Objective One

Cross Institutional Responsibility and Authority

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

Plan to reconcile the difference between current and desired capabilities

Assessment and evaluation strategies will facilitate reconciliation of differences;

Measurable/observable initial, intermediate, and long terms student outcomes

Outcomes are stated but not at the level of proficiency desired.

Necessary skills and knowledge

Proficiency in applications; on-line research; incorporation of multi-media in instruction; application of distance education strategies other that what is mentioned above.

Processes that need to be in place

Computer support; training and development sufficient and state of the art infrastructure.

Professional development plans

Participation is voluntary; Required participation should be examined.

Hardware Requirements

Software Requirements

Evaluation Measures

Proficiency levels need to be developed.

Timeline

1999-2000

2000-2001

2001-2002

Objective Two

Information Technology Committee

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

Plan to reconcile the difference between current and desired capabilities

May be useful to have a sampling of departments examine any gaps between current and desired capabilities.

Measurable/observable initial, intermediate, and long terms student outcomes

Specified

Necessary skills and knowledge

Specified

Processes that need to be in place

Specified

Professional development plans

Hardware Requirements

Software Requirements

Evaluation Measures

Proficiency levels of the Committee need to be specified.

Timeline

1999-2000

2000-2001

2001-2002

Objective Three

Technical Support Structure

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

Plan to reconcile the difference between current and desired capabilities

Plan in place for providing training; organizational structure and technical support in place for current needs.

Measurable/observable initial, intermediate, and long terms student outcomes

Necessary skills and knowledge

Support personnel have necessary skills and knowledge.

Processes that need to be in place

Explore another model because of increasing demand, for example, training support within departments, within dorms, within academic areas, reducing the demand for always going to the higher level tech support.

Professional development plans

Seems to be continuously upgraded.

Hardware Requirements

Software Requirements

Evaluation Measures

Proficiency levels need to be specified.

Timeline

1999-2000

2000-2001

2001-2002

Objective Four

Cross departmental task groups

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

Plan to reconcile the difference between current and desired capabilities

Operational; task groups in place.

Measurable/observable initial, intermediate, and long terms student outcomes

Specific outcomes for students as a consequence of cross departmental task groups.

Necessary skills and knowledge

According to plan, task groups have necessary skills and knowledge for responsibilities.

Processes that need to be in place

Processes in place but may not be university wide.

Professional development plans

Task groups have access to all available training and development.

Hardware Requirements

Software Requirements

Evaluation Measures

Timeline

1999-2000

2000-2001

2001-2002

Objective Five

On-going commitment for funding for training

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

Plan to reconcile the difference between current and desired capabilities

Commitment is very high, explicit, and actively engaged in seeking funds to achieve objectives.

Measurable/observable initial, intermediate, and long terms student outcomes

Funds reflect institutional priorities.

Necessary skills and knowledge

Specified for faculty, students, staff. These are desired skills; participation is voluntary.

Processes that need to be in place

Strategies need to be developed for generated more funds.

Professional development plans

Grant writing could be a training strategy for more personnel.

Hardware Requirements

Software Requirements

Evaluation Measures

Timeline

1999-2000

2000-2001

2001-2002

Objective Six

Marshall University will review and incorporate new models.

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

1 - Not at All

2 - Slight

3 - Somewhat

4 - Fairly High

5 - Very High

Plan to reconcile the difference between current and desired capabilities

MU is a pace setter. As new technology becomes available, MU is a leader in incorporating it in its operations.

Measurable/observable initial, intermediate, and long terms student outcomes

Consequences, impact, usefulness, as outcomes need to be examined.

Necessary skills and knowledge

Processes that need to be in place

Professional development plans

Hardware Requirements

Software Requirements

Evaluation Measures

See above.

Timeline

1999-2000

2000-2001

2001-2002