standard iii.c – documentation

202 LOS ANGELES MISSION COLLEGE

STANDARD III.C – DOCUMENTATION

III.C-1 Technology Management Design consultant (TMD) http://www.tmdcorp.net/about.html Technology Management & Design, Inc. One Main Street Le Roy, New York 14482 Corporate number (585) 768-7082, Terry Dillow President, CEO.

III.C-2 Technology Master Plan, Tech meeting, policies and procedures: http://www.lamission.edu/technology

III.C-3 College Online Curriculum, http://academic.lamission.edu/curriculum

IIIC.04 Online NetTrack report (on campus only), http://academic.lamission.edu:81

III.C-5 Online Appointments for Transfer Center https://mymission.lamission.edu/sars/transfer/eSARS.asp

III.C-6 Online Work Request, http://support.lamission.edu/

III.C-7 Online course status, http://academic.lamission.edu/reports/enrollment/

III.C-8 Students and Faculty Web Portal https://mymission.lamission.edu/studentlogin.aspx https://mymission.lamission.edu/facultylogin.aspx

III.C-9 College workshops, http://www.lamission.edu/it/workshops.html Computer-Based Training, http://www.profj.us/desktop/

III.C-10 Distance Education Committee, http://www.lamission.edu/de

III.C-11 2006 Student Survey, Los Angeles Mission College.

STANDARD III.C: Technology Resources

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Technology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institu-tional planning.

III.C.1. The institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and op-erational systems.

III.C.1.a. Technology services, professional support, facilities, hardware, and software are designed to enhance the operation and effectiveness of the institution.

DESCRIPTIVE SUMMARY

In 2003, Los Angeles Mission College hired a Technology Management Design consultant (III.C-1) to help develop its Informational Technology Master Plan. (III.C-2) As a result of this process, the college established several strategic technology goals:

• Fostering continued quality improvement in teaching and learning• Using technology to enhance student services• Promoting effective and efficient college operations• Upgrading and extending the college’s technology infrastructure, and• Assuring comprehensive electronic communication capability for all college constituents

The plan identified existing technology deficiencies, established priorities and outlined specific objectives and action plans. The plan was approved by the College Council on October 9, 2003. Faculty, staff and student access to technology and the integration of tech-nology into the student learning process were central components of the plan. Many aspects of the plan have been implemented including the establishment of a permanent oversight structure, the Technology Committee, as a standing college committee.

The college Technology Committee oversees the technology needs and recommends new policies, procedures and expenditures related to technology. (III.C-2) These recommenda-tions are considered and approved by the College Council. However, emergency requests have been initiated by the dean of technology and approved by the college president when necessary. For example, in October of 2005, a proposal to upgrade the e-mail system became a top priority and required immediate action due to the discontinuation of district support of an unreliable and obsolete e-mail system.

At the district level, the District Technology Committee recommends computers and network equipment and also provides network guidelines, district application information and pro-cedures to college technology. Most of the hardware standardization, network security and network applications have been district driven.


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Faculty and Staff Access to TechnologyIn the spring of 2006, the college hired a professional expert to develop Web-based enroll-ment reports to enable faculty, especially department chairs, to check student enrollment and compare the current year enrollment with the previous year enrollment. The Curriculum Committee posts all final copies of submitted curricula online, which allows faculty to view curricula anywhere there is Internet access. (III.C-3) Curriculum information is now central-ized in a database server on campus.

Prior to October 2005, the college websites were hosted by an outside vendor. This outside service limited the space usage per user and number of Web pages for faculty. Since then, the college has addressed the problem by bringing websites back to the campus. All full-time and part-time faculty members are able to have Web pages for their classes by submitting online requests.

In January 2006, Microsoft Exchange 2003 replaced the Lotus CC:mail system and became available to all full- and part-time faculty members. The conversion to Microsoft Exchange 2003 has streamlined the communication among the faculty, staff and administration. By June 2006, faculty computers with Pentium II, Pentium III or Celeron processors were up-graded to Pentium IV and connected to the college data communication network.

To support faculty with the new e-mail system, the Information Technology (IT) staff pro-vided one-on-one computer and e-mail support in the faculty offices for ten hours each day during the first week of the spring and fall 2006 semesters. A series of Outlook and Outlook Web Access workshops from basic to advanced levels were scheduled throughout the spring 2006 semester for faculty and staff. These workshops were taught by faculty and staff volunteers.

