 labs to Windows 2000. 9 of 20 (45%) of administrative software packages were upgraded. Objective reached.
Objective 1: Replace ¼ of equipment annually. 124 network devices in inventory.
Objective 2: Provide application prioritization, local
switching, management, and troubleshooting capabilities.
Objective 3: Move to gigabit
Ethernet in heavy use areas.
Plan schedule is:
AD,
BU, PS – 2000
Library, HS, WT – 2001
Objective 4: Upgrade network
equipment to 100mb in lower traffic areas.
SC, WA, KT, EI, Tate, CS
Objective 5: Move routing
from CCMAIN to SSR
Objective 6: Provide Internet connections to 3 resident
halls.
Objective 7: Complete
rewiring of Academic Lan from coax to Enhanced Twisted Pair.
Plan schedule to be:
Library, McIntire Hall – 2000
Werner Tech, Student Center, KT, WA – 2000
EI, Tate, FA, CS – 2001
Of Objective 1: ¼ of 124 network devices would be 31. 13 network devices were purchased. Not all 13 were replacement. Inventory numbers will be available February
2001.
Of Objective 2: Switches purchased were manageable devices
capable of local switching.
Of Objective 3: 3 buildings (Administration, Business, and
Physical Science) were moved to gigabit Ethernet.
Of Objective 4: Werner Ag upgraded to 100mb, Student Center
in progress.
Of Objective 5: In Progress
Of Objective 6: Internet connections to CC Academic LAN
provided in 3 residence halls to potential 376 students. In October 2000, 75 connections were active
per student request.
Of Objective 7: 3 buildings (McIntire Hall, Werner
Technical, and Werner Ag) were wired
Enhanced Twisted Pair. 23 of 27 buildings on campus connected to
Academic LAN. 15 of 23 buildings wired
twisted pair; 8 remain coax.
Objective 1: Personnel receive training and information
required to perform their job duties.
Objective 2: Personnel grow
within their positions by providing support for career goals provided the
training would serve the college.
Effort is made to obtain low
or no-cost training opportunities and Academic Computing Department has a line
item budget for registrations, in-state and out-of-state employee travel.
In 2000, five employees
attended one or more technology-related conferences.
One employee successfully
completed MOUS certification. One
employee completed CCNA certification.
One employee attended low-voltage wiring class. One employee hired with MCSE
certification. One employee hired with
CCNA certification. One employee holds CE certification.
One employee holds MS
degree. One employee holds BS
degree. Four employees hold AS degrees.
1 FTE technical staff per 50
computers.
Two computer service
departments exist at Casper College. Computer
Services support personnel reporting to Vice-Presidents of Student Services and
Administrative Services and the President’s Office. Computer Services also supports Colleague. Total number of computers supported by
Computer Services = 120
Academic Computing supports
personnel reporting to the Vice-President of Academic Affairs, the computer
labs, and upper division partners.
Academic Computing supports 681 Casper College computers plus 44
University of Wyoming computers totaling = 725
Both departments support
additional devices such as printers, scanners, and network equipment, which are
not included in the following ratio.
Computer Services = 3.5
full-time personnel/120 = 34.28 computers per FTE
Academic Computing = 5.5
full-time personnel/725 = 131.82 computers per FTE
Provide guidelines and
consequences of non-acceptable behavior.
Academic Computing
procedures are written and distributed to students and college personnel. All users indicate acceptance of the
procedures when logging onto the network and clicking OK past welcome
screen. Procedures refer to Casper
College policy 3300:10.
1. Needs Assessment to identify assets, threats, vulnerabilities
& cost estimates of possible losses.
None in place. Plan to develop
2001.
2. Plan for development and implementation. None in place. Plan to develop 2001.
3. Security Management—Tape backups made daily, virus
protection software installed in all clients and servers, software updated
periodically. Limited user account
management and system use monitoring.
4. Physical Security—Servers in central locked location
with regulated power. No portable
equipment policies and procedures.
5. Information Security—Plan to provide secure web
transactions not in place at present, backups are stored in separate location
than servers, all storage devices containing personal information are destroyed
before disposal.
6. Software Security—Academic Computing software stored
in locked cabinet past locked doors with limited access. Licenses maintained in separate office in
locked cabinet. Software standards are
set for acquisition.
