43p. · 2014-05-19 · distant and campus-based learners. Faculty Roles and Support in Distance...
Transcript of 43p. · 2014-05-19 · distant and campus-based learners. Faculty Roles and Support in Distance...
DOCUMENT RESUME
ED 419 526 IR 019 148
TITLE From Here to Transformation: Phase II in the Implementationof Missouri's Telecommunications-based Delivery System forHigher Education. Report Presented to the MissouriCoordinating Board for Higher Education by the CBHETelecommunications Advisory Group.
INSTITUTION Southwest Missouri State Univ., Springfield.PUB DATE 1997-06-12NOTE 43p.
PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Computer Assisted Instruction; Cooperative Planning;
Distance Education; *Educational Technology; *HigherEducation; *Information Networks; Partnerships in Education;*State Programs; *Telecommunications; Universities
IDENTIFIERS *Missouri
ABSTRACTThis report represents phase two in the development of
Missouri's telecommunications-based delivery system for postsecondaryeducation. The 1996 report challenged the state's public and independentcolleges and universities to use inter-institutional partnering and emergingtelecommunications technologies to improve citizens' access to education.Building on that report and through the mission review process, Missouri'spostsecondary education system has initiated regional educational councilsand consortia, developed needed distance education programs, and expanded thecapacity of its telecommunications network. Now the TelecommunicationsAdvisory Group affirms the direction set in the 1996 report and challengesexpanding needs of its customers and forging effective and proactiveeducational partnerships. Key recommendations of the group include: (1)
moving beyond barriers of place and time; (2) a focus on partnerships andcollaboration; (3) providing needed quality programs; (4) seamless studentsupport services; (5) library resources for distance learning; (6) facultyroles and support in distance learning; and (7) cooperative technologystrategies. A list of subcommittee members, an outline of Best Practices inDistance Education, draft revised Association for College and ResearchLibraries Guidelines for Distance Education, and Missouri's interactive videoeducation networks are all appended. (AEF)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
r7.
2
f--
0
H
From Here to Transformation
Phase II in the Implementation of Missouri'sTelecommunications -based Delivery System
for Higher Education
A Report Presented to theMissouri Coordinating Board for Higher Education
by theCBHE Telecommunications Advisory Group
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
K.M..Stroup
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representTO THE EDUCATIONAL RESOURCESofficial OERI position or policyINFORMATION CENTER (ERIC)."
June 12, 1997Southwest Missouri State University
Springfield; Missouri
2 BEST COPY AV IL LS
MEMBERS OF THE TELECOMMUNICATIONS ADVISORY GROUP
Chair - Dr. Joseph (Tim) Gilmour, Vice President for Academic Affairs,Northwest Missouri State University
Vice Chair - Dr. Donald S. Doucette, Vice Chancellor for Education and Technology,Metropolitan Community Colleges
Dr. Susan Cole, Coordinator of State Programs, Department of Elementaryand Secondary Education
Mr. Harold Crumpton, Commissioner, Missouri Public Service Commission
Dr. Madison Daily, Professor, Engineering Management, University of Missouri-Rolla
Ms. Susan Devaney, Professor of Nursing, Central Methodist College
Mr. Gary Ellis, Director of Distance Learning and Media-based Instruction,College of Continuing Education and The Extended University
Mr. Ronald Gerstbauer, Dean of Student Services, North Central Missouri College
Dr. Steve Lehmkuhle, Acting Vice President for Academic Affairs,University of Missouri System
Mr. Bill Mitchell, Executive Director, MOREnet
Ms. Sara Parker, State Librarian, Missouri State Library
Dr. Steve Poort, President, State Fair Community College
Dr. Pal V. Rao, Dean of Library Services, Central Missouri State University
Dr. Ted Rohr, Director Telelearning Services, St. Louis Community Colleges, Cosand Center
Dr. Ed Strong, President, Culver-Stockton College
Mr. Mark Ward, Deputy Commissioner for Budget and Planning,Division of Budget & Planning, Office of Administration
TABLE OF CONTENTS
Pau
Executive Summary i
I. Introduction 1
H. Moving Beyond Barriers of Place and Time 2
DI. A Focus on Partnerships and Collaboration 3
IV. Providing Needed Quality Programs 7
V. Seamless Student Support Services 9
VI. Library Resources for Distance Learning 11
VII. Faculty Roles and Support in Distance Learning 12
VIII. Cooperative Technology Strategies 13
IX. Next Steps 15
Appendices
A. Members of the SubcommitteesB. Best Practices in Distance EducationC. Draft Revised Association for College and Research Libraries
Guidelines for Distance EducationD. Missouri's Interactive Video Education Networks
i4
EXECUTIVE SUMMARY
This report represents phase two in the development of Missouri's telecommunications-baseddelivery system for postsecondary education. Last year's (1996) report challenged the state'spublic and independent colleges and universities to use inter-institutional partnering and emergingtelecommunications technologies to improve citizens' access to education. Building on thatreport and through the mission review process, Missouri's postsecondary education system hasinitiated regional educational councils and consortia, developed needed distance educationprograms, and expanded the capacity of its telecommunications network. Now theTelecommunications Advisory Group affirms the direction set in last year's report and challengesMissouri's postsecondary education system to move forward with a focus on meeting theexpanding needs of its customers and forging effective and proactive educational partnerships.Key recommendations of the group include:
Moving Beyond Barriers of Place and Time
1. The most cost-effective way to increase Missourians' access to quality postsecondaryeducation is to extend programs and services wherever, whenever and however they areneeded using the telecommunications-based delivery system and collaboration amongMissouri public and independent colleges and universities.
A Focus on Partnerships and Collaboration
2. Through the mission review process and legislative appropriation requests, severalconsortia and collaborative partnerships have been supported. These initial efforts shouldbe fostered and encouraged as a cost-effective way to deliver needed programs andservices.
3. Missouri colleges and universities must ensure that customer and market needs driveprogram and delivery decisions. These principal customers include traditional students,lifelong learners, the professions, business and industry, economic development councilsand other consumers of Missouri postsecondary education.
4. Regional planning organizations and partnerships must serve as effective mechanisms formeeting customer needs. These organizations should bring together representatives ofpublic and independent colleges and universities in the region, other Missouri institutionsthat wish to serve the region, and the region's principal customers. Needs assessment andjoint long-range planning should drive decisions about program delivery; partners from bothinside and outside the regions should be encouraged to collaborate.
5. Participation in a regional planning organization involves both responsibilities andopportunities, and members should have a proactive and cooperative approach. Suchorganizations should adopt a set of customer-focused principles similar to those suggestedin this report to guide their operation. Their decisions should support cost-effective use of
ii
5
state resources and discourage unnecessary program duplication. Requests for newprogram approval submitted by institutions to the CBHE should reflect the support ofregional partners.
6. The CBHE should encourage and support collaborative partnerships and programs andperiodically convene leaders of regional planning organizations to promote communicationand facilitate intra- and inter-regional cooperation to meet statewide education needs.
Providing Needed Quality Programs
7. The CBHE's legislative appropriation requests should support the delivery of cooperativedistance education programs, especially those activities that meet state or regional needsthat are not attractive to entrepreneurial providers, and that promote creative, cutting-edgeapproaches. An advisory committee should help set an agenda for the development ofprograms that match the distance learning needs of Missouri.
8. It will be crucial to continually assess and improve the quality of Missouri'stelecommunications-based delivery system. The best way to certify the quality of studentlearning via distance learning programs is through the use of well-defined exit
competencies.
Seamless Student Support Services
9. Students pursuing courses and programs via telecommunications need convenient access tothe information and support services necessary for their success. Some support servicesshould be provided by state initiative, such as the development of a smart on-line catalogue,maintenance of a clearinghouse for student academic records, and reform in state financialaid rules. Further study of issues related to the electronic transfer of student eligibility dataand electronic delivery of funds is recommended. Other support services should beprovided collaboratively by institutions closest to students regardless of the origin ofprogramming (see Appendix B for a listing of Best Practices in Distance Learning).
Library Resources for Distance Learning
10. Distance education students need convenient access to digital and conventional libraryresources appropriate to their course and program needs. Missouri should invest inimproved Internet-based access to digitized and multimedia library resources as well as acommon library platform to strengthen the intellectual resource base available to bothdistant and campus-based learners.
Faculty Roles and Support in Distance Learning
11. Faculty are central to the success of distance education and must receive appropriatesupport. The combined capacities of the state's colleges and universities can be used toprovide a "virtual" distance education academy for faculty, utilizing expertise from across
iii 6
the state. Two institutions have, through the mission review process and legislativeappropriations, received responsibility to take a leadership role in offering faculty trainingin the use of advanced technologies for distance education, and the opportunity to developskills in the design and assessment of courses and programs to be delivered using thesetechnologies. Expertise of other institutions should be utilized in this initiative as well.
12. Faculty participating in distance education must have institutional support fromadministrators and colleagues, as well as appropriate resources and technical support.
Cooperative Technology Strategies
13. Advances in Internet-based technologies are leading to the inevitable integration of voice,video, and data transmissions as well as increased demand for network access and capacity.Missouri should expand its investment in a telecommunications infrastructure that supportsthis scenario and initiate pilot projects that use the Internet to link one or more regionalIT-V networks. If investments are to be made in dedicated lines and two-way videoswitching technologies, institutions are encouraged to adopt compressed approaches usingthe H.320 standard and fractional T1 lines wherever possible.
Next Steps
14. CBHE staff should work with appropriate institutional personnel or others to develop costestimates for the above projects and recommendations for best ways to implement them,whether via CBHE initiative, institutional initiatives or external contracts, in time forinclusion in the Fiscal Year 1999 budget where possible.
15. The progress of the telecommunications-based delivery system toward achieving its goalsof customer focus, partnering, increased access, quality and cost-efficiency should bereexamined every two years by a representative statewide group.
Missouri's citizens must have expanded educational access and lifelong learning opportunities. Asthe expectations of postsecondary education change and increase in response to this need, excitingopportunities and challenges face Missouri's institutions. The combined faculty and educationalresources of Missouri's postsecondary system are a rich resource equal to this task. This reportsuggests the next steps for colleges and universities as they implement a telecommunications-based delivery system that meets the growing postsecondary education needs of the state, andurges a collaborative, customer-oriented focus in the pursuit of this important goal.
iv
INTRODUCTION
At the core of this more promising future is a paradox that only higher educationitself can resolve: colleges and universities must simultaneously become very nearlyinterchangeable nodes on an expanding educational network, and, as individualinstitutions, they must become more distinctive and discernible from one another.
The Pew Higher Education Roundtable
The 1996 Report of the Telecommunications-based Delivery System Resource Group laid thegroundwork for the development of Missouri's telecommunications-based delivery system. Thatreport, which is an integral component of Missouri's 1996 Blueprint for Higher Education, urgedthe state to build on existing institutions and telecommunications networks through partnershipsamong the state's public and independent colleges and universities to increase citizen's access topostsecondary education. It also provided a set of recommendations that described thecharacteristics of an effective telecommunications-based delivery system. The report emphasizedthat the telecommunications network needs of the higher education community need to beexplicitly included in the state's plan for an expanded statewide voice/video/data network. Therecommendations addressed the need for the CBHE to revise its program approval proceduresand funding guidelines. Also, in addition to proposing a common system for the electronicexchange of student transcript and financial aid data, the report provided initial guidance toinstitutions and partnerships on meeting the needs of distance learners, recommended statewideaccess to library resources and recognized the importance of faculty involvement.
Since the release of that report, a number of public institutions have incorporatedtelecommunications-based delivery into their mission enhancements, Northwest and SoutheastMissouri have initiated regional educational consortia, and cooperative degree programs are beingdeveloped and implemented. In addition, new state funds have been obtained for expanding thecapacity and accessibility of the postsecondary education telecommunications network backbone.
