The UNC Policy Manual
400.1.1.8[G]
Adopted 05/06/09
APPENDIX G
THE UNIVERSITY OF NORTH CAROLINA
REQUEST FOR AUTHORIZATION TO ESTABLISH A NEW DISTANCE
EDUCATION DEGREE PROGRAM OR SITE
(THROUGH WHICH 50% OR MORE OF A DEGREE PROGRAM IS PROVIDED)
Date:
September 19, 2011 draft
Constituent Institution: East Carolina University
CIP Discipline Specialty Title: Computer/Information Technology Services Administration and
Management
CIP Discipline Specialty Number: 11.1099.123.000 Level: M
Exact Title of the Proposed Program: Network Technology
Degree Abbreviation: MS Proposed Date of Initiation: August 2012
Will this program be completely individual access (e.g., online, videocassette)? Yes
If “yes,” primary mode of delivery: online
If cohort-based, length of time to complete the program (e.g., 18 mos., 2 years) N/A
List any other UNC institutions that offer similar programs in the same location (if requesting a site-based
program) or a similar program online or by individual access (if requesting an individual access program):
It is important to note that, unlike other new degree proposals, the proposed Master of Science in
Network Technology (MSNT) is not starting from scratch. Some of the concentrations have been in
existence for more than 15 years under our Master of Science in Technology Systems (MSTS) and have
more than 100 students in them. The mature, network-related concentrations within the MSTS are being
rolled out from the existing degree program with an initial enrolment of more than 100 students.
Additionally, the proposed degree program is an application-based technology program, unlike others
offered by other institutions that are engineering focused (NCSU), computer science focused (NCSU,
NCCU), or business management information systems focus (UNCG). Out of all the related online
programs offered in the state of North Carolina, only the one at NC A&T has application elements that are
close to the proposed program. The program on disaster management, offered at UNC Chapel Hill, is
completely unrelated to the proposed degree.
NC A&T State University
11.1001
Master's MS (Master of Science)
Information Technology
Full Details
Online
NC Central University
11.0701
Master's MS (Master of Science)
Computer and Information Science
Full Details
Online
NC Central University
11.0401
Master's
MIS
Master of Information Science
Full Details
Online
NC State University
11.0101
Master's
M (Master's Degree)
Computer & Information Sciences
Full Details
Online
NC State University
11.0901
Master's MS (Master of Science)
Computer Networking
Full Details
Online
UNC-Chapel Hill
11.0802 Master's MS (Master of Science)
Disaster Management
Full Details
Online
UNC Greensboro
11.0901
Master's MS (Master of Science) Information Technology and Management Online
Full Details
1
For the following question, please consult "Guidelines for Alternative, Online, or Distance Education
Delivery of approved Degree Programs" from the UNC Policy Manual available on the UNC GA
Academic Planning website.
Which SACS COC substantive change procedure applies? (SACS policy on substantive change:
http://www.sacscoc.org/pdf/081705/Substantive%20change%20policy.pdf)
One N/A (prior authorization from SAC; both Appendix F and G should be submitted to COC of SACS by
the institution, if applicable)
Two N/A (prior notification to SACS; Appendix F should be submitted to COC of SACS by the institution,
if applicable)
Based on the SACS policy on substantive change, by what date should the campus be notified by UNC-GA
of authorization to establish? N/A
In 2002, ECU received this notification from SACS “Inasmuch as these degree programs are well
established at the institution and given the Commissions’ approval of technology-mediated instruction at
ECU, this delivery mode is included within the scope of the institution’s accreditation. No further
information is requested.”
The following items conform to the information required for SACS Substantive Change Procedure One.
1.
Abstract (limit to one page or less)
Describe the proposed change; its location; initial date of implementation; projected number of
students; description of primary target audience; projected life of the program (single cohort [indicate
number of years] or ongoing); and instructional delivery methods.
The Department of Technology Systems requests authorization to establish the Master of Science
degree program in Network Technology (MSNT) as the next step in development of professional
master’s programs in the areas of information technology and networked computer systems. This
program is currently offered as a component of the MS in Technology Systems (MSTS) and comprises
three of the seven total concentrations including: digital communications technology, computer
networking management, and information security.
The department proposes to offer the MS NT in a distance education format beginning in the fall of
2012. We anticipate an initial enrollment of more than 100 students and the program will be ongoing.
The focus of the MSNT will continue to be graduate education for professionals in the fields of
information assurance, network planning, network design, network management and related areas.
2. Background information
Provide a clear statement of the nature and purpose of the change in the context of the institution’s
mission, goals, and strategic plan; evidence of the legal authority for the change (to be provided by
UNC General Administration in authorization letter).
For more than sixty years, the mission of East Carolina University (ECU) has included support of
courses and degree programs for students located beyond the borders of the campus. Historically,
these off-campus programs were offered at specific sites and outreach centers, often involving the
placement of university support staff, teaching faculty, and resources at locations such as military
bases and community colleges. By 1995, with advances associated with rapidly improving
technologies, access to the Internet, and faculty experience in utilizing these resources, the university
began a migration from site-based instruction and student support services toward electronically
supported academic programs.
2
East Carolina University proactively engaged a variety of resources to establish direction, guiding
principles, and support systems required to appropriately respond to the state’s commitment to
improved access to higher education. Various campus committees actively pursued establishment of
policies, procedures, and practices designed to ensure the development and support of quality
programs.
Membership of these committees included an appropriate mix of faculty and administrators. Surveys
and reviews were conducted to determine existing best practices as well as to determine demand for
critical academic programs. One obvious influence emerging from the planning and program
development process was the recognition of success in courses and programs that increasingly
integrated technology to support the educational process.