7. User Access security—Each user has separate login and
password to Academic LAN including students.
Resident Halls on separate VLAN.
Remote access only to web servers, not to LAN servers. Users advised of security measures.
8. Network (Internet) Security provided by WEN network
includes Nokia firewall and NAT.
9. Training—Students, faculty, and personnel are advised
of security measures.
Evaluation of Plan Outcomes
Casper College Technology
Plans are coordinated with the Academic Vision document. The Academic Computing Department and the
Information Technology Committee prepares Yearly Planning Documents. See Appendix B for 2000 Planning
Document. Additionally, the Academic
Computing Department conducts Program Reviews biennially.
Surveys are conducted yearly
to determine the impact of the computing resources on the students, faculty,
and staff.
Academic Computing Survey is
administered each Spring to faculty and staff. Spring Academic Computing 2000
survey Question 9 indicated 88% of faculty agree strongly or agree somewhat
that they are satisfied with the work done by the Academic Computing staff
although only 64% indicated that their computer was adequate for the job they
need to do (Question 7). 8% were not
satisfied with the work done by Academic Computing and 4% had no opinion or
failed to indicate level of satisfaction.
93% of non-faculty supported by Academic Computing staff agree strongly
or agree somewhat that they are satisfied with the work done by the Academic
Computing staff although only 64% of non-faculty indicated that their computer
was adequate for the work they need to do.
7% of non-faculty were somewhat dissatisfied with the work done by
Academic Computing staff.
Casper College administers a
Wyoming Community College Survey of Transfer Students to University of
Wyoming. Question 16 of the survey asks
students to indicate the degree of satisfaction with services and offices that
provide service to students and the importance of each as the student
progressed through the educational program.
The Transfer Student
assessment dated Spring 2000 indicated that 64% of the Casper College students
transferring to University of Wyoming in Fall and Spring 2000 were satisfied or
very satisfied with the Computer Labs at Casper College. 25% indicated that they did not use the
Computer Labs at Casper College. 6%
were dissatisfied and 6% did not answer the question.
81% of the students surveyed
indicated that computer labs were an important college service. 8% of the students surveyed indicated that
computer labs were of no importance and 11% did not answer the question.
In the future, Casper
College will have technology-related assessment information for Entering
Students, Continuing Students, Graduate Students, and Employers of Casper
College Graduates.
Techplan.doc dated 10-25-00
APPENDIX A
MEMO
To: Lois Davis
From: Shirley Jacob
Date: October 19, 2000
RE: Grant-funded projects involving partnerships and technology
v
Joe Schaffner.
Instructional Support Super Site. Funded
by WDE, Perkins Leadership Program, for $31,716. This project employs individuals with
disabilities to assist CC faculty/staff and others with preparing Power Point
presentations and other applications of technology. The purpose of the Super Site is to demonstrate to employers,
including education institutions, that individuals with disabilities can
effectively use modern technology to provide important services. One young man who works at the Super Site suffered
an aneurysm when he was thirteen. He
has certain disablities but they don't stop him from being a whiz with Power
Point presentations. He can assist
YOU. Call the AT Centrum at 268-3075
for an appointment or call Joe Schaffner at 268-2535. The Super Site employees also work with Ann Loader, Individual Learning
Specialist for the Vocational Spectrum grant at CC.
v
Carmen Springer-Davis. Computer–Based Study Strategies for
At-Risk Populations. Funded by WDE,
Perkins Leadership Program for $15,000. Carmen's project is based on ten years
of research at the University of Oregon's Center for Electronic Studying. Carmen's project will demonstrate that
a-risk students can be successful in all their classes when they use
Computer-Based Study Strategies (CBSS).
Carmen will teach students to use CBSS in a special section of College
Studies and in classes at the CC English Lab.