Responding to the recommendation of the 1996 Report of the Telecommunications-basedDelivery System Resource Group, the Telecommunications Advisory Group was created by theCoordinating Board for Higher Education in October 1996 and charged with proposing next stepsto lead Missouri forward in the development and implementation of the telecommunications-based delivery system for postsecondary education. This report builds on the CBHE's 1992Critical Choices Report, the 1996 Report of the Telecommunication-Based Delivery SystemResource Group, and the recommendations of the 1996 Missouri Pew Higher EducationRoundtable, sponsored by the University of Missouri and the CBHE. The 1996 Pew HigherEducation Roundtable made these recommendations: a statewide electronic catalog of coursesand programs, a common library catalog and resource delivery system, a strengthened statewidetelecommunications network, and statewide discipline-based faculty forums.
The Telecommunications Advisory Group has developed a set of recommendations that providesa state policy and procedural context to support the distance learning vision. Taken as a whole,
1
8
these strategies provide a coherent action plan in the development of Missouri'stelecommunications-based delivery system. By building on CBHE's previous work andaddressing each of the Pew recommendations, this report challenges the state's postsecondaryeducation system to focus on the needs of its customers, expand its use of partnering andcollaboration, and set mechanisms in place that will ensure the success of its new collaborativeefforts.
MOVING BEYOND BARRIERS OF PLACE AND TIME
Recommendation #1The most cost-effective way to increase Missourians' access to quality postsecondaryeducation is to extend programs and services wherever, whenever and however they areneeded using the telecommunications-based delivery system and collaboration amongMissouri public and independent colleges and universities.
A Vision for the Future
The Telecommunication Advisory Group's vision for distance education in Missouri is:
Missouri's citizens, the customers of the state's educational system, have changing andever-increasing needs for postsecondary education. Missouri's colleges and universitieswill provide efficient and high quality postsecondary education to the state and itscitizens wherever, whenever, and however they need it. The higher educationcommunity will accomplish this by working collaboratively with each other and usingtelecommunications more widely. Improved access should result in a doubling of thenumber of customers served by postsecondary distance learning courses and programsin Missouri.
More rapidly than we now imagine, our public and independent institutions will moveforward together to provide learning in ways that take full advantage of thecapabilities of information technology and a quick and effective response to learnerneeds. Colleges and universities will continue to provide a variety of valuable campus-based courses and programs, but many will also develop collaborative, technology-enhanced off -campus learning opportunities. The synergy between on- and off-campusprograms will increase the responsiveness of the system to learners and advance thequality and capabilities of Missouri's postsecondary education system as a whole.
Movement toward this vision is an urgent matter because we are living in a time of rapid andsignificant change. Stanford University President Gerhard Casper states that "the early decades ofthe next millennium may bring more change to universities than their first 1,000 years." In orderto contribute to society in the coming millennium, with the astounding growth of information
technology, colleges and universities must offer strong reasons for their continued existence.Casper asserts, "The world may need us, but it does not owe us anything."
A FOCUS ON PARTNERSHIPS AND COLLABORATION
Technology has provided institutions new opportunities to expand educational delivery and serveas education brokers for their constituents. These new possibilities open the door forunprecedented access and improved quality and efficiency through the sharing of faculty andresources. While many of Missouri's public institutions have traditionally served defined regionsof the state, enrollment recruitment strategies are changing as institutions establish new clienteleand refine their missions. New initiatives by institutions for delivery beyond traditionalboundaries have generated inter-institutional concerns regarding the duplication of programs,facilities and infrastructures. Because distance education presents challenges to the currentstructure for the coordination of postsecondary education, Missouri's institutions must cooperatein the coordination of needs assessment, prioritizing and planning for the delivery ofpostsecondary education.
Cooperation Among Missouri Institutions
Recommendation #2:Through the mission review process and legislative appropriation requests, several consortiaand collaborative partnerships have been supported These initial efforts should be fosteredand encouraged as a cost-effective way to deliver needed programs and services.
Many public and independent colleges and universities in Missouri have responded toprogrammatic and economic development needs by embracing the notion of cooperation andpartnerships. Through the mission review process and legislative appropriation requests, anumber of regional partnerships and programmatic consortia have been initiated. A complete listof collaborative activities among the institutions would be too lengthy for this report; thefollowing, however, is representative of the many activities underway.
The Northwest Regional Education Consortium has been created to plan for and coordinatepostsecondary educational services in the region. Its members include Northwest, MissouriWestern State College, North Central Missouri College, the University of Missouri, and areavocational technical schools. The Southeast Missouri Educational Consortium, whose membersinclude Southeast, Three Rivers Community College, Mineral Area College and the University ofMissouri, will provide services to the Southeast region of Missouri.
Building on the CBHE's 1996 Missouri State Plan for Postsecondary Technical Education,Regional Technical Education Councils (RTECs) have been established in each communitycollege voluntary service region, representing public and private institutions, proprietary schools,area vocational technical schools, business and industry and state and federal programs related to
3 10
economic development. RTECs work cooperatively to address the technological education needsof their regions, enhance existing programs, develop new AAS degree programs, and expandaccess within their voluntary service regions.
Educational partnerships are evolving to develop and deliver cooperative degree programs, suchas the doctorate in educational leadership, which is now available through a partnership involvingCentral Missouri State University, Northwest Missouri State University, Southeast Missouri StateUniversity, Southwest Missouri State University, the University of Missouri-Columbia, and theUniversity of Missouri-Rolla. Cooperative distance learning efforts also involve independentinstitutions. For example, students at East Central College, a public two-year institution, cancomplete their bachelor's degrees in education or nursing by participating in two-way interactivevideo courses from Central Methodist College.
The University of Missouri System has developed Telecommunication Community ResourceCenters (TCRCs) which link Poplar Bluff, Portageville, Camdenton and Mexico to UM campuses.Additional TCRCs are planned in Nevada, Park Hills, Kirksville, and Springfield.
Through regional planning and cooperation, education providers in a region can best meet theneeds of their customers. They can maximize access and the quality of educational offerings asthey coordinate and integrate their efforts to minimize the unnecessary duplication of services.
Recommendation #3:Missouri colleges and universities must ensure that customer and market needs drive programand delivery decisions.
George Connick, President of the Education Network of Maine declares: "The future will likelybe kind to institutions that focus on a clearly articulated mission, that eliminate peripheralprograms and services in order to achieve cost efficiencies, and successfully collaborate with avariety of institutions, within and outside their own locale, in order to provide their students andcommunity with the broadest array of educational opportunities, regardless of the source."Missouri's postsecondary education system is challenged to provide distance education programsthat respond directly and quickly to the educational needs of its customers. These principalcustomers include traditional students, lifelong learners, the professions, business and industry,economic development councils and other consumers of Missouri postsecondary education
Education providers from outside the state will be increasing their course and program offeringsover television and the Internet. Missouri institutions, however, can cooperate to provide a mix ofapproaches and programs that ensure the vitality of the state's postsecondary education system.The combined faculty and educational resources of Missouri's postsecondary system are a richresource. Inter-institutional partnering and collaboration offer the capacity to effectively addressemerging customer needs and the opportunity to provide unique high quality educationalopportunities that surpass opportunities external providers may offer. Missouri's system ofpostsecondary education needs to develop and enhance its strengths in distance education,including:
114
Providing programs that directly target the needs of local and regional students andemployers.Creatively designing courses and programs which enhance learning.Collaborating with other institutions where appropriate.Accurately assessing what students learn and providing information for continuousimprovement.Providing flexible support services that enable learners to function effectively in a variety ofeducational settings.
By adopting a proactive, collaborative approach, Missouri's postsecondary education system canbuild these distance education competencies and provide its constituencies with a
telecommunications-based delivery system characterized by improved access, quality andefficiency.
Making Regional Planning Organizations Work
Recommendation #4:Regional planning organizations and partnerships must serve as effective mechanisms formeeting customer needs. Needs assessment and joint long-range planning should drivedecisions about program delivery; partners from both inside and outside the regions should beencouraged to collaborate.
The Governor and CBHE support the emerging regional education consortia, RTEC's andcooperative degree programs as powerful models for regional cooperation and the wise use ofresources. These partnerships are proactive regional planning mechanisms for improving customerservice and promoting cooperation and collaboration among institutions. Regional planningorganizations should promote customer-focused needs assessment, joint long-range planning, andcollaboration to determine the most cost-effective way for education providers, whether frominside or outside the region, to effectively meet specific customer needs. While the organizationalstructures used by regional organizations may vary, they should involve the partnering of similarconstituencies, address similar opportunities and responsibilities, and adopt similar principles ofgood practice.
Constituencies
It is anticipated that regional planning organizations will bring together a balance of customersand providers, i.e., representatives of colleges and universities in the region, other Missouriinstitutions that wish to join and serve the region, and the region's principal customers, includingstudents, secondary schools, business and industry, the professions, economic developmentcouncils, and others. Consortia should invite all interested Missouri institutions to the table toassist in meeting learner needs, as long as each is willing to abide by the tenets of the consortium.
5
Principles of Good Practice
Recommendation #5:Participation in a regional planning organization involves both responsibilities andopportunities, and members should have a proactive and cooperative approach.
It is the responsibility of partnering institutions and organizations to assume a leadership role toensure that the needs of citizens are served well. Although they may develop differentorganizational structures, regional planning organizations are expected to provide leadership andtake a proactive stance in meeting the needs of its respective region. They should adopt a set ofcustomer-focused principles similar to those suggested below to guide their operation. Regionalplanning organizations should:
1) Assess, analyze and prioritize postsecondary education needs of the citizens in the area byengaging in joint long-range regional planning. They should cooperate with the CBHE andeach other in identifying and addressing needs that affect multiple regions of the state.
2) Coordinate the delivery of needed distance learning services. Their decisions regardingdelivery of services should be driven by the needs of the learners, the region and the state,rather than those of the institutions. Where appropriate, they should make use of the expertiseof providers from outside the region.
3) Foster inter-institutional cooperation and collaboration and work together to promote cost-effective use of public resources and avoid program duplication.
4) Ensure that requests for new program approval submitted by institutions to the CBHE reflectthe support of regional partners. In following these principles of good practice, the statutoryrequirements regarding coordination and elimination of duplication will substantively havebeen met prior to submission of a proposal to the CBHE.
5) Serve as forums for sharing new distance learning knowledge and as catalysts for thedevelopment of Missouri's distance learning programs of the future.
6) Coordinate the development of telecommunications networks and facilities within the regionto ensure that they can interconnect as needed on a regional or statewide basis.
7) Continually assess and improve their effectiveness in meeting learner needs.
Regional planning organizations should cooperatively determine which institution or combinationof institutions is best positioned to provide a quality, cost-effective response to an identified need.In the event of conflicting aspirations by institutions, the regional planning organization would usean agreed-upon set of criteria to select one institution or a combination of institutions. Thesecriteria, which are consistent with the statutory provisions for program approval, should address:congruence with mission, capacity to meet the specific customer need in a timely manner; cost-effectiveness; collaborative nature of proposal; program accreditation; level of institutional
6 13
commitment; experience with similar programs; and incorporation of assessment and continuousquality improvement measures. If the organization can not assign an identified need to anymember, it should forward this need to the CBHE.
Role of the CBHE
IfRecommendation #6:The CBHE should encourage and support collaborative partnerships and programs andperiodically convene leaders of regional organizations to promote communication andacilitate inter-regional cooperation to meet statewide educational needs.
To maximize the responsiveness, quality, accessibility and effectiveness of Missouri'spostsecondary education system, the CBHE should provide leadership and guidance to regionalplanning organizations. It should facilitate their effectiveness in several ways:
Collaborative and cooperative proposals for needed programs should receive priority inCBHE funding recommendations.In areas of the state where regional organizations exist, the CBHE should expect thatproposals for new programs have received support from those organizations prior tosubmission for approval. Regional planning organizations' efforts to support, coordinate andtrack distance learning activities should complement the CBHE's course and programapproval policies.The CBHE should convene representatives of regional planning organizations on a regularbasis to coordinate the development of the organizations and share information on theirprogress.The CBHE should share the results of any statewide needs assessments relevant to distancelearning.When regions are not able to plan a solution for meeting a regional need, that need should beforwarded to the CBHE for resolution.The CBHE should maintain as a part of its "Smart Catalog" (see below) a comprehensiveeasy-to-use inventory of Missouri distance learning information.
