Unit Plan for Technology
Technology Plan FY 2011-2014
Educational Unit
Chadron State College
Prepared by: Linda Hunt Brown, EdD
Asst Professor
Table of Contents
Executive Summary…………………………………………………………………………………………………………………………..75
Background Information……………………………………………………………………………………………………..……………76
Technology Goals and Objectives……………………………………………………………………………………….…………….79
Current State of Technology and Needs………...………………………………………………………………..….……………82
Professional Development Strategy…………………………………………………………………………………….…………...84
Timeline…………………………………………………………………………………………………………………………………….……..87
Budget………………………………………………………………………………………………………………………………………………89
Evaluation………………………………………………………………………………………………………………….……………………..90
Attachments/Appendices
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7.
Technology Inventory Data Base……………………………………………………………….………………….93
Faculty Learning and Presenting………………………………………………………………………..………….97
Internet Use Policy………………………………………………………………………………………………………104
Universal Design Learning…………………………………………………………………………….……………..106
ISTE Standards for Teachers……………………………………………………………………………………..….108
The Educational Technology Committee
Annual Report 2011-2012 & Recommendations for 2012-2013…………………………………….109
References……………………………………………………………………………………………………………………113
Executive Summary
After a long period of continuous growth and development, the region has begun to reflect the national declining
population trends in rural areas. Refocused program offerings, coupled with distance and on-line technological
delivery format capabilities allow CSC to remain responsive to changing regional needs and to strengthen and
extend our outreach efforts. This technology plan reflects an emphasis on faculty professional development and
increased technology integration in face to face and online course delivery including the use of mobile
technologies.
Background Information
CSC Department of Education Philosophy
Education in a democracy is accepted as the most important human activity for the maintenance, perpetuation,
and advancement of the society. With this in mind, the Education Unit of Chadron State College is dedicated to the
development of visionary leaders. The program recognizes the institutional responsibility of developing leadership
which facilitates proactive behaviors in educators, for educational services to the public and non-public as well as
the rural, frontier, and urban sectors. The campus reflects sensitivity to the need of being a social model, both
flexible and adaptable, to the pluralistic and multicultural nature of the dominant society.
Students within the Education Unit are valued as unique individual learners, each wanting to learn and also
capable of making good learning decisions. Each student is a client to be served by the staff of CSC and in turn the
student (Teacher Candidate) will serve others after graduation in their role as an educator.
We believe the educator's role is to facilitate learning. The facilitation of learning is accomplished by creating
opportunities for all learners to actively participate in the learning environment and process knowledge through
methods appropriate to their individual learning styles. Our model is based, to a great extent, on the constructivist
theory of learning. The faculty within the Education Unit act upon a set of common beliefs that reflect the
importance placed upon the preparation of qualified professional educators, who will assume leadership roles
within the local education community and the education profession at large. In so doing, various methods of
instruction are planned to be consistent with sound theory and current research findings. The individual faculty
member is free to use varied approaches and personalized techniques in instruction. In creating a non-threatening
learning climate, allowances for the learning styles are encouraged and responded to through appropriate
teaching styles and open communication among all participants. Learning is believed to be inherently joyful and
efforts toward developing and maintaining this end are supported. The demands of the content of the subject are
not diminished in the teaching effort which will produce the greatest positive change.
Mission Statement: Visionary Leader Conceptual Framework
Chadron State College's Professional Studies Program (Teacher Education Program) is designed to produce
Visionary Leaders. Visionary Leaders inherit our profession's quintessential traditions and tools, and are made
aware of the best contemporary educational research and developments. We bequeath a vital educational vision one that honors both tradition and innovation - to our students.
Department Overview:
The Visionary Leader model is depicted by three interlocking circles, each representing an interrelated area of the
curriculum: General Studies, Specialty Studies, and Professional Studies. The Professional Studies circle consists of
six components that make up the conceptual framework for the Education unit. These components are:
1. Communication
2. Thinking Skills
3. Professionalism
4. Human Relations/Diversity
5. Methodology/Technology
6. Assessment
These six areas constitute the conceptual framework for the professional preparation programs at Chadron State
College. All six components are interwoven throughout the professional preparation programs.
Changes and Future Directions
After a long period of continuous growth and development, the region has begun to reflect the national declining
population trends in rural areas. (Environmental Trends, Vision 2011, http://www.csc.edu/csc2011)(Factors to
Consider in Planning for Chadron State College. D. Jones. Projected Change in HS Graduates, 1998/99 to 2010/11.
August 22, 2003). Outreach, via distance learning delivery modes and distant site programs, has resulted in
increased numbers of off-campus student enrollments. Refocused program offerings, coupled with distance and
on-line technological delivery format capabilities allow CSC to remain responsive to changing regional needs and to
strengthen and extend our outreach efforts.
Chadron State College serves several special sub-populations, each with differing needs. For example, ways must
be found to offer programs to place-bound students who are unable or unlikely to attend on-site classes at our
main campus. To accommodate this need, courses are transmitted via fiber and cable networks to distant sites,
allowing individuals or groups of students to participate in real-time classroom experiences. Courses are also
available on-line, via the internet, allowing participation by candidates at any location with internet access,
meeting individual scheduling and study needs. Non-traditional student populations include adults interested in
personal or professional development while continuing to perform family and/or employment responsibilities.
Additionally, articulation agreements maintained with community colleges ease the path for the transfer to
completion of a four-year degree program at CSC. The nature of these agreements allows interchange of services
to individuals in various areas of the region, and assists them in preparation for their chosen educational goals.
Technology Vision: Vision Statement
All students will be prepared to meet the challenge of a dynamic global society in which they participate,
contribute, achieve, and flourish through universal access to people, information and ideas. The CSC Educational
Unit Technology Literacy Standards incorporate the Information and Communication Technology (ICT) Literacy
skills developed by the Partnership for 21st Century Skills; the National Educational Technology Standards for
Students (NETS•S) developed by the International Society for Technology in Education (ISTE); as well as ISTE's 2007
draft NETS Refresh. These Technology Literacy Standards fall into three broad categories:
Standard 1: Demonstrate proficiency in the use of computers and applications, as well as an understanding of the
concepts underlying hardware, software, and connectivity.
This standard includes:
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proficiency in basic productivity tools such as word processing, spreadsheet, database, electronic
research, e-mail, and applications for presentations and graphics;
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conceptual understandings of the nature and operation of technology systems; and
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learning and adapting to new and emerging technology tools.
Standard 2: Demonstrate the responsible use of technology and an understanding of ethics and safety issues in
using electronic media at home, in schools, and in society.
This standard
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relates to social, ethical, and human issues. It promotes positive attitudes toward the uses of technology,
as well as responsible use of information. This standard also includes recognition of technology’s impact
on civic participation, the democratic process, and the environment;
aims to ensure that students understand general rules for safe Internet practices, including how to
protect their personal information on the Internet;
is to help students develop an awareness of the personal image that they convey through the information
they post on the Internet;
aims to ensure that students understand federal and state laws regarding computer crimes; and
supports students in exhibiting leadership for digital citizenship.
Standard 3: Demonstrate the ability to use technology for research, critical thinking, problem solving, decision
making, communication, collaboration, creativity, and innovation.
This standard:
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focuses on applying a wide range of technology tools to student learning and everyday life;
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aims to ensure that students will be able to use technology to process and analyze information;
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is to help students develop skills for effective technology-based communication;
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includes the use of technology to explore and create new ideas, identify trends, and forecast possibilities;
and aims to provide students with an awareness of how technology is used in the real world.
How the Plan Was Developed: Research was conducted of ITSE and NTES standards and current and future trends
in education in technology. A team of educator’s worked together with the Information Technology specialists at
CSC to identify current technology and determine future educational needs for the Department.
Technology Plan Team Members: Dr. Don King, Dr. Linda Hunt Brown, Dr. Henry McCallum, Dr. Jesse Sealey
(Education Faculty), Jereme Patterson (IT Specialist in Teaching and Learning), Ann Burke (Chief Information
Officer), and Elizabeth Stetson (graduate student/former classroom teacher).
Technology Goals and Objectives
Goal 1: All education students will be prepared to excel in the community, work place and in our global society
using 21st century skills.
GOAL 2: All educators will attain the 21st century skills and knowledge necessary to effectively integrate
educational technology in order to enable students to achieve the goals of the core curriculum content standards
and experience success in a global society.
GOAL 3: Educational technology will be accessible by students and instructors and utilized for instructional and
administrative purposes in all learning environments, including classrooms, library media centers, and other
educational settings such as community centers and libraries.
GOAL 4: The Department, with the support of CSC IT department, will establish and maintain the technology
infrastructure necessary for all students, faculty and staff to safely access digital information on demand and to
communicate virtually.
In a digital world, students need to learn to use the tools to master the learning skills that are essential to everyday
life and workplace productivity. This proficiency is known as ICT (information and communication technologies)
literacy, defined by the Programme for International Student Assessment as “the interest, attitude and ability of
individuals to appropriately use digital technology and communication tools to access, manage, integrate and
evaluate information; construct new knowledge; and communicate with others in order to participate effectively in
society.” This definition goes far beyond a narrow technical competency, which is a relatively low-level skill, to
including higher-level skills, critical thinking and intelligent, creative and ethical use of technology. –A Policymakers’
Guide to 21st Century Skills (p.11)
GOAL 1: All students will be prepared to excel in the community, work place and in our global society using 21st
century skills.
Objectives for Goal 1:
1.1 Educational technology will be infused across all curricular areas:
 aligned with both the most recent version of the Curriculum Content Standards and the
International Society for Technology in Education (ISTE) National Educational
Technology Standards, and
 focused on student centered, problem-based, real-world curricula to attain 21st century
skills.
1.2 All students will demonstrate proficiency with educational technology, information literacy, expert
decision making and complex communications.
1.3 Instruction and content materials will be universally designed to assure access for all learners through
technology.
1.4 Technology will be used to pursue academic excellence for every student by supporting learning.
1.5 All students and learning communities will have ubiquitous, equitable and barrier-free access to online resources and other distance learning technologies.
1.6 Research-based information will be disseminated identifying both emerging and promising practices in
educational technology so that the educational community will continue to support the development of
21st century skills necessary for students to excel in the community, work place and in a global society.
GOAL 2: All educators will attain the 21st century skills and knowledge necessary to effectively integrate
educational technology in order to enable students to achieve the goals of the core curriculum content standards
and experience success in a global society.
Objectives for Goal 2:
2.1 Educators will participate in ongoing, sustained, high-quality professional development activities
focused on infusing 21st century skills into curricula and instructional practices.
2.2 The Educational Unit will provide professional development opportunities and technology support for
educators in order to enhance proficiency in the planning, funding and implementation of integrating
technology-based resources and in assessing technology integration.
2.3 All supervision and evaluation practices will address the effective use of educational technology for
student achievement of the Curriculum Content Standards and success in a global society.
2.4 All educators will use technology tools and applications to provide opportunities for authentic,
student-centered, inquiry-based learning with a real-world focused curriculum.
2.5 All educators will use e-mail and other interactive tools to communicate with students and other
educators electronically.
2.6 All educators will act responsibly and ethically when obtaining and using technological resources and
applications.
2.7 The Educational Unit will have an instructional technology liaison who offers timely, onsite guidance
and modeling to enhance faculty proficiency in using and managing technology-based resources.
2.8 All educators will model and/or promote the effective integration of educational technology and
information literacy.
GOAL 3: Educational technology will be accessible by students and instructors and utilized for instructional and
administrative purposes in all learning environments, including classrooms, library media centers, and other
educational settings such as community centers and libraries.
Objectives for Goal 3:
3.1 All students and educators will have consistent, equitable and barrier free access to appropriate
technology including technologies with universal design features that assure access for all students in all
learning environments.
3.2 Educators and students will have ubiquitous and effective access to on-line resources and other
distance learning technologies.
3.3 The Educational Unit will provide access to course and multimedia content in all learning
environments that supports CSC students and staff for anywhere/anytime learning.
3.4 Educational Unit classrooms will be connected to high- speed voice, video and data networks in most
learning environments.
3.5 Chadron State College will have web sites that meet the following criteria:
Informative, interactive and timely, relevant to local, state, and regional community, allows access to
email (such as web portal) and network, and meets accessibility standards [Section 508 compliant
(http://www.section508.gov/) and National Instructional Materials Accessibility Standards
(http://nimas.cast.org/)].
3.6 All educators will have access to technical support via a technician and/or other means as necessary to
maintain equipment and infrastructure through the CSC IT Department.
3.7 The Educational Unit will investigate establishing partnerships, including, but not limited to, other
public agencies and entities, educational institutions, community-based organizations and private
corporations to increase opportunities for sustained technological access and broad, collaborative
learning environments.
3.8 CSC will implement their Acceptable Use Policy (AUP) and other means to ensure that all members of
the learning community are able to use technological systems, online resources and software in a safe,
ethical and secure manner.
GOAL 4: The CSC IT department will establish and maintain the technology infrastructure necessary for all
students, faculty and staff to safely access digital information on demand and to communicate virtually with input
from the Educational Unit.
Objectives for Goal 4:
4.1 CSC IT Department will obtain and/or maintain high-speed networks, current hardware/software and
Internet access which enable all students and educators to support their curricular activities.
4.2 All educational buildings will have the equipment, connectivity and technical support necessary to
provide e-learning opportunities in all learning environments.
4.3 All educational buildings will have the availability of technical staff to support and maintain their
technology resources and systems.
4.4 CSC administration will conduct an analysis and use the results to budget for effective implementation
and support of educational technology systems.
Examples of assistance that will be available through the Nebraska Department of Education to enhance the
achievement of the Educational Units goals are:
 Maintain the Nebraska State supported telecommunications system with useful and pertinent
information supporting the use of educational technology.
 Form strategic partnerships with the education and business communities to develop projects and
provide resources that will enhance student achievement using educational technology and information
literacy skills.
 Research both emerging and promising practices in educational technology implementation by
participating in workshops, conferences/seminars at international, national, state and local levels.
 Provide research and policy support for the development and use of online courses and virtual schools.
 Identify, assist and support universal designed education to assure access to content and resources from
the federal, state, county, local government, and the private sector to support necessary and effective
implementation of educational technology (e.g., technology assistance).
 Collaborate with professional associations and businesses to identify and reward established educational
technology projects and programs at the international, national, state, county, and local levels that are
exemplary practices for the application of 21st century skills in teaching, learning, and collaboration.
 Encourage innovative educational technology programs and fill gaps in implementation through targeted
grant programs at the state level.
 Make available the results of international and national technology surveys and research with emphasis
on Nebraska’s results as well as related educational technology assessment information to the state’s
educational community and to the public.
 Model the use of technology.
Current State of Technology
A computer inventory is attached in the Appendix. Other items include are:
 Databases and Information Resources
 Servers-forty campus-wide
 PC Workstations for all EU staff and faculty
 PC lab for 24 workstations for student use with three scanners and printer
 Integrated Library System (online catalog, circulation, etc.)
 Network Equipment and Software (hubs, routers, etc.)
 Telephone System is digital
 CCTV (Closed Circuit Television Equipment for Distant learning labs) Resources for distance
learning programs are sufficient to provide reliability, speed, and confidentiality of connection in
the delivery. Reliability: During the 2011-2012 school year, CSC approved the purchase of
videoconferencing equipment to provide both computer and mobile based distance learning
opportunities as well as upgraded “core” room conferencing equipment. The upgraded room
equipment replaced obsolete Polycom systems with modern standard-based H.323 HD capable
videoconferencing systems that are fully supported with a manufacturer 3-year warranty. The
ITV room upgrades will also include long-life LED projection systems, HD capable document
cameras, flat panel television upgrades and hands-free microphone capability. The replacement
equipment is specifically aimed at increasing the uptime of ITV classroom equipment while
providing enhanced capabilities.
 In addition to the room-based equipment upgrades, the computer-based videoconferencing
platform (Vidyo) provides redundant (bridging) capabilities as well as the ability to record and
stream room-based connections. CSC’s off-campus ITV room-based locations are connected
through dedicated T1 circuits that are managed by the Nebraska Department of
Communications. Our campus infrastructure is connected with redundant statewide circuits.
 Speed: Currently our typical ITV classroom connections are connected at a rate of 384kbps over
dedicated state-managed IP circuits. This connection rate will likely increase as access to
increased bandwidth is readily available. The current room-based equipment can support 720p
resolution and dual-stream H.239 content sharing.
 Computer-based videoconferencing connections are designed to work over public unmanaged
networks of varying bandwidth. Our computer-based videoconferencing solution (Vidyo) can
provide up to 1080p resolution and also provides H.239 content sharing capabilities. We
currently do not use computer-based videoconferencing for dedicated classroom instruction.
 Confidentiality: ITV classroom equipment is H.323 IP-based and transmitted over dedicated state
networks for classroom instruction. Encrypted transmission is possible, but not implemented
due to the inherent security of the managed and dedicated state networks.
 Reliability: Within the past school year, Chadron State College has been constantly improving
the reliability of our distance learning program with upgrades and improvements to our campus
learning management system, Sakai. The majority of these upgrades took place on the technical,
hardware side of things. This included working with our hosting provider, rSmart, to determine
how to best address certain issues. Ultimately, it was decided that the hardware set-up our
instance of Sakai was running on was insufficient for our current (and future) demands. Over the
course of a week, rSmart worked to move our instance to upgraded hardware. Since this
transition, the reliability, stability, responsiveness, and performance of Sakai has improved for all
users – the exact goal of the project.
 Also, Chadron State College worked with rSmart to address a concern involving the maximum
number of concurrent users available at one time. While Chadron State College continues to
offer more of an online presence, the need to handle this request became a top priority. That
being said, we can concurrently operate with 2,500 users with no ill effects. This improves the
reliability of Sakai by ensuring that each user can access, function, and excel within the learning
management system with no bumps.
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Speed: In regards to speed, Chadron State College’s instance of Sakai is performing as
expected. Certain variables make keeping a constant speed for all users impossible. However,
we work to ensure that stability of the system is in place for heavier workload times and
increased demands. It does not matter if the user is sitting in front of a computer with a 100
mbps connection or working off of a satellite Internet source, the speeds associated with Sakai
response time are adequate for the tasks at hand.
 Confidentiality: The confidentiality of Sakai is based around a password protected
approach. Each user is given a unique user ID and password combination.
 Math department has calculators, SmartBoard Sympodium, and manipulatives
Assessment of Educational Unit’s Technology Needs:
Comments from the technology survey done in February, 2012 on needs for the departments:
Specific to the area of Physical Education and Health Education:
 Wireless head microphone and portable speakers
 Used dual DVR
 Pedometers
 Heart rate monitors
Specific to the area of Teacher Education:
 Adobe e-learning suite
 Hypersnap products
 Google mail/Docs/Websites
 iPad 2, Iannotate, readers
 One note Windows, Tablet PC’s
 Smart Products
o Presentation software (math)
o SmartBoard
o Interactive Monitor
Specific to the area of Science Education and Math Education:
 TI Inspire CAS graphing calculator
 Vernier probes/LabQuest/Logger Pro
 National Instruments LabView 2011
o Integrates all sorts of equipment
o Lego Mindstorms 2.0
o Stem Experiments
 End Note, reference software for Word
 More TI-84 calculators
 More Manipulatives Spec. applications students learn
 To use Excel for descriptive
 A inferential data analysis
 A regression graph
Staff Development Strategies
A thriving learning community focuses on improving learning for all of its members. In order for staff members
to create powerful learning experiences for students, they need to be engaged in the same. The CSC
Educational Unit describes a system which “promotes continuous inquiry and improvement embedded in the
daily life of the educational process and which focuses on individual, collegial, and organizational improvement.
The professional development strategies for improving learning and teaching with technology are a part of
strategic plans of the institution and also of the Educational Department.
Targeted Areas for Implementing Technology Goals
PRODUCTIVITY:
 Increase teaching time by using management programs to streamline grades and attendance
via TK-20. Begun in Spring of 2012. Ongoing training until complete implementation by April,
2013.
 Increase use databases, and spreadsheets to manage student data. (Ongoing)
 Increase preparation of high quality teaching materials at the desktop. (Ongoing)
COMMUNICATION:
 Use electronic mail systems to communicate throughout the learning community.
Completion implementation Fall 2011.
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Use network access to link up with other educators on specific topics through online
discussion groups and professional listserves including participation in campus Faculty
Learning Community’s (FLC)(Ongoing)
Increase communication with learners by phone and email exchanges, and by posting
information on course and CSC websites. (Ongoing)
Collaborate with distant learning partners via online national/international projects
and distance learning opportunities. (Ongoing)
INFORMATION:
 Access current information to supplement teaching resources with electronic sources and online
services. (Ongoing)
 Access professional journals and information online.
ASSESSMENT:
 Evaluate individual work and class progress with reporting options available on software
programs. (Ongoing)
 Report student achievement through online software (currently SAKAI).
 Review portfolios of student work and writing saved on the network. Implementation is
increasing and should be complete by April 2013.
INSTRUCTIONAL RESOURCES:
 Use a variety of multi-media materials to more effectively differentiate instruction to reach
students with diverse learning styles and needs. (Increasing)
 Increase student motivation with expanded multi-media resources for classwork and
assignments. (Ongoing)
 Provide opportunities for students to work collaboratively and actively. (Ongoing)
 Guide student use of the Internet by creating and using integrated curriculum. (Ongoing)

