CVCC TECHNOLOGY STRATEGIC PLAN

Catawba Valley Community College
2550 HW 70 SE
Hickory, North Carolina 28602
(828) 327-7000

(Updated annually. Last update January 2007)

Introduction

Catawba Valley Community College (CVCC) was established in 1958 as an industrial education center. Since that time, the institution has evolved into a fully comprehensive community college providing technical, college transfer, corporate, continuing education, literacy, and developmental programs. With a designated service area of Catawba and Alexander Counties, the college serves urban as well as rural population. The campus covers approximately 130 acres, with 11 buildings. Additionally, there are two off-campus centers: one located in downtown Newton and the other in the town of Taylorsville.

The College has a fully integrated fiber network to support student labs, faculty needs (all full-time faculty/staff have access to at least a Pentium processor or greater computer on the desktop), administrative computing, and other technological functions. Further, the college is actively involved in the use of the North Carolina Information Highway (NCIH) with the installation of two fully interactive rooms on the main campus and a receive site (local closed network) at the Alexander Center. The NCIH rooms enabled the college to expand distance education opportunities to include the fully interactive (audio/video) delivery and receipt of instruction through the use of the system. The technological environment has expanded to include full Internet access, use of the Internet to provide instruction, and the development of Web sites that now provide electronic access to the constituents of the college. The college uses the Blackboard template to host all Internet based courses produced at CVCC. Also, faculty have access to courses developed by other community college faculty across the state, using the Blackboard template. The NC Virtual Learning Community provides a means for students to gain access to all the distance course offerings throughout the state.

There is not a formal technical training plan nor mechanism for implementing such. However, training for faculty and staff in the new technologies consists of both internal and external opportunities including the following: the Quality Teaching Enhancement Center (QTEC), a laboratory designed for self-paced instruction in current software applications, non-credit classes in current software application provided by the Coordinator, Educational Technology Training, credit classes (continuing education or academic) offered by the college, and off-campus classes, seminars, or workshops provided through special state Tier A funds or other professional development funds.

The financial support for human resources to plan for, install, maintain, upgrade, and manage the technology component has not been forthcoming to the extent necessary to provide substantial access. The college, therefore, has entered the twenty-first century at a technological disadvantage.

Terminology

As used in this paper the terms distance learning, distance education, distributed learning, and online learning are used interchangeably. When specifically discussing off-campus components of learning, distance learning seems appropriate whereas when discussing the over all concepts the phrase distributed learning might be more inclusive.

Information Technology is the combination of equipment, software, training, services, support staff and related resources that is used to store, retrieve, process, display and communicate information in support of learning and teaching and the operation, administration and management of the college.

Hybrid courses are defined as any course that incorporates technology in any combination, such as video conferencing, e-mail, videotapes, and web based instruction, with face-to-face instruction.

The NCIH represents the North Carolina Information Highway Network of interactive video classrooms. V-TEL is the software that the NCIH sites use to interact with each other.

Strategic Planning Defined

As written by Goodstein (as cited in Alvino, 1995), strategic planning is "the process by which an organization envisions its future and develops the necessary procedures and operations to achieve that future". A strategic plan provides a working framework of specific steps and goals leading to specific outcomes. According to Thompson and Strickland, an organization's "strategy consists of the combination of competitive moves and business approaches that managers employ to please customers, compete successfully, and achieve organizational objectives" (2001).

In the spring of 1997, Catawba Valley Community College began building its first comprehensive and visionary strategic plan. Information Technology was included, but not highlighted. A specific technology plan is needed that focuses on the process for the instructional and administrative uses of information technologies college-wide works through the college computer technology committee, the computer support staff, the telecommunications staff and the professional librarians and other staff of the CVCC library. The 2001-2002 CVCC technology plan is modeled after Thompson and Strickland's Five Tasks of Strategic Management from their text, Strategic Management: Concepts and Cases. This process consists of five interrelated tasks:

1. Developing a vision of what the organization should look like in the future.
2. Setting objectives.
3. Designing a strategy to achieve the desired outcomes.
4. Implementing and executing the chosen strategy efficiently and effectively.
5. Evaluating performance and initiating corrective adjustments in all of the above. (Thompson & Strickland, 2001, p.6).

These five tasks are further iterated through the text produced by the College and University Personnel Association (CUPA) entitled,Strategic Planning: A Human Resource Tool for Higher Education. The research outlines six stages of strategic planning; planning to plan, appraisal, developing options, implementation, results and evaluation. Whereas each is important, the focal point and "the most critical strategic thinking occurs" in appraisal (Alvino, 1995, p. 8). Appraisal includes a shared vision and the organization's mission. Both define the organization in terms of who you are and what you are about. They define "a future state to which everyone aspires and to which everyone can apply energy and resources" (Alvino, p.9).

The technology plan is meant to reflect the vision, planning assumptions about, key directions of and strategies for the use of information technology. As stated in the Policies and Procedures manual for CVCC, the purpose of the Computer Technology Committee (CTC) is to develop, recommend, and assist in the implementation of a feasible plan to provide comprehensive systems and software support to students, faculty, and staff. This committee assists in planning for optimum utilization of existing and future computer resources.

Recommendations of the committee may include but not be limited to: consultation from an outside source; future scope, role, and function of the committee; and membership revisions. Additionally, the committee is charged with the following:

1. Assure campus-wide adherence to copyright statutes as they apply to computer software
2. Maintain compliance with Southern Association of Colleges and Schools (SACS) criteria regarding computer services
3. Develop plans for reallocation of equipment as is appropriate.
4. Advise regarding computer equipment selection and purchase. (CVCC's Policy & Procedure Manual, 2001).

As reaction is received to the Strategic Plan from other departments and groups, the plan will be modified and refined. An annual action plan for implementing the Strategic Plan will be developed by the CVCC Telecommunications Department, Computer Technology Committee and other appropriate groups within CVCC and shared with the college community. It is the college's intent to integrate this planning process into the budget process for information technology allocations.