She will use Inspiration
software and a SMART Board. Students
with certain learning disabilities improve in their writing ability when they
can use their hands to revise sentences and paragraphs. The computer-operated SMART Board allows
manual manipulation of written text. A
student simply walks to the SMART Board which is positioned in front of the
class, touches words or sentences and drags them to the desired location in his
composition. CBSS has a documented
record of success helping all students to be successful in course work. Carmen plans to provide training workshops
for personnel at the ABE/GED Center,
the CC Education Department, and the
AT Centrum.
v
Joe Schaffner. SMART Board. The AT Centrum applied for two grants from the SMARTer Kids
Foundation to purchase a rear projection SMART Board and NEC projector. To purchase the SMART Board, Joe used $7,892 in DVR funds to match the SMARTer Kids grant of $3,225. To purchase the NEC
projector, Joe used $2,725 in DVR funds to match the SMARTer Kids grant
of $1,795. The SMART Board is a useful technological tool for students with
learning disabilities.
v
Clare Eastes. SMART
Board. Clare applied for grants from the SMARTer Kids Foundation to
purchase a SMART Board and NEC projector so that the CC Education Department
could teach pre-service teachers how to use these technologies appropriately in
the classroom. For the SMART Board,
Clare's grant was $750, and Marsha Arzy arranged for a match
of $1,868
in Casper Regional Technology Center CRTC) grant funds. For the NEC projector, Clare's grant was $1,795 with matching funds of $2,725 from the CRTC grant.
v
Mark Steinle and Dale Williams. WY Tech Prep Consortium for Construction Technology. Funded by WDE for $32,611 for the third
year. The WY Construction Technology
Consortium works with Wyoming high schools and Casper College to promote
careers in construction technology. Mark Steinle directs this project and Dale Williams works with Mark as Career
Specialist. Among other objectives,
this project promotes the use of information and educational technology in the
development and operation of Construction Technology instruction programs and
provides work-based learning opportunities for construction technology students
and instructors. This project has very
strong backing from the WY Contractors Association. Visit the website at
wind.cc.whecn.edu/~WTPCCT
v
Joe Schaffner. AT
Centrum. Funded in FY2001 by Montgomery Trust for $25,000 as part of a three-year
grant. Funded in FY2001 by a contract
with DVR for $197,628.56. In FY2000 Joe wrote and directed a Perkins
grant project called '"Information/Training for Parents of Vocational
Students with Disabilities." Melinda Fenner Sausedo was the Parent
Coordinator. Joe's project has been nominated by the Wyoming Department of
Education to compete for a national award from the Association for Career and
Technical Education. In December, Joe
will travel to sunny San Diego for the ACTE convention.
v
Gary Donnelly. WY
Tech Prep Consortium for Business Education.
Funded by WDE for $25,553.
This new Tech Prep Consortium supports international business
education at Casper College; KWHS and NCSD is Casper; Campbell County High
School in Gillette; and East High School and Central High School in
Cheyenne. Students will market a
virtual product through an electronic network of about 2,000 international
Business Practice Firms (IBPF) all over the world. Students will interview for jobs within their IBPF, receive
virtual paychecks, make virtual reports.
Gary has an impressive list of Wyoming business and government partners
who will consult with the students about international business practices. The students will use See You See Me
software with a digital camera connected to their computers. When a student communicates electronically
with a student in another land, each student can see the electronic image of
the other student. Understanding the
language, values and customs of other peoples is obviously important as the
IBPF students market their products.
The global marketplace is becoming more and more important to Wyoming
businesses. This project will help to
prepare CC students to enter the global (and local) workforce after they
graduate.
v
Gary Donnelly.
Contextual Learning Seminar in International Business Practices. Funded
by B.O.C.E.S for $7,311.48. This project is modeled after a
successful project at Mercer County Community College in Trenton, N.J. Co-Directors, Gary Donnelly (CC), Mary
Hopper (KWHS), and LeeAnn Ladd
(NCHS) will develop new international business curriculum for marketing
classes. Gary Donnelly will develop and teach a new seminar (Contextual Learning in International
Business Practices) for college and high school students. By connecting with the International
Business Practices Firm Network, seminar students from the Marketing Programs
at KWHS, NCHS, and CC will create and operate a virtual business, marketing
virtual products in international market places. Students will acquire the knowledge and skills needs to conduct
business in a global environment including importing, exporting, and foreign
exchange in a virtual environment. The
seminar will stress teamwork, critical thinking and problem solving skills, and
technology skills. Selected students
will attend an international trade fair sponsored by the IBPF Network. This is
a companion project to Gary's Tech Prep project.