Guide students to deeper investigations by collaborating with other educators and students to
create online student research projects. Working in collaborative groups, students are
challenged by an intriguing question which prods them to seek information, display it, process it,
and produce a presentation of their solution. (Ongoing)
Staff Needs Assessment
Since the outset of the technology implementation staff have completed several Technology Skills Selfassessment. The results are used to plan for staff development opportunities.
Building a Culture of Continuous Staff Learning
Peer Experts
 The Educational Unit has identified “experts” or “lead learners” who assist colleagues with new
programs or ongoing learning.
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Library Media Specialists, Educational Technology Committee (ETC) campus-wide, the Educational Unit,
and the IT Department offer support and in-service, including the “just-in-time learning” and “Lunch-box”
in-service opportunities.
 T o increase literacy and improve student learning, faculty members are creating FLC’s teams to study
student learning and their own teaching.
Campus-wide Support Strategies
Network Services Support
 The Information Technology (IT) (Network Services) Department supports staff and students with
phone and email Help lines.
 The IT Department has application support specialist answer specific questions and designs and
offers workshops on applications such as desktop management, using email, and using Microsoft
Office applications.
 The Teaching and Learning center has trained specialist to support student and faculty in the
development and use of SAKAI.
Library/Media/Technology
 The Library/Media staff coordinates courses and workshops. Courses are offered in a variety of formats
and times.
 Staff members coordinate in-service and learning activities conducted via videoconferencing.
 LMT builds a professional library of books, videos, and resources to support student and staff
learning.
Learning and Presenting
Faculty regularly attend and present at conferences such as the annual. See appendix Exhibit B for list.
Clear Expectations Tied to Professional Practice
As part of the National Technology Standards published by ISTE, educational technology foundational skills
have been established for pre-service and in-service teachers. The standards fall in six areas:
• Technology operations and concepts
• Planning and designing learning environments and experiences
• Teaching, learning, and curriculum
• Assessment and evaluation
• Productivity and professional practice
• Social, ethical, legal, and human issues
Funding for Professional Development
Funding for staff development has been understood by the Educational Unit to be critical to the successful
implementation of technology. To date the Unit has primarily funded staff development through Chadron State’s
allotted Professional Development contractual agreement. However, CSC also has funded Technology Trainers in
SAKAI and TK-20 and some provided for release time for faculty trainers. Also:
 All faculties receive funding for professional develop via contractual agreement of $500.
 All faculties have the opportunity to receive funds from a Faculty Senate Professional Development
committee who distributes money through a competitive process. The amount is generally $450 per
faculty.
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The College funds institutional initiatives for faculty training and development through campus based
trainings and conference based trainings. Some examples are the operation of open source courses and
text, online teaching techniques, and information and data management system training.
The College funds technology training and development through the Teaching and Learning Center
activities.
The College has discretionary travel funds set aside for faculty and student group travel for training and
development purposes. Proposals are required to acquire these funds.
Benchmarks and Timelines
Timeline developed by the campus-wide CSC Educational Technology Committee
The ETC meets on a monthly basis to evaluate and make recommendations to CSC administration. These
recommendations are done annually in March or April.
Academic Technology Initiatives Fall 2011
1. Academic Advisement/Degree Audit Update
Description: Provide students and faculty/advisors access to a current on-line degree audit academic advisement
module in MyCSC. Update the academic advisement PeopleSoft module with the 2011-2013 program/plan
information. This will eliminate the need to request a manual audit through the Registrar’s Office, resulting in
more effective advising and degree completion planning.
Leads: Dale Williamson/Michele Rickenbach
2. DoE Clearinghouse Online Transcript Request Implementation
Description: Provide students with an on-line transcript request process. This will streamline and speed up the
request process.
Lead: Dale Williamson
3. Mediated Classroom Technology Upgrade
Description: Provide faculty with updated, consistent, well supported classroom computers by upgrading software
and establishing a predictable, budgeted replacement cycle of equipment. This will support the April 19, 2011
Faculty Senate ETC recommendation “…to provide the latest versions of system and application software to
support the preparation of students for the workforce of the future”.
Lead: Ann Burk
4. Faculty Email/Groupware Research
Description: Research the possibility of outsourcing faculty e-mail/groupware, as per the April 19, 2011 Faculty
Senate ETC recommendation.
Lead: Ann Burk
5. Application of Technology by Faculty
Description: Utilize an all faculty meeting for faculty technology use demonstrations. Set up 3-4 ten minute
parlors providing faculty the opportunity to rotate through each demonstration.
Lead: Ann Burk
6. Sakai Oversight Committee
Description: Establish a venue for Sakai related operational issues to be presented, discussed, and resolved. Work
with rSmart to research and implement new features and procedures. Communicate progress/status updates to
the ETC. Team members will be process aware, and include faculty experienced users of Sakai and personnel
responsible for supporting the learning environment.
Leads: Malinda Linegar, Elizabeth Ledbetter
Academic Technology Initiatives Spring 2012
1. IT Help Desk Enhancements
Description: Provide students and faculty with an IT help desk which offers expanded service hours in a centralized
campus location and access to a web based software service.
Team: IT Staff
2. Computer Lab Technology Upgrade
Description: Provide students with updated, consistent, well supported lab computers by upgrading software and
establishing a predictable, budgeted replacement cycle of equipment. This will support the April 19, 2011 Faculty
Senate ETC recommendation “…to provide the latest versions of system and application software to support the
preparation of students for the workforce of the future”.
Lead: Ann Burk
3. Faculty Computer Upgrade
Description: Provide faculty with updated, consistent, well supported computers by upgrading software and
establishing a predictable, budgeted replacement cycle of equipment. This will support the April 19, 2011 Faculty
Senate ETC recommendation “…to provide the latest versions of system and application software to support the
preparation of students for the workforce of the future”.
Lead: Ann Burk
4. ITV/Video Conferencing Classroom Technology Upgrade
Description: Provide faculty with updated, consistent, well supported ITV/video Conferencing technology by
upgrading software and establishing a predictable, budgeted replacement cycle of equipment. This will support
the April 19, 2011 Faculty Senate ETC recommendation “…to provide the latest versions of system and application
software to support the preparation of students for the workforce of the future”.
Lead: Jereme Patterson
Academic Technology Initiatives are recommended and reviewed by the CSC ETC. See Attachment 7 for Fall 2012
and Spring 2013 recommendations. The ETC meets monthly to monitor and make recommendations during the
Academic year and in March/April will make recommendations for Fall 2013 and Spring 2014.
Budget
The Institutional Budgets for the academic programming are collectively administered through the Academic
Council of Deans under the leadership of the Academic Affairs Vice President. Core operational needs are
established through a collective account and include equipment (hard and soft) and repairs. Annually the
departments submit proposals for the equipment money based on learning enhancement need and replacement
need.
A collective account covers the paper, copy, electronic transmissions, phones, postage, state vehicle usage,
student assistants, and assessment costs. Above this collective operational budget each department receives a set
amount for office supplies and instructional needs. These budgets are spent at the discretion of the departments.
The computer laboratories and the faculty/staff computers are funded through collective funds and not the direct
responsibility of the departments, unless the laboratory is a specialized laboratory. This equipment is replaced on
a scheduled rotation plan.
When a department or program has a specialized project, the faculty group prepares a proposal and submits this
to the Council of Deans for funding consideration.
Thus for this technology plan to be continuously funded, the department will need to annually develop a budget
need and set a timeline which is submitted to first the department, then the evaluative academic dean, and then
the council of deans for consideration in the annually institutional budget development.
This budget request could include items such as:
 Planning and consulting fees and expenses
 Hardware and peripheral equipment
 Application and network software
 Cabling and telecommunications
 Library database conversion
 Security
 External data bases and systems
 Training
Evaluation
a. The Educational Unit’s (EU) Technology Plan will be reviewed every fall and updated every three years.
b. The EU Technology Committee will be responsible for updating the plan in conjunction with the ETC and IT
Services.
c. The EU will determine if the technology plan was successful in meeting the goals of our institutional plan
through strategies such as interview/survey staff, patrons, other stakeholders; measuring progress made towards
the benchmarks which are set out in the EU goals; and through observations.
Indicators below will be reviewed to evaluate the achievement and expansion of implementation by at least
10% of Goal 1 objectives each year:





Provide high-speed access to the Internet for distance learning, communication and research-based
activities.
Model, maintain and share lesson plans demonstrating the infusion of technology and 21st century skills
into daily school activities.
Include in planning at the curricular levels the following concepts:
 Implement a means for ongoing assessment of student progress in the use of technology literacy
skills.
 Demonstrate and assess student progress with the Curriculum Content Standards through
activities such as:
 Student interviews
 Student portfolios
 Observations
 Standards-based scoring guides
 Surveys
 Ongoing performance-based assessments
Embed technology into the learning experience in all curricular areas.
Further implement student centered, problem-based learning environments
 ISTE: (http://cnets.iste.org/students/)
 Partnership for 21st Century Skills Http://21stcenturyskills.org
Indicators below will be reviewed to evaluate the achievement and expansion of implementation by at least
10% of Goal 2 objectives each year:






Ensure that the Educational Unit’s existing professional development plan includes the following activities
that support integration of 21st century skills across the curricula:
 Assemble a list of current professional development activities.
 Evaluate current professional development related to curricula to assure it models and instructs
in the effective use of technology.
 Evaluate the effectiveness of the professional development activities
 Address future professional development opportunities that support ongoing, effective and
relevant staff development programs that are based on evaluation results.
Develop learning environments that promote higher order thinking skills and are supported by the Unit’s
technology plan.
Integrate the use of 21st century skills to enhance higher order thinking in curricular activities as
documented in lesson plans.
Include peer reflection on implementation of technology into instructional practices.
Model the effective use of technology.
Establish a mentoring program for teachers and students in developing and supporting the infusion of
technology across the curriculum.

Collaborate with all Nebraska Department of Education offices in order to promote the utilization of data
tools to facilitate data driven decisions.
Indicators below will be reviewed to evaluate the achievement and expansion of implementation by at least
10% of Goal 3 objectives each year:





Provide access to the Internet and multimedia content in all learning environments for students, teachers,
and staff.
Form strategic partnerships with school districts, educational institutions and the business community to
share fiscal and programmatic resources.
Continue to provide and update:
o high speed LANs (Local Area Network)
o high speed WANs (Wide Area Network)
o E-mail use
o Technology-infused lesson plans
o Productivity software
o Inventory of hardware and software
o Monitoring network use and end user needs to target technical support activities
o Administrative software
o A safe Internet environment
o Acceptable Use Policies (AUP) for all users
o Education of educators and students in the ethical use of computers.
Review Unit’s web sites in relation to accessibility statements.
Facilitate communication between informational technology, educational technology, assistive technology
and curriculum professionals so that the Educational Unit’s technological resources can be used to
support the learning and achievement of all students.
Indicators below will be reviewed to evaluate the achievement of Goal 4:
Provide and maintain:

High-speed connectivity to global and local resources through: 
o
o










High speed WANs (Wide Area Networks).
High speed LANs (Local Area Networks)—wired or wireless.
Multimedia computers and mobile devices.
Current productivity software (administrative, staff and student).
Access to e-mail.
Access to Internet.
Access to E-learning opportunities for students and staff.
Adequate annual technology budget.
Technical support for both infrastructure and personnel.
Maintenance and support to keep the current infrastructure fully operational.
Timely replacement of obsolete equipment.
Evaluation of work station ergonomics.
Additionally: The Educational Unit will collect data in order to improve services and
learning and teaching. Evaluation of the Technology Plan falls into three areas: technology implementation and
support, use of technology to achieve learning goals, and staff competency and development.
Technology Implementation and Support
Elements of this evaluation are overseen by the CSC IT Services. A current inventory is maintained in the IT
database and a rotation of equipment has been established.
In addition, the Teaching and Learning Center has staff that research and pilot software and hardware which might
improve network capabilities.
Use of Technology to Achieve Learning Goals
The goal of the Technology Plan is to improve learning and teaching. Technology is one of the key components of
the EU conceptual framework, therefore it is infused and assessed on all EU key assessments.
Staff Competency and Professional Development
Installation of the network upgrades and new computers began a rotation cycle in the fall of 2011 and old
equipment will be replaced as scheduled. All faculty members received a mobile device to be used for instruction
in the spring of 2012 and ongoing professional development is being provided. Staff participated in a selfassessment questionnaire in February to help determine additional professional development need.
Appendix
Attachment 1: Technology Inventory
27889
Computer, Apple iMac 21.5
CUSTOMER:Blundell_Patricia
20938
Computer, iMAC G4
CUSTOMER:Blundell_Patricia
19938
Computer, Power Mac G4
CUSTOMER:Blundell_Patricia
27412
Laptop, Apple MacBook Air
CUSTOMER:Blundell_Patricia
27567
Comptuer, Dell OptiPlex 980 MT
CUSTOMER:Brown_Linda
25768
Computer, Dell OptiPlex 960 MT
CUSTOMER:Brown_Linda
25769
Computer, Dell OptiPlex 960 MT
CUSTOMER:Brown_Linda
25770
Computer, Dell OptiPlex 960 MT
CUSTOMER:Brown_Linda
27657
Computer, Dell OptiPlex 960 MT
CUSTOMER:Brown_Linda
27570
Computer, Dell OptiPlex 980 MT
CUSTOMER:Brown_Linda
27568
Computer, Dell OptiPlex 980 MT
CUSTOMER:Brown_Linda
27569
Computer, Dell OptiPlex 980 MT
CUSTOMER:Brown_Linda
27645
Computer, Dell OptIplex 990
CUSTOMER:Brown_Linda
27630
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27631
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27632
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27633
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27634
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27635
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27636
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27637
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27638
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27639
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27641
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27642
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27643
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27644
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
27640
Computer, Dell OptiPlex 990
CUSTOMER:Brown_Linda
23976
Computer, MPC ClientPro 375E
CUSTOMER:Brown_Linda
27518
Handheld, Apple iPod Touch
CUSTOMER:Brown_Linda
27519
Handheld, Apple iPod Touch
CUSTOMER:Brown_Linda
23700
Laptop, MPC Transport T2400
CUSTOMER:Brown_Linda
27498
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27496
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27497
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27492
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27490
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27491
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27493
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27494
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27495
Tablet, Apple iPad 2
CUSTOMER:Brown_Linda
27499
Tablet, Applie iPad 2
CUSTOMER:Brown_Linda
27424
Tablet, Dell Latitude ST
CUSTOMER:Brown_Linda
24422
Computer, MPC Clientpro 385E
CUSTOMER:Caswell_Leslie
27571
Computer, Dell OptiPlex 980 MT
CUSTOMER:Crouse_Margaret
20931
Computer, Omni Halyron P4
CUSTOMER:Crouse_Margaret
27945
Laptop, Dell Latitude E6510
CUSTOMER:Crouse_Margaret
17336
Laptop, IBM Thinkpad 755
CUSTOMER:Crouse_Margaret
23993
Printer, HP Laser Jet P2015
CUSTOMER:Crouse_Margaret
23673
Printer, HP Laserjet 2430tn
CUSTOMER:Crouse_Margaret
17434
Printer, HP LJ 5p
CUSTOMER:Crouse_Margaret
27769
Tablet, Archos 9
CUSTOMER:Crouse_Margaret
27653
Tablet, Archos 9
CUSTOMER:Crouse_Margaret
27651
Tablet, Archos 9
CUSTOMER:Crouse_Margaret
27650
Tablet, Archos 9
CUSTOMER:Crouse_Margaret
27652
Tablet, Archos 9
CUSTOMER:Crouse_Margaret
28029
Tablet, Dell Latitude ST
CUSTOMER:Crouse_Margaret
22194
Computer, Apple iMAC
CUSTOMER:Engel_Mike
22196
Computer, Apple iMAC
CUSTOMER:Engel_Mike
22188
Computer, Apple iMAC
CUSTOMER:Engel_Mike
22186
Computer, Apple iMAC
CUSTOMER:Engel_Mike
22187
Computer, Apple iMAC
CUSTOMER:Engel_Mike
22189
Computer, Apple iMAC
CUSTOMER:Engel_Mike
20279
Computer, GW M1000 P3
CUSTOMER:Engel_Mike
23150
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23151
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23152
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23153
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23154
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23155
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23156
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23157
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23158
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23159
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
23160
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
22697
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
22693
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
22654
Computer, MPC Clientpro 365 E
CUSTOMER:Engel_Mike
24486
Computer, MPC Clientpro 385E
CUSTOMER:Engel_Mike
17642
Computer, Power Mac 7500
CUSTOMER:Engel_Mike
17641
Computer, Power Mac 7500
CUSTOMER:Engel_Mike
17644
Computer, Power Mac 7500
CUSTOMER:Engel_Mike
18164
Computer, Power Mac 7600
CUSTOMER:Engel_Mike
18155
Computer, Power Mac 7600
CUSTOMER:Engel_Mike
20927
Computer, Power Mac G4
CUSTOMER:Engel_Mike
20559
Laptop, iBook 500 G3
CUSTOMER:Engel_Mike
20265
Laptop, Powerbook G3
CUSTOMER:Engel_Mike
20910
Laptop, Powerbook G4
CUSTOMER:Engel_Mike
23695
Printer, HP 2605dn
CUSTOMER:Engel_Mike
17058
Printer, HP DW 560c
CUSTOMER:Engel_Mike
17059
Printer, HP DW 560c
CUSTOMER:Engel_Mike
17061
Printer, HP DW 560c
CUSTOMER:Engel_Mike
17633
Printer, HP DW 660c
CUSTOMER:Engel_Mike
17634
Printer, HP DW 660c
CUSTOMER:Engel_Mike
17635
Printer, HP DW 660c
CUSTOMER:Engel_Mike
22824
Printer, HP Laserjet 2420dn
CUSTOMER:Engel_Mike
22824
Printer, HP Laserjet 2420dn
CUSTOMER:Engel_Mike
24789
Printer, HP LaserJet CP2025n
CUSTOMER:Engel_Mike
24780
Printer, HP LJ P2015dn
CUSTOMER:Engel_Mike
20903
Projector, Elmo
CUSTOMER:Engel_Mike
20916
Projector, Infocus Lb 130
CUSTOMER:Engel_Mike
22298
Scanner, HP Scanjet 3670 Flatbed USB 1200dpi 48bit
CUSTOMER:Engel_Mike
22299
Scanner, HP Scanjet 3670 Flatbed USB 1200dpi 48bit
CUSTOMER:Engel_Mike
22300
Scanner, HP Scanjet 3670 Flatbed USB 1200dpi 48bit
CUSTOMER:Engel_Mike
17293
Scanner, HP Scanjet 3cx
CUSTOMER:Engel_Mike
18995
Computer, GW E-4200 P2
CUSTOMER:Enos_Karen
23468
Computer, MPC Clientpro 365 B
CUSTOMER:Enos_Karen
27419
Tablet, Dell Latitude ST
CUSTOMER:Enos_Karen
25639
Computer, Dell OptiPlex 960 MT
CUSTOMER:Hunn_Lorie
24425
Computer, MPC Clientpro 385E
CUSTOMER:Hunn_Lorie
27435
Tablet, Dell Latitude ST
CUSTOMER:Hunn_Lorie
22868
Computer, Apple iMAC G5
CUSTOMER:King_Don
20256
Computer, GW GP7-733 P3
CUSTOMER:King_Don
16695
Computer, Mac Quadra 610
CUSTOMER:King_Don
17636
Computer, Power Mac 7500
CUSTOMER:King_Don
17158
Computer, Power Mac 8100
CUSTOMER:King_Don
17245
Computer, Power Mac 8100
CUSTOMER:King_Don
17244
Computer, Power Mac 8100
CUSTOMER:King_Don
18852
Computer, Power Mac G3
CUSTOMER:King_Don
19490
Computer, Power Mac G4
CUSTOMER:King_Don
19566
Computer, Power Mac G4
CUSTOMER:King_Don
25616
Laptop, Dell Latitude E6500
CUSTOMER:King_Don
22874
Laptop, MPC Transport T2200
CUSTOMER:King_Don
19873
Laptop, Powerbook G3
CUSTOMER:King_Don
17742
Printer, HP LJ 4m+
CUSTOMER:King_Don
27890
Printer, HP LJ P4014n
CUSTOMER:King_Don
27436
Tablet, Dell Latitude ST
CUSTOMER:King_Don
23688
Computer, MPC Clientpro 375E
CUSTOMER:McCallum_Henry
27437
Tablet, Dell Latitude ST
CUSTOMER:McCallum_Henry
24436
Computer, MPC Clientpro 385E
CUSTOMER:Moeller_Janet
23453
Laptop, MPC Transport T2300
CUSTOMER:Moeller_Janet
27438
Tablet, Dell Latitude ST
CUSTOMER:Moeller_Janet
21704
Computer, iMAC 700
CUSTOMER:Petersen_Ann
27654
Laptop, Dell Latitude E6510
CUSTOMER:Petersen_Ann
24401
Laptop, MPC Transport T2500
CUSTOMER:Petersen_Ann
27439
Tablet, Dell Latitude ST
CUSTOMER:Petersen_Ann
27500
Computer, Dell OptiPlex 990
CUSTOMER:Sealey_Jesse
27440
Tablet, Dell Latitude ST
CUSTOMER:Sealey_Jesse
23975
Computer, MPC ClientPro 375E
CUSTOMER:VanVleet_Stefani
18853
Computer, Power Mac G3
CUSTOMER:VanVleet_Stefani
19716
Printer, Epson Stylus 850
CUSTOMER:VanVleet_Stefani
25756
Computer, Dell OptiPlex 960 MT
CUSTOMER:Zeller_LaWayne
25620
Laptop, Dell Latitude E6500
CUSTOMER:Zeller_LaWayne
22102
Laptop, Jetbook
CUSTOMER:Zeller_LaWayne
Attachment 2: Faculty Learning and Teaching
Faculty
Highest Degree,
Scholarship, Leadership in Professional Associations and Service: List up to
Members’