Major strategies emerging from these planning efforts included:
•Commitment to focus on delivery of complete degree and/or certificate programs instead of a
random selection of courses
•Commitment to use regular campus faculty, not adjuncts, to deliver most courses and student
support
•Investment in critical support services and faculty services to facilitate development and deployment
of academic programs
•Investment in critical infrastructure, desktop technologies, and support services to support
electronically offered courses
•Development of a planning process prior to approving programs to be offered in distance education
format
•Development of a funding model to provide appropriate support for sustaining ongoing programs
and resources to invest in expansion initiatives
ECU’s first strategic direction as published in “ECU Tomorrow” is Education for a New Century.
Increasing access to higher education is seen as one of the university’s core competencies. Listed there
are the goals:


We will expand our distance education programs, delivering a high-quality East Carolina
education to the thousands of North Carolinians who cannot be campus residents.
We will tailor programs to the needs of working adults through distance education models.
3. Assessment of need and program planning/approval
Discuss the rationale for the change, including intended audience and an assessment of need (include
results of surveys or special studies), evidence of inclusion of the change in the institution’s ongoing
planning and evaluation processes; and documentation that faculty and other groups were involved in
the review and approval of the new site or program.
The fact that the proposed program currently exists as a part of another degree and has a healthy
enrollment demonstrates that the program is in demand. As stated earlier, there are currently more
than 100 degree-seeking and more than 50 certificate-seeking graduate students enrolled in the
MSNT related areas. From a broad perspective, employment in computer related occupations is
expected to increase during the 2006–2016 period between two and three times faster than most
occupations.
Table 3 summarizes the Bureau of Labor Statistics (BLS) forecasts for ten career fields with standard
occupational classifications (SOC) related to the MS in information and computer technology that are
among the fastest growing in the 2006-2016 period. The growth percentages range from 13 percent
for computer specialists to over 53 percent for network system and data analysts. A significant
element of Table 3 is the total job openings noted in the last column on the right. This substantiates
not only high growth percentages but also large numbers of real openings in absolute numbers.
Please note that these projections do not account for academic employment in community colleges
and other institutions served by this program.
3
Table 3: BLS Growth Projections (in thousands) for ICT Related Positions for 2006-2016
Occupational title
Network systems and
data communications
analysts
Network and computer
systems administrators
Database
administrators
Computer systems
analysts
Computer and
information scientists,
research
Computer and
information systems
managers
Computer support
specialists
Computer specialists,
all other
SOC Code
Employment, 2006
Projected
employment,
2016
Change, 2006-16
15-1081
262,000
402,000
Number
140,000
Percent
53
15-1071
309,000
393,000
83,000
27
15-1061
119,000
154,000
34,000
29
15-1051
504,000
650,000
146,000
29
15-1011
25,000
31,000
5,400
22
11-3021
264,000
307,000
43,000
16
15-1041
552,000
624,000
71,000
13
15-1099
136,000
157,000
21,000
15
Each of the University’s distance education programs begins in the academic department. Faculty
members work with staff from the Office of Continuing Studies to begin the planning process. Each
program has a coordinator that is a full time faculty member. They develop a program design that
includes both the instructional requirements and the academic resources available to meet the needs
of a widely dispersed group of students.
They work to insure that prospective students are made aware of the programs available to them and
student services to support these programs are incorporated into the planning process. The Office of
Institutional Planning, Assessment and Research insures that university surveys are made available to
distance education students and that their participation is encouraged.
The proposals are referred to the Academic Program Development Collaborative Team (APDC Team),
an advisory body to the Academic Council. The Division of Academic Affairs, Office of Institutional
Planning, Assessment and Research, Graduate School, Office of Continuing Studies, Division of
Research and Graduate Studies, Division of Health Sciences, Undergraduate and Graduate
Curriculum Committees as well as the Faculty Senate Chair are represented. A unit proposing a new
degree program begins the on campus review process by presenting the appropriate planning and
establishing documents to the APDC Team, which will collaborate with the unit to strengthen the
proposal. The APDC Team advises the provost on all new academic program proposal submitted as
well as advises the Dean of the Graduate School on graduate programs under consideration. EPPC is
informed of those recommendations.
The proposal is then reviewed by the Educational Policies and Planning Committee (EPPC), a
standing committee of the Faculty senate and then referred to the Academic council. EPPC oversees
the adequacy, balance, and excellence of the university's overall undergraduate and graduate
programs; advises the chancellor on educational policies and organizations, goals, standards and
procedures; reviews requests for permission to establish and plan new degree programs.
The Academic Council includes the provost and senior vice chancellor for academic affairs, the vice
chancellor for research and graduate studies, and the vice chancellor for health sciences. The
4
Academic Council considers the APDC Team’s and EPPC recommendations on new academic degree
program proposals and makes recommendations to the chancellor.
Provide projected annual headcount enrollment:
Individual access:
Years 1) 110 2) 115 3) 120 4) 125 5) 140
Student credit hour production projected over a four-year period. These calculations, summarized in
the following table were derived based on the following estimates:
 Full time students enroll in 9 SH
 Part time students enroll in 6 SH
 Students enroll in two terms (Fall & Spring)
Projected total SCHs (all sites):
Year 1
Program Category
Category I
Category II
Category III
Category IV
Year 2
Program Category
Category I
Category II
Category III
Category IV
Year 3
Program Category
Category I
Category II
Category III
Category IV
Year 4
Program Category
Category I
Category II
Category III
Category IV
UG
Student Credit Hours
Master’s
Doctoral
2205
UG
Student Credit Hours
Master’s
Doctoral
2313
UG
Student Credit Hours
Master’s
Doctoral
2430
UG
Student Credit Hours
Master’s
Doctoral
2538
4. Description of the substantive change (as required by SACS)
Provide a description of the proposed change, including description of the proposed program, specific
outcomes and learning objectives and curriculum and schedule of proposed course offering.
