An Example of the Information Technology Environment at an Information-resources-intensive Institution

NOTE: This document is supplementary to the _HEIRAlliance 
Evaluation Guidelines for Institutional Information 
Resources_, published by the Association of Research 
Libraries, CAUSE, and Educom to provide guidelines for 
institutions of higher education for evaluating campus 
information resources when doing self-studies or preparing 
for accreditation. For information about obtaining a copy of 
the _HEIRAlliance Evaluation Guidelines_, see below.


AN EXAMPLE OF THE INFORMATION TECHNOLOGY ENVIRONMENT
AT AN INFORMATION-RESOURCES-INTENSIVE INSTITUTION 

In addition to the general requirements outlined in the 
_HEIRAlliance Evaluation Guidelines for Institutional 
Information Resources_, the following represent some of the 
possible characteristics of an environment in which 
information resources are highly developed. This list is 
admittedly not all-encompassing, and input is welcome with 
respect to areas that could be included in future iterations.

Not all aspects of such a "leading-edge" environment will be 
feasible or desirable for many institutions. However, each 
institution can find appropriate elements that will apply. 
This example is offered in the summer of 1995; with the 
passage of time, some of the characteristics will change to 
accommodate emerging technologies and strategies.


1.INFRASTRUCTURE

a. A high-speed multi-protocol network has been installed to 
   handle both on-campus and Internet access. Multimedia,
   voice, and video transport are enabled.

b. Access to networked information and computing facilities 
   exists that enables the same services from remote 
   locations as on campus.

c. A distributed computing environment exists including 
   production-level implementation of file systems, directory 
   services, remote procedure calls, and security.

d. Message-enabled applications, electronic mail, groupware, 
   and electronic forms are in place.

e. Archive and back-up systems are in place.

f. A campuswide information system is in place, using widely 
   familiar access tools that are easy to use and providing 
   an initial entry point to most of the institution's 
   information resources.

g. Small, scalable computers built on open systems and 
   protocols are used as file, data, and cycle servers.

h. The library's server provides search engines for locating 
   information in a wide variety of locations on and off
   campus, both through its own catalog and through other 
   finding tools.

i. Massive online storage capacity is available for research 
   projects.

j. Video conferencing systems are in use for administrative 
   functions as well as interactive two-way and multi-way 
   instruction, real-time collaboration among a global
   community of researchers and scholars, and so forth.

k. Partnerships with phone or TV cable service providers are 
   established to extend the campus network to off-campus 
   housing.

l. Residence halls are fully networked.

m. Classrooms offer network connections, video and audio 
   projection facilities, and technology for the use of 
   multimedia in instruction.


2. STANDARDS

a. Architectures are in place that describe the data 
   environment, the technical environment, and the
   application environment; the means to implement those
   architectures are in place and in use.

b. The institution's technology standards are well-defined
   and are uniformly applied in the evaluation, selection,
   and adoption of new systems, and in the upgrading,
   enhancing, and transformation of existing systems.

c. The institution's technology standards, even where these 
   are only advisory, are clearly communicated throughout the 
   institution and are kept current with advances in the 
   technology marketplace, so that users making their own 
   technology decisions can be advised on these matters.

d. Interoperability and open systems are institutional 
   priorities.


3. DESKTOP

a. Network-connected workstations with sufficient power to 
   utilize network services are on the desks of all faculty
   and appropriate administrators and staff, and all students
   have access to a workstation of this class. 

b. Public facilities are in place with hardware and software 
  to support the instructional needs of faculty and students, 
  with access to the Internet available in these facilities. 


4. INSTRUCTION

a. Faculty are commonly using information technology to 
   support instruction and promote learning in the classroom; 
   set-up time in the classroom is minimal. 

b. Faculty are also commonly using network technology to 
   communicate with students outside the classroom.

c. Labs and support personnel are available to assist faculty 
   in the development of course materials, and partnerships 
   are in place among information technology resources groups 
   to enable more effective development.

d. Librarians participate with faculty in providing 
   instruction on the location and use of information
   resources on the campus network and on the international
   networks.

e. Distance learning programs are offered as part of degree 
   programs; architectures are established to support these 
   programs; and library and administrative systems to
   support students in these programs are in place.

f. The potential for technology to enable the redesign of 
   curriculum is recognized, and research into new 
   instructional models (especially ones that are designed
   for distance learners) is encouraged.

g. A faculty reward structure is in place to encourage
   faculty to develop innovative teaching and learning 
   techniques, using technology where appropriate.


