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School Technology Evaluation Summary for Midwest College by Pamela Jeffrey History Midwest College was founded in 1866,

in Roaring River, a mid-sized city. The college experienced many transformations before becoming the private, non-profit university it is today. MC, as it is referred to locally, has a small main campus in Roaring River and several satellite branches in the surrounding region. Midwests graduates can earn Associates, Bachelors and Masters degrees in the professionally oriented programs of business, technology and health. In addition to the traditional campus locations, Midwest has a sizable and well-established online program. Students can earn the majority of degrees offered on campus or through MC Online, a full staffed online program. Demographics and Location Demographics for Midwest College are given based upon the statistics provided on their website; these represent the university student body as a whole including on campus and online students who may come from anywhere in U.S. or outside of it. There are no statistics available that separate the online population from the on campus population of students but the total population is approximately 12,000 students nationwide with 9,000 as undergraduates and 3,000 graduate students

The region where MC is located is predominantly conservative and largely religious but has a surprisingly vibrant economy for the Midwest. MC enjoys strong support from the long-standing, wealthy families and businesses in the city, a reflection of their more conservative history and their focus on professional programs. In addition to the standard state funding received by nonprofit private colleges in the state, MC is supported by a robust endowment fund.

Athough MCs student population is not incredibly diverse, it is a good representation of the surrounding region and the state. It should be noted that two of the satellite campuses are located in urban areas that have higher levels of diversity as will, presumably the online student population.

School Evaluation Summary The School Evaluation survey was conducted using the Maturity Model Benchmarks developed by Peter H.R. Sibley and Chip Kimball in their Technology Use Plan Primer. The criteria identified in the Technology Maturity Model and the Stages of Technology Use are applied in order to link technology resources with their use within the everyday learning environment. The Emergent Systems Stage is characterized by: 1 Lack of formal support when using computing technology for instruction 2 No formal plans, policies or procedures exist to ensure the efficient and appropriate acquisition or use of technology throughout the Institution 3 Computers are used sporadically throughout the Institution 4 Institution wide coordination to ensure grade level and program level access is absent

5 Formal support for teacher training is minimal The Islands of Technology Stage is characterized by: 1 Regular use of computers at one or more grade levels and program levels at each school within the Institution on a regularly scheduled basis 2 Formal plans, policies and procedures exist to facilitate the optimal use of technology in both instructional and administrative areas throughout the Institution 3 Institution sponsored and school sponsored training is available 4 Technology has budgetary visibility at the Institutional level and school/program level 5 The instructional delivery system is somewhat dependent on technology The Integrated Systems Stage is characterized by: 1 Regular planned access for students to technology as a means of instruction and a focus of instruction 2 Teachers' systems also support administrative functions, such as grading, attendance and electronic mail 3 Technology has a high budgetary visibility at the Institutional and school/program level 4 Comprehensive plans, policies and procedures for instructional and administrative use of technology are reviewed and revised regularly 5 The Institution is an advocate of technology training for all personnel 6 The instructional delivery system is very dependent on technology The Intelligent Systems Stage is characterized by: 1 Student access to technology as an indispensable component of instruction 2 Every curriculum is augmented by intelligent learning systems 3 Administrative functions are automated, integrated and paper less 4 Student, teachers and stake holders have access to appropriate systems from home 5 Technology is one of the three highest expenditures of Institution funds 6 Technology planning is an integral part of Institution planning 7 The systematic adoption of new technologies is ongoing 8 Technology advocates at each organizational unit assist in the introduction of the new technologies 9 Instructional and administrative personnel are knowledgeable in the use of technology To better identify strengths and weaknesses at different levels of the college, the Maturity Model Benchmarks are then further categorized within five key organizational areas to specify strengths and weaknesses within each. The five organizational listed below, Administrative, Curricular, Support, Connectivity, and Innovation, are paired with the benchmark ratings and explanation and basis for each rating.

ADMINISTRATIVE FILTER
Category Policy: Behavioral Resource/Infrastructure Rating Summary Existing policies need updating to better address needs and use of both sides of the college (online and on campus) and to reflect changes in 1) the scope and growth of online education programs, and 2) the restructuring of the online program. Programs are administered separately but policies are developed for the whole creating disjointed union. In 2011, visioning and goals set through 2015 with new president. Goals driven by business leader input to expand physical campus and business programs. Long and short range tech planning were sidelined. New online dean hired creates lack of transparency in restructuring efforts. Recent media attention for online programs has helped make the budget for technology a higher priority. Prior to 2013, online program was budgeted separately with its own set of categories and line items for technology use. This year budgets will be combined Longer range planning added. Electronic systems are established and in use by faculty and staff, however, access to needed technology may limit some remote users.

