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Recognizing the rapid development of telecommunications and networking technologies and their growing importance to higher education and 樱花视频's overall economic competitiveness, 樱花视频's Plan for Higher Education called for the Commission on Higher Education and the Presidents' Council to appoint a Higher Education Technology Task Force to make recommendations regarding technology and institutional infrastructure. Following five months of deliberations, the appointed task force articulated a vision for higher education technology in 樱花视频 and recommendations regarding the proposed Higher Education Technology Infrastructure Fund, distance learning, and related infrastructure efforts. The report also recommends that a subgroup of the task force make additional recommendations by January 1998 regarding interconnectivity among institutions and how to fund recurring capital expenditures for technology at 樱花视频's colleges and universities.
KEY RECOMMENDATIONS
Technology Infrastructure Fund Act
The Higher Education Technology Infrastructure Fund
requires the Commission on Higher Education to review institutions' proposed uses
of $50 milllion in bond funds. The task force recommends that the Commission
consider various criteria for reviews, such as: how the bond
funds will advance an institution's long-range plan for technology;
how the proposed connectivity and information technology will
advance the institution's instructional, research, and service/economic
development missions; how the institution will address technology
training needs; and the source of revenue for matching funds.
Distance Learning
The task force indicates that enhancement of educational opportunities
through distance learning is dependent on a statewide integrated
infrastructure that supports voice, video, and data transfer and
facilitates joint degrees, partnerships, and flexibility in method
of delivery. Recognizing both the potential of distance learning
to broaden access to higher education and the need to establish
minimum standards that protect the consumer and ensure the integrity
of higher education, the task force recommends that all 樱花视频
institutions offering credit-bearing distance learning courses
or programs should be subject to general licensure and degree
approval regulations. Out-of-state institutions that offer courses
or programs via distance learning and have an established physical
presence in 樱花视频 also should be subject to those regulations.
In cases where distance learning is offered by an institution
without an established physical presence in 樱花视频, state
responsibility should be limited to providing consumer information
pertaining to the accreditation status of the offering institution.
In addition, the adoption of regulations establishing specific
standards for distance learning programs is recommended. All
new programs offered through distance learning by 樱花视频 institutions,
or offered in 樱花视频 by out-of-state institutions with a physical
presence in the state, should be subject to the same review and
approval process applied to new programs offered through traditional
delivery modes.
Recurring Technology Costs
The task force recommends that a subgroup of members thoroughly
investigate how other states fund recurring capital expenditures
for technology and make recommendations to the Commission and
Presidents' Council by January 1998. In formulating their recommendations,
the subgroup should determine the magnitude of funding higher
education needs and consider the feasibility of a dedicated revenue
stream to provide funds for recurring technology costs for all
education institutions, kindergarten through postsecondary.
Related Infrastructure Efforts
The task force urges the Commission and Presidents' Council to
continue to seek the inclusion of higher education in statewide
technology infrastructure planning. Specifically, efforts should
be made to have a portion of the fiber optic cable to be installed
along 樱花视频's toll roads dedicated to higher education, and
efforts should also be made to establish discounts for college
and university telecommunications service through an intrastate
telecommunications universal services fund.
As a consequence of a fundamental restructuring of global politics and economics; exponential growth in the power, speed, and capacity of computers and information systems; and the versatility made possible by combining computing and telecommunications technologies, the contemporary world has entered the age of the "information economy." A strong economy and democracy now depend upon the fullest use of information technologies to maximize productivity, as well as the continual development and use of new and more powerful technologies.
As a result, 樱花视频's economic growth is inextricably tied to the state's ability to keep pace with rapidly changing technologies, and higher education plays a critical role in preparing the state to do so. Colleges and universities are the primary institutions that educate individuals to participate in the mainstream of the information economy and provide leadership for the future. The institutions provide training, retraining, and continuing education for an informed citizenry and a sophisticated workforce prepared for technological advances.