5. RESEARCH

a. CPU servers of the type needed for robust research 
   activities are in place and available for researchers.

b. Specialized support is in place in the form of walk-in 
   facilities that enable faculty to use sophisticated 
   information technology for research activities.

c. Networked information systems are in place that allow 
   faculty easily to access scholarly information and to 
   communicate with colleagues.

d. An array of networked scholarly information is available 
   (including full text, abstracting and indexing services,
   and image databases)-some acquired for campuswide access,
   some provided on a per-use basis from off-campus sources,
   and some created by on-campus research projects.


6. ADMINISTRATIVE SYSTEMS

a. The institution has undertaken a "rightsizing" effort to 
   ensure the ability to respond easily to changing business 
   needs of academic support areas, and plans are in place to 
   migrate legacy systems to, or interface them with, 
   client/server distributed systems. Systems beyond the
   pilot stage have been implemented in emerging technologies
   that can facilitate such a direction (for example, object-
   oriented programming and languages).

b. Students have easy access, in a user friendly environment, 
   to their own records, including transcripts, grades, 
   demographic information, class scheduling, advising, 
   financial aid information, balance and payment information 
   from their financial accounts, and so forth.

c. Students and faculty have easy access, in a user friendly 
   environment, to online public access catalogs (OPACs) and 
   their related circulation information as well as
   electronic services such as online reference services
   (e.g., via e-mail to the library reference desk or to 
   online sources), electronic requests for book delivery or
   for inter-library loans, requests for journal article
   copies, and so forth.

d. A structure to enable process reengineering and 
   partnerships between appropriate units in the institution
   is operating and successful. An activity-based costing
   process is used to determine benefit of processes and
   uncover areas ready for process reengineering.


7. SUPPORT

a. The central information resources organizations (for 
   example, computing centers and libraries) have in place 
   support centers and help desks to help faculty, staff, and 
   students solve technological problems related to the use
   and manipulation of information.  

b. A support structure which concentrates on local support 
   providers who in turn support the end users is in place. 
   Specialized support for areas such as mathematics/ 
   statistics, humanities computing, and high-level research
   computing is readily available.

c. The support services of information professionals are 
   readily available, both in the computing and library
   areas, and training programs for the use of new
   technologies have been developed and offered.


8. PLANNING AND ADVISORY COMMITTEES 

a. A commitment to and understanding of the importance of 
   information resources at the institution is evident at the 
   highest level and integral to the strategic planning 
   process. 

b. Advisory committees for academic, administrative, library, 
   information access, and other services are in place to 
   guide and advise the priorities of the information
   resource areas. 

c. A user-survey and benchmarking process is in place to 
   assess the effectiveness of the information resources
   areas.

d. Organizations within the institution, especially the 
   information technology organization, are flexible and able
   to change rapidly in support of changing business needs.

e. Groups have been charged with looking into emerging new 
   technologies and testbeds have been established for the
   more promising of these.


9. PARTNERSHIPS, CONSORTIA, COLLABORATION

a. Partnership arrangements are in place with other 
   institutions and vendors to address the highest strategic 
   priorities of the institution.

b. Libraries, computing organizations, university presses,
   and other information resources units are cooperating to
   enable full-featured, automated access to catalogues,
   electronic text and images, and other academic information
   services to the constituency.


10. PROFESSIONAL DEVELOPMENT

a.  Information technology and library staff attend 
    conferences and seminars in their fields on a regular
    basis and contribute original work at these events. 

b.  The institution encourages such staff to actively 
    participate in professional associations and recognizes
    the benefits of learning from colleagues at other
    institutions.

c.  The college or university community has access to 
    professional periodicals, both printed and online, in the 
    information resources fields. 

d.  All information resources personnel have the means for 
    continuous training to stay abreast of technology and 
    usage.

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Print copies of the _HEIRAlliance Evaluation Guidelines for 
Institutional Information Resources_ are available from CAUSE 
at $5.00 each (orders@cause.colorado.edu or 303-939-0310). 

The _HEIRAlliance Guidelines_ and this example document can 
also be retrieved from the HEIRAlliance folder on the CAUSE 
Gopher server (gopher://cause-gopher.colorado.edu/) or the
CAUSE Web server (http://cause-www.colorado.edu/collab/ 
heira.html).

Comments and suggestions may be shared with the HEIRAlliance 
c/o CAUSE, 4840 Pearl East Circle, Suite 302E, Boulder, CO 
80301-6114; phone 303-449-4430; fax 303-440-0461.

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