Andrew,

No we are not getting tired about this. A message was posted to the entire list a while back with some questions and possible project recommendations. There wasn't to much of a feed back and because of that another meeting wasn't setup yet.
I was looking for some interesting discussions and eventually to decide some major projects that we can discuss on our next meeting. I am asking again to select some 3-5 topics from the list of "required actions" produced by the IT Task Force back in January 1998 and published at http://www.uvm.edu/~punia/ittf/Webreport/
I think that we all know what needs to be done but the struggle is around how it can be done. Maybe using the Balance Scorecard is a good idea, maybe there is something else that needs to be done to move these projects/Below are the "required actions" not recommendations from the final report produced by the IT Task Force. There is plenty of work/subjects to chose from so let's figure out 3-5 of the most important issues and try to do our best to bring them forward.

For the next meeting I will recommend the following agenda:

1. Determine 3-5 major projects that will have a campus wide impact
2. Analyze if these projects were proposed before by a different entity
3. Q&A of what it will take to move these projects forward
4. Implement a Project Tracking System that will evaluate/analyze the outcome of these projects

Please add/remove other items and I will setup a meeting with the final agenda.

Any comments/suggestions are more that welcome.

Alex Scortzaru

Again, here are the "required actions" proposed by the IT Task Force
 ==============================================================================
I. Teaching and Learning
Upgrade selected classrooms to make technology enabled instruction possible with:
        Network connections;
        Displays (with desktop or laptop computers);
        Integrated audio/video equipment; and,
        Technology support personnel.

Enhance the learning environment outside the classroom:
        Develop plans for wider access to electronic media from off-campus, both locally and across the state;
        Investigate high speed alternatives for off-campus network access; and,
        Begin planning for the future role of computer labs, such as the public lab in Waterman, in contrast to
        class-focused labs.

Bring together a group of faculty and staff committed to adapting current and developing technology to instructional  purposes.

Provide an opportunity for these faculty to discuss ideas on how newer technology may be implemented in their
courses, and create partnerships between interested faculty and knowledgeable staff to develop these ideas.

Develop instructional modules within the context of current professional development efforts that focus on the skill sets required to move course content into various electronic media.

Develop a team or teams of people with appropriate technical, instructional, and media strengths that can leverage the existing IT infrastructure and assist faculty in the development and delivery of electronically mediated teaching  projects.

Establish seminars dedicated to the use of emerging instructional technology.

Provide for student involvement in the development of alternative modes of education and institute some experimental class structures.

Support student development of technology-based course projects, often working with faculty on a
cooperative/experiential basis.

Showcase the exemplary use of information technology in teaching and learning.

Put in place systematic evaluation of all of these activities so that we know what works, what doesn't work, and what problems to avoid in the future.

Examine the University's system of rewards and faculty incentives for learning and using innovative teaching skills and instructional technologies.

II. Enhancing Communication and Collaboration

Under the guidance of the CLIO, form a small task force to design a uniform desktop computing environment. This will involve consistent hardware configurations bundled with a common set of applications (word-processor, spreadsheet, Web browser, terminal emulators, etc.) which will serve as a common foundation upon which both general and special needs will be met. These systems will be configured with wide input from the ULM community and be delivered with associated professional development designed for the specific configuration. Costs will be minimized by planned purchasing and volume purchase agreements.
Specific hardware configurations can be selected by a combination of vendor negotiations and, when appropriate, a request for proposals. Financial incentives, such as subsidies and site licensing of selected software, will be necessary to encourage widespread adoption. These systems will be delivered department by department and be combined with on-site group instruction.

Technology differences that add little or no value will be gradually phased out. This will require the leadership and authority of the CLIO.

Incorporate IT training into the introduction of new technology.

Budget for education as an integral component of employing information technology.

Assess faculty and staff needs for IT professional development and establish ongoing IT learning opportunities.

Integrate an IT component into new staff orientation.

Offer an IT orientation to newly hired faculty.

Include an IT introduction in the new student orientation and Connections programs.

Place an increased emphasis upon consistency and ease-of-use in choosing new technologies.

Provide better resources to support individual problem solving.

Strengthen skills in basic software applications by reducing the variety among systems employed at ULM

Sustain a support structure that incorporates the value of shared and dedicated staff where most appropriate.

Maintain the primary accountability and responsiveness of dedicated support staff to local support areas.

Coordinate dedicated IT support units' plans and initiatives with an umbrella IT organization under the leadership of the CLIO.

Evaluate consolidation of some functions, e.g. decentralized server support, for cost savings and better continuity of support.

Establish a Web Development Team to recreate the University's Web site. This group will:
        Develop a high-quality Web presence that is easy for all constituents to navigate;
        Design and implement style guidelines; and
        Assist units with converting information and existing web pages to a consistent ULM format.

III. Leveraging Information Systems for the University

Design and build a common data repository to assist administrators throughout the institution in making better, more informed decisions;

Develop a common electronic workflow infrastructure to replace labor-intensive, paper-based processes; and

Coordinate the development and use of local systems to improve support staff using core business systems.

IV. Leading IT for the Learning Community

Investigating leasing options to provide stability, cost savings and desktop uniformity;

Using income/expense activities creatively, to support innovation;

Continuing general fund investment in information technology, with better tracking of expenditures;

Using capital funding to support infrastructure needs;

Utilizing life cycle planning, balancing the rate of change in technology with the needs of employees, departments, and the University;

Performing cost/benefit analyses to evaluate new and existing information technologies;

Leveraging innovation and investment in IT in projects not supported by general funds;

Establishing mandatory equipment replacement and renewal reserves; and,

Budgeting for the maintenance and replacement of equipment as part of the procurement decision.

Appoint a Chief Learning Information Officer (CLIO) to lead university-wide efforts to enhance the learning
community through technology.

Initiate a strategic budgeting process to optimize our investments in IT.

Seek creative financing mechanisms to enhance the resources available for IT development