Describe and provide rationale for any differences in admission, curriculum, or graduation
requirements for students enrolled online or at the new site(s), or any special arrangements for
grading, transcripts, or transfer policies. N/A
Describe administrative oversight to ensure the quality of the program or services to be offered.
5
While the request does not represent a substantive change, the MS NT will be available entirely online. The current MS in Technology Systems consists of a common core of 12 semester hours and 18
semester hours of concentration content. The MSNT will maintain a similar structure but will focus
the courses on the needs of information technology and network professionals. The four
concentrations, digital communications, information security, computer networking management,
and web technologies will also build on a 15 semester hour common core courses and include 15 to 18
semester hours of technical concentration content courses depending on the particular track (thesis,
practicum, or non-thesis) that is followed. As illustrated in Tables 1 and 2, the major, planned
curricular changes involve the modification of the core courses and the related changes that occur in
the concentration areas. The revised core will provide a more focused network technology foundation
for all of the concentration areas.
MSNT will require students to complete a minimum of 30 s.h for thesis and practicum options. Those
who elect not to pursue a thesis or practicum option will be required to take an additional course (for
a minimum of 33 s.h.) and successfully pass a comprehensive examination. The common core will
include ICTN 6823, 6878; ITEC 6000, 6060, and 6200 will total 15 s. h. Concentration area will
feature four courses (12 s.h.). The proposed MSNT options are further explained below.
Thesis Track: The students who are interested in advancing their research skills will be encouraged to
pursue the thesis option. Thesis track students will be required to take ICTN 7000 Thesis course to
conduct their research project, which will yield the completion of their theses. The thesis proposal and
the subsequent thesis must be approved by the student’s advisor and the committee composed of
three technology systems faculty members. Thesis track coursework is comprised of a minimum of 30
credit hours.
Practicum Track: The second option is identified as the practicum option and designed for students
who wish to pursue industry-based projects. Practicum track students will be required to take ICTN
6900 where they will conduct a real life complex technology project, which will yield the completion
of a high level practicum project report. The practicum project proposal and the subsequent report
must be approved by the student’s advisor and the committee composed of three technology systems
faculty members. Practicum track coursework is comprised of a minimum of 30 credit hours.
Non-thesis Track: The third option is non-thesis option, which will require students to take two
elective courses in addition to the five core and four concentration courses (for a minimum of 33 s.h.).
In addition to the 33 s.h. coursework, non-thesis students must also pass a comprehensive exam,
which is designed to evaluate the student's mastery in the field of network technology.
The description of the four concentration areas that are featured in the MSNT program is as follows.
Computer Networking Management: Courses in this concentration emphasize advanced technologies
used in the design, implementation, administration, monitoring, optimization, and maintenance of
data communication and computer networking systems in industry.
Digital Communications Technology: Courses in this concentration emphasize a broad understanding
of communication theory and practice in the transmission of digital data, including signal generation,
conditioning, transmission, error detection and correction, and the underlying technologies used to
retrieve, process, store, and analyze data in organizations.
Information Security: Courses in this concentration prepare students to design, deploy, manage, and
apply techniques of securing and protecting the integrity and availability of information systems and
communication networks in governmental, private, and non-profit organizations.
Web Technologies: Courses in this concentration prepare students to design, analyze, configure,
implement, and operate web services, computer networks, multimedia objects, data storage systems,
and interactive web components for governmental, private, and non-profit organizations.
This program will
6







Provide graduate education in network technology-- an area that has been identified as
“high need” both in North Carolina and the nation
Interface education with business and industry, government, and defense organizations
to create mutually beneficial opportunities for research, technology transfer, and
employment
Prepare students to compete in a global economy, as well as internationalize programs
through active global outreach and partnerships
Contribute to North Carolina’s workforce by preparing graduate professionals in high
need occupations
Improve and increase access to higher education for North Carolinians, especially in
underserved areas
Strengthen the relationship between UNC institutions and the NC Community College
System through curricular development, improvement, and support for community
college instructors
Support the State Department of Public Instruction in its efforts to improve public
education in North Carolina
Graduates from this program should be able to










Demonstrate applied strategies for solving problems related to networked systems
analysis, design, implementation, evaluation, and maintenance.
Develop the technology management skills required for career progression in the area of
network technology.
Apply modern network technology modeling, analysis, and simulation tools to create,
test, deploy, and manage solutions, as well as meet customer requirements.
Analyze hardware, software, and organizational environments in which networked
system implementation and operation occur.
Employ critical-thinking skills and problem-solving strategies and techniques to solve
network technology problems in organizations.
Convey information effectively to colleagues, customers, staff, senior management, and
other professional stakeholders using oral, graphic, web, and written tools.
Analyze trends in technology and demonstrate skills to adapt to changing networked
environments.
Demonstrate a commitment to continuous professional development and professional
growth.
Analyze technological alternatives and demonstrate the ability to develop and manage
projects including budget development, cost analysis, evaluation of risk factors,
scheduling, and identification of functional requirements.
Integrate people, equipment, and systems to achieve a cost-effective operations and
maintenance plan for delivery of needed information and network services.