Systems Applications and Procedures (SAP) enterprise, a well-known, powerful application, is the district administrative network application. The SAP financial module went live in July 2005. The human resource module went live in May 2006.

All staff and faculty computers configured with standard software applications now include Microsoft Office 2003 package products, SAP, Symantec Anti-Virus, Adobe Reader, File Transfer Protocol programs, and Internet access.

Since April 2006, the NetTrack software package has been used in the Learning Center and the Math Center to track student usage of the computer laboratories. The new system allows students to track lab time for class credit; faculty can view the student lab usage reports at any time on campus via the browser. (III.C-4) The system also provides statistics of student activities by discipline or subjects to instructors, lab managers and department chairs.

In March 2006, the two new high-resolution LCD projectors were installed in the Learn-ing Resource Center building (Rooms 205 and 234) for teaching purposes. The Math Lab, located in the Campus Center, has 39 high-end computers equipped with supporting math


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software, funded by a Title V Grant. This lab also includes a smart board, document camera and mounted projectors to help faculty incorporate technology in their teaching.

Audio/visual materials and equipment are located in the Audio/Visual Department in the Campus Center. The hours of service are from 7:30 a.m. to 4:00 p.m. Monday through Friday and occasionally Saturday 8:00 a.m. to 12 noon. The Center offers a wide variety of instruc-tional media services to the campus, such as VHS, CD and audiocassette duplications. This department also offers a wide range of instructional equipment, such as computers, projec-tors, a public announcement system, television, VCR/DVD, teleconferencing and satellite downlink broadcasting services, and media carts. Faculty members can make a reservation online to have equipment delivered to their classrooms, or they can pick up equipment at their own convenience. Electronic screen projectors and mounted projectors and media cabi-nets are new audio/visual features added to each room in the Collaborative Studies Building. The instructors use state-of-the-art audio/visual equipment in these classrooms. The Informa-tion Technology Department supervises the audio/visual technician, supports media equip-ment needs and maintenance contracts on an as-needed basis or through other contracted maintenance agreements.

In August of 2006, twenty new multi-function printer/copier machines were installed throughout the campus. These replaced older machines and increased the number of high-end printer/copiers from ten to twenty.

Students Access to TechnologyStudent access to technology through the use of computers has increased significantly in the last few years. Several departmental computer labs are used to support specific curriculum and are listed below.

The Computer Application Office Technology (CAOT) Center has 15 black and white laser printers and 57 workstations for students to use while learning computer applications and of-fice technologies. Print servers have been installed to eliminate the need for dedicated com-puters to control the printing process. This center is supported by a part-time, .5 (50 percent), information technology instructional assistant. During the past two years, CAOT has replaced outdated computers and purchased needed maintenance and utility software to increase reli-ability and performance of the computers.

The Computer Science-Information Technology (CSIT) lab has three different computer labs. Two of the three labs have recently updated computers. These labs are central to the Com-puter Science program and are used throughout the day by classes and for open labs. The Computer Science Department has two lab assistants, one full time and one half time.

In the Natural Sciences Department, there are several computer labs available to students. The chemistry lab has seven computers that are used for instruction. The biology lab has six desktop computers used by students to enhance their learning of anatomy and physiology, conduct research on scientific literature using the Internet and work on laboratory reports. In 2004, the department purchased the equipment needed to modernize the physics lab. Seven



new DeskPro computers and multiple Labpro sensors are used for data acquisition. In 2005, the astronomy discipline purchased three new 8-inch Newtonian telescopes.

Disabled Students Programs and Services (DSP&S) provide disabled students the training, resources and equipment needed to access technology and succeed in their courses. A full-time DSP&S Access Technology Specialist works with campus Information Technology and Learning Resource Center personnel to make the Learning Resource Center accessible and ADA compliant. A new Proposition A/AA bond funded Student Services building will allow DSP&S to expand to three times its current size. The new facility will include several addi-tional offices for counseling, tutoring, and proctoring exams. The building will also house a high tech lab with state-of-the-art computers and a screen projector.

There are 28 student computers in the library. Students have access to the various databases to which the library subscribes, both on campus and at home. The library also has Microsoft Office on the computers so students can type and print their papers. In June 2005, the library upgraded its online catalog to SirsiDynix. Students can now also access the library catalog through the Internet at home.