PROVIDING NEEDED QUALITY PROGRAMS
Missourians need access to a range of quality postsecondary education opportunities. Fromcertificate programs and associate degrees to doctoral programs and continuing professionaleducation, the challenges and opportunities for distance learning in the state are extensive. ClaraLovett, president of Northern Arizona State University describes the challenge of extending auniversity's reach by providing distance education through telecommunications: "You cannot saythat these different groups of students experience the university in the same way. The challenge isnot how we produce mini-versions of the university all over Arizona, but how we invent new
7
14
models of interactions between students and the institution, and how we invent new communitiesof learning that are different from the traditional campus, but no less valuable to the students."
Recommendation #7:The CBHE's legislative appropriation requests should support the delivery of cooperativedistance education programs, especially those activities that meet state or regional needs thatare not attractive to entrepreneurial providers, and that promote creative, cutting-edgeapproaches.
While state support has been provided to a few institutions for delivery of distance learning, ingeneral, off-campus and out-of-district programs have been expected to be self-supporting. Inlight of the many emerging distance education needs of Missouri's citizens, it is in the state's bestinterest to encourage and provide expanded support for the development of such programs. TheCBHE's legislative appropriations request should support the delivery of distance educationprograms that meet state or regional needs that are not attractive to entrepreneurial providers.Public two- and four-year institutions should be aware of the procedure for allocating this fundingand the process should give priority to collaborative approaches to educational delivery. Inaddition, creative, cutting-edge distance education projects should be eligible for state funding.Such innovation is crucial to the ability of our institutions to keep up with the revolutionarychanges in the ways people will learn in the future. An advisory committee should help set anagenda for the development of programs that match the distance learning needs of Missouri.
Recommendation #8:It will be crucial to continually assess and improve the quality of Missouri'stelecommunications-based delivery system. The best way to certify the quality of studentlearning via distance learning programs is through the use of well-defined exit competencies.
A major issue in distance learning is the assurance of program comparability, not only betweentraditional campus programs and those offered at a distance, but also among institutions offeringthe same program at a distance. The listing of best practices in Appendix B provides guidance forinstitutions in the design and delivery of distance learning programs. The best way to ensureuniformly high levels of program quality is to insist on an outcomes-based approach toassessment. Assessment includes multiple measures appropriate to the program and theinstitution using them. Assessment programs should be based on reliable research and provenpractices, and the data collected should be longitudinal and should include both quantitative andqualitative elements. By these standards, achievement levels of programs would be the samewhether offered on or off the campus.
15
8
SEAMLESS STUDENT SUPPORT SERVICES
Recommendation #9:Some student support services should be provided by state initiative, such as the developmentof a smart on-line catalog, maintenance of a clearinghouse for student academic records, andreform in state financial aid rules. Other student support services should be providedcollaboratively by institutions closest to students regardless of the origin of programming.
Students pursuing courses and programs via telecommunications need convenient access to theinformation and support services necessary for their success. Student success in distance learningrequires intensive learner-focused support by institutions and dedicated commitment to achieveon the part of the learner. An additional set of support services must be put in place by Missouri'scolleges and universities to support Missouri's distance learners. The following actions arerecommended:
Development of a Smart Catalog
The CBHE World Wide Web site should house a "smart catalog" of information onpostsecondary distance education opportunities in Missouri. The smart catalog should make iteasy for any Missouri student to quickly determine what courses or programs are available atlocations and times convenient to them. Faculty should be urged to provide an on-line syllabus foreach listed course and program. Creation of this distance learning catalog will be the first step inimplementing the recommendation of the 1996 Missouri Pew Higher Education Roundtable for acomprehensive electronic catalog of all Missouri postsecondary education courses and programs.
The CBHE web site should also provide access to a prepackaged career exploration program thatassists users with career decisions and offers direct links to information on appropriateeducational and financial resources. It should allow users to easily search for information onspecific degree and certificate programs and other educational opportunities at all institutions. TheCBHE web site should also allow students to access information regarding program and coursearticulation across institutions and a degree audit system that can determine the applicability of thestudent's previous Missouri courses toward all programs of interest across the state.
The upgrading and maintenance of the CBHE site to provide "smart catalog" services could becontracted out competitively. The CBHE may want to release a Request for Information (RFI) todetermine the cost of the "smart" catalog, opening the competition to institutions as well asbusinesses. Institutions would be responsible for keeping their program information updated.
Maintenance of a Clearinghouse for Student Academic Records
A statewide clearinghouse for academic records would serve as a single collection point toconsolidate multiple transcripts into one record and provide students - and those with whom theychoose to share their transcripts - a single point of access to the consolidated record. Theclearinghouse would reduce the time, effort and expense associated with handling multiple
transcripts for both students and institutions. The clearinghouse would not evaluate the transcriptcontent but merely validate the authenticity of and accumulate the components of the transcript.At the request of the student, institutions would be required to provide student transcripts,records and financial aid information to the clearinghouse through electronic data exchange(EDI). The CBHE may want to release a Request for Information (RFI) to determine the marketfor and cost of this proposed statewide clearinghouse, opening the competition to institutions aswell as businesses.
Reform in State Financial Aid Rules
The accessibility of financial aid to qualified students is a crucial distance education issue. Makingall state financial aid programs available to students with enrollments at multiple institutions mayrequire changes in state statutes to allow any student enrolled in 12 or more credit hours atmultiple approved Missouri institutions to be considered for state financial aid programs.(Approved institutions are those that currently participate in state grant and scholarshipprograms.) The CBHE may wish to request that these statutory amendments be introduced in the1998 legislative session.
It is also recommended that eligibility data and funds be transferred electronically to expeditestudent receipt of aid. Quick delivery of state financial aid to students enrolled in multipleinstitutions requires that all approved institutions use consortium agreements and be linkedelectronically so data on students' enrollment eligibility and designated home schools can beexchanged rapidly. While the US Department of Education currently maintains a National StudentLoan Database (NSLD), this database does not contain the necessary information needed toassess state or federal student aid eligibility, i.e., the student academic record and the number ofcredit hours currently enrolled. Missouri will need an electronic database other than the NSLD todetermine eligibility and home college for students with multiple enrollments. It is alsorecommended that the CBHE initiate an electronic fund transfer (EFT) process for the delivery ofstate aid to distance education students.
The electronic transfer of eligibility data and funds is a complex topic deserving of further study.It is recommended that a group with appropriate expertise address this topic during the Fall 1997semester to ascertain how electronic information transfer can best be used, how privacy issues canbe addressed effectively, and what related fund requests might be appropriate in the FY 1999legislative appropriations request. Finally, easy-to-use information on all aspects of state andfederal financial aid programs should be made available through CBHE's "smart catalog."
Institutional Student Support Services
Student support services comparable to those available to on-campus students should be availableto distant learners. Institutional responsibilities for student support services have been included inthe "Best Practices in Distance Education" (Appendix B).
10
17
LIBRARY RESOURCES FOR DISTANCE LEARNING
Recommendation #10:Missouri should invest in improved Internet-based access to digitized and multimedia libraryresources as well as a common library platform to strengthen the intellectual resource baseavailable to both distant and campus-based learners.
Digital Resources
Faculty and students engaged in distance education need easy access to a web-based library ofdigital and multimedia learning resources appropriate to their courses and programs. Missourishould invest in the acquisition of full-text digital resources as well as digitization of the state'sunique library resources. The development of a set of such resources would be complementary tothe development of the statewide common library platform, both of which will benefit both distantand campus-based learners.
In addition, a virtual collection of resources for distance learning could be maintained through the"Virtual" Distance Learning Academy for faculty, which is introduced in the following section ofthis report. Through this digital collection, faculty and students engaged in distance learning couldcreate web pages to support their instructional programs. Because some planners anticipate thatthe web page will become the building block for the curriculum of the future, this capability willadvance faculty's ability in this important area. The CBHE may want to release a Request forInformation (RFI) to determine the cost of a web-based library of digital and multimediaresources.
Common Library Platform
The 1996 Telecommunications-based Delivery System Report recommended that the statedevelop an easy-to-use common library platform that supports direct on-line borrowing by anystudent or other authorized user from any Missouri academic library and provides quick deliveryto locations across the state. This need was reaffirmed by the 1996 Missouri Pew Roundtable onHigher Education as one of its top recommendations. The statewide common system will alsoprovide assistance from reference librarians at member institutions via interactive or video mailmode, e-mail, fax, telephone and regular mail.
The Missouri Public Academic Librarians Association (MPALA), in cooperation with the statelibrary, other public and independent libraries, and the CBHE, has submitted and received vendorresponses to a Request for Information (RFI). The Council for Public Higher Education(COPHE) has employed a library network consultant to evaluate these responses and bringforward a funding proposal for the Fiscal Year 1999 higher education budget request, with anRFP being issued to vendors in July 1998 for implementation beginning in Fiscal Year 1999. Eachinstitution will be responsible for committing to reciprocal agreements, provision of networkinfrastructure and workstations, and ongoing local costs. A consortium of the libraries willoperate a central site and pursue further partnering with the state's public libraries.
11
18
The Association for College and Research Libraries has issued a draft revised set of guidelinesrelated to library resource support of courses and programs (Appendix C), which should befollowed by all Missouri academic libraries.
FACULTY ROLES AND SUPPORT IN DISTANCE LEARNING
Faculty are central to the success of distance education and must receive appropriate support atboth state and institutional levels. Although it is tempting to focus on the opportunities thatdistance learning provides for postsecondary education to stretch and grow, distance educationmay bring unanticipated changes in faculty roles and responsibilities. Faculty involved in distancelearning need the opportunity to develop skills in using new technologies and in developing andevaluating distance education courses and programs. Even more significant are the long termchanges required when new educational technologies and distance learning change faculty roles.Dispensing information will become a less central part of the teaching/learning function while theimportance of facilitating learning - program packaging, assessment and student support - willincrease. One can envision an educational enterprise in which each of these functions is fulfilled byan individual with special strengths in these areas. To successfully address the opportunities andchallenges of distance education, faculty must be provided with support at both institutional andstate levels.
"Virtual" Distance Learning Academy for Faculty
Recommendation #11:Faculty are central to the success of distance education and must receive appropriate supportThe combined capacities of the state's colleges and universities can be used to provide a"virtual" distance education academy for faculty, utilizing expertise from across the state.
The combined capacities of the state's colleges and universities can be used to provide a "virtual"distance education academy for faculty, utilizing expertise from across the state. It shouldempower faculty to take advantage of information technology and work together withindisciplines across campuses to enhance the quality of academic programs. This initiative wouldtap the combined capacities of the state's colleges and universities to offer faculty opportunitiesfor (a) training in the use of advanced technologies for distance education, (b) developing skills inthe design and assessment of courses and programs to be delivered using these technologies, (c)access to multimedia resources for teaching, (d) collaboration within and across disciplines, and(e) participating in related research. The investment of state-level resources in such trainingwould accelerate faculty preparation for distance learning and assure a higher and more uniformlevel of faculty preparation across the state.
Two institutions have, through the mission review process and legislative appropriations, receivedresponsibility to take a leadership role in the state in offering distance education training to
12 19
faculty. Central Missouri State University has a statewide mission to provide distance educationfor vocational/technical instructors and faculty via two-way interactive television and KMOSsatellite and cable television, and has the capacity to provide the state's faculty members withtraining in the use of advanced telecommunications technologies. In addition, NorthwestMissouri State University has been designated to be Missouri's center for the testing anddevelopment of personal computer applications for the enhancement of learning, to take the leadin using information technology to modularize learning so learners can learn at their own pace at atime and place that suits them and to make their work broadly accessible to Missouri institutions.Northwest should be well equipped to teach faculty how to design courses and programs fordistance education and to recommend or provide multimedia resources. The expertise of otherinstitutions should be utilized in this initiative as well.
Sharing Best Practices and Showcasing Innovations
It is recommended that opportunities be provided for faculty from across the state to share bestpractices and showcase innovative distance learning projects. Because each offers uniqueopportunities for faculty development, both interdisciplinary and discipline-specific forums shouldbe provided. The sharing of instructional and technological innovations within disciplines wouldbe an important aspect of the statewide disciplinary forums proposed by the 1996 Missouri PewHigher Education Roundtable.