The CVCC Technology Plan

The mission of Catawba Valley Community College is to add value to the individual and the community by providing quality educational opportunities and workforce training.

Students must be afforded the opportunity to pursue education to their fullest capacities. Since individuals have varying abilities, talents, ambitions, etc., the institution must meet the students at their entry level and have the resources to enable them to achieve their educational goals.

To enable students to pursue their educational goals, the college provides quality innovative instruction and support services through vocational, technical, and transfer programs, continuing education, corporate, literacy education, developmental courses, and learning assistance services. For those completing the requirements, the college awards associate degrees, diplomas, certificates, and continuing education units.

Technology has required educators to rethink how instruction and support services are delivered to students both in and out of the classroom. Technology provides an institution the opportunity to expand distance education in both curriculum and continuing education offerings to students in its service area. If all types of course modalities are to be offered successfully the college must have adequate support services and develop an institutional technology plan that builds on commonalties and establishes expectations for collaboration among faculty and other institutions - public schools, community colleges, universities, and the private sector. In order to identify students' potential learning styles, cognitive mapping should be a part of the test battery required of all entering students.

There are a number of components that must be included in the college's on going planning cycle if institutional and student goals are to be successfully achieve: strategic planning, student faculty interactively, on going staff development, strong student advising, electronic student services, access to library resources, student help desk, student calling program, and technology infrastructure capable of handling demand at peak times.

Because the community college subscribes to an open door policy, it is imperative that academic support such as career development, tutorial assistance, independent study facilities, and entrance testing be in place to assist students to overcome deficiencies and to meet their program objectives. The instructor must become cognizant of student problems in order that prompt referrals may be made to the appropriate academic support program. It is essential that academic standards be established and maintained in order to assure that students are properly prepared to enter the job market or further their education.

To fulfill its mission, the College has established the following goals:

1. Be accountable in all activities by establishing benchmarks that will be met or exceeded.
2. Maintain and improve internal and external communications.
3. Manage enrollment to meet program, employer, and student needs.
4. Promote a positive image of CVCC.
5. Evaluate and integrate appropriate new technology.
6. Utilize planning processes for efficient utilization of resources.
7. Utilize planning processes to meet the programmatic needs of the community.
8. Respond to the educational needs of a diverse student population.
9. Maintain and expand the College's physical plant to meet programmatic and service needs.
10. Secure additional funding and other resources for added value.
11. Strengthen college morale and outcome satisfaction.

Approved by Board of Trustees 06/12/2002

Issues for the Future

Planning Assumptions

The following is a list of planning assumptions about Catawba Valley Community College, information technology and its use at the college upon which the key directions and strategies within this strategic plan are based.

Teaching and Learning Assumptions:

1. Competition for students will continue to grow from other higher education institutions: locally, nationally, and internationally.
2. CVCC will continue to have group-based, instructor-led, face-to-face instruction in a majority of courses.
3. CVCC will increasingly use a hybrid approach to delivering courses to students with on-campus activities used for some elements and off-campus, technology-based activities used for others.
4. Distance learning will become increasingly important to CVCC as the college strives to meet the expectations of students seeking to access education in convenient and flexible methods.
5. The library at CVCC is the central focal point for the acquisition and dispersal of print and non-print collections.
6. The Dean of Support Services and the Director of Telecommunications must collaborate to identify the instructional needs of the college and how information technology can be used to support these needs.

Core Services Assumptions:

1. There is increasing demand for CVCC to provide access to computing, technology and information access resources at various locations 24 hours a day, 7 days per week.
2. End user expectations and demands far exceed the ability of current CVCC Information Technology Support staff to meet the needs.
3. The college community expects/demands immediate response time on the delivery of all products and services.
4. There is an increasing need for technical support services college-wide. To meet these increasing demands, additional operational costs must be allocated.
5. Response time to trouble calls should be based on established and clearly communicated priorities/criteria.
6. Demand for library and information access services will continue to increase over the next three to five years.

Organization Assumptions:

1. Catawba Valley Community College is a single college with multiple campuses, learning centers and students learning at a distance through the use of technology.
2. There is no limit on the number of campuses; sites or locations CVCC must be prepared to serve with/through information technologies.
3. There is no agreed upon model for the delivery of college-wide services to locations or learners at sites remote from the Hickory, Alexander and Newton Campuses.
4. The Catawba Valley Community College organizational culture is supportive of and fosters innovation.
5. Even though CVCC is viewed as an innovative organization, there are still pockets of resistance to change.
6. In order to reach our goals of improved access and service to students, many current "business" processes and procedures will need to be reengineered.
7. CVCC will continue to develop joint efforts with high schools, our sister colleges, the universities, and business and industry, some of which will focus on the shared use of information technologies or information technology facilities.
8. There are many external regulatory organizations that impact CVCC 's ability to be as flexible and nimble as possible in order to meet the changing and evolving needs of students, faculty and staff.
9. The highest level of technology support can best be achieved with individual technical support personnel working within the departments (decentralization).
10. At the present time, efforts geared toward researching and investigating new technologies on an ongoing and continuous basis are fragmented college-wide, with no one department responsible for concerted research and development activities.