The Multimedia Program has four computer teaching labs dedicated to Multimedia students. These labs currently house 22 Pentium III personal computers, 21 G4 Power Macintosh com-puters, 7 G5 Power Macintosh computers, video and sound editing software, digital cameras, projectors, scanners, and dedicated MAC and PC servers. The Multimedia Program was recently awarded a Title V Cooperative Grant and plans to overhaul completely the outdated PC lab and convert it to a MAC lab by spring 2007. This equipment supports students and faculty who use computer workstations to produce graphics, hypertext, video, animation, and sound.

The Writing Lab in the Learning Center has 18 Pentium IV stations with ESL software to assist students with improving vocabulary, grammar, writing and reading. The Math Lab in the Learning Center has 38 workstations with math software. This lab also is used as a teach-ing classroom. In addition to these discipline labs, the Learning Center provides support for multiple subjects as well as Internet access. Software installed in the Learning Center assists students in basic skills, such as math, ESL, grammar, and science. In 2004 and 2006, the col-lege purchased new Pentium IV computers equipped with flat panels to replace all worksta-tions in the Computer Commons. The Computer Commons area of the Learning Center lab is open from 8:00 a.m. to 8:00 p.m. Monday through Thursday, closed on Friday, and open four hours on Saturday from 10:00 a.m. to 2:00 p.m.

Since December 2005, online course status reports have been available on the college web-site for students to check the status of classes prior to their enrollment. In October 2006, the schedule of classes online (SOCO) replaced the online course status. SOCO is a dynamic utility and a powerful tool for students to search for their desired classes based on subjects, date, time and open or closed status.


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SELF-EVALUATION

Since the last self study, the college has made significant progress in student, staff, and faculty access to technology. Over 95 percent of computers on campus have been updated to Pentium IV processors. The former college e-mail system was replaced by the latest Micro-soft Exchange system. In addition, the printer/copier machines have been significantly updat-ed and expanded throughout the campus. Information Technology workshops are offered on a regular basis to assist faculty and staff with their teaching and working needs. In addition, the IT Department has implemented many Web services for students, staff and faculty, such as online appointments for the Transfer Center (III.C-5), surveys, work requests, and audio/video equipment reservations. (III.C-6)

In December of 2005, Los Angeles Mission College was the first college in the Los Angeles Community College District (LACCD) to provide Web-based course status reports. Depart-ment chairs, faculty, and administrators are able to use this information to track class enroll-ments and class size averages on a daily basis. (III.C-7) The IT Department has developed a Web-based student and faculty portal which allows access to several resources such as assessment information, e-mail, class availability, registration, lab usage time, and tutoring referrals. (III.C-8)

Student use of the Computer Commons in the Learning Center increased significantly after the computers were upgraded in 2004 and 2006. However, the Center is closed after 8:00 p.m. Monday through Thursday, all day Friday and Sunday, and is only open Saturdays from 10:00 a.m. to 2:00 p.m. These hours of operation limit student access to technology on campus. As a result of the findings of the 2004 state audit of the noncredit program, in April 2006, the college adopted a computer tracking system, NetTrack, to monitor student com-puter usage in the Learning Center and Math Center. This system requires new standardized student log-in procedures, digitizes the counting of noncredit FTES tutoring, and provides tutorial reports and other features.

The Audio/Visual Department is housed in a very small room and often overcrowded with equipment. Moreover, the one full-time staff person cannot adequately cover weekend and evening events which require audio/visual support. Adjunct faculty teaching during these times are particularly affected by the limited access to audio/visual equipment.

The Spring 2006 Student Survey (III.C-11) indicates that the indicated percentages of stu-dents surveyed agreed or strongly agreed with the following statements:

• Computers are available on campus when I need them: 84 percent• Computers and software on campus are up to date: 84 percent • I use the library, tutoring centers, or computer labs: 51 percent • The college has assisted me in acquiring the ability to use computers: 51 percent

While the 2003 Technology Master Plan was essential in driving many of the recent improve-ments to technology on campus, the plan needs to be revised and updated to reflect current student, faculty, and staff needs.



PLANNING AGENDA

• To identify the technology needs on campus, the Technology Committee and the Information Technology Department will revise the Technology Master Plan by spring

2008 to ensure its integration with institutional planning.