v
The Tate Museum has an excellent education website. The following projects will produce new
content for the Tate's website: The Tate and NCSD received $4,000 from the Business Resource Council for a Classroom Wyoming
grant called Tate Treasures. A team of NCSD teachers will work with
Tate staff to connect district science standards with Tate exhibits. These
connections between exhibits and standards will be posted on the Tate's
website. David is waiting to hear if
PacifiCorp has funded a $5,000
request. Also, David is developing a $10,000 grant proposal to the WY Community Foundation for the
"Stones and Bones" community
outreach project. The "Stones and
Bones project involves Casper businesses that will host free-standing, lobby
exhibits of rocks, minerals, fossils, and dinosaur materials from the Tate's
collection. The Tate's website will
carry educational materials relevant to the "Stones and Bones"
exhibit.
v
Paul Marquard.
Planetarium Workbook. Funded for $4,000
by the National Science Foundation's EPSCoR program. During the summer, Paul and a CC student created an on-line product for use in astronomy classes. The acronym EPSCoR
stands for "Experimental Program to Stimulate Competitive Research."
v
Dr. Evert Brown.
Eisenhower Professional Development Institute. This project was funded for
a second year by the WY Dept. of Education for $35,000. This project will
provide in-service and pre-service workshops for public school teachers. Eisenhower funds support five programs, two
of which involves technology in the classroom: Pete Wildman will use Eisenhower funds to support the WyTEC
workshop, and Dr. Jerry Nelson and Susan
Nelson will lead Internet workshops for teachers.
v
Marsha Arzy (CC) and Mark Antrim (NCSD). Casper Regional Tech Center (CRTC). Funded
by WDE for $113,160 for FY2001.
This project supports technology training, especially for teachers K-14
to assist them to incorporate technology in the classroom. Casper College instructors are eligible for
training under this grant. Also, this
grant supports training for information technology. Check with Marsha Arzy
(268-2704) for information about trainings to be scheduled this year. Marsha is the Coordinator for the CRTC. She also teaches the Cisco courses for the
Business Division.
v
Joan Bangen. Funded for $11,193
by the WY Department of Family Services for "Caring for Infants and
Toddlers. " An expert in early
childhood education, Joan will write
curriculum for a distance education course that will prepare child care
providers to meet state standards for certification. As part of a Head Start
Supplemental grant to the WY Institute for Disabilities, DFS funded Joan for $25,000 for "Connecting for Credit."
ACADEMIC COMPUTING & INFORMATION TECHNOLOGY
COMMITTEE
Response to Academic Affairs PLANNING DOCUMENT as of
2-8-00
The Academic Computing
Department provides computer-related technical support and assistance to
students, faculty, and academic staff.
The department maintains the academic network resources, software, and
hardware.
1. The Department
Director will prepare a prioritized, realistic master plan for equipment replacement and acquisition.
CC’s Academic Computing LAN
utilization continues to grow. One
indicator is the daily peak usage from 8am-5pm M-F:
1995-96
124
1996-97
210
1997-98
282
1998-99 No data
1999-2000
337 – recorded
1-18-2000 (Time period 12/23/99 – 1/21/00)
Life expectancy of equipment
is estimated to be 4 years. Software
can be expected to remain current 2 to 3 years.
Inventory dated 1-21-2000
indicates:
127 Full-time faculty/PCs
18 Full-time
faculty/Macs
15 Part-time
faculty/PCs
6 Staff &
Part-time faculty/Macs
25 Staff/PCs
19
Administrative/PCs
7
Administrative/Macs
351 Student Computer Labs/PCs
50 Student Computer Labs/Apple-Macintosh
12 Laptops/PCs
9
Workstudy/PCs
19 Goodstein
Library Staff & Faculty offices/PCs
14
Goodstein Library Student Access/PCs
6 Other (Park
College, Airport & Spares)/PCs
597 Total CC PCs (415 student use; 182 faculty, staff,
admin)
84 Total CC Macs
681 Total CC PCs/Macs (2 yrs ago – 615 total increase
66)
68 Printers
17 Scanners
21 Servers
124 Network Devices (hubs, switches, routers)
911 Total Academic CC Devices
24 UW/CC Staff/Faculty/Admin/PCs
20 UW/CC Computer Labs/PCs & Macs
18 UW/CC Printers
62 UW/CC Total Devices
973 Total CC & UW/CC devices (monitors excluded)
supported.