Table 1: Program Core Change Summary
Current MSTS Program Core (12 hours)
ITEC 6000 Statistical Applications in Industry
ITEC 6406 Capital Project and Cost Analysis for
Technology
ITEC 6200 Technology Project Management
ITEC 6050 Strategies for Technical
Management and Communications
Proposed MSNT Core (15 hours)
ITEC 6060 Research Methods in Technology
ITEC 6000 Statistical Applications in Industry
ITEC 6200 Technology Project Management
ICTN 6823 Information Security Management
ICTN 6878 Legal and Ethical Issues in
Information Technology
7
Table 2: Planned MSNT Concentration Courses
Digital
Communications
1.ICTN 6810 Communication
Technology
2. ICTN 6820 Networking
Technology for Industry
3. ICTN 6830 Advanced
Networking Technology
4. ICTN 6840 Communication
Strategies for Industry
5. Options:
Thesis Option:
ICTN 7000 Thesis
Practicum Option:
ICTN 6900 Practicum
Non-thesis Option:
Two elective courses.
Comprehensive Exam.
Information
Security
1.ICTN 6865
Fundamentals of
Network Security
2. ICTN 6870
Advanced
Network Security
3. ICTN 6873
Network
Intrusion,
Detection and
Incidence
Response
4. ICTN 6883
System Integrity
for Information
Technology
5. Options:
Thesis Option:
ICTN 7000
Thesis
Practicum
Option:
ICTN 6900
Practicum
Non-thesis
Option:
Two elective
courses.
Comprehensive
Exam.
Computer
Networking
Management
1.ICTN 6865
Fundamentals of
Network Security
2. ICTN 6875
Emerging
Technology
3. ICTN 6880
Advanced Topics
Information
Infrastructure
Design
4. ICTN 6885
Network
Management
Technology
5. Options:
Thesis Option:
ICTN 7000
Thesis
Practicum
Option:
ICTN 6900
Practicum
Non-thesis
Option:
Two elective
courses
Comprehensive
Exam.
Web
Technologies
1. ICTN 6815
Network Media
Services
3. ICTN 6825
Dynamic Web
Services
4. ICTN 6835
Enterprise Web
Services
5. ICTN 6845
Web Site
Development
6. Options:
Thesis Option:
ICTN 7000
Thesis
Practicum
Option:
ICTN 6900
Practicum
Non-thesis
Option:
Two elective
courses
Comprehensive
Exam.
Academically qualified persons participate in all decision making concerning curriculum and program
oversight. Permanent faculty members of ECU are responsible for presentation, management, and
assessment of all electronically- offered degree programs. A program coordinator is assigned for each
degree program, whether offered on campus or electronically. Each program coordinator is a fulltime ECU faculty member. An assessment team representative from the academic discipline
coordinates assessment of all on-campus and electronically offered degrees in the discipline.
Assessment of distance learning is fully integrated into the university-wide assessment program.
Faculty and administrators within academic units oversee all distance education programs to ensure
quality and content. Academically, there is no distinction between courses taught on campus and
those taught via distance education. All participants must meet the same course objectives and
demonstrate the same learning outcomes. The curriculum and evaluation of DE courses, however
delivered, are conducted under the same procedures and personnel as on-campus courses. The
academic unit establishes the intended learning outcomes, the means of assessment, and the criteria
for success, and carries out the assessment activities for both the campus and DE programs.
5.
Faculty and support staff
8
Please Provide:
Number of faculty expected to deliver instruction: full-time faculty_8___part-time faculty
0_
A complete roster (using the SACS “Roster of Instructional Staff” form) of those faculty employed to
teach in the program, including a description of those faculty members’ academic qualifications and
course load in the proposed program, as well as course work taught in other programs currently
offered;
ROSTER OF INSTRUCTIONAL STAFF
Name
Phil Lunsford, Associate
Professor
Tijjani Mohammed,
Associate Professor
Most
Advanced
Degree
PhD
Other
Degree
Courses Taught
Other
Qualifications
ICTN 6810, 6823, 6865, 6870
PhD
ICTN 6810. 6820, 6830, 6840
Erol Ozan, Associate
Professor
PhD
ICTN 6815, 6825, 6835, 6845, 6850, 6855
ChengCheng Li, Assistant
Professor
PhD
ICTN 6825, 6835, 6880, 6885
Peng Li, Assistant Professor
PhD
ICTN 6810, 6820, 6840, 6873
Charles Lesko, Assistant
Professor
PhD
ICTN 6200, 6820, 6830, 6883
Te-Shun Chou, Assistant
Professor
PhD
ICTN 6810, 6820, 6830, 6873, 6875
Christine Russell, Visiting
Assistant Professor
JD
ABD
ICTN 6878
Evidence that adequate number of faculty members are assigned to support the program;
Impact of the initiative on faculty workload; and
Number and responsibilities of support staff (e.g., program coordinator).
Describe means by which the institution will provide support services for students enrolled at the
site(s) or online (e.g., admissions, skills assessment, course registration, academic advising,
counseling, etc.).
The new degree will have no detrimental effects on course loads or public service activity. In scholarly
research, the new MSNT will have a very positive effect based on growth of graduate student research
via theses and industry based projects which are both included as options in the MSNT. Since the
program is currently in existence under the MSTS, no issues are anticipated related to faculty course
loads, service, and research. In fact, it is estimated that MSNT will stimulate additional research and
publications for faculty and the graduate students.
From admission to graduation ECU provides a system of support services that acknowledge the
challenges students away from the campus have in meeting the responsibilities of their families and
9
careers in order to be successful in their academic endeavors. DE students are an integral part of the
mission of the university beginning with the university’s motto Servire, to serve. Rather than develop
alternative systems for DE students, ECU has developed web based processes that support all
students, both DE and campus. Careful planning and dedicated resources have permitted ECU to
move from paper-based processes to a system where all ECU students can interact with the university
in the same manner.