III.C1.b. The institution provides quality training in the effective application of its in-formation technology to students and personnel.

DESCRIPTIVE SUMMARY

Technology training for students, staff and faculty is provided on an on-going basis by a variety of areas. In the college computer labs, which are open for walk-in usage, staff mem-bers in the Learning Center provide orientations and train students to operate computers, printers and basic academic software. Additional computers are available in the library for use by students. Library personnel provide instructions to students on how to conduct re-search using database resources. The library offers six different information competency workshops, which help to fulfill the informational competency general education goals adopted by the college in 2003. The topics of the workshops are Research Strategies, Search-ing for Books, Locating Journal and Newspaper Articles, Internet I—The Basics, Internet II—Searching and Evaluation, and MLA Format. The library also offers assignment-specific orientations when requested by an instructor. The library always has a reference librarian on duty when the library is open so that students can get help finding books, using the Internet or databases, or using Microsoft Office.

One of the most notable technology accomplishments of the past four years has been a signif-icant expansion of training workshops for faculty and staff. Most of the technology training takes place in the Math Center and in Room 234 of the Learning Center. The training has fo-cused on topics such as the use of File Transfer Protocol (FTP) to upload Web pages, Outlook Web Access, Web page design, and Word, Excel, Access, and other college Web applications.

The college has conducted several workshops with the assistance of district specialists, to provide on-campus training for administrative assistants and department chairs in the use of district applications, such as Protocol, SAP, and Business Warehouse. In addition, the staff development coordinator frequently e-mails all users with information about other technol-ogy related subjects. (III.C-9)

The college Information Technology staff developed how-to guides, handouts for new e-mail users, and Secure File Transfer Protocol documentation. A series of Outlook and Outlook Web Access workshops from basic to advanced levels have been scheduled throughout the semester for faculty and staff. These workshops were taught by voluntary faculty, staff and the multimedia developer. The staff development coordinator provides online training to staff and faculty.



Microsoft Office Specialist (MOS) practice exams are also available to allow all classified staff to practice before the actual exam. Staff members who improve their skills and become MOS certified receive a monthly stipend.

The college also purchased a one-year contract with New-Horizons Training Center to enhance and reinforce technical skills of the IT staff and provide support for desktop users, hardware, software, and network applications. Training courses cover e-mail services, data-base services, student application services, Web services, and new hardware.

SELF-EVALUATION

While all full-time faculty and staff have computers, printers and access to the Internet in their offices, staff and faculty need a designated support center for training. Currently, faculty and staff training workshops are scheduled in LRC 234, LRC 205 or the Math Lab. Scheduling workshops is difficult because of other demands on room usage. Encouraging faculty and staff to use technology is a major issue that is being addressed by the college. Two Centers for Excellence in Teaching (CET), funded by a Title V Grant, have been created to assist with technology training and are located in LRC 234 and in the adjunct faculty area in the Instructional Building.

PLANNING AGENDA

No recommendations at this time.

III.C.1.c. The institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to meet institutional needs.

DESCRIPTIVE SUMMARY

The college Information Technology (IT) Department maintains the network infrastructure of Los Angeles Mission College and is located in the lower level of the Library and Learn-ing Resource Center. IT is responsible for network computing, Web technology, audio/visual, telecommunication services and equipment for students, staff and faculty. The IT staff coor-dinates with the district IT staff to configure and design the Wide Area Network to ensure the security and integrity of the network, especially the connectivity from college to district and among colleges within the district. The college network infrastructure is a part of the district network. Thus most of the Wide Area Network equipment is purchased and configured using a holistic system approach. The District IT Department is responsible for maintaining routers and the firewall. The Corporation for Education Network Initiatives in California (CENIC) maintains the Internet access. In November 2004, the college coordinated with Verizon, CENIC and the District Office to plan and install the broadband service project.

Currently, the IT Department staff consists of one manager, two computer network support specialists, three assistant computer network support specialists, one media specialist and one temporary multimedia developer. IT provides day-to-day support for all computer us-ers, including basic computer skills for staff and faculty, local and network applications, and



support for hardware and software. IT maintains computers, printers, servers, switches, the Private Branch Exchange (PBX) system, all audio/visual equipment and the Learning Center labs.