In order to replace ¼ of the
Academic CC equipment yearly, 171 computers, 14 printers, 31 network devices, 4
scanners would need to be purchased and a corresponding amount removed. (With current personnel – Academic Computing
can realistically replace a maximum of 150 computers yearly.) Majority of the
computers presently used were purchased as follows:
1994-95
100 Pentium 60
20 PowerMacs
1995-96 100 Pentium 133
16 StarMax
1996-97
31 Pentium 2166
1997-98
30 Pentium II 266
1998-99
150 Pentium II 400
purchased.
447
computers purchased past 5 years in large purchases, 224 purchased 1-4 @time
with various funds. PCs purchased prior
to 1995 at not in current inventory; however a few Apples were purchased prior
to 1994.
2. The Department Director, in consultation with the Technology Committee, will establish uniform software and hardware standards for all of academic affairs.
Supported by Academic
Computing for Administrative Purposes
Windows
95-8 & NT
Office 97 - 2000
Inoculateit
Hyperterminal
WS-FTP
Pegasus 3.11
Novell Client for Windows 95/98 & NT
Internet Explorer 5.0
Compass (networked)
First Place (networked for Placement)
The following software is
currently installed by Academic Computing in Mac faculty/staff offices:
MacOS 7.5 or 8.1
MSOffice 98 or MSOffice
4.2.1
Eudora Pro
Better Telnet
Fetch
Netscape Navigator or
Communicator
McAfee VirusScan or Virex
*Also, in a couple of
offices, older version of Adobe PhotoShop
Supported by Academic
Computing for Computer Labs
Windows 98
Office 2000
Inoculateit
Hyperterminal 5.0
WS-FTP
Internet Explorer 5.0
Adobe Acrobat Reader
Quicktime
Supported by Academic
Computing for Divisions
BU Software
Accountants Trial Balance – BU307 (networked)
Corel Draw 8 – BU307
Cortez Peters – BU122
Crystal Ball – BU125
Dragon Naturally Speaking Professional 3.52
FrontPage 98 – BU125
Harvard Graphics – BU307
Lotus Millennium Edition – (networked Lotus 97 until book
change) BU125
Maple V (networked)
Math Q
MediSoft – BU307
Project 98 – BU125
QuickBooks Pro 5.0
- BU122
Quicken Deluxe 99 – BU 125
Visual FoxPro Pro 6.0 – BU404
Visual Object Cobol & Cobol Workbench – BU404
WordPerfect 8.0 – BU307
Works 4.5 – BU307
PS Software
Derive – PS224, 325, 327 (networked)
Interactive Physics 3 – PS204, 208, 224
Maple V – PS204, 224, 325, 327 (networked)
Mini-Tab Student Release #9 – PS224 (networked)
OrCad – PS208, PS224
SkyGlobe, PS208, 224
Visual Studio 6.0 – PS224, 325, 327
StudyWorks --
(networked)
Health
& Life Science
Nursing
Mosby’s Drug Guide
Medi Sim Cardiovascular Series
COPD, Meded Health Service SW
Management Skills: Effective
Delegation
Medical Surgical Nursing
Venipuncture
Essentials of Cardiac Rhythm
Recognition
Schizophrenia
Medication Administration
Transcultural Perspectives in
Nursing
Critical Care Nursing
Medi-Sim
AMS – Laserdisc
Pediatric Assesment
Version 1
Vital Signs Version 1
Therapeutic
Communication Version 1
Intro to Cardiovascular
Exam Version 2.0
Problem Solving and
Decision Making Version 1
Postop Care – Nursing
Decisions Version 1
Adult Physical Exam
Version 1
IV Therapy
Central Venous Catheters: Nursing
Implications
Dosage Calculations
Psychomotor Skills Series
Radiographic Imaging
Radiography Physics
Radiation Protection Challenge
Radiography Corectec Program
Radiologic Anatomy
Modby’s Radiography Review
Professional Development
Agriculture
Feedmaster
Feed Ration
Biology
Benjamin/Cummings ADAM
Respiratory System
Benjamin/Cummings ADAM Nervous
System
Benjamin/Cummings CardioVascular
Benjamin/Cummings Comprehensive
Intelitool Cardiocomp
Intelitool Physiogrip
Intelitool Spirocomp
Physical Education
Dine Healthy Dine Systems Inc.