The University has made a commitment to provide an online interface for services that all students
can access any time https://onestop.ecu.edu/onestop. The ECU OneStop portal allows users
(students, faculty, and staff) to personalize a single interface for access to internal campus resources.
Students log in to OneStop using a PirateID and passphrase.
Through the OneStop web portal, students can access advising and registration information, their
course schedule, grades, course catalog, course description, a GPA calculator, university events and
announcements, and a myriad of other services. Tools available in OneStop include student course
registration and tuition payment, faculty access to class rosters and submission end-of-semester
grades, and a campus-wide discussion board. Students can also access OneStop from a variety of
mobile devices.
The Office of Continuing Studies (OCS) serves as a bridge between the student at a distance and the
academic and administrative units of the university. The office respects and understands the unique
demands of distance learning and is committed to assuring quality, accessible programs and services.
The office conducts its activities in partnership with the academic and administrative units of the
university.
OCS is charged with assisting ECU students away from the campus by identifying the nature of their
concerns and marshaling the resources of multiple offices to bring that concern to a successful
conclusion. The needs and challenges of DE students are more complex and their expectations in
regard to service are at a professional level demanded each day in their career settings.
Successful distance education programs require commitment, collaboration and cooperation from all
facets of the university. Our mission guides us to assess each individual situation and not to simply
direct students elsewhere to address their needs, but to insure a successful resolution. These services
provide a safety net for DE students as they make progress in online programs.
OCS provides a dedicated email address and a toll free number staffed by student service specialists
who can reassure students and assist in navigating the online resources available to them. They can
assist with general program information, procedural issues, as well as link them to resources across
the campus. They provide a single point of contact for ECU students who are unable to come to the
campus.
ECU has a comprehensive communication plan of email messages to students with information,
available services and reminders of important dates, registration reminders, and reassurances that we
are available to help.
Communication to prospective DE students begins with their initial inquiry in the Distance Education
PiratePort http://www.ecu.edu/admissions/Pirate_Port.cfm . A series of emails begin to provide
information regarding services and programs. Once admitted they continue to receive information to
assist them in beginning their academic career at ECU. New students receive a welcome “You’ve got
Mail” post card to direct them to our web resources and support services.
The Options website www.options.ecu.edu provides a central repository for services and information
for DE students. Orientation and online tutorials are available to assist new and current DE students.
“Options for Adult Learners”, a semi-annual newspaper insert is distributed in newspapers across
North Carolina.
10
The undergraduate office of admissions and the graduate school have developed systems that allow
both campus and DE students the opportunity to apply, interact and monitor their progress via a web
based system. Registration, drops, withdrawals, graduation applications and transcripts can all be
accomplished online in the password protected environment housed in OneStop. CAPP Degree
Evaluation (Curriculum Advising Program Planning), ECU’s online degree evaluation, interactively
matches courses completed at East Carolina University and transfer courses with undergraduate or
graduate degree requirements. Students and advisors can assess degree evaluations from their Banner
Self Service account on OneStop. The CAPP evaluation lists the degree requirements, summarizes
progress based on your academic record, and assists in selecting courses. Students and advisors can
view an existing evaluation or generate a new evaluation.
The mission of the Office of Student Financial Aid is to offer a comprehensive financial aid program
that attempts to meet the total financial needs of all university students, utilizing aid programs from
all sources for which students are believed to be eligible, designing financial aid packages in ways
which assist students in achieving a quality education and support their academic objectives. Students
are encouraged to apply online and information, forms and access to key personnel is available at
http://www.ecu.edu/financial/
eBill notifications for tuition statements are sent to students and/or authorized user(s) by email.
Paper bills are no longer mailed. Students can set up authorized users to access their account
information, recent statements, and make payments. Students can log into ONESTOP at anytime to
view current account information, recent statements, and make payments. All registered students are
mailed an ECU Higher One Card (Debit MasterCard) for refund preference selection. Student refunds
can include Financial Aid or credits for dropping class. The Office of Continuing Studies also
maintains a business office that can assist DE students with financial matters related to the university.
The ECU DE Proctoring Center is an approved site in the UNC Online Proctoring Network. This site
serves distance education students who need to make an appointment to take proctored exams, and
faculty members who need to set up proctored exams for distance education courses. It serves faculty
and students throughout the UNC system. Information about the UNC Online Proctoring Network is
available at http://services.northcarolina.edu.
6. Library and learning resources
Describe library and information resources to support the program, including staffing and services in
place to support the initiative.
Describe cooperative agreements with other institutions and include a copy of such agreements in the
appendix.
Relative to electronic resources, describe how students and faculty will access information, training
for faculty and students in the use of online resources, and staffing and services available to students
and faculty.
Joyner Library, one of North Carolina's comprehensive information resources, is the largest library on
the ECU campus. It serves all the schools and colleges within the Division of Academic Affairs. Joyner
Library currently holds more than 1,051,000 volumes and 6,000 serial titles, and provides access to
hundreds of electronic resources covering many disciplines, including information and computer
technology.
The library’s online catalog is available via terminals in the library, or remotely from the library web
page: http://www.lib.ecu.edu. A listing of the extensive (and growing) array of electronic resources
may also be found by visiting the Joyner Library web site.
For the MSNT program, the related databases include but are not limited to:
ACM Digital Library: The ACM Digital Library contains a wealth of resources in Network
Technology. This extensive resource covers a wide variety of journals, transactions, conference
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proceedings, newsletter articles, etc. It also contains a vast collection of bibliographic citations and
abstracts related to the field.