Islands Integrated

Planning: Behavioral Resource/Infrastructure

Islands Integrated

Budget: Behavioral Resource/Infrastructure

Integrated Integrated

Administrative Information: Behavioral

Integrated

Resource/Infrastructure

Intelligent

CURRICULAR FILTER
Category Electronic Information: Behavioral Resource/Infrastructure Rating Summary Faculty and staff depend on technology systems to carry out daily work particularly in the online program. College has computer labs and wifi access but remote students may have access problems. College needs expanded virtual library offerings and support for mobile learning initiative to increase access. All faculty and students use online evaluation reporting tools; grades reported and accessed electronically by all. Individual course specific assessment needs development, (university required EL project evaluation is informal and no longer in use). Tech integration is uneven; this is a trickle down result of the policy and planning split occurring at the top of the university org. (Note Policy/Planning comments). Levels of integration are largely driven by each department or geographic location. Blackboard CMS is used throughout the system, however on campus faculty still transitioning to required one time per year online

Integrated Integrated/ Intelligent

Assessment: Behavioral Resource/Infrastructure

Intelligent Integrated

Curriculum Integration: Behavioral Resource/Infrastructure

Islands/Integrated Integrated

Teacher Use: Behavioral Resource/Infrastructure

Integrated Integrated/

Intelligent

instruction. Instructors have access to appropriate technology but lack current best use and delivery knowledge. Online students use technology for all schoolrelated work and communication; on campus students use is mixed. On campus students have consistent, regular access; remote students access is location dependent but need for reliable access is crucial. College needs support system for limited access students through mobile learning (cell phone).

Student Use: Behavioral Resource Infrastructure

Integrated Integrated

SUPPORT FILTER
Category Stakeholder: Behavioral Resource/Infrastructure Rating Summary Few groups are represented in planning and policy implementation; new online campus restructuring lacks equitable input and transparency among stakeholders Some planning to bring in new online dean who is dictating changes with little to no input or involvement of administrative team. On campus staff service training is extensive and required for all new employees participate; new faculty training is required but on campus offers more integrated training for local faculty than remote and

Islands Emergent

Administrative Support: Behavioral Resource/Infrastructure Training: Behavioral Resources/Infrastructure

Islands Islands

Integrated Islands/ Integrated

adjunct. Faculty develop seminars offered; participation is uneven. Technical & Infrastructure Support: Behavioral Resources/Infrastructure Students use online tutorials; students, faculty and staff have access to 24/7 Blackboard support for CMS. Employee tech staff is for support of infrastructure not staff; mentor support offered for new faculty. Tech support is fragmented, needs to be systemitized.

Integrated Integrated

CONNECTIVITY FILTER
Category Local Area Networking: Behavioral Resource/Infrastructure District Area Networking: Behavioral Resource/Infrastructure Rating Intelligent Integrated Summary Faculty and Staff use available networks; on campus access to high speed internet for students. Blackboard Collaborate used for online conferences; no extensively developed. Comprehensive data service on main campus; remote location dependent.

Integrated Integrated

Internet Access: Behavioral Resource/Infrastructure

Islands/Integrated Integrated

Location dependent. All campus locations have direct internet access. All staff and students rely heavily on email. Use of Google sharing tools needs to be developed and integrated. Email available for all.

Communication Systems: Behavioral Resource/Infrastructure

Integrated Intelligent

INNOVATION FILTER
Category New Technologies: Behavioral Resource/Infrastructure Rating Islands Islands Summary Faculty must now teach at least one online course a year; implementation and training has been haphazard and many longstanding faculty are resistant to the change.

Comprehensive Technologies: Behavioral Resource/Infrastructure

Structure and Structure and infrastructure in place; restructuring of online Integrated program may strengthen this area but it is too early to tell. Integrated

Conclusion Midwest College ranks most consistently as integrated in its technology maturity with some stronger ratings in infrastructure and communication systems, and weaker maturity in planning, training, and stakeholder involvement. Particularly concerning is the potential for weakening in other categories related to the lack of a comprehensive long term vision encompassing both sides of the college system, i.e. the on campus technology needs and online campus technology needs. Integrating the two is key to effective resource management, training initiatives and employee development. Additionally, budget decisions must reflect the longer range broadening of initiatives in online education in order for the college to remain competent and competitive in the higher education marketplace. Exacerbating these issues is the disconnect between influential local business leaders desire to see concrete evidence of growth through physical campus development and the reality of where the future growth potential for the college is likely to occur: in the less local online programs that dont necessary feed the needs and desires of local business stakeholders. In order to move from Integrated to Intelligent functioning Midwest College will need to pull together its currently fractured identity to create a single core identity, mission, and vision that supports the potential for significant online growth. Priorities will need to shift away from appeasing local community members toward development of a broader, more innovative institution that champions the cutting edge technological infrastructure and personnel necessary for success in online higher education today. This shifting of priorities may temporarily jeopardize a percentage of the foundation endowment but achieving the higher quality technology programming should, in the long run, make the endowment stronger by bolstering student enrollments and quality especially in the online program. In a nutshell, this evaluation suggests the current restructuring, while a step in the right direction, will not be enough to position MC as an institution offering the cutting edge professional online programs in health, technology and business it envisions.

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