Trades & Technology
National Estimator
AutoCAD R14
Language & Literature
Rotkappchen goes Interactive
Dos Mundos
Landeskunde
German/Spanish/French/Italian Trans. Language
Triple Play Plus – German
Pronunciation – German
Rapports – French
Kontakte
Spanish Pronunciation Tutor
French Pronunciation Tutor
English Lab
ACT (Cliff)
ACT
(Kaplan)
Bldg.
Memory Skills
Diascriptive
(Writing)
GRE
(Kaplan)
GMAT
(Kaplan)
Improving
Your Vocabulary Skills
LSAT (Kaplan)
Parts of Speech I & II
Reading Calculations
SBI (Printer)
Spell-It
TechWrite
WordSmart
Reading Comprehension
Concise Writing
Grassroots (GRASP)
GRE – Cliff
Reading Efficiency
Inspiration
TOEFL
Confusing Words
Diascriptive Reading III
Drcloze3
Study Skills
Sound Sentences
Learning Styles Inv. (S.I.T.E)
SAT (Cliff)
SAT (Kaplan)
Word Attack #3
Developing Writing Skills – Disks 1, 2, 3
Glencoe Grammar
PLATO Pathways
Prepositions: Words that Show A Relationship
Speed Reader
Prepositional Phrases
Punctuation Review
Reasoning Skills
The Complex Sentence
The Complete Sentence
Excel-a-Read
How to Write Papers
GRE (Princeton)
Speedreading
The Formal GMAT Prep. Ver. 2.0
UW/CC
PeachTree Accounting
Lindo Solver Suite
Populus
The following programs are currently
installed in AD7 Mac Lab:
ClarisWorks 4.0
Abobe Illustrator 7.0
Abobe PhotoShop 5.0
Adobe Premiere 4.0
QuarkXpress 3.32
HyperStudio
HyperCard
Practica Musica
Finale
Band in a Box
Kaboom
FreeStyle
Graphic Converter
Nifty Telnet
SoundEdit 16 II
Adobe Acrobat Pro
JpegView
SoundAppFat
Stuffit Expander
MSOffice 98
Netscape Communicator
Textbridge Pro
QuickTake
Apple Nework Administrator
OnGuard
ZipTools
MacOS 8.1
Total PC Software
Packages Supported by Academic Computing
134
Total Mac Software Packages
Supported by Academic Computing 35
Total Software Packages
Supported by Academic Computing 169
Software- Hardware
Implications
PCs
Faculty & Staff
Offices:
Academic Assistants will be
upgraded beginning March, 2000 to Windows 98, Office 2000.
**Windows 98 & Office
2000 require minimum 133 processor with 32 mb RAM – 2.1 GB hard drive
required. (factory NEC 133s have 1.2GB
hard drive.)
Computer Labs:
Fall 2000 – BU will have 1
classroom of Windows 2000. Windows 2000
recommend 128 mb RAM (will run @96mb RAM), 10 to 20 GB hard drive, PII 400
processor. Currently no computers on
campus have 128 mb RAM.
OS8.1
currently installed. New computers
would have OS9. Application software
must be compatible with OS9.
As Academic Computing builds
the foundation of the LAN, equipment is purchased in order that the department
may respond quickly to the new delivery of courses. The equipment will provide application prioritization, local switching,
an increased ability to manage, troubleshoot, and plan for maximum capacity as
well as faster service. Several years
ago it was normal practice to route traffic with a Novell server; however
Novell 5.0 is engineered to be compatible with switching technology. Therefore, to have a properly functioning
network now, it is imperative to move the routing from CCMAIN to the SSR.
Goal
1: Move all Academic network routing from CCMAIN Novell Server to the SSR.
Goal
2: Provide switching capabilities
(SmartSwitches) in heavy traffic areas.
Goal
3: Provide 100mb service to all areas
of campus, prioritized according to traffic.
Goal
4: Purchase equipment that will convert
to Gigabit Ethernet.