IEEE Explore: Full-text access to IEEE and IEE publications since 1988, plus select content back to
1950. This resource is one of the largest sources of information in Network Technology and covers a
wide variety of standards, journals, transactions, conference proceedings, newsletter articles, etc. It
also contains a vast collection of bibliographic citations and abstracts related to the field.
Applied Science and Technology Abstracts: Indexes and abstracts articles of at least one
column in length in more than 410 periodicals. English-language periodicals published in the United
States and elsewhere are covered; non-English language articles are included if English abstracts are
provided. Periodical coverage includes trade and industrial publications, journals issued by
professional and technical societies, and specialized subject periodicals such as conference
proceedings.
Emerald: This database contains the full text of over 130 full text journals published by MCB
University Press. All of the database content can be searched at one time, or journals can be searched
by title. Emerald's coverage is particularly strong in the following areas: engineering; general
management; human resources; information management; library and information services;
marketing; operations and production management; public sector management; quality
management; and training and education.
Academic Search Elite: Provides information on a wide range of academic areas, including
business, social sciences, humanities, general academic, general science, education, and multicultural topics. It features full text for over 1,200 journals with many dating back to 1990, abstracts
and indexing for over 3,000 scholarly journals. It also includes coverage of over 1,700 peer-reviewed
journals.
ABI/INFORM Complete: Provides in-depth coverage of business and management publications
through ABI/Inform Global and ABI/Inform Archive; local and regional business coverage through
ABI/Inform Dateline, and trade journals through ABI/Inform Trade & Industry. ABI/Inform covers
business conditions, trends, corporate strategies and tactics, management techniques, competitive
and product information, and a wide variety of other topics. Subject coverage includes accounting,
economics, information science, telecommunications, etc.
InfoTrac Expanded Academic ASAP: Contains articles from more than 1,500 full-text scholarly,
trade and general interest publications, plus indexing and abstracts from an additional 1,200+
titles. Includes core titles in every major academic concentration; area- and issue-specific journals;
academic journals with application in the professions; and publications with national news coverage
and commentary. More than 1,400 of the journals are refereed; twenty years of back file coverage are
included.
The library has in place policies and procedures for distance learning to ensure that library materials
not available electronically are available to students working remotely. See the web page for distance
students: http://media.lib.ecu.edu/DE/DE_Home.html.
Books:
The Joyner Library catalog lists several thousand volumes in the general Library of Congress
Classifications areas related to ICT including information technology, computer networks,
engineering technology, engineering generally, etc. In order to strengthen the printed collection,
Joyner Library will continue to adjust its book approval plan profile to include all appropriate titles in
the MSNT related areas. This adjustment will ensure a healthy flow of recently-published texts and
reference materials at the graduate level.
Journals:
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The library subscribes to several electronic journal packages that will effectively support the proposed
MSNT program, including:
The ACM (Association for Computing Machinery) Digital Library Core package consists of
subscriptions to all ACM journals, magazines, and conference proceedings, both in print and online,
including an online archive from 1985 to the present.
The Society of Industrial and Applied Mathematics (SIAM) package provides online access to the full
text of eleven journals from the Society of Industrial and Applied Mathematics from 1997 to the
present.
IEEE Explore provides full-text electronic access to IEEE (Institute of Electrical and Electronics
Engineers) and IEE (Institution of Electrical Engineers) transactions, journals, magazines, and
conference proceedings published since 1988, plus selected content back to 1950, and all current
IEEE Standards.
Science Direct provides desktop access to the full text of more than 800 journals published or
distributed by Elsevier Science, including a strong representation of titles in IT, engineering and
computer science.
SpringerLink provides us with electronic access to journals published by Springer-Verlag, a major
publisher of scientific and technical literature internationally.
Index Services:
In addition to the full-text packages described above, the library subscribes to several indexing
services of considerable value to MSNT students:
Applied Science and Technology Abstracts provides web-accessible coverage of trade and industrial
publications, journals issued by professional and technical societies, as well as special issues such as
buyers' guides, directories, and conference proceedings.
The Web of Science provides web access to the Science Citation Index, produced by the Institute of
Scientific Information (ISI), with strong coverage in IT, computing, and related areas.
ABI-Inform draws upon the business, science, and technical literature to provide coverage of the IT
industry.
Joyner Library is actively considering a future consortia subscription to Ei Compendex®, produced
by Engineering Information, Inc. Compendex is a comprehensive interdisciplinary engineering
information database, including IT, with several million summaries of journal articles and conference
proceedings, and 220,000 new additions every year. A complete listing of the library’s electronic
databases, e-journal portals, digital collections, citation linker, and the virtual reference desk may be
found at: http://www.ecu.edu/lib/.
The following items are included since they also positively impact the MSNT:
Government Documents: Joyner Library is a depository for U.S. Government Documents. This
includes publications from relevant agencies such as the Department of Defense, Department of
Energy, Department of Transportation, and NASA.
Institutional Membership: In spring 2005, Joyner Library became an institutional member of the
American Society for Engineering Education.
Human Resources: Joyner Library has assigned a permanent reference librarian to oversee the
collection development and bibliographic instruction needs of the faculty and students in the
programs within the College of Technology and Computer Science. This will ensure that appropriate
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materials are purchased over time, and that the students and faculty in the program are aware of the
relevant resources available to them.
The Joyner Library provides the following participation in access to other institutional libraries:
Interlibrary Loan Services: When the ECU libraries don't have required materials, ILS permits
access to copies of journal articles and books from other libraries. Interlibrary Services are available
to all faculty, staff, and students.
