Technology Plan 2003-2008
Summary     Article I     Article II     Article III     Technology Vision

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Article II.                  Planning Context

The Technology Council assessed progress toward technology goals established in the 1998 technology plan.  A listing of major accomplishments for the primary categories in the 1998 plan follows:

Information Access

·         The college adopted and supported universal access to information resources for students, faculty, and staff.  The model assumes computer technology is necessary to learning-teaching success and the required tools will be available in a variety of  ways.

·         Information management is an expectation of all students and is implemented via an infused across-the-curriculum requirement in the SUNY general education program.

·         Computers are available to faculty and staff (approximately 1500 computers) and for student use (approximately 1000 computers) in numerous venues on campus.  Campus buildings including residence halls are wired and equipped with high-speed Internet access.

Training

·         The creation of CyberQuad in 1997 provided a venue for faculty/staff training.  Programs offered by Computing and Technology Services and FAST (Faculty and Staff Technology Development Center) provide a full spectrum of training opportunities.  Implementation of degree navigator and on-line registration amplify need for training sessions.

·         Internally supported grant programs including TIP, FAST, sessions for Blackboard, and a summer workshop for on-line instruction advanced technology.  A UUP/Buffalo State technology grant supported faculty and staff training with external funds.

Instructional and Research Technology

·         12 technology enhanced classrooms have been created and 6 more will be installed by fall 2003. In addition the upgrading of all lecture halls in Bulger Communication Center is funded and nearly complete. The campus will have 25 Smart classrooms.

·         Approximately 90 venues (classroom, laboratory, studio) used by students have one or more computers dedicated to instruction.  Over 45 sites designated as “computer” laboratories (five or more computers) are included in a four-year replacement cycle supported by the student Technology Fee.  Workrooms (defined as less than five computers) are found within many academic departments and student support offices on campus.  These facilities serve both general purpose and department specific technology needs.

·         SUNY initiatives such as SUNY Connect are fully supported by the college.

·         E. H. Butler Library houses over 150 computers to serve students.  Expanded hours serve the diverse student population. Proxy servers allow 24/7 access to electronic resources.

·         Students, faculty, and staff have full access to Web resources.  The college’s Web presence is managed by College Relations and by Computing and Technology Services.  A Web advisory group exists as a subcommittee of the Technology Council.

·         TLTR’s (Teaching/Learning/Technology Roundtables) are organized in each of the Faculties of the College.  Units are designed to provide opportunity for discussion and recommendation regarding technology and instruction.

Distance Education

·         Vehicles for distance education supported by the college include online courses using course management software, SUNY Learning Network (SLN), interactive video using ISDN (Integrated Services Digital Network), and the Western New York Fiber Network (CityNet).

·         A position, distance education coordinator, was created and filled in 2000.

Administrative Services

·         Services for students are strengthened via actions such as providing passwords, e-mail availability, electronic bulletin boards, and with initiatives for Blackboard, Degree Navigator, and SABRE.

·         Four staff positions were created to serve distributed technology.

Resources

·         Resources to support technology include the student technology fee (approximate revenue of $2.25 million dollars in academic year 2002-2003) and Student Computing Access Program (SCAP) with an annual FTE-based allocation of about $185,000 per year.

·         Technology fee expenditures from 1995 through July 2002 total $5,740,590.

Organization

·         Technology committee structure on campus includes TLTR’s, Administrative Information Technology Advisory Committee (AITAC), Academic Technology Advisory Committee (ATAC), and Technology Council.

Expenditures for technology have increased dramatically in the past five years.  A comparison of expenditures for fiscal year 2001-2002 ($7,214,700) with fiscal year 1998-1999 ($4,974,500) indicates an increased spending for technology of $2,240,200.  Accounts considered were SCAP, Academic Equipment Replacement, Computing and Technology Services, Web Administration, Instructional Resources, Technology Fee, E. H. Butler Library (portion of expenditures), and estimates from other accounts.  Examples of annual (FY 2001-2002) expenditures for technology are:

            SCAP (Student Computing Access Program)          $187,100

            Academic Equipment Replacement                       $218,700

            Computing and Technology Services                    $3,134,900

            Web Administration                                            $137,500

            Instructional Resources                                       $680,500

            Faculty/Staff Technology Development                 $41,400

            Technology Fee                                                  $1,414,600

The Driving Forces Task Force prepared a 2002 detailed report of internal and external driving forces for use in developing the Buffalo State College Strategic Plan.  Technology was viewed as a separate external driving force and was a major component of the Infrastructure internal driving force category.  The task force report identified significant the following accomplishments in of the past five years. in technology:

An increase in “technology enhanced classrooms” from two to ten with a total capacity of about 600 seats.

An expansion to over 30 in smart carts available for faculty use in instruction.

Increasing the number of computers available to students from about 500 in fifteen laboratories to well over 1000 computers in more than 80 student laboratories and workrooms.

An increase in the use of e-mail by incoming students.

Expansion of computers, software, and training programs for faculty and staff.

Comments in the final report regarding technology as an external driving force included the following:

·         Campus computing and laboratory equipment has not kept up with technology advances in the external community.

·         The College is at a crossroads in the area of distance learning and must determine direction and goals.

·         Computer usage in the region is below the national average.

·         Employers rank computer skills as a high priority for college graduates.

·         Technology and computer skills are diffused throughout the college curriculum and it is difficult to determine their overall effectiveness.

·         Buffalo State should construct a plan for integration of technology into instruction and related activities that follow stages common in most implementation models including adoption, enhancement, and transformation in models.

The consideration of technology as an internal driving force led to the following conclusions:

·         Revisit campus technology structure to make sure all constituents are involved.

·         Focus on being state of the art in most initiatives with limited pursuit of cutting edge status.

·         Raise technology standards for graduating students.

·         Appoint faculty and recruit students who expect and will use high levels of technology.

·         Address issues relating to the role of distance education at the college.

·         Resources are critical to support scientific and technology equipment not allowable under SCAP and Technology Fee guidelines.

·         A computer replacement cycle is needed for faculty and staff computers.

·         Computer literacy competencies for students need better definition and assessment.