Institutional Support of Faculty
Recommendation #12:Faculty participating in distance education must have institutional support fromadministrators and colleagues, as well as appropriate resources and technical support
Most faculty support must come at the institutional level. While administrative support is crucial,institutional support must involve the recognition of the importance of distance learning activityby faculty colleagues. Faculty must receive appropriate support, recognition and rewards forparticipation in telecommunications-based delivery of instruction as described in the BestPractices for Distance Learning (Appendix B).
COOPERATIVE TECHNOLOGY STRATEGIES
Recommendation #13:Missouri should expand its investment in a telecommunications infrastructure that supportsintegration of voice, video, and data transmissions as well as increased demand for networkaccess and capacity.
13
20
George Connick expresses this recommendation in stark terms: "States must invest, or supportprivate investment, in the 'electronic highways' of the future or their educational systems, at alllevels, will not be able to compete in the future." A key recommendation of both theTelecommunications-Based Delivery System Report and the Pew Higher Education Roundtablewas that Missouri work quickly to provide statewide access to a reliable electronic network withvoice/video/data capability. The recommendations included these assumptions:
Program demand should be the driving force in technology expansion.Technology can be used to increase access while controlling costs.Wise investments in technology should adhere closely to quality and interconnectivitystandards.
Network Capacity and Access
Because needs should drive technology expansion, the most effective preemptive technologystrategy is to invest in increased bandwidth and points of access for the state's network(s). Thisnetwork capacity and accessibility will then be available as specific needs are identified andaddressed over the next few years. This makes ongoing funding of the expansion of the MOREnetnetwork, as envisioned in the current MOREnet II initiative, the central focus of our proposedstrategy. In addition to the ongoing $5 million appropriation for MOREnet beginning in FiscalYear 1998, an additional $7 million should be requested in Fiscal Year 1999 to fund expansion ofthe network backbone, increased access to the backbone, increased capacity connections (tenmegabit channels) to all public postsecondary education institutions, and new videoservingtechnology.
Two-Way Interactive Video
Missouri has a number of very active two-way interactive TV (ITV) networks which operate fullcourse schedules. A map of Missouri's video networks as of May 1997 is provided in AppendixD. Many of Missouri's ITV networks have developed as independent dedicated networks fortransmission between members of a regional system. They have evolved based on the needs andresources of cooperating institutions and schools, and use a combination of analog (wired andwireless), digital (DS3) and compressed (fractional T1) technologies. Using dial-up and otherinterconnection capabilities, many of Missouri's ITV networks can interconnect to any site oneach other's systems. For example, the UM system and Southwest Missouri State's BEARnetinterconnect to share courses and programs, and the MIT-E network in north central Missouri hasinterconnected with the UM system and BEARnet for a variety of purposes. Another regionalnetwork, SEEnet, will deliver a variety of courses and programs across the Southeast region ofthe state and provide linkage to programs and courses from other institutions in Missouri.
Advances in Internet-based technologies are leading to the inevitable integration of voice, videoand data transmissions. As it is anticipated that high quality digital video/voice/data transmissionover the Internet will supplant other video technologies, Missouri should expand its investment ina telecommunications infrastructure that supports this scenario. This will facilitate broadinterconnectability of educational resources across the state. Because high-quality digital video is
14 21
rapidly becoming more affordable, Missouri institutions are encouraged to avoid large strategicinvestments in high end interactive video technologies unless they are Internet-based. Ifinvestments are to be made in dedicated lines and two-way video switching technologies,institutions are encouraged to adopt compressed approaches using the H.320 standard andfractional Ti lines wherever possible, and to explore discounts available through the MidwesternHigher Education commission's Interactive Video Program.
Transitioning Pilot Projects
Pilot degree program projects should be used in Fiscal Years 1998 and 1999 to experiment withlinking one or more regional ITV systems and transitioning them to Internet-based technology.The pilot projects are suggested as a way to speed the process by identifying standards-based,scaleable Internet technologies that permit full voice/video/data interaction. Such research anddevelopment projects over the next two years might entail reallocation of currently budgetedinstitutional funds and a new request for Fiscal Year 1999. These pilots would take advantage ofthe initial excess bandwidth anticipated for the MOREnet II network during early stages of itsupcoming expansion. A possible pilot project would be to provide a needed degree program torural communities by linking a college or university to one or more existing K-12 ITV networks.
NEXT STEPS
Recommendation #14:CBHE staff should work with appropriate institutional personnel or others to develop costestimates for the projects described in this report and recommendations for best ways toimplement them, whether by CBHE initiative, institutional initiatives or external contracts intime for inclusion in the Fiscal Year 1999 budget, if possible.
The CBHE should continue to provide leadership in fostering distance learning and dedicate theappropriate staff to work with the institutions so that the recommendations contained in thisreport can be implemented as soon as possible. It is important to persevere in this crucialendeavor so that momentum is not lost and the state can increasingly encourage cutting-edgetelecommunications-based activities to enhance distance learners.
Recommendation #15:The progress of the system toward achieving its goals of customer-orientation, partnering,increased access, high quality and cost-efficiency should be reevaluated every two years by arepresentative statewide group.
Building on the groundwork laid in the 1996 Report of the Telecommunications-based DeliverySystem Resource Group, significant strides have been made in partnering and in improving access.This advisory group's recommendations keep the development of the telecommunications-based
15
22
delivery system for postsecondary education moving forward and challenge Missouri's public andindependent colleges and universities to focus on the needs of their customers and to makeemerging partnerships and consortia work effectively and proactively. The balance that will existin the future between distance and campus-based programs is difficult to predict. For this reason,as technologies and opportunities continue their rapid evolution, Missouri must continuallyreassess its progress toward its distance education goals, identify emerging needs, and update itsstrategies to meet new realities. For this reason, it would be appropriate for the CBHE to appointa representative statewide group every two years to review the progress of thetelecommunications-based delivery system toward its goals of customer focus, partnering, access,quality and efficiency.
2316
Appendix A
Members of the Subcommittees
24
Members of the Subcommittees
Program Needs, Assessment and Best Practices Subcommittee
Sheila Caskey, Southeast Missouri State UniversityJohn Cosgrove, St. Louis Community CollegesDon Doucette, Metropolitan Community CollegesMike Grelle, Central Missouri State UniversityNancy Klein, St. Louis Community CollegesJane Kost, Jefferson CollegeSteve Lehmkuhle, University of Missouri SystemEd Strong, Culver-Stockton CollegeRon Turner, University of Missouri System
Student Support Resources Subcommittee
Don Aripoli, Southwest Missouri State UniversitySteve Chatman, University of Missouri SystemHal Deuser, Saint Louis UniversityBill Duffy, Southeast Missouri State UniversityRon Gerstbauer, North Central Missouri CollegeTy Patterson, Ozarks Technical Community CollegeSteve Poort, State Fair Community CollegeAlanna Preussner, Truman State UniversityJim Roever, Missouri Western State CollegeTed Rohr, St. Louis Community CollegesHenry Shannon, St. Louis Community College-Forest ParkSue Ann Strom, Southeast Missouri State UniversityKate Wright, Saint Louis University
Libraries Subcommittee
Shirley Baker, Washington UniversityDan Bradbury, Kansas City Public LibraryRichard Coughlin, Truman State UniversityCathye Bunch Dierberg, St. Louis Community CollegesRita Gulstad, Central Methodist CollegeSara Parker, Missouri State LibraryPal Rao, Central Missouri State UniversityErlene Rickerson, William Woods UniversityGeorge Rickerson, University of Missouri-ColumbiaJames Zink, Southeast Missouri State University
25
Faculty Involvement Subcommittee
Leonard Archer, Missouri Western State CollegeLinda Crabtree, Longview Community CollegeMadison Daily, University of Missouri-RollaSusan Devaney, Central Methodist CollegeCharles Kupchella, Southeast Missouri State UniversityRonda Ridinger, Southwest Missouri State UniversityKaren Ryan, Harris-Stowe State CollegeJerrold Siegel, University of Missouri-St. LouisJames Soden, St. Louis Community College-Florissant ValleyBruce Umbaugh, Webster University
Technology Strategies Subcommittee
Gerry Boulware, Office of AdministrationTom Brenneman, University of Missouri-Kansas CityColeman Burton, University of Missouri-ColumbiaScott Christianson, Central Methodist CollegeSusan Cole, Department of Elementary and Secondary EducationHarold Crumpton, Missouri Public Service CommissionGary Ellis, Southwest Missouri State UniversityDavid Jones, Mid-Missouri Telephone CompanyMichele McCall, Moberly Area Community CollegeBill Mitchell, MOREnetJerry Williams, Missouri Southern State CollegeMark Ward, Office of Administration
Additional Advisor
Ron Phipps, Institute for Higher Education Policy, Washington DC
26
Appendix B
Best Practices in Distance Education
27
Best Practices In Distance Education
These Best Practices incorporate recommendations of the Telecommunications Advisory Groupand its subcommittees, and build on the Guiding Principles and Desirable Characteristics for aTelecommunications-Based Delivery System established in the June 1996 Telecommunications-Based Delivery System Resource Group Report. The overarching themes in these guidelines are:(1) increasing access to educational opportunities for Missouri's citizens and (2) focusing on theneeds of the learner over the needs of individual institutions. Missouri's telecommunications-baseddelivery system for postsecondary education should exhibit the characteristics listed below.
Improved Statewide Access
Development and delivery of programs should be based on prioritized regional andstate needs.Distant learners and learners with multiple enrollments should have convenient accessto all needed support services.Full-time learners with multiple enrollments should have the same access to statefinancial aid programs as full-time students enrolled at a single institution.A coordinated and cost-effective approach to program development and deliveryshould be used to maximize the level of access and number of options available tocitizens.An ongoing process of evaluation and feedback should be used to ensure thatidentified needs are being met effectively and efficiently.Programs should be delivered via technologies appropriate to the number andlocation of the students and the nature of the course material.All new technology purchases should meet or exceed international standards, beinterconnectable with other state networks, and be adaptable to future needs, wherepossible.
Learner-Centered
Students enrolled in distance education programs, regardless of their location, musthave convenient access to all support resources appropriate to their needs and theprogram in which they are registered. These may include:
Advising and career counselingStudent policy informationOrientation and/or technical assistance with distance learning technologiesLibrary resourcesAccess to E-mail, collaborative software, or electronic chat capability, etc.Reasonable services for students with disabilities
26
Degree programs must be committed to student success; once enrolled, studentsshould be guaranteed continuing student support services and the opportunity tocomplete their education or training in a timely fashion.Students need access through the CBHE web page to information regarding:Comprehensive, easy-to-use information about postsecondary educationalopportunities available in the state through telecommunications (smart catalog)
Course equivalency across institutions.Consumer protection in distance educationFinancial aid programs
Faculty-Supported
Faculty must receive appropriate support, recognition and rewards for participationin telecommunications-based delivery of instruction including:
Professional development opportunities prior to using telecommunications-based delivery systems, and on a continuing basis as needed.On-campus instructional technology centers that provide technological supportas needed for course development and implementation.Interactive video courses must be supported by technical expertise at on-campus sites and site coordinators at remote sites.Consideration of the additional time needed in preparation for distance learningcourses when determining faculty workload and/or compensation.Faculty tenure and promotion criteria and procedures which rewardtelecommunications-based instruction, course development, and facilitation, aswell as related scholarship.Faculty from across the state should have an opportunity to meet together andshare best practices and innovative programs
High-Quality Instruction
The quality and content of instruction provided through telecommunications isequivalent to (or better than) that provided through traditional means, as measuredby outcomes.Students experience quality interaction with faculty and with other students, whetherin real time or asynchronously.Both student and faculty performance are regularly assessed and feedback is providedpromptly.Where appropriate, accreditation of programs is sought.