Technology Assumptions:

1. The rate of technology change will continue to be exponential and CVCC must plan for obsolescence.
2. CVCC faculty, staff and students want and/or demand the latest technology.
3. CVCC will continue to use technology (hardware and software) beyond its recommended "life cycle" or "life expectancy."
4. Any strategy for the replacement or upgrade of information technology at CVCC must assume a phased or evolutionary approach rather than 100% replacement at any one point in time.
5. CVCC must remain on the "cutting edge" of technology.
6. CVCC will use information technologies as one means to extend "common" or "core" services to all campus locations and/or learning centers.
7. On-campus and between-campus high-speed networking will continue to be a requirement for CVCC. The institution's core backbone will always have redundancy and fault tolerance built in and CVCC will always provide adequate (at least 100 base T) connectivity to meet the college's technology needs.
8. CVCC will take a systematic approach to the growth of its internal voice, data and video networks with expansion based upon need rather than technology availability.
9. The average general-purpose workstation purchased by CVCC will be at the 75% of industry average configurations.
10. Standards assist in the effective integration and utilization of IT resources.
11. Expanded use of the Internet, the CVCC Intranet and the World Wide Web is driving many of our decisions, acquisitions, programs and services.

Information Access Assumptions:

1. Students, faculty, staff and members of the community will increasingly want and need access to external resources (people, databases, etc.).
2. Information that students, faculty and staff receive from CVCC information databases shall be up-to-date, accurate and available at all times.
3. CVCC must have adequate hardware, software and support for disabled user access to information.

Staffing Assumptions:

1. Staffing levels within the Telecommunications Department are inadequate and there are limited dollars for new staff.
2. At the present time, there is no planned correlation between the number of units and distribution of hardware/software college-wide and the number and distribution of technical support staff.
3. Eighty percent of ITS staff time and efforts will continue to be spent on maintaining the current infrastructure and 20% will be spent on new activities/efforts.
4. CVCC, like many nonprofit organizations, is at a disadvantage from a competitive salary vantage point, when recruiting and hiring technical support staff and managers.
5. Regardless of how technically adept the ITS staff are, and how fervently they work to maintain their competitive edge, they cannot know everything the college needs them to know.
6. The roles and responsibilities of the IT professionals and librarians have and will continue to evolve. Individuals in these roles at CVCC must continually upgrade their skill to remain current in the profession.
7. Priorities for information technology staffing college-wide must be established with appropriate budget allocations made to enable CVCC to provide technical support required for instructional and administrative programs.
8. All employees at CVCC must become more responsible for their own information literacy training and re-training.

Fiscal Resource Assumptions:

1. Requests for information technology acquisitions at CVCC exceed the dollars available by a 3:1 ratio. This scenario is not likely to change. Therefore, expenditures need to be prioritized on the basis of need and appropriate planning.
2. CVCC will need to creatively craft a fiscal strategy and program that will provide adequate resources for continual upgrade of technology so that the college can remain current.
3. Alternative resources need to be identified and pursued to enable CVCC to provide the type and level of technology support required college-wide.

Service Area/Communication Issues

Historically, the service area of the college has been limited to Catawba and Alexander Counties, with the exception of a few programs that draw from statewide, national, and international pools (i.e., Furniture Technology, Motor Sports, and Environmental Life Science programs). However, with the advancement of technology and also in response to fiscal accountability issues, the North Carolina Community College System is now encouraging collaborative programs where appropriate (NCCCS [a], 1997). CVCC is currently heavily involved in collaborative programs and is offering Internet courses and videoconferencing courses to students across the state, thus extending the college service area well beyond its original two home counties of Catawba and Alexander. It is expected that this trend will continue as statewide interconnectivity becomes much more available.

The enhancement of CVCC's ability to provide courses and programs through the use of technology brings an additional advantage. Not only will the college be better able to communicate with enrolled students; the opportunity to communicate with the community at large will be greatly improved. In the past, communication with the business and industry sector has been somewhat passive. However, because of new legislation that allows small businesses to make use, on a limited basis, of the NCIH interactive video network to promote economic development in the state of North Carolina, small business use will increase. While brochures may be mailed out for specific courses, the college generally has not actively used technology to communicate course or other program offerings to its constituents (i.e., used e-mail to announce course offerings to business and industry partners). Electronic capability increases the opportunity to advance the institution as well as to market and communicate information about its programs.

Curriculum Issues

As noted in one focus group made up of members of the college Information Technology Committee, "Private proprietary institutions are growing at a rapid pace with products [educational] tailored to customer desires . . .. Distance education does not take anything away from the classroom. It opens opportunities." Further, due to the availability and use of technology, new relationships will develop between learners and providers opening curricular opportunities that have heretofore been unavailable.

Collaborative programs are underway, but the technology itself may provide the basis for new program development. Recently an Information Systems Networking concentration has been added to the college offerings. Consideration is being given to program development for the fiber optic industry. The availability of high-resolution graphics and real-time audio/video removes barriers that have previously inhibited the practical use of technology in curriculum delivery. The use of technology provides alternative curriculum delivery systems, thus increasing the opportunities to accommodate the diverse learning styles and needs of today's students. In their 1999 article "Targeting rural students with distance learning courses: A comparative study of determinant attributes and satisfaction levels," Melodie Phillips and Mary Peters describe the difference between traditional and non-traditional students.

The Traditional student is 18-22 years old, attends a university full time immediately following high school, and lives on or near campus. However, student profiles have changed dramatically. Students have been forced to complete their college education through nontraditional methods. Distance learning often provides the only source of needed information. The element of convenience has emerged as one of the primary requirements of the nontraditional student (Phillips & Peters, 1999, p. 12).

"Going the Distance", a project in conjunction with PBS, allows participating schools to offer non-traditional course offerings to students with busy schedules. "Distance" courses include a combination of Internet/Web-based courses, information highway courses, and telecourses or a hybrid of these. CVCC's Healthcare Management Technology curriculum is currently one of the programs in "Going the Distance" project, where the entire curriculum can be taken using distance education. In addition to the non-traditional methods described above, Healthcare Management Technology courses are also available for registration through the Southern Regional Campus (SREC), allowing students nationwide the opportunity to participate in the courses and degree. CVCC graduated its first true "Going the Distance" student in Healthcare Management in May of 2001. Donna Fowler received her Associate in Applied Science in Healthcare Management without stepping foot on CVCC's campus until graduation.