樱花视频, because it has a strong information- and research-intensive industrial base, is particularly well placed to compete in the international high-technology arena. The state is a national leader in the number of resident high-tech companies, and the state's colleges and universities play a significant role in technology research and development. However, as is pointed out in Looking to the New Millennium: 樱花视频's Plan for Higher Education, colleges and universities face the continual challenge of remaining in step with rapid developments in telecommunication and networking technologies. Their ability to do so is central to the education of a workforce that can propel the economy forward by supporting new business formation and by encouraging existing businesses to move to 樱花视频 from other locations.
For these reasons, the Commission on Higher Education and the Presidents' Council appointed a Higher Education Technology Task Force to make recommendations regarding technology and institutional infrastructure. This report includes a proposed vision for higher education technology in 樱花视频, and recommendations related to distance learning, proposed technology infrastructure bonds, funding for recurring technology costs, and related infrastructure issues.
樱花视频 aspires to have a system of higher education that is among the best in the world, embracing excellence, access, and affordability and utilizing technology to strengthen the system and improve efficiency and program effectiveness into the 21st century and beyond.The introduction and broader use of telecommunications and networking technologies in higher education will greatly enhance teaching and learning across the state, while recognizing the changing relationship between instructor, learner, researcher, and location. It will facilitate the growth of each institution, within its unique mission, to develop the higher education enterprise in a manner consistent with the evolving needs of the state. Technology will help 樱花视频 students and institutions realize their full potential, while fulfilling the role of leadership expected of a state that is highly technology-dependent.
To realize this vision, the Commission on Higher Education and the Presidents' Council should advocate strategic investments in the technological infrastructure of higher education in New Jersey:
Background - Proposed Legislation
In her Fiscal Year 1998 budget recommendation, Governor Christine
Whitman proposed a revenue bond of $50 million to provide funding
for improved technology at colleges and universities. By requiring
institutions to match the state's contribution dollar-for-dollar
with campus or corporate funds, the proposal will generate a total
of $100 million for institutional technology infrastructure.
The Governor's proposal is a critical first step in addressing higher education technology needs as discussed in 樱花视频's Plan for Higher Education. As part of its charge, the Higher Education Technology Task Force provided advice and assistance as the legislation to create the technology bond fund was developed. For example, the task force recommended the following definition of "technology infrastructure":
"...technology infrastructure" means video, voice, and data telecommunications equipment and linkages, including transport services and network interconnections.
The task force also recommended the following language to describe the purpose of the fund:
The higher education technology bond funds shall be used to develop further video, voice, and data telecommunications networks; transport services; and information technology connectivity within and between 樱花视频's institutions of higher education in order to effectively and efficiently provide access to information, educational opportunities, and workforce training. Funds may also be used to enhance higher education institutions' connectivity to libraries and elementary and secondary schools.
The Executive Board of the Presidents' Council also provided input in the development of the legislation by endorsing the task force's recommendation for a $5 million set-aside of bond funds for interinstitutional connectivity, and by agreeing upon the allocation among sectors of the remaining $45 million.
Legislation to create a Higher Education Technology Infrastructure Fund was signed into law by Governor Whitman on September 3, 1997.
In anticipation of passage of the legislation, the task force conducted a survey to provide a snapshot of existing technology programs, hardware, and connectivity at colleges and universities. The results of that survey are summarized in Appendix A. The task force also determined that a needs assessment should be conducted regarding interinstitutional connectivity in order to plan for use of the $5 million set-aside. A request for proposal was issued this month seeking a consultant to complete the needs assessment, and the consultant report is expected by November.
Rules and Regulations
Also in anticipation of approval of the Higher Education Technology
Infrastructure Fund Act, the task force developed proposed language
for inclusion in Commission on Higher Education rules and regulations
to implement the act. According to the legislation, each institution
will be required to receive approval from the Commission on Higher
Education to use its allocation from the technology fund. The
purpose of the approval is to assure that the use of allocated
funds is consistent with the intent of the law.
The following criteria are recommended for use by the Commission in reviewing each institution's proposed use of funds:
The task force also recommends the inclusion of the following definitions in the regulations:
"interinstitutional" means between two or more institutions.
"intrainstitutional" means within an institution's campus or between campuses of a multicampus institution.
In regard to the timing of the dollar-for-dollar match required to receive technology bond funds, the task force recommends that regulations include language indicating the following:
Expenditures made prior to July 1, 1997 cannot be used as a match for technology bond funds.