Technology at the college has evolved significantly since the last self study in 2001. The campus network was based on 10 Megabit per second (Mbps) hubs and category 3 wiring. In 2002, 50 percent of the wiring was updated to category 5 and 5e; most of the 10 Mbps hubs were replaced with 100 Mbps and 1000 Mbps switches and with fiber backbone. The col-lege understands the need for a strong, dynamic infrastructure to ensure support for existing technology requirements and to prepare for the expansion of the campus and for inevitable new technologies.

In anticipation of funds from the Proposition A/AA bond measures, the college has analyzed the existing campus infrastructure and proposed a strategic plan for the future growth of the college. The IT campus-wide infrastructure project is expected to be completed in 2007. This project will upgrade all Ethernet cables from category 3, 5 and 5e to category 6 and replace old Extreme switches with new Cisco layer 3 technology switches. The acquisition of new equipment provides for future growth and expansion of services for the next five to seven years and improves the network security and bandwidth usage. Wireless hot spots will be in-stalled in all student activity areas and classrooms. The IT Department is also working with consultants from PlanNet and Gateway Science and Engineering (GSE) to ensure that any technology plans are coordinated and current. These projects are described below:

• Standardization of cabling for the campus network infrastructure• A cyber café where students can check e-mail or access the Internet• A Student Services building which will house Financial Aid, EOP&S, Admissions and

Records, and Counseling• A Media Arts building that provides more teaching classrooms and multimedia labs• Smart Classroom project• Voice over Internet Protocol (VoIP) to upgrade the campus telephone system.

The college upgraded to Windows Active Directory at the end of 2005 in both administrative and student networks. This upgrade improved the centralized network management signifi-cantly and improved the security and messaging systems on campus. Beginning with the fall semester 2006, the college began using the Scheduling and Reporting System (SARS) to automate student appointments and telephone calls for registration. The software also al-lows students to electronically schedule their academic advising and other appointments. (III.C-5) Intranet portal services and a storage area network will be operational by the end of fall semester 2006.

The IT Department began managing the telephone system in the summer of 2005. The cur-rent telephone system is more than ten years old. IT staff coordinates with Plant Facilities personnel and/or an Altura telephone technician to provide the telephone support to campus users. The system has a mix of analog and digital lines. Most employees still have analog



lines which will not support many features such as caller identification and multiple button functions.

SELF-EVALUATION

The college needs to develop policies and procedures for maintaining technology to ensure software and hardware are up to date. The establishment of computer lab usage policies and staff/faculty network access policies are also needed. The college needs to identify specific funding sources to upgrade computers for students, staff and faculty to meet replacement guidelines of the State Chancellor’s Office. The college needs to develop a multiple-year plan for technology purchases including hardware, software and servers, both academic and administrative, and prioritize the list of program and technology needs campus-wide.

Recently, the IT Department developed an inventory of college hardware, software, and data communication equipment so that it can improve the coordination of computer upgrades. Based on this inventory, all computers and monitors in the faculty cluster were upgraded in June 2006. Additionally, the need to upgrade all servers in the data center and switches in the telephone communication rooms has been identified as a high priority. These upgrades are critical to support the communication channels on campus. The college IT Department and Technology Committee will evaluate the progress in maintaining and upgrading hardware and software to ensure state-of-the-art learning and working environments for students, fac-ulty and staff.

Since the IT staff member who managed the telephone system retired in October of 2005, two of the computer and network support specialists have split their duties to provide tele-phone support. The existing telephone system lacks several features to accommodate the technology needs and will not support the growth of the college. Based on a five-year analy-sis by a PlanNet consultant, the college will migrate from the existing telephone system to Voice over Internet Protocol (VoIP) to take advantage of available Proposition A/AA funds.

PLANNING AGENDA

No additional recommendations at this time.

III.C.1.d. The distribution and utilization of technology resources support the develop-ment, maintenance, and enhancement of its programs and services.

The request to purchase computer equipment is the responsibility of each department on cam-pus. The IT Department coordinates acquisitions to make sure they meet campus standards. The goal is to upgrade computers every three years based on the guidelines from the State Chancellor’s Office, although this has been very difficult to implement fully due to budget limitations in the past few years. However, this year following the shared governance pro-cess, the administration, the Technology Committee, the Academic Senate, and the College Council approved using Block Grant resources to upgrade computers for students, staff and faculty. As a result, the college replaced most computers in the Learning Center and faculty


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and staff areas in April 2006. The IT Department maintains an inventory database of voice and data communication equipment, which it uses to assess technology needs.

