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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)

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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

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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

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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

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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

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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.

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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,

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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

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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:

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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.

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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

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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

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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.

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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).

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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

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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

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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.

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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

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liro

adk

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sleu

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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

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appl

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n. it

is "

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at -

inde

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at

com

plis

h, a

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I( It

s no

t enc

ompa

ss th

e te

a( ft

ing

and

rese

al II

act

iviti

es o

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facu

lty \L

ilom

ust b

e pr

esen

t ip

som

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paci

tyA

tli(

sigh

not a

les

ays

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orde

r fo

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ele

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ke p

lat e

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refo

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l pie

para

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ille

phra

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ded

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n as

the

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lly a

pplic

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id a

cade

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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

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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

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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

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1g o

r c

hang

ing

the

emen

ded

iicad

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pro

giam

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i the

ear

liest

stag

es11

110

aid.

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has

1111

111:

11.'

rt.,p

nlis

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1

iden

tifyi

ng. d

es d

opin

g. c

oord

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ng. a

nd p

ro-

vidi

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brar

y re

sour

ces

and

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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

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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

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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

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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:

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evel

op a

writ

ten

stat

emen

t of i

mm

edi

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and

iong

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oal,

;ind

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esse

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out

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ess

:In h

e m

easu

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s ol

ve e

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it y

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adm

inis

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facu

lty'

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stud

ents

, in

the

form

atio

n of

the

obje

ctiv

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d th

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gula

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alua

tion

of th

eir

;whi

m e

men

t.5)

usi

ng th

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ritte

n pr

ofile

of n

eed,

ass

ess

the

exis

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libra

ry s

uppo

rt. i

ts a

vail.

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Dev

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his

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Cam

pus

libra

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arve

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ayer

, cha

ir of

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ittee

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xten

ded

Cam

pus

Libr

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Ser

vice

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ectio

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CIS

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dra

ft is

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ed u

pon

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t fro

m m

embe

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Gui

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omm

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EC

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Exe

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gene

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, and

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brar

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dmin

istr

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volv

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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

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epre

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ntat

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rofe

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ccre

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soci

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rovi

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rogr

ams.

Am

ong

the

grou

ps r

espo

nd-

ing

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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

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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

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est A

ssoc

iatio

n of

Sch

ools

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lege

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eS

outh

ern

Ass

ocia

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ools

, and

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tern

Coo

pera

tive

for

Edu

catio

nal T

elec

om-

mun

icat

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of t

he W

este

rn In

ters

tate

Com

mis

sion

for

Hig

her

Edu

catio

n.

101)

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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

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the

exte

nded

aca

dem

icco

mm

unity

. Thi

s fin

ant m

g sh

ould

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late

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the

form

ally

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ined

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ds a

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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


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


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


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.


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)

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