Field and
three major contributions in the last 3 years.
Names
University
Richard Bird
MFA in Design,
Art work on display in Regional Art Galleries, Faculty Art Shows, Workshops for
Areas of Ceramics
students from area High Schools.
and Glass,
Reorganized Art Education courses and content with retirement of previous
University of
faculty member. Restructured studios and expanded media offerings with
Kansas
more Craft areas.
Attended glass workshop in Minn. and the Nebraska Art Teachers Conference
Patti Blundell Ed.D in
“Changing Face of Graduate Education,” paper presented with Dr. Ann
Administration,
Petersen at the Association of Teacher Educators, Orlando, FL (February 14-17,
Curriculum and
2011).
Instruction;
Presented with Lorna Eliason, “Helping Programs to Better Use Data to
University of
Improve Outcomes” at the “Expanding Horizons for Student Success: The
Nebraska-Lincoln
Afterschool Way,” Omaha, NE 9/24/2010.
Reviewed How to Design and Evaluate Research in Education, Fraenkel &
Wallen, 6/2010.
Served as advisor for 5 specialist students completing field studies (7/2011).
Served as a reviewer for Rural Educator.
Served as a reviewer for Journal of Family & Consumer Science.
Faculty Representative At-Large position for NSEA Higher Education Academy
District. (May 2009- present).
Served on the Nominating Committee for Nebraska Association of Family and
Consumer Sciences. (Spring 2010).
Dawn
Brammer
Linda Brown
Margaret
Crouse
MS, Secondary
EducationTeaching Physical
Education,
PrincipalAdministration K12
Ed.D Educational
Leadership
Montana State
University
*President of Nebraska Association for Health, Physical Education, and Dance
(NAHPERD)
*Presentation at 2011 NAHPERD State Conference- “CDA Advocacy: NE
Statistics to Help Justify My Program’s Existence”
*Grant Partnership with Panhandle Public Health/Nebraska Beef Council- (Kids
Fitness and Nutrition Day) hosting 3rd grade students on CSC campus for
“Dance for the Health of It” Day using the grant monies.
2010 March Presented at the National Innovations Conference in Baltimore,
Maryland on Strategies for Teaching Students of Poverty Online Courses.
* Grant Writing- (Coal Board Grant ($90,000), OPI Professional Development
Grant ($150,000 and $100,000)
* Publications – •2011 July Virtual presentation EDULEARN 11 Conference in
Barcelona, Spain Enhancing Science, Technology, Engineering, and
Mathematics (STEM) Instruction Through Robotics In Native American High
Poverty Populations,
* Associations – Montana Administrators Association(MASS);
* Reviewer – NE State Cut Score Committee, Montana State Cut Score
Committee
* Leadership Positions –
Faculty President 2009-10 LBHC
* Research – Wallace, Readers Digest Leadership Project 2002
* Membership – ASCD, Rotary
PhD
Home Economic
Higher Education
Working toward certification in English Language Learners via coursework at
UNK (2009 – present)
Serve on the thesis review committee for Midwestern Association for Graduate
Oklahoma State
University
Elisabeth
Ellington
Karen Enos
Laura Gaudet
Schools 2010-present
Presentation accepted for the conference” Research within Primarily
Undergraduate Schools” 2010/2011
Ph.D., English
Membership- NCTE, Council on English Education
Literature,
Brandeis
University,
Waltham, MA
Ed.D Educational
Doctoral dissertation 2009
Administration,
University of South
Dakota
Ph.D., University of Authorship - Textbook Supplements.
Northern
1. Instructor’s Manual, Nevid, Introduction to General Psychology, 2 nd edition,
Colorado,
2011, July-August, 2011.
Educational
2. Instructor’s Manual, July-August, 2010, Rathus, HDEV, 2nd edition, 2010.
Psychology.
3. PowerPoint, July, 2010, Santrock, Educational Psychology, 5th edition, 2011,
Emphasis: Human
Scholarly Activities Professional Papers Evaluator
Growth &
1. Mid-Western Association of Graduate Schools (Thesis Awards), http://magsDevelopment,
net.org/, Reviewer, December, 2011, 2010, 2009.
Greeley, CO,
2. Rocky Mountain Psychological Association Conference, Albuquerque, New
August, 1995.
Mexico, Abstract reviewer and moderator, April 16-18, 2009. (Paper
reviewer and conference session moderator).
3. Rocky Mountain Psychological Association Conference, Boise, Idaho: Abstract
reviewer and moderator, April 10-12, 2008. (Paper reviewer and conference
session moderator).
Publications
1. McDaniel, L., McIntire, K., Streitz, C., Jackson, A. & Gaudet, L. (December,
2010). The effects of caffeine on athletic performance. Contemporary Issues
in Educational Research. 6(1). The Clute Institute for Academic Research.
2. McDaniel, L., Jackson, A. & Gaudet, L. (April, 2010). Reducing the risk of ACL
injury to female athletes. Contemporary Issues in Educational Research. 3(2).
The Clute Institute for Academic Research.
3. McDaniel, L., Ihlers, M., Haar, C., Jackson, A. & Gaudet, L. (February, 2010).
Common runner/walkers foot injuries. Contemporary Issues in Educational
Research, 3(2). The Clute Institute for Academic Research.
4. Jackson, A. & Gaudet, L. (January, 2010). Factories: Getting rid of education.
American Journal of Business Education. 3(1), The Clute Institute for
Academic Research.
5. Jackson, A., Gaudet, L., McDaniel, L., Brammer, D. (November/December,
2009). Curriculum integration: The use of technology to support learning.
College Teaching & Learning, The Clute Institute for Academic Research,
Littleton, Colorado.
6. McDaniel, L., Jackson, A. & Gaudet, L. (2009) Can withitness be applied to
coaching and training. International Education Studies, 2(3), August 2009.
Peer Reviewed
7. McDaniel, L. Jackson, A. & Gaudet, L. (2009) Strength development for
young adolescents. International Education Studies, 2(3), August 2009.
Peer Reviewed.
8. McDaniel, L., Jackson, A., Gaudet, L., & Tonkin, S. (2009). Methods of
Clark
Gardener
William
Hoffman
Ed.D.
Administration/
Curriculum Dev.
New Mexico State
University
M.S. Secondary
Education,
Chadron State
College
upper body training to increase overhand throwing power. International
Education Studies, 2 (4), November, 2009.
9. McDaniel, L., Jackson, A. & Gaudet, L. (2009) Can withitness be applied to
teaching with laptops? CLUTE. American Journal of Business Education, 2
(4). July/August 2009. Peer Reviewed.
10. McDaniel, L., Ihlers, M., Jackson, A., & Gaudet, L. (2009) Common
runners/walkers foot injuries. CLUTE. Journal of Contemporary Issues in
Education Research, 2009. Peer Reviewed. Accepted for publication
11. McDaniel, L., Haar, C., Jackson, A. & Gaudet, L. (2009). Rehabilitation of
Common runners/walkers foot injuries. CLUTE: Journal of Contemporary
Issues in Education Research.
12.Jackson, A., Gaudet, L., McDaniel, L., Wright, O., and Watt, D. (March,
2009). Curriculum for Today’s Learner. College Teaching & Learning, 6(2).
The Clute Institute for Academic Research, Littleton, Colorado.
13.Jackson, A., McDaniel, L., & Gaudet, L. (October, 2008). Strength: Promoting
Healthy Weight Training as it Relates to Joint Health for Young Female
Athletes. BrianMac, SportsCoach. United Kingdom,
http://www.brianmac.co.uk/articles046.htm
14.Jackson, A., Gaudet, L., McDaniel, L., & Watt, D. (December, 2008). Teaching
More than the Discipline: Modeling Leadership in the Classroom. College
Teaching Methods & Styles. The Clute Institute for Academic Research,
Littleton, Colorado.
15.McDaniel, L., Jackson, A. & Gaudet, L. (September, 2008). Strength
Development for Young Adolescents. BrianMac, SportsCoach. United
Kingdom, http://www.brianmac.co.uk/articles/article043.htm
16.Jackson, A., McDaniel, L., & Gaudet, L. (August, 2008c). Strength: Muscle
Balance: Getting it Right. BrianMac, SportsCoach. United Kingdom,
http://www.brianmac.co.uk/articles/article041.htm
17. McDaniel, L. Jackson, A., Gaudet, L. (August, 2008b). Coaching: The
Supervisory Behavioral Continuum: An Applied Approach to Develop
Leadership in Athletes. BrianMac, SportsCoach. United Kingdom,
http://www.brianmac.co.uk/articles040.htm
18. Jackson, A., Gaudet, L., & McDaniel, L. (August, 2008a). Coaching:
Developing Effective Leadership Skills in Coaches and Athletes. BrianMac,
SportsCoach. United Kingdom,
http://www.brianmac.co.uk/articles/article039.htm
19. McDaniel, L., Jackson, A., & Gaudet, L. (July, 2008) Coaching: Can
"Withitness Skills" be Applied to Coaching and Personal Training? BrianMac
Sports Coach. Published: August 13, 2008.
http://www.brianmac.co.uk/articles/article038.htm
20. Crouse, M., Colgate, T. & Gaudet, L. (2007). Positive Outcome to Academic
Re-Organization. The Department Chair. Wiley Publishers. Published Summer,
2007.
Presentation—National Rural Education Association, “Areas of Emphasis in a
Rural Superintendent Preparation Program.”
NREA Service Award—2004
NREA Leadership Award--2006
Lorie Hunn
Roger
Kendrick
Don King
Ed.D Educational
Leadership
University of
Wyoming
PhD
Educational
Studies (formally
Curriculum and
Instruction)
University of
Nebraska Lincoln
Specialization:
Online Educational
Course
Development
Ph.D. Agric. Educ.
Iowa State Univ.
Ames, Iowa
Adam
Lambert
DMA
Trumpet
Performance
Barb Limbach
Ph.D.
Applied Science
and TechnologyUniversity of
Wyoming
Kim Madsen
Ed.D Curriculum &
InstructionEducational
Administration,
2010 Presentation “Using Short Throw Projectors and Smartboards – Hardware
and Different Software Packages” – Chadron State College.
2004 to 2010 – main focus - Ph.D. in Educational Studies (Program name was
changed from curriculum and instruction to the above because educators do
more, especially in regards to technology, than design curriculum/instruction)
Dissertation: Using Audience Response Systems A.K.A. “Clickers” to do
Attention Research
2009-2010 Nebraska Junior Academy of Science (NJAS) Panhandle Coordinator
of Regional Science Fair
Presentation, ATE Conference 2008,
Diversity in Small Rural Colleges and
Universities.
President, Nebr. Assoc. College of
Teacher Education, 2008
Chair, Chadron Comm. Recreation Brd.
Of Directors
Member, Dawes County Boys & Girls
Club Brd. Of Directors