WorldCat: WorldCat provides catalog records for millions of books, dissertations, journals,
manuscripts, maps, sound recordings, musical scores, films, archives, and computer files. It lists the
academic, public, special, and national libraries that have a copy of the item. WorldCat locates
materials outside of ECU, in almost any area of study, or locates items in specific libraries and
research collections.
Access to other University of North Carolina system libraries: These are available to the
ECU community on the web.
Center for Research Libraries: The Center for Research Libraries (CRL) is a consortium of
North American universities, colleges, and independent research libraries. The consortium acquires
and preserves newspapers, journals, documents, archives, and other traditional and digital resources
for research and teaching and makes them available to member institutions through interlibrary loan
and electronic delivery. ECU is an associate member of CRL and member libraries have free and
unlimited use of the CRL collections through their libraries' interlibrary loan services departments.
Kudzu: Kudzu is a system of linked online catalogs at sixteen research libraries, including ECU,
across the Southeast. The system allows users to browse the participating catalogs using a single
search interface and to submit interlibrary loan requests directly to the source library. Most
documents can be delivered to the user within two days.
7.
Physical resources
Describe physical facilities and equipment to support this initiative. Assess the impact that the
proposed change will have on existing programs and services.
East Carolina University has assembled the sufficient network resources to offer on-line degree
programs and student services. These can be best viewed at:
OneStop - https://onestop.ecu.edu/onestop/
Office of Continuing Studies - http://www.options.ecu.edu/
Similar to the current MSTS degree program, the proposed MSNT will utilize and benefit from the
college’s distance education and computer/network laboratories. From a distance education
perspective, the advanced global classroom supports real time audio and video communication with
students over the world for online education. In addition, the faculty members in the information and
computer technology program are leaders in the state in distance education using networked
laboratories. For example, rooms 140 and 142 in the Science and Technology Building are remoteaccess teaching labs dedicated to distance education in networking and computer systems.
Additionally, Room 140 doubles as an Information Assurance Research Laboratory that is supported
in part by the Department of Defense under ECU’s designation as a national Center for Academic
Excellence in Information Assurance Education (CAEIAE). These labs are well equipped with
advanced internetworking infrastructure, high performance computing equipment, server farms, and
network security appliances. This facility offers on/off campus students lab exercises over the
Internet for information and computer technology related courses, including network environment,
network security, web services management, and intrusion detection systems.
Recently, ECU joined other UNC institutions to take full advantage of the Virtual Computing
Laboratory (VCL) that is located at North Carolina State University in Raleigh. ICT faculty are among
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the first at ECU to take full advantage of these shared resources that allow students to gain valuable
hands-on experiences using the high-end VCL facilities at NC State University. In addition to the
support from NSA/DoD, our faculty have secured additional funding from the National Science
Foundation (NSF), Hewlett-Packard (HP), and EMC that boost our capabilities in VCL, virtualization,
and collaboration capabilities with other institutions.
Since the current program operates with the existing facilities, it is anticipated that they will be
adequate for the new program which is substantially identical in facility needs. During the next
decade, the university will need to continue to support equipment updates as it does now with the
current program. Additionally, continued use of shared resources around the state, like the VCL at
NC State, as well as network of resources via projects funded by NSF, HP, and EMC will minimize
resource needs for all programs around the state
For off-campus facilities: N/A
Name of the agency or organization that is providing the space
Rental, lease, or other arrangements involved in obtaining use of this space including rates.
Describe any agreements or understandings with the organization providing the space.
8. Financial support
Describe financial resources to support the change, including the budget for the first year of the
proposed program. Include projected revenues (including tuition and fees receipts, state
appropriations based on projected SCHs, grants, etc.) and expenditures, as well as amount of
resources going to institutions or organizations for contractual or support services.
Student credit hours (SCHs) delivered to non-North Carolina residents receiving instruction outside
the boundaries of North Carolina are not eligible for State-provided enrollment funding and these
SCHs should not be reported on the funding matrix. The institution must set the rate charged for
these SCHs at a level sufficient to cover the cost of instruction, which should be at least double the
official in-state tuition rate. Indicate the average number of SCHs per semester that will be delivered
to non-NC residents receiving instruction outside the boundaries of NC and the tuition that will be
charged per-SCH for this instruction:
SCHs per semester delivered to non-NC residents receiving the instruction outside of NC boundaries:
__________.
Per-SCH charge, tuition and fees, for this out-of-state instruction to non-NC residents: $718 .00 per
semester hour
If a site-based degree program is to be offered out of state, a more detailed justification is required.
Please provide the rationale for offer the program out-of-state and the how resources will be secured
to support the program, and indicate whether any State-supported resources will be used in the
program. N/A
9. Evaluation and assessment
Describe the means used by the institution to monitor and ensure the quality of the degree program
and off-campus site(s).
Summarize procedures for systematic evaluation of instructional results, including the process for
monitoring and evaluating programs at the new site, as well as using the results of evaluation to
improve institutional programs, services, and operations.
The principles of academic program review, established at ECU, are the following:
1. Quality enhancement is an integral component of all ECU programs and is an expected outcome of
program review.
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2. Program review is an ongoing process that contributes to refining ECU’s directions and program
priorities, which then shape resource allocations and other governing decisions.
3. Every effort has been made to ensure that the key performance indicators used in program review
are clearly stated, uniform, and disseminated with sufficient lead-time so that program faculty and
administrators are aware of them before the review process starts. Program faculty may develop
additional criteria that are unique to an individual program.