29
Educational Partnerships and Institutional Missions are Supported
Institutions provide increased access to needed programs throughtelecommunications-based delivery of instruction and educational partnerships.Partnerships are designed to be efficient and effective, using a variety of appropriatemodels.Institutions in partnerships share responsibility for planning, implementing andsupporting:
Comprehensive financial aid servicesStudent academic support servicesStudent access to information and library resourcesMarketing and recruitmentAdmissions standardsCurriculumFaculty roles and relationshipsFaculty professional developmentAssessment of student performanceAssessment of faculty performanceAssessment of program quality and effectivenessProgram accreditationCost and revenue sharingTechnical resources and maintenance
Integrated Performance Evaluation and Improvement Strategies
Student performance is regularly assessed by the institution providing instruction;outcomes are made available to students in a prompt and convenient fashion.Faculty performance is regularly assessed by the institution providing instruction;outcomes are used to improve the quality of instruction.Course and program quality are regularly assessed by the institution(s) providinginstruction; outcomes are used to improve course and program quality.The state's system of telecommunications-based delivery of education and training isregularly assessed to determine whether it meets state and regional needs within thecontext of the goals for the postsecondary education system. The assessmentoutcomes are used for improving the efficiency and effectiveness of the system.
Appendix C
Draft Revised Association for College and Research LibrariesGuidelines for Distance Education
31
I I
I I
1 I
I1
I I
I I
I I
I I
II
I I
II
I I
I I
I I
I I
IM
k W
I1
I I
I11
1111
INS
MI
1 I
I I
I11
E1
1111
1111
111
Gui
delin
es fo
r E
xten
ded
Aca
dem
ic L
ibra
ry S
ervi
ces:
A d
raft
Alle
n(, t
he h
eari
ng il
l 1.1
.C.,
.11w
ida1
',eb
nian
, 17.
10:
00-
/ 1.0
0 (y
in
ibra
ry r
esou
rces
and
ser
vice
s in
inst
itutio
nsa
Mhi
gher
edu
catio
n m
ust m
eet t
he n
eeds
of a
ll th
e fa
t ulty
, stu
dent
s, a
nd a
t ade
mic
sup
-po
rt s
tall,
tvhe
reLe
r th
ese
indi
vidu
als
are
lo-
cate
d. L
L ho
lier
On
mai
n (
:impo
ses,
oll
cant
-pu
s. in
dis
tanc
e ed
ocat
ion
01 e
xten
ded
cam
pus
prog
ram
s, o
r in
the
abse
nce
IIIc
ampl
e, a
t all,
in c
ours
es ta
ken
liar
reda
or
min
( re
lit, i
n co
n-tin
uing
edu
catio
n pr
ogra
ms,
in c
ours
es a
ttend
edin
per
son
or b
y m
eans
of e
lect
roni
c tr
ansm
is-
sion
. or
any
othe
r m
eans
of d
ista
nce
educ
a-tio
n. T
he G
uide
lines
del
inea
te th
e el
emen
tsne
cess
ary
In a
t Nev
e !h
es e
nds.
The
aud
ienc
e lo
t the
Gui
delin
es in
clud
eslib
rary
stil
l pla
nnin
g fu
r an
d m
anag
ing
thes
eex
tend
ed a
cade
mic
ser
vice
s, o
ther
libr
ary
stal
lw
orki
ng w
ith e
xten
ded
prog
ram
sta
ff, fa
culty
,ad
min
istr
ator
s at
all
leve
ls w
ithin
the
educ
a-tio
nal i
nstit
utio
n, a
nd s
pons
ors
of a
cade
mic
pnig
ram
s, a
s w
ell a
s ac
cred
iting
and
IR e
nsur
eag
enci
es*I
he
deci
sion
to r
evis
e th
e 19
90 G
uide
lines
was
mad
e fir
st b
y th
e E
CLS
S G
uide
lines
Com
-m
ittee
, the
n th
e of
ficia
l man
date
Cai
ne fr
omth
e E
CLS
S E
xecu
tive
Boa
rd a
t its
fina
l 199
6 M
id-
win
ter
Mee
ting.
The
199
0 G
uide
lines
res
ulte
dfr
om th
e fir
stre
visi
eme1
1110
'orig
inal
198
1 G
uide
-lin
es A
s in
that
initi
al r
evis
ion.
the
curr
ent d
e-(
(Sin
n 1(
) re
vise
was
has
edon
the
follo
win
gid
entic
al, t
houg
h in
t lea
sing
ly M
R 1
1.1:
1(I(
Ifs
nont
radi
tiona
l stu
dy Iw
o rif
ling
a m
ore
c I m
mio
n.pl
ace
elem
ent i
n hi
gher
edu
catio
n; a
n in
crea
sein
div
ersi
ty o
f edu
catio
nal o
ppor
tuni
ties:
an
incr
ease
in th
e nu
mbe
r of
uni
que
envi
ronm
ents
whe
re e
duca
tiona
l opp
ortu
nitie
s ar
e of
fere
d:an
incr
ease
d re
cogn
ition
of t
he n
eed
hit l
ibra
ryre
sour
ces
and
serv
ices
at l
ocat
ions
oth
er th
anm
ain
cam
puse
s: a
n in
t rea
sid
t(n
t crn
and
de-
man
d fo
r eq
uita
ble
NuI
VII.
u's
fir
all s
tude
nts
inhi
gher
edu
catio
n, n
o m
atte
r w
here
the
"cla
ss-
/ C&
RI
Neu
's32
room
- M
ay h
r. a
gir-
atie
r de
mi:I
ntl f
or Il
ium
\rs
ollic
es a
nd s
ervi
ces
by fa
culty
ant
i sl,I
llat
cten
cled
adem
it si
tes.
and
an
intr
eom
.T
echn
olog
ical
inno
vatio
ns in
the
tran
smm
al Ir
ain
form
atio
n an
d th
e de
liver
y of
cou
rses
To
thes
e m
ay h
e ad
ded
the
appe
aran
ce a
nd r
apid
deve
lopm
ent o
f the
virt
ual o
r al
l-ele
ctro
nic
univ
ersi
ty, h
avin
g no
phy
sica
l cam
pus
own
Def
initi
ons
1...v
ient
led
acad
emic
libr
ary'
SC
rriC
eC r
efer
s it
thos
e se
rvic
es in
sup
port
if c
olle
ge u
r un
ivei
-si
ty c
ours
es a
nd p
rogr
ams
offe
red
away
from
the
mai
n ca
mpu
s, o
r in
the
abse
nce
of a
trad
i-tio
nal c
ampu
s. T
hese
cou
rses
may
be
taug
ht ii
itr
aditi
onal
or
nont
radi
tiona
l for
mat
s or
med
ia,
and
may
or
may
nor
invo
lve
10e
true
r:K
aron
of
teat
hi i
s an
d sm
dem
s '1
his
del
miti
on in
; lud
(sal
l pro
gram
s de
sign
ated
as
(ilk
0111
1RIS
tant
lear
ning
Als
o in
clud
ed a
re s
ervi
c es
(i)
indi
vidu
als
who
are
invo
lved
in e
xten
ded
aca-
dem
ic p
rogr
ams,
reg
ardl
ess
of w
here
cre
dit i
sgi
ven F.:x
tend
ed a
cade
mic
com
mum
o. c
over
s .1
11th
ose
indi
vidu
als
and
agen
cies
dire
ctly
ins
()lie
dw
ith a
cade
mic
. pro
gram
s (
CN
ICIIS
II /1
1 se
rvir
es
()tie
red
away
fron
t the
trad
ition
al a
catle
mi,
l;nn
pus,
or
in th
e ab
senc
e of
a tr
aditi
onal
aca
dem
itca
mpu
s, in
clud
ing
stud
ents
, fac
ulty
, res
rari
h-er
s, a
dmin
istr
ator
s, s
pons
ors,
and
sta
ll.T
oren
! in
slitu
lion
refe
rs to
the
entit
y((
r
over
all o
rgan
izat
ion,
res
pons
ible
for
the
oile
rin
g or
mar
ketin
g of
ext
ende
d ac
adei
ni«.
/WM
',nd
plo
gr.in
er--
ili c
redi
t gra
ntin
g hi
ghLi
hrw
yden
otes
the
libra
ry o
pera
tion
till v
erb.
asso
ciat
ed w
ith th
e pa
rent
inst
itutio
n
Phi
loso
phy
The
Gui
delin
es a
ssum
e th
e fo
llow
ing
prec
epts
the
pare
nt in
stitu
tion
is r
espo
nsib
le fi
r fu
ndin
gan
d ap
pnip
riate
ly m
eetin
g th
e in
torm
anon
need
s of
Its
e m
ende
d ae
adem
ic p
orgr
airis
;0su
ppor
t of t
heir
teat
. lun
g an
d le
arni
ng. a
ndw
hen
appl
icab
le, r
esea
rch.
'Ibi
s su
ppor
t slim
ier
Rac
ing
the
win
ds o
f cha
nge:
Rev
isio
n of
the
1990
AC
RL
Gui
delin
es fo
r E
CLS
S
Wha
t's in
a n
ame?
One
of t
he g
reat
est c
halle
nges
in r
evis
ing
the
Gui
delin
es h
as b
een
to m
eet t
he d
ual
need
s of
def
inin
g ex
celle
nce
for
the
natu
rean
d st
ruct
ure
of e
xist
ing
prog
ram
s. a
nd fo
rde
velo
pmen
tsin
the
very
near
futu
re a
ndbe
yond
Thi
s c
halle
nge
is m
ust d
ram
atic
ally
.re
flect
ed in
Ole
act
ual t
rmin
olog
y ch
osen
fur
the
dot u
men
t, st
artin
g w
ith th
e tid
e it-
self W
hile
the
term
s "o
lf-c
ampu
s" a
nd "
ex-
tend
ed c
ampu
s" h
ave
been
use
d so
mew
hat
mie
n ha
nger
ibly
, ext
ende
d ca
mpu
s ha
s be
enge
nera
lly u
nder
suxr
d to
be
broa
der
in a
ppli-
Latio
n. T
his
was
no
doub
t a m
otiv
atin
g !a
c-to
r in
nam
ing
the
Ext
ende
d C
ampu
s la
hrar
y'c
ervi
ces
Sec
tion
IEC
TS
St I
t is
thril
ler
agre
edam
ong
the
t Int
ent l
eade
rshi
p of
the
sect
ion
that
'ext
ende
d am
pus"
is in
tend
ed to
app
lyto
all
aspe
cts
of p
rovi
ding
pos
tsec
onda
ry in
-st
ruct
ion
away
from
the
trad
ition
al c
olle
geor
uni
vers
ity c
ampu
s. T
his
scop
e, th
eref
ore,
incl
udes
pro
gram
s la
bele
d -d
ista
nce
lear
n-in
g*"
in -
disu
nite
edu
catio
n,"
in s
pite
of t
heex
iste
nce,
bot
h in
side
and
out
side
ALA
, of
sepa
rate
gro
ups
and
orga
niza
tions
will
( h
deal
excl
usiv
ely
with
suc
h lib
rary
ser
vice
s. A
s w
ithE
CLS
S, t
he G
uide
lines
are
inte
nded
to a
pply
to th
e to
tal s
pect
rum
of s
uch
exte
nded
in-
stru
ctio
n.
A r
ose
by a
ny o
ther
nam
e'th
e di
:int:l
ige
upon
whi
ch w
e ar
e no
w fo
-I u
sed.
then
. is
deci
clin
g w
hat i
erm
inol
ogy
hest
retie
( is
the
mop
e an
d pu
rpos
e of
the
Gui
de-
lines
, sta
rtin
g w
ith th
e tit
le. T
he m
ajor
pro
b-le
m w
ith "
exte
nded
cam
pus"
is th
at it
ass
umes
the
exis
tenc
e so
mew
here
in e
very
ext
ende
d(A
li 1(
:mon
pi)
(gra
m o
f a tr
aditi
on:II
can
ons
with
I :rs
n(on
e. a
nd a
ll th
e (d
iet s
uppo
ll 1:
11./1
%.1
II ll
the
:11/
1/1.
