A fundamental tenet for the implementation of technology into instruction is to encourage the faculty to integrate technology into the curricula keeping academic programs current. This is accomplished by the institution supporting the purchase of instructional technology appropriate to new academic initiatives; develop instructional, administrative and faculty workgroups to enhance academic excellence and provide a mechanism to bring leading edge technology into the classroom; enhance the teaching of the research process and research skills incorporating leading edge technology; adding electronic, media, and print resources to the library collections; implement a system for upgrading existing equipment to meet current standards; continue to design, improve, and develop smart classrooms; update the College's ability to provide course work through distance education; and meet demands of new student demographics/technical applications of college mathematics, reading, and writing.

During AY1998-1999 three synchronous distance education sites have been constructed with initial vanguard-faculty training; universal access has been completed with the design of a faculty development training component; new partnerships have been formed with Computer Associates, Cisco, and Microsoft promoting the use of the company's products in SCCC instruction; and technology has been incorporated, at a College-level, in accounting, all the areas of computer studies, health sciences, and mathematics. These projects must now be maintained.

For AY1999-2000 three additional distance education course-development sites must be constructed in order to support the production of both asynchronous and synchronous courses with full-time support personnel; faculty development training designs must be refined and inclusive of Professional Assistants as well as teaching faculty; an universal access computer replacement plan must be developed; additional partnerships must be created with companies such as Novell; new faculty must be hired in the areas of computer studies - Computer Information Systems, Computer Science, and telecommunications to support intermediate and advanced course offerings; Professional Assistants must be hired for the support of instructional technology areas.

The core of every distance education program is high-quality curriculum designed specifically to meet the needs of learners remote from their instructor. Too often, in an effort to deliver a course to distance students, a faculty member’s classroom presentation is video taped, duplicated, and sent to students with only minor alterations of the syllabus. The result is typically poor, both instructionally and technologically. Strategies that work well in live presentations may or may not be effective across a distance. The key is to select appropriate instructional strategies consistent with the environment in which they will be used.

Instructional design principles are as appropriate for the development of distance delivered curriculum as for classroom based instruction. Content area goals and objectives must be identified and instructional strategies to achieve them must be selected and defined. Technologies to support the strategies must be identified. Formative and summative evaluation processes must be in place.

The differences between designing curriculum for the classroom as opposed to distance environments occur primarily in three areas. First, extra care and advanced planning are necessary to select and develop strategies for learners one might never see. Second, the identification of support technologies may require extensive review and evaluation of technological options. Finally, methods for both formative and summative evaluation at a distance must be developed.

The Instructional Design Coordinator will assists faculty in developing and producing learning materials and activities for distance education courses, using WWW, CD-ROM, computer conference, audio, video and print based materials. Train faculty in the use of technology for instruction through consultation and workshops. Evaluate distance learning materials for instructional soundness and work with faculty to implement recommendations. This twelve-month Guild position will report to the Associate Dean for College Instructional Technology in turn reports to the Executive Director for Academic Support Services. Requires: Master’s Degree with 18 graduate credits in instructional design, adult education, or related field.

Salary: $51,577 (PA III + College Coordinator)

To provide support for projects and implement actions associated with the Office of Academic and Campus Affairs, e.g. professional development, distance education, instructional technology, etc. Requirements: Adjunct PA2 with versatility using Microsoft Office, strong organization and communication skills

Salary: $16,416 (Adjunct PA II - 24 contact hours)

Overload/Adjunct Instructional Support for UA Faculty Development

To provide instructional support for the Universal Access Faculty Development Plan that will be implemented in the Fall 1999 semester. These faculty positions will teach the various components associated with the College Computer Council's Training Plans.

Salary: $11,412 (Adjunct Professor - 12 contact hours)