4. Program review is intended to provide helpful information through a process that is designed to be
thorough yet not excessively burdensome to faculty and administrators. In this light, all programs
within an academic unit would ideally be reviewed at the same time and the data collected and
reported in the academic program review process will be that which has been collected in a systematic
and routine manner and specifically for the purpose of this report.
5. A university-wide organizational framework for program review has been developed and will be
consistently implemented. Program review is an integral part of each program and plays a major role
in the university’s ongoing assessment and strategic planning processes.
All undergraduate and graduate programs are subject to the review process, although it is recognized
that some programs and/or academic units at East Carolina University hold specialized accreditation.
In these instances, the accreditation review process will substitute for the ECU Academic Program
Review process outlined in this document for each accredited program.
The unit academic program review at ECU consists of two interrelated activities. The first is the onsite program review, which occurs approximately every seven years for each program. The second is
outcomes assessment, which is conducted on an ongoing basis. Collection and analysis of data related
to outcomes, as well as resulting program changes, are reported to the program units. These two
forms of program review are interrelated in two ways: (1) a description of the outcomes assessment
plan and a summary of findings from previous assessments are included in the self-study for the onsite review and (2) in each report, faculty in the program are asked to record progress in
implementing the action plan from the most recent on-site review.
The on-site program review consists of a self-study conducted by each program, followed by a review
by a committee comprised of academicians from both within and outside the university. The usual
outcomes for such reviews are the identification of program strengths and weaknesses with a
determination of overall program quality and specific recommendations for improvement. Peerreview, when properly done, is a very effective way to maintain and improve program quality if the
university responds to the recommendations for improvement as suggested by the Review Committee.
In addition, the periodic review could be used as a basis for a more effective allocation of resources by
using the program quality metrics as indicated by the review.
Outcomes Assessment: Three questions frame the work of the assessment program, which is
evidence-centered. This approach provides a rich context and conceptual framework for considering
assessments of student learning outcomes and for asking important questions about the types of
claims that can be made based on assessments.
1. Claim: What do the faculty want or need to say about the student in the academic program?
2. Evidence: What does the student have to do to prove that he or she has the knowledge and skills
claimed by the academic program?
3. Assessment Activities and Tools: What assessment tools and/or activities will elicit the evidence
that the program needs about student’s knowledge and skills?
At the core of the Mission of the university is excellence in student learning. The Office of
Institutional Planning, Assessment and Research coordinates the assessment of student learning
outcomes in academic degree programs. A standard format for reporting goals, criteria for success,
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results, and use of results has been implemented and an assessment coordinator for academic affairs
has been working with an assessment team, consisting of representatives from all academic units.
In 2009, ECU invested significant resources to purchase TracDat, an SCT software product that is
being used to help manage the institutional planning and assessment process, allowing faculty and
administrators to enter program and departmental strategic plans, including assessment plans,
assessment methods, and outcomes, and to vertically and horizontally align their goals to other
departmental, divisional, and college-wide goals. The templates assure a uniformity of reporting that
simplifies collection, review, management, and utilization of data.
TracDat holds all assessment plans and reports which include student learning and administrative
outcomes, assessment methods, criterion for success, results and action steps. Concise reports can be
generated within the system to assist with planning and program improvement.
Operational planning for the university incorporates procedures to evaluate the extent to which
educational goals and objectives are being achieved. During this phase, units formalize major
objectives for the next planning cycle and indicate the manner in which progress toward those
objectives will be measured. Superimposed upon the short-term analysis are longer-term records of
unit performance with regard to students served, graduates from degree programs, levels of
research/creative productivity, grantsmanship, and service. Longer-term records are, in turn, derived
from compiling standard, day-to-day evaluative measures of teaching, research, and service. These
activities are systematically documented via annual reports, and data are then compiled and analyzed
by individual units.
The Student Opinion of Instruction Survey (SOIS) is administered in the fall and spring semesters to
all classes with enrollment of more than five students. Results of those surveys are delivered to
individual faculty members and to their respective unit heads. Information from those surveys is
used to contribute ideas to curriculum revision, for annual evaluations of faculty members, and for
merit pay considerations for those faculty members. Likewise, the unit head has the opportunity to
use the information from the survey results to effect changes in instruction or in assignment of
individual courses to instructors. Faculty members frequently consider altering their courses based
on feedback received from SOIS scores and accompanying student comments.
In accordance with accreditation requirements, the institution will ensure that the student who
registers in a distance education course or program is the same student who participates in and
completes the program and receives the academic credit.
ECU has adopted web based authentication with a user ID or user name, the PirateID, along with a
passphrase, to log on to ECU's network, the e-mail system, OneStop, Blackboard and most other
electronic systems at ECU.
The Admissions Office/First Year Center sends PirateID account information to new students in two
separate mailings. The first contains the new PirateID, and the second mailing contains the default
passphrase.
Once the PirateID and the passphrase information are both received, students register with the ECU
passphrase maintenance system and update the default passphrase to something unique and secure.
After changing the default passphrase, students also choose the security questions that will allow
them to reset their passphrase in the event of lock out or expiration.
10. Attachments
Attachments may include items such as (1) vitae of key faculty; (2) selected letters of support; (3)
copies of library and other cooperative agreements, etc.
Attachment A: faculty CVs; B: External Reviews; C
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Name, title, telephone, and e-mail of contact person to respond to questions:
Tijjani Mohammed, PhD
Associate Professor and Interim Chair
Department of Technology Systems
252-328-9668
mohammedt@ecu.edu
This request to establish a new distance education degree program (or program site) has been reviewed
and approved by the appropriate campus committees and authorities.
Chief Academic Officer
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