Faculty Issues

One of the most commonly repeated themes in the literature and from focus groups is that technology will change the role of faculty. Greater emphasis will be placed on facilitation of learning, collaborative learning, team teaching and specialization. There are those who say that courses delivered electronically decrease student interaction. "Not so," says CVCC faculty that are involved in technology activities. Chat rooms and similar activities and on-line critique of papers actually increase student and faculty interaction. Technology can help to increase this interactivity among all learners, traditional and non-traditional. In the article "Using New Technologies to Support Cooperative Learning, Collaborative Services, and Unique Resources", Barbara Millis (2001), Director of Faculty Development for the US Air Force Academy wrote, "So, the value of increased communication among students and between students and faculty members should be evident. The good news is that technology - used wisely - can multiply the opportunities for meaningful discourse" (p.3).

Technology can be used to increase communication in all aspects of education. Instructors can use e-mail, web sites, and data to increase the contact with students. The combination of weekly or daily face-to-face class meetings between instructors and students and the use of technology as the basis for delivery of materials are called "hybrid" classes. According to Gilbert (2001),

The lesson is clear. The best educational options are 'hybrids' - combinations of different media, tools, and pedagogies. And the best hybrids are those combinations that are tuned by one or more dedicated professional teachers who have the time to make modifications based on careful examination of the progress of different kinds of learners (Gilbert, 2001, p.16).

This statement is critical to all educational situations, especially in Distance Education at CVCC. The teacher is key. "If technology is to improve education it will be because teachers who truly understand learning take matters in hand and decide just what the technology will be used to do" (Leamnson, 1999, p.340). Electronic communications can significantly multiply the opportunities for interaction among instructors and students.

Workload issues are expected to arise as the use of technology increases (National Post-secondary Education Cooperative, 1997) and, as a result of such factors, increased time will be spent in communication with students, course/media development, and professional development demands.

According to the same study, work areas (office space, classrooms, lab space) will need to be redefined; faculty staffing, reward systems, and allocation of resources will need to change, and new definitions of student attendance, performance measures, and course completion will be needed. These concepts will require a change in thinking for the faculty and administration of the college.

"The nexus . . . is data, information and knowledge. Man's relationship with knowledge has already been forever altered . . . . This change affects every aspect of knowledge: the production, acquisition, storage, exchange, distribution, transmission . . ."(Morris 1998).

Focus sessions with CVCC faculty involved with technology revealed several common themes. The use of technology is changing the way we teach writing and English skills, research, and editing skills are taught. Students will come with a higher level of technological sophistication and will expect the teacher to become more of a mentor and guide with the students taking more responsibility for their own learning. Faculty will need continuous training to assure that graduates are appropriately computer literate. The college must maintain currency in technology and must provide the support (fiscal and human recourse) to provide whatever the current technology may be. While career programs will likely remain strong, it is expected that retraining and certification will become a larger market sector for the college.

Student Service Issues

Student service issues may be condensed into several conceptual groupings. These include student participation patterns, communication and information, alternative methods of course delivery to accommodate varying learning styles, privacy and other legal issues, and changing student faculty relationships.

While several of these concepts interlock with other primary issues (i.e., faculty, curriculum, infrastructure, etc.), it is apparent that students will come to the college expecting a customer focus. Increasing competition among public and private sectors has created a situation in which the student expects to be on the receiving end of that "customer focus" (Institute for Education Best Practices, 1997). Students will expect to have access to electronic "self-help" tools, to be able to communicate electronically (applications, registration, financial aid), and to be able to access increased distance education opportunities. As distance opportunities increase, so will the demand for non-traditional measurement and other curricular-related methods. As observed by one faculty member in a focus group session, "Distance education is not taking anything away from the classroom. It just opens opportunities." Technology is a means of increasing access to courses for students who do not fit the tradition mode whether in time, learning style, or learning needs. Technology can also enhance program offerings as previously discussed, thus providing the student customer with choices here-to-fore unavailable.

Access to library and other resources also will become increasingly a demand as students engage in electronic opportunities for learning. Forty-percent of the libraries at community colleges have access to Internet (Kienzle & Li 1997). CVCC is a member of NCLIVE project, providing a network of library and other resources to its students. Maintaining this type of connectivity is critical to developing active learners within the college environment and to providing the graduate with the tools needed to support the concept of lifelong learning.

Other student service or enrollment management issues are increasingly dependent on readily available information. Early referral systems, student tracking and other retention mechanisms are heavily dependent on data provided by computing systems. The future will require more efficient and effective information in the area of student services and enrollment management.

Training Issues

The training of the workforce is certainly a critical issue in examining technology needs and uses in the future. Application of computer skills rated highest in a list of skills needed by the workforce in a study by Hickman and Quinley (1997). As perceived by Bosworth (1997), ". . . community colleges will have to shoulder a larger burden-they will have to strengthen their ability to work directly with employers in helping invent and refine new strategies for demand-driven workforce development" (p.12). Another issue even more critical to the success of the college in providing the workforce of the future is the training of faculty and staff in the use of technology. Recognition of the training issue is apparent in Goal 13 of the 1999-2000 Strategic Plan (NCCCS [b], 1998), which addresses the need to "support staff in the appropriate use of technology" (p. 9).

The need for training permeates the previous discussion driven by the changing role of faculty, use of technology in the classroom, use of technology to strengthen student services, curricular enhancement to prepare the student for the world of technology, and the need to keep pace with workforce demands. Now is the time to establish a standard expectation in technology skills. This standardization requires three levels of training: first, faculty and staff who do not meet a minimum standard would be required to meet that standard; second a method of identifying individuals who would require intermediate and advanced skills would be required along with a mechanism for providing that training; and third, a mechanism for providing skill upgrade would be required. To provide a graduate or completer (course, certificate, etc.) with the skills needed to meet workforce demands requires that faculty have or exceed the level of expectation of the employer.