Chair, CSC Music Department
Memberships: International Trumpet Guild, National Association of Music
Educators, College Band Directors National Association, Music Teachers
National Association
 Presentation at the College Band Directors National Associate in February
2012
 Guest conductor with the North Platte Region, Wyoming High Schools
Honor Band
 CSC Honor Band Conductor, 2010, 2012
 Conductor/Clinician for the Rapid City Middle Schools Honor Band
*Co-advisor for Delta Mu Delta Business Administration Honorary Society
(2005-Current)
*Faculty-led Business Student Study Abroad Program touring London and
Edinburgh (2009, 2011)
*Publications in Journal of Instructional Pedagogies, Association for General &
Liberal Studies, Research in Higher Education Journal (2008-2010)
*Presentations for Conference on Higher Education Pedagogy (CHEP),
Accreditation Council for Business Schools and Programs (ACBSP), Association
for General &Liberal Studies (AGLS), Academic and Business Research Institute
Conference (AABRI), CRLA (2007-2011)
*Manuscript Reviewer for NEA Thought & Action Journal (2008-Current)
*Textbook Reviewer for South-Western, McGraw-Hill, Flat World Knowledge,
Prentice Hall (2006-2011)
- Certified in Family & Consumer
Sciences
- Presentation at two National
conferences 2011
University of NELincoln
Roger Mays
MFA Theatre
University of
Georgia
McCallum,
Henry
Ed.D. Special
Education
Administration –
University of
Northern Colorado
Janet Moeller
MA, Special
Education
University of AZ,
Tucson,
MLS–Dominican
University; MM—
DePaul University;
MAT—NationalLouis University
Pam
Newberg
Norma
Nealeigh
Ph.D. in Human
Environmental
Sciences (FCS),
Oklahoma State
University
-Certified Trainer NE Early Learning
Guidelines, Core Competencies,
ECERS, Safe With You – Child Abuse
& neglect
- National Accreditation renewal and
annual report to NAEYC
* Development of on-line portfolios –
program and classroom
- Executive Board member – Nebraska
Association for the Education of Young
Children – 2010-2014 –Higher Ed rep.
- 23rd Annual Excellence in Early
Childhood Conference – Conference
Coordinator – 23 years
Member Actor’s Equity Association
PresenterNebraska High School Thespian Festival Workshop Jan. 2011, Jan.
2010
Producer-Director 3 Productions for Young Audiences Sponsored by Chadron
Library Foundation
You’re a Good Man Charlie Brown
Ounce Dice Trice (Original Adaptation)
Tour to area elementary schools
Once Upon a Mattress
* Presentations – ATE (2012)
"Using Technology for Creative Learning, Universal Design, and Reflective
Education".
* Grant Writing – Development of Delta Opportunity School (Alternative High
School) $365,000 (2007-2009). Alternative Educational Programming $80,000
Vision Schools (2009)
* Publications –
* Associations –
* Reviewer –
* Leadership Positions * Research –
* Membership Working toward Ed.D. in Adult/Higher Education at USD 2011-2012
Child Development Center Advisory Board 2011-12
Most recent past-chair of Cataloging Materials for Children Committee of
ALCTS/ALA; Part of panel presentation on how cataloging of children’s
materials can assist non-English speaking and pre-literate children in using
libraries at the ALA Annual Conference in Washing, D.C. June 2010; Presented
teaching sessions on Cataloging of Realia and Beginning Cataloging of Sound
Recordings at 2010 OLAC Conference in Macon, GA.
“Lifespan Wellness: The Poster.” Poster Presentation at Curriculum Showcase,
American Association of Family and Consumer Sciences 102nd Annual
Conference and Expo, June 25, 2011, Phoenix, Arizona.
Pollard,
Tracie
Kathy Peters
Ann Petersen
BS Elementary
Education/Special
Education
MS Administration
Ed.D. Candidate –
Adult and
Postsecondary
Education
ME Curriculum &
Instruction
Education
Doane College
Ph.D.—Education
Studies (ELHE)—
University of
Nebraska--Lincoln
Continuing to work on an Ed.D. in Adult and Postsecondary Education
Research & Presentations at ATE:
2011—“The Changing Face of Graduate Education” with Patti Blundell
2012—“Engaging Students As Active Members in Their Student Education
Associations”
NSEA-Higher Education Academy Treasurer
NEKOTA Reading Council Secretary
FACULTY DEVELOPMENT GRANTS
2009—The Brain & Learning Conference
2010—2011 ATE Conference to present—Orlando
2011—2012 ATE Conference to present—San Antonio
2008--Presented “It’s Not Your Colleague’s Word Wall”—NSRA Conference-Kearney
Nebraska State Scholarship Chair--DAR
Tenured
William
Roweton
William Roweton
Joel
Schreuder
DMA, Choral
Conducting,
Arizona State
University
Professional Organizations:
National Collegiate Choral Organization.
National Association of Music Educators
American Choral Directors Association
Presentation at NCDA Convention in collaboration with 3 other collegiate
music educators, July 2011.
Directed Regional Honor Choir, Torrington, WY, November 2011.
Jesse Sealey
Ed.D. Education
Administration
University of South
Dakota
PhD History
University of
Nebraska, Lincoln
*President-Elect, South Dakota Association of Elementary School Principals
(2011)
*Delegate, National Association of Elementary School Principals (2011)
*Presentation, South Dakota Council for World Affairs, (2008)
Lead Historian
Washoe County, Nevada
Teaching American History Project 2008- May 2011
Ed.D, Curriculum
and Instruction,
University of South
Dakota
PhD
Music Theory and
Composition
University of
2012 – Primary speaker for the South Dakota Council of Teachers of
Mathematics Annual Conference.
2002-2011 – NCATE/NCTM Folio Reviewer
2004 – President of the Nebraska Association of Teachers of Mathematics
- Advisor to the CSC chapter of the Nebraska Music Educators Association
- Clinician for Middle School Band and Ensemble Contest, Scottsbluff Middle
School, 2007-2011
- Director, High Plains Festival Band, 2010, comprised of area high school
Thomas
Smith
Robert Stack
Michael
Stephens
Pittsburgh
students (CSC)
Una Taylor
D.M.A. Vocal
Performance
Women’s Choirs Chair on the board of American Choral Directors Association
in Nebraska
Presented sessions for women’s choirs at NCDA conference in 2009 & 2010
Beth
Wentworth
PhD Curriculum
and Instruction,
Mathematics
EducationUniversity of
Minnesota, Twin
Cities
Ed.D, Elementary
Education,
University of South
Dakota, Vermillion,
SD
College Math Education position on the Nebraska Association of Teachers of
Mathematics board; NE portfolio review for another college
Roger Wess
Caroline
Winchester
LaWayne
Zeller
EdD, Educational
Leadership
(Administration),
UNL, NE
Master of Science
Elementary
AdministrationChadron State
College
Member of the Nebraska Coalition for Juvenile Justice, a part of the Nebraska
Crime Commission.
Helping prepare and implement the Panhandle Juvenile Justice Plan.
Dawes County Commissioner.
Selected as Chadron Citizen of the Year in 2012.
Working with the schools and community to develop Community Cloud
Communications Center.
Member of the Chadron Library Foundation Board.
Member of the Boys and Girls Club Board of Directors.
Member of NDE Literacy Statewide Project
NA
Attachment 3: Internet Use Policy
Technology http://www.csc.edu/technology/policy-acceptance.csc
CSC Acceptable Use Policy
Unauthorized Use
All information processed through the Department of Information Technology (IT) is considered sensitive and/or
confidential. This information is based on a legitimate "need to know." The unauthorized use or abuse of any
college owned or leased computer system, and installed software and files, is prohibited.
Chadron State College reserves the right to cancel accounts, initiate disciplinary action, limit or restrict access to
computer accounts, equipment or the network, file criminal charges or take other appropriate action against
individuals who act in an irresponsible manner and/or infringe upon the rights of others.
Unauthorized actions include but are not restricted to the following:

Attempting to, or successfully logging in to, an account other than that which is officially assigned by IT.

Using an account for other than the authorized purpose.

Providing students with Chadron State College issued passwords.

Modifying or destroying data which is not specifically assigned to or created by the user.

Using computers, software, or other college equipment for personal or commercial financial gain is strictly
prohibited unless specifically authorized by the Board of Trustees.

Abusing computer hardware.

Including profane, vulgar or other harassing language within e-mail messages, programs, and/or files.

Accessing pornographic resources that are in view of and offensive to others.

Utilizing computer resources with the intent to harass others.

Installing and/or spreading virus related software.

Placing undue burden on the CSC network.

Violating CSC Policies.
Students found browsing, hacking, or attempting any type of security breach into areas outside of their assigned
directory will face revocation of computer access, grades of "F," and possible suspension or expulsion from
Chadron State College. Employees found browsing, hacking, or attempting any type of security breach into areas
outside of their assigned directory will face revocation of computer access and possible termination of
employment.
Inspection of a user's files on back-up media by IT personnel in the course of responding to a request from that
user for restoration of one or more files shall not be deemed a violation of the user's privacy.
Security Violation
In the event of an actual, suspected, or anticipated violation of the security of a computer system, designated
system administrators may inspect any file on Chadron State College computers, without the user's knowledge, in
an effort to determine the nature and means of the violation and the perpetrator thereof. In order to protect the
integrity of the investigation network activity may be monitored, user directories and files may be reviewed, and
user accounts may be disabled until the conclusion of the investigation. Files will be backed up for the purpose of
recovery, if circumstances warrant.
Only those individuals named by the Director of Information Technology as being directly responsible for the
security of Chadron State College computers may use special privileges which permit the examination, copying or
printing of files, programs, electronic mail, or other information in a user's account, without the user's prior
permission. This shall apply equally to mail resident on servers which has not been retrieved by the user.
The designated individuals may only use their special privileges in the event of a violation or reasonable suspicion
of violation of computer security. A system administrator may not divulge any information obtained using special
privileges to any person other than the Director of Information Technology, who will take the appropriate action. If
an individual suspects someone has attained access to his/her account, the incident should be reported to the
Director of Information Technology immediately in order to initiate appropriate action.
Intellectual Property Rights
Please refer to the CSC Copyright Policies.
Software
Please refer to the Information Technology Support Policy.
Computer Accounts
Student accounts are automatically generated by the Department of Information Technology. Students will be
granted an account for the duration of their student status.
Employee accounts may be established by completing an Employee Request for Computer Account form, available
from the Department of Information Technology. Employees will be granted an account for the duration of
employment. Individuals are considered employees if hired for Chadron State College full-time and part time
positions. Student employees funded via work study or institutional funds do not qualify for employee accounts.
Faculty Emeritus may obtain an account by completing an Employee Request for Computer Account Form.
Employees will make reasonable efforts to safeguard their account passwords. No employee may allow
unauthorized persons access to college data, computing or network resources by sharing their password, except in
cases necessary to facilitate computer maintenance and repairs. Unauthorized persons include and are not limited
to student employees and family members.
Although it is the policy of the State College not to monitor individual usage of any computing resources, the
College or System Office as appropriate, reserves the right to monitor user activities taking place on the CSC
network and on computer lab systems, via network monitoring software, cameras, student lab assistant's
observation, etc. without advance notice or specific permission, for any legitimate business purpose.
Individuals must adhere to this Acceptable Use Policy in order to retain access to campus computer facilities.
Read Section J of the Code of Conduct
Attachment 4
About UDL
What is Universal Design for Learning?
Universal Design for Learning is a set of principles for curriculum development that give all individuals equal
opportunities to learn.
UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for
everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and
adjusted for individual needs.
Why is UDL necessary?
Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these
differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:
Recognition Networks
The "what" of learning
Strategic Networks
The "how" of learning
Affective Networks
The "why" of learning
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are
recognition tasks.
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math
problem are strategic tasks.
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective
dimensions.
Present information and content in different ways
Differentiate the ways that students can express what they know
Stimulate interest and motivation for learning
More ways to provide
Multiple Means of
Representation
More ways to provide
Multiple Means of
Action and Expression
More ways to provide
Multiple Means of
Engagement
Visit the National Center on UDL
Founded in 2009, the National Center on UDL supports the effective and widescale implementation of UDL by
connecting stakeholders in the field and providing resources and information.
Teacher-Friendly UDL Tools
Examples and Resources
UDL videos, articles, presentations, and links
Resource Library
Home| About CAST| About UDL| Research & Development| Learning Tools| Professional Development| Library
Site Map |Accessibility Policy |Privacy Policy |Legal Disclaimer |© Copyright CAST, Inc. 1999-2011.
CAST 40 Harvard Mills Square (map: 40 Foundry Street), Suite 3 | Wakefield, MA 01880-3233 | TEL (781) 245-2212
| EMAIL cast@cast.org
Attachment 5
ISTE Standards for Teachers
1. Understand basic technology operations and concepts.
1.1 Demonstrate a sound understanding of the nature and operation of technology systems, including networked
environments.
1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain technology and
telecommunications tools in daily life, work situations and learning environments.
1.3 Discriminate among a variety of technologies and media to select appropriate technology for specific
purposes.
2. Use technology responsibly and ethically.
2.1 Practice responsible use of technology systems, information and software.
2.2 Understand the ethical, cultural, environmental and societal implications of technology and
telecommunications.
3. Use technology to communicate effectively and creatively.
3.1 Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
3.2 Use telecommunications to collaborate, publish and interact with peers, experts and other audiences.
3.3 Create, produce and present ideas in a variety of forms, including text, video, graphics and conversation.
4. Use technology for thinking, learning and producing.
4.1 Enhance content-area learning with technology-infused lessons.
4.2 Construct new meaning and knowledge by combining and synthesizing different types of information.
4.3 Use computer modeling, image processing, simulations and data manipulation to develop understanding.
4.4 Use a variety of tools to produce quality products.
5. Use technology for research, problem solving and decision-making.
5.1 Use technology to locate, evaluate, collect and organize information from a variety of sources.
5.2 Review information analytically and transform it into useful knowledge to solve problems.
5.3 Work with a group to collaboratively solve a problem and present results.
Attachment 6
The Educational Technology Committee
Annual Report 2011-2012 & Recommendations for 2012-2013
ETC Goals for the 2011-2012 year included the following five items:
1. Recommend two initiatives to Faculty Senate (Passed, September, 2011)
o Recommendation One: Update faculty and lab computer systems as a matter of practice, not on
a request only basis. The Information Technology department should see to it that CSC faculty
systems and computer labs are running the latest versions of system and application software to
support the preparation of students for the workforce of the future.
 Operating Systems: Windows 7 on all compatible systems; Mac OSX (latest version);
Addresses Technology Issues List Item 1.1
 Hardware Drivers: Should be updated
 Applications: Move to Office 2010/Mac Office 2011 (which provides added features
such as online voting); Addresses Technology Issues List Item 1.2
 Browser: IE9 on all compatible systems; Technology Issues List Item 1.3
 Malware: Most current enterprise solution; Technology Issues List Item 1.5
o Recommendation Two: Research the possibility of outsourcing faculty email/groupware. A fully
hosted outlook, entire groupware solution with SharePoint server, syncing, meeting scheduler,
and more is estimated at $2,000-$3,000 per month for 300 users (without negotiation). This
recommendation would allow faculty to begin using all the advanced features of Outlook
immediately (i.e. full featured email, access to files from any Internet connection, advanced
calendaring, increased connectivity to smartphone, advanced security features). Addresses
Technology Issues List Item 1.10
2.
Improve technology-related communications
o Designate the help-desk as the first line for reporting an IT issue. A current IT project is to update
helpdesk software. This will allow for Faculty to electronically report and review the status of
reported cases. IT will plan for increased call load.
o SAKAI Oversight Committee has focused effort on improved communication
o IT is designating responsibilities for IT staff (e.g., apple tech, PC tech); there were three new hires
in the IT department
3.
Assist Ann Burk with the Mobile Computing Project
o Provided input on the most effective means for faculty training (pre-training, device checkout, all
faculty meeting timeslot) and feedback on the technology usage
4.
Receive updates on the ETC Technology Issues List; adding items as necessary. Updates noted in
2/15/2012 Minutes; new additions noted below:
o Classroom connectivity for mobile devices
 Apple TV equipment in Old Admin--Justice Studies Faculty. This equipment only works
with Apple products.
 Planet wireless projection gateway projections Miller Hall 104, 203, 308, & 204. Works
with PC, limited use with IPad.
 Tethered cable between room computer and tablet. David Neisheim is testing in Old
Admin. Works only with Apple.
 Mirror Op installed on the room computer. Software based version, no hardware
needed. Would work with both Apple & PC.
o MS Outlook Scheduling Assistant
o Campus system for reporting/tracking technology issues & requests
5.
Develop Technology Recommendations for 2012-2013
o As noted below
The Educational Technology Committee (ETC) has identified the following technology priority projects for
academic year 2012-2013. Items are not ordered by importance, but presented as a whole for consideration.
(Appendix A references the source of some of these items).


