;Int O
tt' .1
11d
1.11
111
1 (I
C-
\,I)
111(
111
nl in
siiti
iiii b
us th
at o
rigin
ate
elec
-tr
onic
ally
and
hav
e no
cam
puse
s st
.itli
clas
s-ro
oms
anch
or p
hysi
cal p
lant
s at
all,
exc
ept
for
adm
inis
trat
ive
offic
es a
nd te
lcom
mun
i-ca
tions
faci
litie
s, th
at a
ssum
ptio
n is
rap
idly
beco
min
g ob
sole
te.
Sim
ulta
neou
sly
with
thes
e de
velo
pmen
ts,
the
phra
se -
dist
ance
lear
ning
" is
now
bei
ng
BE
ST C
OPY
AM
Lir
ti
used
io a
pply
.IN
liro
adk
as(-
sleu
th:4
1 ta
ro)
pus
Itlia
s lik
ewis
e be
ensu
gges
ted
as a
nal
tern
ativ
eto
com
pens
ate
I or
111C
se
"cam
posl
ess"
inst
itutio
ns a
nd th
eir
prog
ram
sO
ne o
f the
pro
blem
s w
ith u
sing
the
phra
se"c
lista
nt c
bar
ring
is th
atit
has
earli
er b
een
used
with
111
101
MIM
I ,u-
r ap
plic
atio
nsA
nodi
c! p
i; )1
11em
with
that
dial
ins
liter
al Ii
k.:in
ing
and
nain
)LL
1,1
appl
uno
n. it
is "
-aun
t:thi
ng th
at -
inde
nts
(ink
at
com
plis
h, a
nd (
I( It
s no
t enc
ompa
ss th
e te
a( ft
ing
and
rese
al II
act
iviti
es o
f the
facu
lty \L
ilom
ust b
e pr
esen
t ip
som
e ca
paci
tyA
tli(
sigh
not a
les
ays
ein
orde
r fo
r th
ele
arni
ng''
to ta
ke p
lat e
The
refo
re. u
l pie
para
tion
ofth
is d
raft
f\Is
ion.
ille
phra
se 'e
xten
ded
.1-
llenl
IC"
haS
hel
l) t 1
11)S
n as
the
111(
),1
1111
1%sa
lly a
pplic
ahlc
-Ext
ent l
id a
cade
me(
bagg
age
of p
ast a
pplic
atio
ns a
nd is
not
in-
hibi
ted
by r
efer
ral t
o th
e tr
aditi
onal
cam
pus.
Fur
thei
. "ex
tend
c'cl
aca
dem
ic"
Iii',
the
adan
-ta
ge o
f app
licat
ion
not o
nly
Lvill
un a
ll as
pect
sof
cur
rent
and
luna
r(' e
llort
s in
pos
tsec
onda
ryLI
:loca
tion.
but
als
o po
tent
ial!)
to a
ll IL
'Lel
s nt
thic
atirm
, as
tele
com
mun
icat
ions
opt
ions
spre
ad e
low
nLL
ard
as w
ell a
s ou
twar
d in
the
educ
atio
nal a
rena
.T
hus,
we
have
the
new
title
. "A
CM
. Gui
de-
line'
s fo
r E
xten
ded
Aca
dem
ic L
ibra
rk. S
ervi
ces.
-an
cl a
res
ulta
nt -
glob
al c
hang
ein
phr
asin
glo
r th
e (lu
n do
cum
ent T
he p
hi :s
e 'e
ste
ncle
cl a
cade
mic
Iihr
.us
sett
rl es
.'th
enab
ound
s ill
ioug
hout
the
text
of t
hean
d su
pplie
s th
eir
hat k
bone
As
the
l-r-
a...e
l Gui
delin
es u
ntol
d. o
ne In
keen
lyaw
are
of th
e ne
w b
real
th a
ncl p
ower
of t
heir
appl
icab
ilnv
dire
io th
is c
hang
e of
vor
abo-
firL
:111
(1is
iffir
ill .1
1101
1,ya
w II
of11
11no
t run
111
.Il11
.1, h
r's I'
spi
'sse
'd fo
r hi
tt-am
iss:
1nd
likai
lans
doi
ng "
1111
11th
ing-
aho
ni Il
ii pr
mis
i.iii
(.1
Iiht.i
r\to
the
stud
(nis
ul I
lle tq
c(Im
ilic
1111
11er
sols
.pr
een1
anc
l hitt
ire. i
s no
w a
cklre
sse'
el b
y til
t'G
uide
lines
via
this
shl
hi in
voc
abul
ary
Of
co u
rse.
man
y m
ore
spec
ilit r
usim
ons
and
adcl
ition
s ca
n Iv
foun
d th
roug
hout
the
draf
t doc
u-m
nt w
hit h
ref
lect
and
rei
nitir
ce th
is c
hang
eIla
rycy
Wac
httig
ton
Stat
e L
'art
riN
tly
\a 1
1It
nn
33F
ebni
ory
1997
/ 99
34
prov
ide
read
y an
d eq
uita
ble
libra
ry s
ervi
ce a
ndle
arni
ng r
esou
rces
to a
ll us
stu
dent
s re
gard
less
111
101
:Won
1 he
11,
11,1
11 in
stitu
tion
reco
yni/e
, the
nee
dItn
sei
vicc
% m
anag
emen
t and
ithi
m a
l lin
kage
sbo
ss y
en th
e lib
rary
and
oth
er c
ompl
emen
tary
reso
urce
bas
es s
uch
as c
ompu
ting
faci
litie
s, in
-st
ruct
iona
l med
ia, a
nd te
leco
mm
unic
atio
n ce
n-te
rs1
he p
aren
t ins
titut
ion
is r
espo
nsib
le fo
r as
-su
ring
that
its
exte
nded
aca
dem
ic li
brar
y pr
o-gr
ams
mee
t Ur
exc
eed
11:1
0(11
):11
and
reg
iona
l at
t wild
:won
sta
ndar
ds a
nd p
odes
sion
alas
soci
atio
n st
anda
ids
:and
gui
delin
espa
rent
inst
itutio
n is
res
pons
ible
for
in-
volv
ing
the
libra
ry in
the
deta
iled
anal
ysis
of
plan
ning
. dev
el, v
ulg.
:1(1
(111
1g o
r c
hang
ing
the
emen
ded
iicad
emie
pro
giam
Irun
i the
ear
liest
stag
es11
110
aid.
I he
IlhE
Jty
has
1111
111:
11.'
rt.,p
nlis
ibili
lY1,
1
iden
tifyi
ng. d
es d
opin
g. c
oord
inau
ng. a
nd p
ro-
vidi
ng li
brar
y re
sour
ces
and
set i
ce's
whi
ch m
eet
fxst
h th
e st
anda
rd a
nd th
e un
ique
info
rmat
ion
need
s of
the
exte
nded
aca
dem
ic c
omm
unity
. Aso
rdin
amr.
eith
er c
entr
ally
loca
ted
orat
an
appr
opria
te s
ite. s
houl
d he
res
pons
ible
fin e
nsur
ing
Mai
all
requ
irem
ents
me
met
FIE
CC
11%
1: a
nd a
ppro
prim
e se
cs Is
l'S
lor
exte
nded
aca
Llem
n cu
m m
ono
mas
diff
er fr
omth
ose
sell
ices
()t
iere
d on
the
trad
ition
al c
am-
pus.
The
req
uire
men
ts o
f aca
dem
ic p
rogr
ams
shou
ld g
uide
the
libra
ry's
res
pons
es to
def
ined
need
s. In
nova
tive
appr
oach
es to
the
desi
gn o
fsp
ecia
l pro
cedu
res
or s
yste
ms
to m
eet t
hese
need
s ar
e en
com
agd.
Whe
n re
sow
t es
and
serv
ices
of u
naffi
liate
dlo
cal l
ibra
ries
are
to Is
e us
ed to
sup
port
into
r-Ill
atio
n ne
eds
of th
e ex
tend
ed a
cade
mic
com
-m
unity
. the
libr
ary
or, w
hen
appr
opria
te. t
he
pare
nt in
stitu
tion,
is r
espo
nsib
le fo
r th
e de
s el
-op
ulen
t and
'sen
tient
rev
iew
of f
orm
al. d
ot u
-n1
1011
1I, s
s m
ien
agre
,ent
s ss
till
ilio,
u)o,
.ii
li
Inar
ies
sm. I
I CV
, ,1,
11, .
1re
11,4
I()
Isu
bstit
uie,
for
supp
lyin
g :«
lequ
ate
mar
-I 1
.11,
by th
e pa
rent
inst
itutio
n.'F
ile e
xten
ded
acad
emic
libr
ary
prog
ram
;hal
lha
ve g
oals
and
obj
ectiv
es th
at s
ill-T
ort t
he p
ro-
visi
on o
f res
ourc
es a
nd s
en-ic
es c
iinsi
sten
t \Y
id'
the
broa
der
inst
itutio
nal m
issi
on
Man
agem
ent
Itis
the
rspo
n.si
lmlu
y of
Me
lihra
ry m
anag
e-m
ent t
o fu
nd, s
tall,
and
sup
ers
ise
libra
ry s
er-
vice
s an
d re
sour
ces
in s
uppo
rt o
f ext
ende
d ac
a-de
mic
pro
gram
s. T
he li
brar
ian-
coor
dina
tor.
55
In)
may
or
may
not
hav
e an
ext
ende
d sa
e a,
sign
-m
em. s
houl
d:I)
ass
ess.
on
an o
ngoi
ng b
asis
. the
nee
dsof
the
exte
nded
ai,u
lent
is c
omin
uilit
for
li-br
ary
reso
urce
s. b
oth
elec
m m
it an
d tr
athi
min
alan
d se
rvic
es. i
nclu
ding
inst
ruct
ion,
and
fatih
-tie
s; 2) p
repa
re a
writ
ten
prof
ile o
f the
ext
ende
dco
mm
unity
's in
form
atio
n ne
eds:
3) d
evel
op a
writ
ten
stat
emen
t of i
mm
edi
:me
and
iong
.ran
gt. g
oal,
;ind
oile
d\\I
'', I,
addr
esse
s th
e ne
ed,-
and
out
line
Ill,
nv.lh
otl,
Iry
whi
ch p
rogr
ess
:In h
e m
easu
red
4) in
s ol
ve e
xten
ded
acad
emie
toni
mlin
it y
repr
esen
tativ
es. i
nclu
ding
adm
inis
trat
ors.
facu
lty'
and
stud
ents
, in
the
form
atio
n of
the
obje
ctiv
e,an
d th
e re
gula
r ev
alua
tion
of th
eir
;whi
m e
men
t.5)
usi
ng th
e w
ritte
n pr
ofile
of n
eed,
ass
ess
the
exis
ting
libra
ry s
uppo
rt. i
ts a
vail.
thilm
y an
dap
prop
riate
ness
,b)
par
ticip
ate
with
adm
inis
trat
ors
and
teat
facu
lty in
the
curr
icul
um d
evel
opm
ent p
ro-
cess
and
in c
ours
e pl
anni
ng to
ens
ure
Om
it ap
-
Dev
elop
ing
the
Gui
delin
esT
his
draf
t rev
isio
n of
the
1990
AC
RL
Gui
delin
esfo
r E
xten
ded
Cam
pus
libra
ry S
ervi
ces
was
pre
-pa
red
by H
arve
y G
ayer
, cha
ir of
the
Gui
delin
esC
omm
ittee
of t
he A
CR
L E
xten
ded
Cam
pus
Libr
a -y
Ser
vice
s S
ectio
n (E
CIS
S).
The
dra
ft is
bas
ed u
pon
inpu
t fro
m m
embe
rs o
f the
Gui
delin
es C
omm
it-te
e, m
embe
rs o
f the
EC
ISS
Exe
cutiv
e B
oard
, the
gene
ral m
embe
rshi
p of
EC
ISS
, and
oth
er li
brar
-ia
ns a
nd a
dmin
istr
ator
s in
volv
ed in
ext
ende
d oc
ade
mic
pro
gram
s fr
om a
cros
s th
e na
tion
and
arou
nd th
e w
orld
.In
res
pons
e to
req
uest
s fo
r su
gges
tions
for
revi
-si
on w
hich
app
eare
d in
wid
ely
read
nat
iona
l aca
-de
mic
and
libr
ary
publ
icat
ions
, dis
tanc
e ed
ucat
ion
lists
ervs
, and
thro
ugh
EC
LSS
Web
site
pub
licat
ions
,
num
erou
s ot
her
indi
vidu
als,
con
sort
ia, a
nd r
epre
-se
ntat
ives
of p
rofe
ssio
nal a
nd a
ccre
ditin
g as
soci
o-fio
ns p
rovi
ded
info
rmat
ion
on th
eir
own
effo
rts
toen
sure
exc
elle
nce
of li
brar
y se
rvic
es fo
r ex
tend
edac
adem
ic p
rogr
ams.