Infrastructure/Equipment/Technical/Fiscal Issues

Maintaining an effective, efficient campus infrastructure is an ongoing challenge. There are arguments about whether technology is cost saving, whether it is best to lease or purchase equipment, obsolescence versus usefulness, and what level of technology is required. For example, in with the development of the NCIH, there were questions about whether the technology was needed, whether it would be used for the purposes for which it was designed, and whether it would meet the demands of the system. What has been learned (Office of the State Controller 1996) is that use has been fairly heavy; it is being used for the purposes identified; it is not a limitless system as first thought; and lesser technologies (T-1 lines) can do the same job. As noted by John Rouche (1998), "Whatever the approach, the emphasis should be less about cost and more about functionality (p.5). CVCC has developed a system of allocation of new equipment and reallocation of older equipment based on the functional needs of the user(s).

There are those who feel that technology is driving the system. Others believe that "technology should not be the driving force for decision and policy-making. Instead, our educational mission and educational plan should drive our use of technology" (Acebo, Grobman, & Kanter, (1998, p.12). The reality is that both are true and that CVCC must reach the appropriate balance in coming to appropriate decisions regarding the purchase and use of technology. The future challenges include making the right decisions about the purchase, maintenance, and use of technology. Funds and human resources will not be limitless. As noted by a member of the focus group, "How do we know what we need in an infrastructure? Basically, I think we have a good one. We just need to expand it. And, we need to be able to support it. For example, we need someone to supervise and oversee the Web and provide more computer support in general." As identified in the 1999-2000 Strategic Plan of the North Carolina Community College System (NCCCS), "The funding model for technology and technical staff at community colleges must be examined and redefined to support the increased demand for and reliance on technology for instructional and administrative functions" (NCCCS [b], 1998, p. 4). However, CVCC should explore other means. The college must determine priorities through the development of a sound educational plan and distribute resources accordingly. The college should also continue to seek other means of support (funding, gifts, etc.) to assure technological responsiveness.

Legal Issues

Colleges are beginning to confront legal issues formerly not significant, such as, copyright issues, questions of intellectual property rights, unethical use of technology, and other equally important issues. As faculties develop sophisticated electronic course materials, "What was once a modest informal market for lecture notes is evolving into a significant market for course content" (Demac, 1998, p. 21). As noted by Molly Corbett Broad, The University of North Carolina President, "What I see is an impending clash. A faculty member wants to develop software or a CD-ROM . . . which requires a considerable investment of equipment and human support services . . . usually provided by the institution. In exchange for this investment, it is perfectly reasonable for the institution to share ownership of the rights" (p. 1).

CVCC does not have a policy on intellectual property rights. A sub-committee of the Information Technology Committee is in the process of developing a recommendation for the college to consider. Other policy development is imperative in the area of ethical use of technology.

Summary

Certain trends emerge from the literature, focus group, and other research. Authors such as McIntyre (1997) and Twigg and Oblinger (1996) substantiate the identification of trends that include the following:

• The necessity to prepare students to enter the workforce with the technological skill needed for the job.
• Increased opportunities to use technology in teaching, whether in the traditional classroom/lab or through distance modalities.
• Increased use of technologies to support the concept of lifelong learning, whether for job training, retraining, or self-improvement.
• The need for individuals to use technology is increasing, creating new basic competencies.
• New definitions of quality, teaching, and learning are emerging.
• New competition for students between institutions is resulting from increasingly diverse choices.
• Increasing fiscal and human resources demands for institutions of higher education as a result of technology.
• New legal issues emerging for higher education, which will require new policies and practices.
• New models of communication as a result of technology.

Assumptions

Assumptions drawn from these trends include the following:

• Unresolved legal and logistical issues relative to technology will continue to require the attention and focus of the college (intellectual property, privacy, security, training methodology).
• Opportunities to develop and employ technology-based instruction will continue, thus providing faculty and students with more teaching/learning choices and use of merging and emerging technologies.
• Opportunities for enhanced communication with students, business and industry, and other constituents will continue to emerge.
• A continuous challenge for the college will be to achieve an appropriate balance between the emphasis on technology and the focus of other aspects of the college mission as decisions are made about programs, services, equipment, facilities, and human resources.

Recommendations

Recommendations evolving from CVCC's Telecommunications Department Strategic Plan include:

• The continuous monitoring and review of systems, hardware, software, and other elements of technology with an emphasis of planning to meet the programmatic and service needs of the college's constituents.
• A periodic formal review of the financial requirements needed to meet the demands of the programs and services identified through the planning process.
• The monitoring and realignment of faculty/college policies, work loads, and other factors to assure that quality indicators of instruction are appropriate to the use of technology as well as traditional means of delivery.
• Developing a means to communicate actively with business, industry, and student customers, including potential customers, about the opportunities provided by the college. This would include, but not be limited to, improved customer databases, kiosks, and use of electronic communication to actively distribute course announcements and schedules.
• Development of systematic training for faculty and staff that will not only address basic computer competencies, but also advanced and upgraded skills as needed. Further, that the financial support for this training be provided and included in the normal planning process.

The following is a breakdown of projected technology needs over the next five years, by department. These include, but are not limited to:

• Telecommunications Department
• Information Technology Department
• Science Division
• Math Division
• Learning Resources Center
• Business Division
• Corporate and Continuing Education / Basic Skills Education
• Engineering and Industrial Technologies
• Early Childhood Education
• Health and Human Resources Division
• Learning Assistance Center

Telecommunications' Technology Plan 2005 - 2010

A plan to assure institutional improvement by identifying problems and barrier to success with subsequent recommended solutions for information technology applications.

Key Directions and Strategies

Telecommunications

Information Technology Department

The following is a list of planning assumptions about technology at Catawba Valley Community College.