A new system for tracking technology issues; one that is open to review by all faculty and is accessible via
the Web. This should replace the ETC Issues list because it would be much easier to review, update, and
maintain.
Wireless printing across the campus, especially in the student center
Enhancement/replacement of the campus ID card system; smartcards
Consideration for the growing number of system passwords; continue to review and consolidate as
possible, without compromising security or reliability
Enhance classroom mediation, specific examples: updated (short-throw) projection systems, consistent
connectivity of mobile devices to systems across campus buildings, better speakers, wireless mice, strings
on pull down screens, and phone numbers/instructions posted in the mediated classrooms
Training: classroom and mobile technology
Not all mobile devices have Outlook Anywhere deployed, this accounts for reports of “timing out”; when
Webmail is used and set to public computer, it times out. All mobile device users should be able to use
Outlook Anywhere and it should be setup correctly. Instructions were sent, but setup can be tricky and
it’s difficult to go back if a mistake is made. Mobile devices should be checked for proper setup of
Outlook Anywhere.
Technology communication lines should be clearly defined; there is still some ambiguity as to where to
begin requests for technology enhancements and repair, and a lack in communication regarding the
progress of projects once they begin
Implementation of Sharepoint Server to enable better collaboration and document sharing in a
controlled, campus-focused environment
Enhanced method of pushing system updates, especially in classrooms, to ensure teaching is not
disrupted
Information and training opportunities throughout the year for the newly released Open Academic
Environment (OAE) so faculty can make informed decisions about the possibility of moving to this new
release of Sakai before the rSmart contract expires in 2013
Provide reliable and accessible backup options for office and mobile computing systems
Ensure malware protection is properly deployed across the campus
Complete the research on the outsourcing of Outlook
Push browser updates as soon as they are deemed “ready” by IT; no need to gain faculty approval, just
provide ample notice. Some faculty have raised the issue of using alternative browsers (Chrome, Firefox).
Generally speaking, complete the projects from the ETC Issues list
Audit of CSC’s Technical Infrastructure to ensure scalability
o Network monitoring?
o Hardware failover?
o Data redundancy on key systems?
o Internet capacity
Sakai: reliability, responsiveness, tools
APPENDIX A
Following is a list of items submitted by constituency group, for consideration as support for some of the general
priorities listed above.
Student Senate:
The student senate has conducted a survey and has come up with a list of priorities for the students.
1) smartcards
2) wireless printing (especially in the student center)
3) single “sign on ‘
Math/Science Building Faculty:
1. (Faculty member #1) We need to get room 229 mediated with all computers having internet access. (need 3
more lines)
2.
(Faculty member #2) I would like to request a short-throw projector for the Math & Science Learning Center
M&S Rm 229. I am scheduled to teach Earth Science and Natural Hazards in that classroom next year. (Two
other teachers) also teach a class in there next year. It would help us greatly to have one. There is already a
new instructor's computer there so really we just need the projector and that room will be
mediated! Thank you so much for considering this!
3.
(Faculty member #3) Here's my thoughts:
• Update of some classroom computers and projectors
• Training on the 'extra' technology in the classrooms, and how to reset to default mode
• Better speakers in some of the classrooms
• Wireless mice in ALL classrooms, so I can walk to the back and control the classroom interaction
better....06 had a wireless, but is now tethered. 08 is on such a short tether that I literally have to be nearly
hidden behind the technology to use it.
• Expansion of the Educational Technology to consider all teaching technology, which would include
microscopes, data probes, etc., and inclusion of mechanisms to use across disciplines. (For example, art
could come over and use the dissecting scopes, if they wanted to look at brush stroke techniques.)
4.
(Faculty member #4) We need a ceiling mounted projector to be installed in room 032. We already have a
Smart Board and computer in that room.
Education Department:
Consider Sharepoint Server
Business Department:
General recommendations:
1. Update from our current malware protection campus wide from Corporate 10.1.5 [XP] and 10.2 [W7] to
Endpoint Protection 12.1. The current software that is still widely deployed has now been deprecated for
almost three years.
2.
3.
4.
5.
What are the results of the investigation of outsourcing Outlook with an Exchange Server
implementation?
a. We either need to get this done in-house or just contract it out.
b. This is currently important given the portable technology adoption and will become even more
important with Windows 8. With a proper deployment of technology Windows 8 will allow a
relatively seamless synchronization of data and applications across phones, tablets/slates,
laptops, and desktops.
c. This would also provide data synchronization and backup. It is important to realize that we
apparently have no coherent backup strategy other than Z-drive…?
Deploy the upgrade from Internet Explorer 8 to Internet Explorer 9 before IE 10 is released this this fall
{October?}.
Upgrade from Windows XP to Windows 7 across the entire enterprise.
Also, we need to conduct an audit of our as installed CSC technical infrastructure: [This will obviously get
technical as well. We will be independently verifying both items as a part of the Business Academy
preparation to scale for Go Pro…etc.]
a. Network monitoring?
b. Hardware failover?
c. Data redundancy on key systems?
d. Internet capacity
Sakai Recommendations:
1. Reliability [high availability ~ mission critical]
a. Hardware failover [at least single point] [separate backplanes with balanced load sharing blades]
b. Data redundancy [RAID 1 type mirrored, with snapshots, tape & offsite storage
c. Upload [improve batch upload]
i. Causes Downtime
ii. Intelligent up-loader
iii. Use API [Unicon?]
2. Responsiveness/capacity
a. Server sizing [error on side of excess capacity]
b. I/O capability
c. CSC's own server blades & keep server monitoring in place
3. Sakai software
a. Too focused on flavor of the month type apps
b. Improve core functionality and take care of bugs
c. Functionality
i.
Course duplication: Import from site function
ii.
Dynamic links do not persist when importing/duping
iii.
Group affinity not persistent
iv.
Grading consistency with scores & comments
v.
Duping clears Announcements copy with email function
vi.
Course history name needs to be broken out by term throughout
vii.
Connect API integration
viii.
Internet Explore [Should it still be meta-tagged?]
ix.
Fix bugs...
English and Humanities:
1. The computers seem constantly to need new updates that are not happening (in particular, I’ve noticed
that Java constantly needs to be updated but never seems to go through). Are these pushed through
remotely? Or is there some way to have them completed outside of an instructor’s class time?
2. Some would like more browser options, beyond only Explorer (e.g. Chrome, Firefox, etc.)
3. Is it possible to have strings with hooks installed on pull down screens?
4. Apparently, there is a need for instructions and phone #’s in mediated classrooms in Miller.
References:
A Policymakers’ Guide to 21st Century Skills (p.11)
http://www.p21.org/index.php?option=com_content&task=view&id=30&Itemid=32
http://www.nj.gov/education/techno/state_plan.htm
ISTE, http://www.iste.org/standards/
Bellingham WA School district; http://bellinghamschools.org/sites/default/files/TechPlan2010-2013.pdf
NDE http://www.nitc.ne.gov/stp/stp.pdf
CSC http://www.csc.edu/technology/policy/index.csc
State of New Jersey Department of Education Preparing Today for Tomorrow, Retrieved 1/16/12,
http://www.nj.gov/education/techno/state_plan.htm
Visit the National Center on UDL; http://www.udlcenter.org/aboutudl/whatisudl