Am
ong
the
grou
ps r
espo
nd-
ing
wer
e: th
e In
terin
stitu
tiona
l Lib
rary
Cou
ncil
of th
eO
rego
n S
tate
Sys
tem
of H
ighe
r E
duca
tion;
Col
lege
Libr
aria
ns a
nd M
edia
Spe
cial
ists
; the
Con
sort
ium
For
Edu
catio
nal T
echn
olog
y fo
r U
nive
rsity
Sys
tem
s, L
i-br
arie
s an
d th
e W
este
rn G
over
nors
Uni
vers
ity C
onfe
renc
e; th
e C
omm
issi
on o
n C
olle
ges
of th
e N
orth
-w
est A
ssoc
iatio
n of
Sch
ools
and
Col
lege
s, th
eS
outh
ern
Ass
ocia
tion
of C
olle
ges
and
Sch
ools
, and
the
Wes
tern
Coo
pera
tive
for
Edu
catio
nal T
elec
om-
mun
icat
ions
of t
he W
este
rn In
ters
tate
Com
mis
sion
for
Hig
her
Edu
catio
n.
101)
,' C
IRL
JI
prop
riale
libr
ary
reso
urce
s an
d se
rvic
e's
are
avai
l-ab
le; 7) p
rom
ote
libra
ry s
uppo
rt s
ervi
ces
to th
eex
tend
ed a
cade
mic
com
mun
ity;
HI p
ursu
e, im
plem
ent.
and
mai
ntai
n al
l the
putt-
ding
Add
ition
al a
reas
of m
anag
emen
t res
pons
ibi
tty .i
re c
over
ed ii
i sec
tions
on
rill:1
110:
N, P
et.-
runn
el, F
aCIli
tiC.1
, Res
ourc
es, a
nd s
ervi
ces.
Fin
ance
sT
hu p
aren
t ins
titut
ion
shou
ld p
rovi
de c
ontin
u-in
g. o
ptim
um fi
nanc
ial s
uppo
rt fo
r ad
dres
sing
the
libra
ry n
eeds
()I
the
exte
nded
aca
dem
icco
mm
unity
. Thi
s fin
ant m
g sh
ould
Ise:
It re
late
d to
the
form
ally
' def
ined
nee
ds a
ndde
man
ds o
f the
ext
ende
d ac
adem
ic p
rogr
am;
2) a
lloca
ted
on a
sch
edul
e m
atch
ing
the
par-
ent i
nstit
utio
n's
budg
etin
g cy
cle;
3) id
entif
ied
with
in th
e pa
rent
inst
itutio
n's
budg
et a
nd e
xpen
ditu
re r
epor
ting
stat
emen
ts:
) ac
com
mod
ated
to a
rran
gem
ents
invo
lv-
ing
exte
rnal
age
ncie
s. in
clud
ing
affil
iate
d bu
tin
depe
nden
tly s
uppo
rted
libr
arie
s;5)
suf
ficie
nt to
allo
w fo
r in
itiat
ing
inno
va-
tive
new
app
roac
hes
to m
eetin
g ne
eds.
Per
sonn
elP
erso
nnel
inv,
oivc
d in
the
man
agem
ent :
11Id
cuur
dina
tion
of e
xten
ded
acad
emic
libr
ary
ser-
vice
s m
ay in
clud
e in
stitu
tiona
l and
libr
ary
ad-
min
istr
atio
n, th
e lib
raria
n-co
ordi
nato
r m
anag
-in
g th
e se
rvic
es. a
dditi
onal
pro
fess
iona
l sta
ff in
the
inst
itutio
n, s
uppo
rt s
taff
from
a v
arie
ty o
fde
part
men
ts, a
nd th
e ad
min
istr
ator
( 5)
.lih
riria
n(s)
, and
stif
f fro
m th
e ex
tend
ed s
iters
).T
he li
brar
y sl
it m
ild p
rovi
de p
nife
ssio
nal a
ndsu
ppor
t per
sonn
el w
ith c
lear
ly d
efin
ed r
espo
n-si
lmht
ies
at th
e ap
prop
riate
loca
nc n
i(s)
and
inth
e nu
mbe
r an
d qu
ality
nec
essa
ry to
atta
in th
ego
als
and
obje
ctiv
es fo
r lib
rary
ser
vice
s to
the
exte
nded
aca
dem
ic p
rogr
am in
clud
ing:
I ) a
libr
aria
n-co
cird
inat
tn to
pla
n im
plem
ent.
coor
dina
te, a
nd e
valu
ate
libra
ry r
esou
rces
an
serv
ices
add
ress
ing
the
info
rmat
ion
need
s of
the
exte
nded
aca
dem
ic c
omm
unny
.2)
add
ition
al p
rofe
ssio
nal a
nd o
r pa
rapr
ole
ssio
nal s
taff
to in
tera
ct d
irect
ly w
ith li
brar
yus
ers
with
the
capa
city
and
ski
lls to
iden
tify
info
rmat
ion
need
s an
d re
spon
d to
them
com
-pe
tent
ly a
nd a
ppro
pria
tely
;3)
cla
ssifi
catio
n, s
tatu
s, a
nd s
alar
y sc
ales
for
exte
nded
aca
dem
ic li
brar
y st
aff t
hat a
re e
quiv
a-le
nt to
thos
e pr
ovid
ed fo
r ot
her
com
para
ble
libra
ry e
mpl
oyee
s an
d re
flect
ing
the
ompe
n-
satio
n le
vels
:ind
cos
t of I
I\ m
g fo
r dm
ing
at e
xten
ded
site
s.4)
opp
ortu
nitis
for
cont
inui
ng g
rii il
l and
deve
lopm
ent t
ilt e
sten
drd
ii:ni
t-m
stal
l.
Fac
ilitie
sT
hc It
hrar
r sl
roul
<I 1
),-"
sidu
and
com
mun
icat
ion
links
mill
i(in
si/e
.nu
mbe
r, a
nd s
cope
, and
cur
rent
ncm
igh
to a
tLa
in th
e ob
ject
ives
of t
he e
xten
ded
a) a
derm
(pr
ogra
ms.
Arr
ange
men
ts m
ay' c
ars
be a
ppro
pria
te to
pn.
gra1
11, u
llcrc
dI V
1111
)111
',
of s
uita
ble
arra
ngem
ents
int h
ide
hut a
le n
otlim
ited
to1)
acc
ess
to fa
cilit
ies
thro
ugh
agre
emen
t,w
ith a
non
affil
iate
d lib
rary
;2)
des
igna
ted
spac
e fo
r co
nsul
tatio
ns. r
each
refe
renc
e co
llect
ions
, res
erve
col
lect
ion,
. ele
c-tr
onic
tran
smis
sion
of i
nfor
mat
ion.
com
pute
r-iz
ed d
atab
ase
scan
ning
. and
inte
rlitio
rs lo
anse
rvic
es:
3) a
bra
nch
or s
atel
lite
libra
ry
Res
ourc
esT
he p
aren
t ins
titut
ion
is r
espo
nsib
le' f
or p
ro-
vidi
ng o
r se
curin
g di
rect
phy
sica
l or
elec
tron
icac
cess
to li
brar
y m
ater
ials
in s
udic
icill
dept
h. n
umbe
r, s
cope
,ur
rent
ness
. and
I, a
inai
sto
II s
uppo
rt th
e st
uden
ts n
eeds
cour
se a
ssig
nnw
nts
g ,
reci
titie
d an
d su
pple
-m
enta
l rea
ding
s an
d re
sear
ch p
aper
s) a
nd e
n-ric
h th
e ac
adem
ic p
rogr
ams,
2) s
uppo
rt te
achi
ng a
nd r
esea
rch
need
,ot
her
info
rmat
ion
need
s of
the
exte
nded
aca
dem
ic c
omm
unity
as
.11
TM
I
Pro
gram
s w
antin
g Is
sUl1
.11C
deg
ree,
-hn
mild
prov
ide
acce
ss to
«ill
ectio
ns s
s In
ch m
eet t
heA
CIR
I. "S
tand
ards
for
Com
mun
ity. J
unio
r an
dT
echn
ical
Lea
rnin
g R
esou
rces
Pro
gram
,P
en
gram
s gr
antin
g ba
ccal
aure
ate
or m
aste
r s
degl
ees
shou
ld p
ros
ide
acce
ss 1
0 t 1
111,
1 io
n,ss
IlIc
h M
eet t
he s
tand
ards
de-
fille
dIn
.th
eA
GR
I.st
anda
rd, f
or C
olle
ge la
hrai
les
I'n,-
gian
ts o
llong
due
ti 1
r,11
(IL
-gle
es s
houl
d pl
ot id
eac
cess
to c
olle
ctio
ns w
hich
mee
t the
sia
ncla
id,
defin
ed b
y th
e A
CR
L "S
tand
ards
for
I 'rs
issi
ivLi
brar
ies.
"
Ser
vice
sT
he li
brar
y se
n'ic
es (
)tie
red
the
exte
nded
ac
defil
e co
mm
unity
sho
uld
he d
esig
ned
to m
eet
effe
ctiv
ely
a w
ide
tang
c ul
into
rinat
ion
hihh
u-35
Febr
uary
)997
. /0/
ow u
m s
o ow
sm
i um
am
Fr,
.1"
graphic, and user needs. The exact combina-tion of central and site staffing will differ frominstitution to institution Examples that may help'nevi these needs include
) referent e assistant t,2) computer-based bibliographic and infor-
mation services;3) reliable, secure access to institutional and
other networks including the Internet:4) consultation services;5) a program of library user instruction de-
signed to instill independent and effective in-lOrmation literacy skills v, hue specific ally meet-ing the learner-suppon needs of the extendedacademic community;
6) assistance with nonprint media and equip-ment;
7) recipn C:11 Ixtrrowing, contractual lx irrow-Mg. and nnlltinary loan scrytcc, in broadest.11)1)111.1Juni of 1.111 use of v) lighted nimcmils;
) Pumpt do( umeni (Icin cry such is .1 cou-rier system in de( trunk Ir:111,1111SSIC
9) access to reserve materials;10) adequate service hours for optimum ac-
cess by users;111 promotion of library services to the ex-
tended academic community, including docu-mented and updated policies, regulations, and
36
procedures for systematic development andmanagement of information resources
Documentationw library should make available t urrent ci -
ies of the following:1) printed guides;2) statements of mission and purpose. poli-
cies, regulations, and procedures,3) statistics on library use;41 statistics on collections.5) facilities assessment measures,6, collections assessment measures.7) data on staff and work assignments.8) institutional and internal organization
chats;9) comprehensive budget(s);10) pn)fessional staff vitae;11) formal, written agreements,12) .1, aumannn Matistit 5;I i) guides to computing `An It14) library evaluation studies or dot timents
Library educationSchools of library and information scienceshould include in their curricula courses andcourse units in extended academic library stetvices.
BEST COPY AVAILABLE
Appendix D
Missouri's Interactive Video Education Networks
37
Missouri's Two-WayEducational Video Networks
To SIUGrand River
\-7NWMSU Network EPN /Edwardsville
SBC TCCat UMSL
NEMONET MSLKCOM St. Louis
NCMC St. Charles CCCorn. College
4MWSC Wash. Univer.