Core Services Assumptions:

1. More Web-based services offered.
2. Remote access of data to allow for more flexible schedules of staff and students
3. Additional email services for staff and possible for students

Organization Assumptions:

1. Student population increases
2. Additional computer labs
3. Additional Technical staffing

Technology Assumptions:

1. Most labs going towards wireless environment
2. Additional handicap accessible workstations
3. All labs stabilizing on 24 student workstations
4. All labs fully multimedia capable
5. All labs with streaming video capability
6. Move towards small computing devices like Laptops and PDAs
7. Possible computer equipment rentals or sales to students

Information Access Assumptions:

1. Remote access of data
2. Campus email for students
3. Canned courses (Prefab multimedia based class) for distance education

Staffing Assumptions:

1. Additional technical staff required
2. Additional and more advanced train of staff
3. Additional operating hours of staff

Fiscal Resource Assumptions:

1. Additional monies will be needed to fund future growth and development
2. Possible savings realized by pushing more courses to the web and allow instructors to increase class size

Recommendations evolving from CVCC's IT Department Strategic Plan include:

• The continuous monitoring and review of systems, hardware, software, and other elements of technology with an emphasis of planning to meet the programmatic and service needs of the college's constituents.
• A periodic formal review of the financial requirements needed to meet the demands of the programs and services identified through the planning process.
• The monitoring and realignment of faculty/college policies, work loads, and other factors to assure that quality indicators of instruction are appropriate to the use of technology as well as traditional means of delivery.
• Developing a means to communicate actively with business, industry, and student customers, including potential customers, about the opportunities provided by the college. This would include, but not be limited to, improved customer databases, kiosks, and use of electronic communication to actively distribute course announcements and schedules.
• Development of systematic training for faculty and staff that will not only address basic computer competencies, but also advanced and upgraded skills as needed. Further, that the financial support for this training be provided and included in the normal planning process.

The Information Technologies Center will need at least two additional technicians within the next five years. All technicians will need certifications in both hardware and networking. All the computer technicians will need to be more mobile and will require specialized equipment. The IT Center should evolve to the point where no outside consulates are needed for future projects. This will require additional training. In order to better facilitate resources and communication, both Administrative computing and the current telephone system needs to be rolled under and directed by the Informational Technology Center.

CVCC's IT Department Technology Plan 2004 - 2009

A plan to assure institutional improvement by identifying problems and barrier to success with subsequent recommended solutions for technology applications.

Key Directions and Strategies

IT Year One

IT Year Two

IT Year Three

IT Year Four

IT Year Five

LIBRARY

Teaching and Learning Assumptions:

1. Limited audiovisual equipment will be available for student, instructor, and staff use.

Core Services Assumptions:

1. Circulating up-to-date equipment will enhance the learning experience of our students. No longer valid-we have only one TV
2. Circulating current, relevant, and pertinent materials will enhance the learning experience of our students. OK
3. Current, relevant, pertinent materials within our Reference collection will enhance the learning experience of our students. OK

Organization Assumptions:

1. Equipment will meet organizational objectives.
2. Staffing and hours of operation will meet organizational objectives.

Technology Assumptions: OK

1. Technology will be appropriate for learning outcomes.

Information Access Assumptions: OK

1. Students and instructors will become self-directed information seekers.
2. Library staff will create tools for student and instructor use in evaluating research information.
3. Library staff will provide formal bibliographic instruction to students.

Staffing Assumptions: OK

1. An increase in the number of Library staff members will allow design and implementation of new library services.
2. An increase in the number of Library staff members will allow the expansion of operational hours and services offered.

Fiscal Resource Assumptions: OK

1. Increased funding for training will foster acquisition of new skills necessary to meet service expectations of students, instructors, and staff.

Recommendations evolving from CVCC's Strategic Plan for the Library include:

• Continuous monitoring and review of systems, hardware, software, and other elements of technology with an emphasis of planning to meet the programmatic and service needs of the college's constituents.
• A periodic formal review of the financial requirements needed to meet the demands of the programs and services identified through the planning process.
• The monitoring and realignment of faculty/college policies, work loads, and other factors to assure that quality indicators of instruction are appropriate to the use of technology as well as traditional means of delivery.
• Developing a means to communicate actively with business, industry, and student customers, including potential customers, about the opportunities provided by the college. This would include, but not be limited to, improved customer databases, kiosks, and use of electronic communication to actively distribute course announcements and schedules.
• Development of systematic training for faculty and staff that will not only address basic computer competencies, but also advanced and upgraded skills as needed. Further, that the financial support for this training be provided and included in the normal planning process.

Library Technology Plan 2005 - 2009

A plan to assure institutional improvement by identifying problems and barrier to success with subsequent recommended solutions for technology applications.

Key Directions and Strategies

Year One

Year Two

Year Three

Year Four

Year Five

BUSINESS DIVISION

Teaching and Learning Assumptions:

1. Technology will be integrated into all classrooms and will be available to meet educational, instructional, student, and administrative needs.

1. Networked technology will be available for all instructors, full-time and part-time

1. Technology will continue to be integrated to meet the mission of CVCC.

1. Cutting edge technology will be available to adequately train the workforce and instructors providing the training.

1. Instructors will have resources available to them for accessing information necessary to meet their educational objectives and enhance classroom effectiveness.