1997-98
Bailey Hall wired & connected to network via SmartSwitch 6000.
97-98 SmartSwitch Router (SSR)
installed.
97-98 SmartSwitch 6000 purchased for AD
& BU providing 100mb service.
1998-99
Morad Hall wired & connected to network via SmartSwitch 6000.
98-99 Business Bldg wired to twisted pair
– providing 100mb to bldg
98-99 SmartSwitch 2200 installed BU308
& BU125 –providing 100mb to rms.
98-99 SmartSwitch 2200 installed PS &
HS –providing 100mb to bldg.
1999-2000
Move Subnet 112 (KT, WA, TM, CE) to Subnet 192 thus moving routing from CCMAIN
to SSR. Provide 100mb service to AD196,
BU307, LI205, WT, BU122, BU127, BU404, UW/CC offices, PS124 – Purchase 9
SmartSwitch 2200 – $52,675.
1999-2000
SSR Blades – to provide additional ports to move Subnet 112 to router and to
provide Gigabit capabilities – $16,900
1999-2000
Rewire Library to twisted pair, install SmartSwitch 6000 – $24,214(network
equipment only, wiring cost not included)*
1999-2000
Wire McIntyre Hall, install SmartSwitch 6000 –
$30,650(network equipment only)
*Wiring
project submitted to Building Renovations Committee Dec 99.
Upgrade
web server memory – 256 = $800
Upgrade
Pegasus = $1200
Purchase server for CCMAINBAK – Present server Proliant 2500 75Mhz 125 RAM is obsolete platform to run Novell 5 - $9,000
Microsoft NT server
3-4 computers for BU120
testing lab
Replace BU307
Replace BU404
Replace 4 office computers
2 color printers -- BU103
& BU125
Replace 16 Macs in Mac lab with
G4s (serial/USB adapter or USB MIDI converter, Imation superdisk/floppy drives,
zip drives.)
3 Macs for Dyer, Patton,
& Gunderson
Replace 13 Faculty macs with
StarMax from Lab.
1 computer with 17”
monitor–Dundas
1 color printer
2 P133s for theatre lab Rm
114 (has coax)
11 faculty computers with
zip drive upon request
1 laptop computer with zip
drive
1 laptop
1 color printer for AD7 lab
6 PCs to replace 6 Apple/Macs
in English lab (requires 24 port network hub)
Replace P60 computers
4 computers PS327
3 computers PS104
Wire PS209, 214, 216, 222,
117, 106, 109,119
1 computer Tate 121
classroom
2 laptop computers
1 HP Laserjet printer
Replace EI109—Autocad Lab
(15) Monitors not needed
Academic Computing
recommends:
1a. Purchase 18 Macintosh G4 & Apple
Monitors- AD7 lab (See Quote A)
1b. 16 Starmax now in AD7 moved to faculty
offices
1c. PowerMacs presently in faculty offices to
auction.
Total Cost - $56,388
2a. Purchase 115 computers in order to remove
P60s from Inventory
Total Cost - $172,500 (Quote
B)
2b. New computers to go:
Upgrade BU307 -
21
Upgrade BU404 – 21
Upgrade EI109 –
15
Dundas
- 1
BU offices
- 4
BU testing lab -
4
PS327
- 4
LI205
- 8
115-78 (37)
Move 37 computers from
program faculty to P60 faculty. Place
new 37 in program faculty.
Place BU307 (P133) plus 8
from LI205 + Dundas = 30
6 – AD151
3 – Theatre Lab
2 – Fine Arts Workstudy
1 – Social Science Workstudy
2 – PS adjunct
3 – LS adjunct
12 – Faculty now with P60s
30
Place BU404 (P2166)+ 4 BU
offices = 25
22- Faculty/Library now with P60s
3- PS104
25
Total P60s replaced
37 from faculty offices with new computer
21 – P133s (9 of
30 were new labs or replacing Apples)
25 – P2166
Purchase 3 laptops (2 for
Social Science, 1 L&L) = $7500
HP DeskJet 882C Color
Printer (2 BU, 1 AD7, 1 Krampert) @290 = $1,160
(HP 4500N/ENET $3,176 plus 4
toner—3 color 98.82 each, 1 black 78.82 & white cartridges= 296.46)
–expected life of color toners, 6000 pages; black, 9000 pages
HP Laserjet 4050N (10 replacements)
@1500 = $15,000
Upgrade currently owned
computers-- $10,000
3. The department will
work with faculty and students to expand the integration of technology into the
classroom.
