Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 6 of The Illinois Commitment Rend Lake College Two-Year Plan for Off-Campus Credit Classes Rend Lake College What issue or need is addressed by the effective practice? Rend Lake College has initiated a proactive, systematic approach to curriculum planning in our outlying communities. The new system will increase credit hour generation, make off-campus programming more cost effective, and raise our level of accountability to the residents of our college district. Description of the effective practice: Rend Lake College has made a two year commitment regarding upcoming course schedules at off-campus sites. Schedules of course offerings are distributed district wide. The guidance offices in each of the district high schools help distribute information to potential dual enrollment students. The two-year commitment helps both non-traditional students and dual enrollment students plan their academic schedule. By meeting the needs of both audiences (traditional and non-traditional students), Rend Lake College is able to ensure sufficient student enrollment to make these courses cost-effective. How does this practice achieve sustainability? Each semester, this plan is evaluated by Rend Lake College, the district high school guidance counselors, the RLC Community Coordinators and the enrolled students. Suggestions for improving the upcoming course offerings are discussed at each level, and changes are implemented from this review. What are the results/measurable outcomes? The results of this practice are measured by the number of off-campus, credit hours generated each semester. Contact Information Name: Dawn Gibson Email: gibson@rlc.edu Phone: (618) 437-5321 214
Direct Connection to Policy Area 6 of The Illinois Commitment Reorganization of Two Technology Units into One Integrated Information Technology Services Unit University of Illinois - Springfield What issue or need is addressed by the effective practice? The objective of the technology unit reorganization was to provide comprehensive information technology services to the campus more efficiently and effectively. The reorganization addressed the need to improve the reliability, quality, and security of technology services and to more effectively utilize limited resources. Description of the effective practice: In January 2006, the University of Illinois at Springfield (UIS) combined the Office of Educational Technology and Campus Technology Services into one integrated unit called Information Technology Services. In recognition of the importance of technology to the academic mission of the university, an Associate Provost for Information Technology was appointed to oversee the new unit and to serve as the UIS Chief Information Officer. Prior to the reorganization, Campus Technology Services was responsible for the network infrastructure, including email and application servers, the help desk, and application software support. The Office of Educational Technology was responsible for student labs, classroom technology, administration of course management systems and academic application servers, and faculty/staff instructional training. There was significant overlap in the types of tasks performed, e.g., Education Technology provided server maintenance for Blackboard and UNIX, while Campus Technology Services provided server maintenance for Email and auxiliary systems such as DNS (Domain Name System) and DHCP (Dynamic Host Configuration Protocol). There also was insufficient cross training (for several mission critical areas, there was only one person with the necessary expertise); confusion among faculty, staff, and students regarding who to call for particular types of technology assistance; difficulties with communicating and coordinating among the units; and the lack of a means for planning and determining technology priorities university-wide. How does this practice achieve sustainability? Through the reorganization, UIS was able to improve the quality and level of technological services through more efficient utilization of technology staff and related resources. What are the results/measurable outcomes? The reorganization has resulted in improvements in efficiency, quality of services, and accountability. There has been a reduction in duplication of tasks, e.g., there is now only one system administration team responsible for maintaining all systems. Other improvements include increased cross-training of staff, expanded hours for the help desk, and increased depth of staffing and better emergency response procedures for critical systems, such as the email system, the university’s website, and the course management system. Prior to the reorganization, there had been several instances where critical components, such as the university’s webpage, had been down for periods that exceeded acceptable professional norms. Following the reorganization, efforts were undertaken (e.g., development of a new backup system and establishment of written documentation of procedures) to decrease the likelihood of a reoccurrence of this type of problem. To date, no significant downtimes have occurred since the reorganization. There also is a more streamlined process for coordination of technology services and for the prioritization of technology service and equipment needs. The Information Technology Services unit has developed the first Information Technology Strategic plan for the campus. The unit also has documented internal policies and procedures and has developed a new set of documentation and technology guides. Students, faculty, and staff are encouraged to contact the Technology Support Center, which is a sub-unit within Information Technology Services, for assistance with technology questions. The academic role of information technology and internal accountability for technology services has been enhanced by appointing a new Associate Provost for Information Technology that reports directly to the Provost and is a part of the Provost’s Team that meets on a regular basis. Contact Information Name: Bevery Bunch Email: bbunc1@uis.edu Phone: (217) 206-6080 215
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