1. CVCC will continue to provide adequate staffing to meet the needs of instructors, students, and administration.

1. Resources will be available to provide the necessary equipment, instructors, and professional development needs.

Recommendations

• The continuous monitoring and review of systems, hardware, software, and other elements of technology with an emphasis of planning to meet the programmatic and service needs of the college's constituents.
• A periodic formal review of the financial requirements needed to meet the demands of the programs and services identified through the planning process.
• The monitoring and realignment of faculty/college policies, work loads, and other factors to assure that quality indicators of instruction are appropriate to the use of technology as well as traditional means of delivery.
• Developing a means to communicate actively with business, industry, and student customers, including potential customers, about the opportunities provided by the college. This would include, but not be limited to, improved customer databases, kiosks, and use of electronic communication to actively distribute course announcements and schedules.
• Development of systematic training for faculty and staff that will not only address basic computer competencies, but also advanced and upgraded skills as needed. Further, that the financial support for this training be provided and included in the normal planning process.

Business Division Technology Plan 2005 - 2009

A plan to assure institutional improvement by identifying problems and barrier to success with subsequent recommended solutions for technology applications.

Key Directions and Strategies

Business Division Year One

Business Division Year Two

Business Division Year Three

Business Division Year Four

Business Division Year Five

Technology Plan for Basic Skills Education

Director, Sandie Loyer
November 17, 2006

Currently BSE has 47 computers at the East Campus: ALL computers are in process of being replaced.

• 11computers in 955 (Pre GED/Minor Lab)(Not on current replacement list , but will need to be added as additional objective was added this year.)
• 13 computers in 953 (Main GED Lab)
• 19 computers in 1011 (ESL Lab)
• 4 computers in 1032 (ABE Lab)
  • There are currenly 3 computers: 1 in each Lab with large screen monitor and Kurzweil software for assistive technology purposes.
  • The computers in EC955 work adequately, but will need to be replaced as soon as funding allows, in order to better accommodate the software. The server that has been at the Newton Center will be re-located to the East Campus for Basic Skills computers.
  • ESL computers are in the process of being replaced. The availability of better software, better access would certainly be a benefit for the students. Currently, there are 19 old computers in EC1011 for students use.

Alexander Center BSE Computers

• 5 computers in ABE/GED
• 5 computers in ESL
• 10 computers in CED/LAC(class currently meets 2 afternoons per week)
  • The IT service on the Alexander BSE computers has improved tremendously! Many thanks to Latrice Parker, her expertise, and cooperation.

• 6 computers in ABE/GED
• 7 computers in ESL
  • The Newton Center is in process of being closed to all Continuing Education classes. Both the ABE/GED and ESL classes will be temporarily re-located to Goodwill Industries in Conover starting in January, 2007. A permanent facility for classes has not been forthcoming at this point. The ESL computers will be re-allocated to Alexander Opportunities and Centro Latino for on-going five-day-a-week classes

Other Technology Related Equipment Utilized Within BSE Classrooms:

• LCD Projector: BSE currently has one LCD projector purchased with donated funds. In September a student knocked the projector to the floor damaging the projector. Ken Elliott was able to band-aid the projector for temporary use. An LCD projector is utilized at every GED orientation held three times each month. Replacing and upgrading would be a bonus for the total program.
• Tape recorders and overhead projectors are used constantly in all program areas.

Future plans:

• To add an ELMO (opaque projector type) to upgrade benefit for all program areas. Break-out groups would utilize this projector four days per week, both morning and night. This piece of equipment has been included as part of our program objectives for the past two years.
• To have a computer lab available for all BSE students. The lab would need to have glass on the upper half of the walls for easy monitoring of students.
  

Engineering and Industrial Technologies

The following is a list of planning assumptions about technology at Catawba Valley Community College. Teaching and Learning Assumptions:

Teaching and Learning Assumptions:

1. Competition for students will continue to grow from other higher education institutions: locally, nationally, and internationally.
2. CVCC will continue to have group-based, instructor-led, face-to-face instruction in a majority of courses.
3. CVCC will continue to have group-based, instructor-led, face-to-face instruction in a majority of courses.

Core Services Assumptions:

1. There is increasing demand for CVCC to provide access to computing, technology and information access resources at various locations 24 hours a day, 7 days per week.
2. End user expectations and demands far exceed the ability of current CVCC Information Technology Support staff to meet the needs.
3. Demand for library and information access services will continue to increase over the next three to five years.

Organization Assumptions:

1. CVCC will continue to develop joint efforts with high schools, our sister colleges, the universities, and business and industry, some of which will focus on the shared use of information technologies or information technology facilities.

Technology Assumptions:

1. The rate of technology change will continue to be exponential and CVCC must plan for obsolescence.
2. CVCC faculty, staff and students want and/or demand the latest technology.
3. CVCC will continue to use technology (hardware and software) beyond its recommended "life cycle" or "life expectancy."
4. Any strategy for the replacement or upgrade of information technology at CVCC must assume a phased or evolutionary approach rather than 100% replacement at any one point in time.
5. CVCC must remain on the "cutting edge" of technology.
6. The average general-purpose workstation purchased by CVCC will be at the 75% of industry average configurations.

Information Access Assumptions:

1. Students, faculty, staff and members of the community will increasingly want and need access to external resources (people, databases, etc.).
2. Information that students, faculty and staff receive from CVCC information databases shall be up-to-date, accurate and available at all times.

Staffing Assumptions:

1. There will never be enough money to hire all the training and support staff needed.

Fiscal Resource Assumptions:

1. There will never be enough money to purchase all the hardware and infrastructure needed.

Recommendations

Recommendations evolving from CVCC's Engineering and Industrial Technologies' Technology Plan include:

• The continuous monitoring and review of systems, hardware, software, and other elements of technology with an emphasis of planning to meet the programmatic and service needs of the college's constituents.
• A periodic formal review of the financial requirements needed to meet the demands of the programs and services identified through the planning process.
• The monitoring and realignment of faculty/college policies, work loads, and other factors to assure that quality indicators of instruction are appropriate to the use of technology as well as traditional means of delivery.
• Developing a means to communicate actively with business, industry, and student customers, including potential customers, about the opportunities provided by the college. This would include, but not be limited to, improved customer databases, kiosks, and use of electronic communication to actively distribute course announcements and schedules.