5,000 student accounts on
CCMAIN
21 Internet Courses – 381
students
30 students with network
connection in Residence Halls.
415 student lab computers –
current operating system and software installed at various locations and open
various hours on campus.
1998-2000 In partnership
with BU dept provide 3-4 Internet courses per semester. Currently 240-student email accounts on
Wind.
1998-2000 In partnership
with BU dept provides 3 HTML authoring courses. Currently 30 personal web pages served.
1998-2000 In partnership
with Casper Regional Technology Center provided training in networking, CAT5
wiring, and fiber optics to student assistants.
113 faculty accounts on Wind
160 web sites served by Wind
1998-2000 Support Academic
Assistants in developing and maintaining department/division web-based
information by providing workshops and 1-1 resource.
1998-2000 In coordination
with Associate Vice-President provided Back-to-School workshops.
1998-2000 Provided 1-1
resource as needed.
1998-2000 Installed
WebBoard, WebCT, Divisional calendars on web server.
1999-2000 In coordination
with Casper Regional Technology Center provide workshops and training to
encourage incorporating technology into the curriculum.
4. The department will work
with the Technology Committee to study new methods of delivery that could
increase efficiency in the academic area.
The final report of the study will be submitted to the Vice President
for Academic Affairs.
In anticipation of
delivering courses utilizing various media via the LAN for distant delivery,
Academic Computing’s goal is to completely rewire the LAN from coaxial to
twisted pair enhanced Category 5 wire and to upgrade network equipment (as
described on page 7).
Following denotes rewiring progress:
AD – Building complete
BU – Building complete
PS – Building complete
except for lecture classrooms.
HS – Building complete
TBIRD – Building complete
VA—Building complete
To Do List
LI – Submitted to Building
Renovation Committee Dec 99
LS – LS104, LS117 (offices
complete)
FA
WA
KT
WT
CS
SC
EI
Tate
Fiber has been run from AD1
to AD6&7 computer labs. Fiber has
been run from PS124 to PS325A, from PS325A to 334, and from LS to FA.
5.The department will
work with faculty on developing courses that can be delivered electronically.
Academic Computing is
currently providing the following resources/services to support faculty
development of electronically delivered courses. 21 Internet courses offered Spring 2000, 381 students served.
E-mail
acad.cc.whecn.edu, Pegasus, POP Mail
wind.cc.whecn.edu, Pine, POP Mail,
WebBoard – Threaded
classroom discussion/chat
Housed on www.cc.whecn.edu
WebCT – Course
development/delivery software
Housed on wind.cc.whecn.edu
List Servers – Used for
classroom discussion
Web Site Hosting:
www.cc.whecn.edu, The
college’s primary web site
wind.cc.whecn.edu, currently hosting 160 Web Sites
Campus Network – Used to
interconnect all networked services
Personnel – Provide support
for resource access, and content development and delivery.
6.Director of Academic Computing will work with the Director of Planning and Institutional Research to insure that Casper College remains a viable institution of higher education well into the future.
The Office of Planning and
Research was closed June 1999. Planning
was moved to the President’s Office.
Information Technology Committee develops 1-year and 5-year Academic
Computing planning documents.
2000plan.doc dated 2-1-2000
Casper
College 1999 Network Diagram to be inserted here.
Mac
Lab costs inserted here.
CPU
quote on Deskpro EP Pentium III 600Mhz
APPENDIX C
Lloyd Agte, Language & Literature Division
Ralph Anderl, Faculty Senate
Kevin Anderson, Goodstein Library
John Brengman, Student Senate
Evert Brown, Life Science Division
Lois Davis, Academic Computing, Chair
Terry Gunderson, Fine Arts Division
Miles Hecker, Trades & Technology Division
Kelly Knutson, Agriculture Department
Susan Nelson, Physical Science Division
Alex Simon, Social Science Division
Carmen Springer-Davis, Peer Tutor Program
Georgia Wheatley, Business Division
Laurie Weaver, Health Science
Todd Wykert, Media Services