Telemedicine St. Loui City
SBC TCCMaple Woo
moo'
KC01 ;
M ICC
SBC TCOff ndepen
Building 0SBC TCC atPenn Valley
CrowderCommuniCollege
atnce
I-TVConsortium
MissouriRiver Valley
11114111rCMSU
WeMEETO
I°SECA I-TVNetwork
MITE
CMC
UM
Bitlinton
Nevada TechnicalCenter
BearNet:SMSU
CamdentonTCRC
4
TrumanBuilding
West Plains
4'
MexicoTCRC
Public
IJefferson CC
chools
WaynewrightBuilding
ECC
Mineral AreaI-TV Network
Rolla TechnicalInstitute Mineral Area
College
SEMO
PoplaTCRC
Com
0Sikeston H
SEMOnet
Po.9T gevilleC
Multi-Technology / Network Hub
410 SBC TeleCommunity Center (TCC)
Gi UM TeleCommunity Resource Center (TCRC)
<> Digital Network Hub
Analog Network Hub
IVDN Video Connection
ISDN PRI Dial-UpConnection.
ATM (39 mbps)
ISDN (Ti)
Full T-1
Analog Fiber
Two-way Analog Microwave
DS-3 Fiber
1/2 71 (768 kbps)
1/4 T1 (384 kbps)
768 kbps Ethernet
Compiled by J. Scott Christianson for the MO I-TV Information Alliance K-I2 Users Group; see attached sheet for network detailsand contact information. Permission is granted to reproduce and distribute freely with acknowledgement. Newest version isavailable via www at http: / /jsc.simplenet.com/
DRAFT: May 20, 1997
38
Network Details Page 1 of 5
K-12 Networks
EPN Network MIT-E Network NEMONet WeMET
Green City R-1 Central Methodist College Knox County Central Missouri
Milan C-2 Cooper Co. R-IV Lewis Co. C-1 State University
Novinger Cooper Co. C-4 Marion Co. R-II Clinton, #124Putnam Co. R-I New Franklin North Shelby Holden R-III
Howard Co. R-I1 Scotland R-I Pleasant Hill R-IIISlater Wyaconda C-I Warrensburg R-VI
Blue Springs
Sikeston R VI St. Louis City ETOM Network Grand River NetworkBell City H.S. Beaumont H.S. Concordia R-II Linn County RI
Sikeston H.S. Sumner H.S. Crestridge R-VII Princeton R-V
Scott County Roosevelt H. S. Kingsville R-I North Mercer R-III
Central Schools Vashon H.S, Chilhowee R-IV Newton-Harris R-111
Grundy County R-V
SEMO Net Mineral Area I -TV Net SECA I -TV Network I-TV Consortium
Malden R-1 Central R-III Carl Junction R-1 Hale R-1
Bernia R-X111 Farmington R-VII Carthage R-IX Tina Avalon
Campbell R-I1 Fredericktown R-I Lamar R-1 Norborne
Clarkton C-4 Lesterville R-IV Monett R-1 Bosworth
Dexter R-XI North St. Francois R-V Brechkenridge
Gideon #37 Potosi R-I1
Southeast MO South Iron R-1
State Univ. Valley R-VIPuxico R-VIII Arcadia Valley R-I1
Mineral Area College
Missouri River Valley ClintonFort Osage R-1 ClintonGrain Valley St. Clair County R-I1Missouri City Wnsor
Elementary Calhoun
Additional Linkages For Multi-Technology / Network Hubs
UMSL Connects to: UMKC Connects to:AT&T Penn Valley CC
SLCC System (Cable) KCPT
Jefferson College WDAF TeleportSt. Charles Community KCP&L
College Kansas State NetworkCoop. School Districts (ITFS)Illinois State System
UMC Connects to:Telemedicine Project
39
Network Details Page 2 of 5
Notes
1). Does not include cable links in the metropolitanareas, the satellite uplinks at the four M.U. sites,school district and extension satellite downlinks.
2). State IVDN Video connections are usually at 1/4or 1/2T. Total bandwidth on IVDN lines are T1.Connection of the state IVDN network to theUniversity of Missouri network allows forinterconnectivity to all MU sites and connections.
3). This map was compiled by J. Scott Christiansonand Mike Jeffries using available information;there is no guarantee of the accuracy of theconnections shown. Contact the institution ornetwork for more information about a particularsite. Send all corrections, additions and requestsfor up-dates to either:
Mike JeffriesWeMET DirectorHumphreys 403 -CMSUWarrensburg, MO 64093
J. Scott ChristiansonTechnical Coordinator411 Cntrl Methd. Sq.Fayette, MO 65248
Integrated Voice Data Network VideoConnections
Colleges and UniversitiesUniversity of Missouri -ColumbiaUniversity of Missouri -KansasUniversity of Missouri -St. LouisSouthwest Missouri State University - SpringfieldCentral Missouri State University - WarrensburgNorthwest Missouri State Univerity - MaryvilleNorthcentral Missouri State University - Trenton
State GovernmentKansas City Office BuildingWaynwright Building (St. Louis)Truman Building (Jefferson City)
Via UM Network to:University of Missouri - RollaTCRC in Poplar BluffTCRC in CamdentonTCRC in PortagevilleTCRC in Mexico
Telemedicine Project
Adair CountyKirksville College of Osteopathic MedicineKirksville Osteopathic Medical Center
Boone CountyUM Health Sciences Center (Columbia)Ellis Fischel Cancer Hospital (Columbia)
Callaway CountyCallaway Community Hospital (Fulton)Callaway Physicians (Fulton)
Chariton CountyKeytesville Clinic (Keytesville)
Cooper CountyCooper County Memorial Hospital (Boonville)University Physicians (Boonville)
Howard CountyFayette Medical Clinic
Linn CountyPershing Memorial Hospital (Brookfield)
Macon CountySamaritan Memorial Hospital (Macon)
Putnam CountyPutnam County Memorial Hospital(Unionville)
Scotland CountyScotland County Memorial Hospital(Memphis)
Sullivan CountySullivan County Memorial Hospital (Milan)
40
Network Details Page 3 of 5
Contact Information NetworksSt. Louis City Schools EPN
Philip BrodyDirector of Technology911 Locust St.St. Louis, MO 63101
IVDNChris WilsonTruman Building, Suite 280Jefferson City, MO 65101
TelemedicineJoe TracyDirector, Telemedicine ProjectUniversity of Missouri -ColumbiaOld Alumni BuildingColumbia, MO 65212
Bear NetGary Ellis, DirectorMedia Based Instruction-SMSU901 South National AvenueSpringfield, MO 65804
Grand River NetworkBob YatesPrinceton R-V1008 E. ColemanPrinceton, MO 64673-1210
I-TV ConsortiumDr. Bill PageHale R-IPO Box 248Hale, MO 64643-0248
Nancy SteeleEPN DirectorRt 3, Box 15Unionville,MO 63565
NEMONetDan O'DonnellScotland Co. R-IP.O. Box 337Memphis, MO 63555
WeMETMike JeffriesWeMET DirectorHumphreys 403 - CMSUWarrensburg, MO [email protected]
Mineral Area I-TV NetworkRon Fadler,Mineral Area CollegePO Box 1000Park Hills, MO 63601
SEMO NetDavid HollingheadMalden R-I407 County Rd. JMalden, MO 63863-1875
Clinton I-TV NetworkMartin Cooper, DirectorClinton's Central Board of
Distance Learning105 East OhioClinton, MO 64735
MITEVicki HobbsMITE Director4001 South Coats LaneColumbia, MO 65203
Sikeston Bell CityDr. Arnold Bell
Sikeston R-VI1002 VirginiaSikeston, MO 63801-3347
University of MissouriColeman Burton, DirectorUniversity Telecommunications215 University Hall UMCColumbia, MO 65211
ETOMAndy D. HenleyChilhowee R-IV101 Hwy 2Chilhowee, MO 64733-0098
SECA NetGlenn ColtharpCarl Junction R-I206 S RoneyCarl Junction, MO 64834
Missouri River Valley I-TV ConsortiumRhichard PhilipsFort Osage R-I2101 N Teyman Rd.Independence, MO 64058-3200
Network Details Page 4 of 5
Contact Information Higher Education Institutions
Central Methodist CollegeJ. Scott ChristiansonTechnical Coordinator411 Central Methodist SquareFayette, MO [email protected]
Nevada Technical CenterAlan KenyonNevada Technical CenterP.O. Box 807Nevada, MO 65772
Southwest Missouri State UniversityGary Ellis, DirectorMedia Based Instruction901 South National AvenueSpringfield, MO 65804
University of Missouri - St. LouisDoug Clapp, DirectorInstructional Technology Center113 Lucas Hall UMSL8001 Natural Bridge RoadSt. Louis, MO 63042
North West Missouri State UniversityMike GrunzinskiRoom 233--Owens Library800 University DriveMaryville, MO 64468
Central Missouri State UniversityDale CarderOffice of Extended CampusHumphreys 404 - CMSUWarrensburg, MO [email protected]
KCOMJanet BrandauKirksville College of Osteopathic
Medicine800 West JeffersonKirksville, MO 63501
University of Missouri - ColumbiaDavid DunkinAcademic Support Center505 E. Steward RoadUMCColumbia, MO 65211
University of Missouri - RollaRoss Haselhorst, ManagerVideo Communications Center1870 Miner CircleRolla, MO 65409
St. Louis Community CollegesTed RohrSt. Louis Community College300 South BroadwaySt. Louis, MO 63102-2810
42
East Central CollegeDon HaysEast Central CollegeP.O. Box 529Union, MO 63084
Southeast Missouri State UniversitySheila CaskeySoutheast Missouri State UniversityOne University PlazaCape Girardeau, MO [email protected]
University of Missouri - Kansas CityTom Brenneman, DirectorInteractive Video Network301 Fine Arts Building UMKCKansas City, MO 64110
Mineral Area CollegeRon Fadler,Mineral Area CollegePO Box 1000Park Hills, MO 63601
North Central Missouri CollegeFrank VeemanNorth Central Missouri College1301 Main StreetTrenton, MO 64683
1151.1M.
Network Details Page 5 of 5
Contact Information Univeristy of Missouri Tele Community Resource Centers (TCRCs)
UM TCRC State-wide contactJames Summers, DirectorTelecommunications ProgramDevelopment818 Clark HallColumbia, MO 65211
UM TCRC at CamdentonJim DickersonCoordinatorWork ConnectionsP.O. Box 523, 115 W. Hwy. 54Camdenton, MO 65020
UM TCRC at Poplar BluffJudy Moss, CoordinatorPoplar Bluff-TCRC1121 Victory LanePoplar Bluff, MO 63901
UM TCRC at MexicoVivin MasonCoordinatorMexico TCRCBox 491, 305 W. Jackson St.Mexico, MO 65265
UM TCRC at PortagevilleJudy MossInterim CoordinatorPortageville TCRCP.O. Box 160Portageville, MO 63873
Contact Information Southwestern Bell Tele Community Centers (TCCs)
SBC TCC State-Wide ContactMike David, TCC Project ManagerSouthwestern Bell500 East 8th Street, Room 1324Kansas City, MO 64106
SBC TCC at MCC Maple WoodsRobert Trottmann, DirectorSBC TCC-Maple Woods Campus2601 N.E. Barry RoadKansas City, MO 64156
SBC TCC at CMC campusVirginia Wishard Lambert, DirectorSBC TCC-CMC Campus411 Central Methodist SquareFayette, MO 65248
SBC TCC at MCC Penn ValleyLen Nevels, DirectorSBC TCC-Penn Valley Campus3201 S.W. TrafficwayKansas City, MO 64111
SBC TCC at UMSLChuck Simino, DirectorSBC TCC-UMSL Campus8001 Natural Bridge RoadSt. Louis, MO 63042
43
SBC TCC at MCC IndependenceFred Holtz, DirectorSBC TCC-Independence Campus20301 E. 78 HighwayInpependence, MO 64057
SBC TCC at Poplar BluffGreg Kubik, DirectorSBC TCC-Three Rivers Campus2080 Three Rivers Blvd.Poplar Bluff, MO 63901
(9192)
U.S. DEPARTMENT OF EDUCATION eOffice of Educational Research and Improvement (OERI)
Educational Resources Information Center (ERIC) IERICI
NOTICE
REPRODUCTION BASIS
This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.
This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Releaseform (either "Specific Document" or "Blanket")..