Development of systematic training for faculty and staff that will not only address basic computer competencies, but also advanced and upgraded skills as needed.

Engineering and Industrial Technologies' Technology Plan 2004 - 2009

A plan to assure institutional improvement by identifying problems and barrier to success with subsequent recommended solutions for technology applications.

Key Directions and Strategies

Engineering Year 2004-2005

Engineering Year One

Engineering Year Two

Engineering Year Three

Engineering Year Four

Engineering Year Five

CVCC Early Childhood Education Strategic Plan 2005-2009

A new full time position of an Early Childhood Education Instructor has been added since October of 2006. Technology needs for this position included a computer and printer. These needs have been met. This position is the result of collaborative efforts with the Catawba County Partnership for Children (Smart Start). Technology needs for this position were met by CVCC.

Future technological needs for this position and the Professional Development/Instructor position include a laptop computer for office and travel use.

Teaching and Learning Assumptions:

The Education Program will expand distance learning to include on-line EDU courses to better meet the needs of students. This is in progress and will continue throughout the next five years. Courses will be improved as necessary in order to provide high quality instruction.

1. The numbers of students in the Education program will increase due to recent legislation, the "No Child Left Behind Act." As a result these students will be seeking availability of technology with information access. This will effect a tri-county area population so needs for technology will be great.
2. The use of the LRC, web-based courses, and distance learning by telecourse will increase with the volume of students.
3. Laptop computer will be used for off-site visits, workshops and training sessions.

The Education Program will continue to educate and train high numbers of individuals to join the workforce in working with children in the following programs: Head Start, Preschool and Pre-K, Public Schools-Teacher Assistants, More-At-Four, Child Care and Family Home Care Programs. In addition, the need for higher education has increased, so continued efforts to collaborate with Universities will be maintained. At this time, a Comprehensive Articulation Agreement is in the final stages of approval for use with North Carolina Universities as well as private institutions. The shared use of technology between CVCC and institutions will enable students to further their degrees in the future. This could involve the Information Highway Classrooms as well as updated, adequate technology for CVCC.

Due to the increase of students, needs for technology to be used in our area will increase. The equipment needs would include, but not be limited to the following: lap top computers for use in the classroom and updated equipment in our computer labs that exist currently. Data projectors and computers have been added to REP 219 and REP 278 which are used for teaching Early Childhood Education courses.

1. Students will need access to external resources through the internet, resource personnel, other students, college faculty and staff.
2. Students will need information that is up-to-date and accurate from the many areas of the college.
3. Students/faculty will need access to a wide variety of resources provided by the Learning Resource Center and the distance learning areas.

CVCC Early Childhood Department has added two full time positions by means of collaboration with the Catawba County Partnership for Children and the Alexander County Partnership

• Up-graded equipment in each area
• The addition of distance learning courses (Three have been added at this time).
• Resources in the LRC
• Equipment and repairs in computer labs
• Professional Development Coordinator/Instructor Position (Technical Equipment)
• New Instructor Position added October 1, 2006

Recommendations

1. The continuous monitoring and review of systems, hardware, software, and other elements of technology with an emphasis of planning to meet the programmatic and service needs of the college's constituents.
2. A periodic formal review of the financial requirements needed to meet the demands of the programs and services identified through the planning process.
3. The monitoring and realignment of faculty/college policies, work loads, and other factors to assure that quality indicators of instruction are appropriate to the use of technology as well as traditional means of delivery.
4. Developing a means to communicate actively with business, industry, and student customers, including potential customers, about the opportunities provided by the college. This would include, but not be limited to, improved customer databases, kiosks, and use of electronic communication to actively distribute course announcements and schedules.
5. Development of systematic training for faculty and staff that will not only address basic computer competencies, but also advanced and upgraded skills as needed. Further, that the financial support for this training be provided and included in the normal planning process.

Health Sciences
Technology Needs 2005-2008

**new request for 2007

FURNITURE TECHNOLOGY DIVISION

Teaching and Learning Assumptions:

1. Technology will be integrated into all classrooms and will be available to meet educational, instructional, student, and administrative needs

Core Services Assumptions:

1. Networked technology will be available for all instructors, full-time and part-time

Organization Assumptions:

1. Technology will continue to be integrated to meet the mission of CVCC.

Technology Assumptions:

1. Cutting edge technology will be available to adequately train the workforce and instructors providing the training.

Information Access Assumptions:

1. Instructors will have resources available to them for accessing information necessary to meet their educational objectives and enhance classroom effectiveness.

Staffing Assumptions:

1. CVCC will continue to provide adequate staffing to meet the needs of instructors, students, and administration.

Fiscal Resource Assumptions:

1. Resources will be available to provide the necessary equipment, instructors, and professional development needs.

Recommendations

Recommendations evolving from CVCC's Furniture Technology Division Technology Plan include:

• The continuous monitoring and review of systems, hardware, software, and other elements of technology with an emphasis of planning to meet the programmatic and service needs of the college's constituents.
• A periodic formal review of the financial requirements needed to meet the demands of the programs and services identified through the planning process.
• The monitoring and realignment of faculty/college policies, work loads, and other factors to assure that quality indicators of instruction are appropriate to the use of technology as well as traditional means of delivery.
• Developing a means to communicate actively with business, industry, and student customers, including potential customers, about the opportunities provided by the college. This would include, but not be limited to, improved customer databases, kiosks, and use of electronic communication to actively distribute course announcements and schedules.
• Development of systematic training for faculty and staff that will not only address basic computer competencies, but also advanced and upgraded skills as needed.Further, that the financial support for this training be provided and included in the normal planning process.

Objectives Status Report

(Report added by Dr. Charles White)

Each department reports quarterly on the status of the objectives. The following report reflects the progress for Catawba Valley Community College up to January 2007.

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