The office managers, directors and the college vice presidents manage budgets for their areas. Most student services computers are purchased through federal funds or special funds. For instance, EOP&S and Financial Aid offices have their own funds for equipment. Administra-tive employees in areas that are not associated with funding resources, e.g., Plant Facilities, typically receive the previously used equipment from student computer labs or from faculty. Due to the requirements of the SAP enterprise system, a few administrative areas includ-ing payroll and personnel received upgraded computers paid for through the college general fund.

Distance education at Los Angeles Mission College has evolved over the past five years. Current online distant education programs use the ETUDES course management software. Distance education coordinators, faculty and administrators of all colleges regularly attend the District Distance Education Committee (III.C-10) to define budget line-items.

Technical support for some of the academic discipline’s computing labs on campus is pro-vided by designated staff members. For example, computer science, CAOT, and DSP&S labs have their own instructional assistants. The Multimedia Department has outsourced to a private company to provide technical support for their student labs.

The IT Department has a number of agreements and contracts with vendors. The Micro-soft (MS) agreement provides desktop software upgrades yearly; the Symantec agreement provides Symantec Anti-Virus, and Brightmail software is upgraded every three years. The TAMIS contract provides software support for Plant Facilities and IT online work requests. In January 2005, the college installed a new e-mail administrative system and new servers. College general funds were used to pay for these services. The district resources provide standard communication equipment such as routers and firewalls housed in the Data Center of the college IT Department.

SELF-EVALUATION

Based on data provided by the Gateway Science and Engineering consultant, about 60 per-cent of the existing campus infrastructure includes data lines, fiber optics, and voice, video and network equipment, which need to be upgraded. When these upgrades are completed, the network will incorporate the newest technologies, including full redundant core switches, and will provide 99.9999% uptime. Backup power systems will be installed by the end of 2007, which will protect servers and core switches in the event of a power loss. The upgrade will provide students, staff and faculty with a reliable and sustained network infrastructure.

PLANNING AGENDA

No additional recommendations at this time.


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III.C.2. Technology planning is integrated with institutional planning. The institution systematically assesses the effective use of technology resources and uses the results of evaluation as the basis for improvement.

The college Technology Committee is a shared governance committee and is involved in prioritizing and implementing the use of technology on campus. The committee is a part of the College Council which is the main shared governance committee at Los Angeles Mission College. Technology is a key component of the college’s institutional planning.

The college evaluates the need for replacement of technology in various ways. The IT De-partment keeps an up-to-date inventory of equipment, and ad hoc committees ensure that a fair and just evaluation of computer needs is made and that new equipment is put in the right place.

Lab assistants and instructors of the LRC, CAOT, Multimedia, Engineering, Science, Com-puter Science, DSP&S and Biology labs who are familiar with their requirements are respon-sible for determining technology needs in these areas. Currently, a computer network support specialist or an IT manager reviews hardware and software requests for compatibility and feasibility. The college adopts the computer standards established by the District Technology Committee (DTC). The college IT manager attends monthly DTC meetings to collaborate and align the college technology with district technology. The District Technology Office provides direction and support to campus technology initiatives, which are coordinated by the vice chancellor at the District Office.

The college has earmarked Proposition A and AA funds for new instructional buildings which will have “smart” classrooms. IT is involved in the planning of these new facilities and mak-ing sure that the network connectivity and technology services are the best for the college.

SELF-EVALUATION

While technology planning has been integrated with institutional planning, the effective use of technology resources has not been systematically evaluated. The college Technology Committee, composed of representatives from different areas on campus, attempts to ensure the coordination of all technology efforts. This committee identifies and recommends tech-nology needs to the college and ensures all technologies are fully supported by providing regular training workshops. Following the recommendations of the Technology Master Plan, the college hired a Manager of College Information Systems in August 2005. The creation of this position has facilitated technology coordination and accelerated the completion of many projects.

PLANNING AGENDA

• The Information Technology Department will complete a unit assessment to evaluate the effective use of technology resources on campus by spring 2007.


standard iii.c – documentation

Documents