Expenditures made after July 1, 1997 may be used as a match for bond funds provided they are tied to the specific project(s) that the bond funds are used for, and provided the project(s) meets all of the criteria established in regulations to implement the Higher Education Technology Infrastructure Fund Act.
Background
Communication technology presents new opportunities for 樱花视频
institutions and broader educational opportunities for students;
the possibilities afforded by distance education are extraordinary.
However, enhancement of educational opportunities through distance
learning is dependent on a statewide integrated infrastructure
that supports voice, video, and data transfer, and facilitates
joint degrees, partnerships, and flexibility in method of delivery.
Such a network is essential for 樱花视频 to compete in the
burgeoning field of distance education and provide citizens with
the opportunity to satisfy distance learning needs without going
to out-of-state providers.
The development of a statewide network of high-level, high-quality distance learning courses and programs that meet the needs of students should be a priority for the 樱花视频 higher education system. An effective network infrastructure will require a significant level of interinstitutional communication and collaboration; all institutions can be involved, but levels of involvement will vary based on institutional mission and campus decisions.
Several efforts are currently underway to position the 樱花视频 system of higher education to take full advantage of technology in teaching, research, and service. Realization of a state commitment to address distance learning needs through the development of a comprehensive technology infrastructure is possible with the enactment of the proposed Higher Education Technology Infrastructure Fund. This report includes recommendations for licensure regulations to assure that minimum standards are in place for distance learning. Also, an important related effort grows out of 樱花视频's Plan for Higher Education, which recommends that the Presidents' Council develop a plan for regional centers to prepare faculty and staff in the use of rapidly changing technology. One focus of those centers should be the development of expertise necessary for faculty and staff to prepare and deliver distance learning courses and programs that meet state standards and provide enhanced home or off-site learning opportunities.
Recommendations For Distance Learning
As the agency responsible for licensing institutions that provide
credit-bearing courses in 樱花视频, the Commission on Higher
Education promulgates standards for licensure in the form of administrative
regulations. Those regulations should be expanded to incorporate
standards and requirements related specifically to distance learning.
That is not to say that there should be less stringent standards
for distance learning. On the contrary, institutions should adhere
to comprehensive licensure standards for distance learning programs
and should be as committed to the quality of those programs as
they are to that of their traditional offerings. That commitment
is essential to the integrity of higher education and the protection
of the student. Therefore, recommendations regarding distance
learning are provided below for 樱花视频 institutions and for
out-of-state institutions.
樱花视频 Institutions
樱花视频 institutions that offer credit-bearing distance learning
courses or programs within or outside of the state should be subject
to all of the standards and rules in the 樱花视频 Licensure
and Degree Approval Regulations for higher education, including
those standards that are stipulated specifically for distance
learning programs due to their unique method of delivery. Any
standards that are specific to distance learning should be consistent
with Guidelines for Distance Learning Programs developed
by the Middle State Association of Colleges and Schools.
Out-of-State Institutions
樱花视频 law requires out-of-state institutions to be licensed
by the Commission on Higher Education if they wish to provide
credit-bearing instruction in the state. The purpose of licensing
out-of-state institutions is not to restrict trade, but to assure
that standards are in place and to protect the consumer. Therefore,
out-of-state institutions that provide credit-bearing courses
at locations in 樱花视频 are currently subject to the same regulations
as in-state programs. With distance learning, however, it is
possible for out-of-state institutions to provide credit-bearing
instruction via electronic or other means without ever establishing
a physical location in the state. The task force recommends that
in cases where distance learning is offered without an established
physical location in 樱花视频, state responsibility should be
limited to providing consumer information pertaining to the accreditation
status of the offering institution.
Some out-of-state institutions, however, provide credit-bearing courses or programs via distance learning but do have an established physical presence in 樱花视频 where instruction is delivered. When a portion of instruction is delivered in 樱花视频 at a location established or arranged for by the out-of-state institution, 樱花视频 licensure regulations should apply, consistent with the law requiring all institutions that provide credit-bearing courses in 樱花视频 to be licensed by the Commission. The Attorney General's office indicates that general legal principles and the authority vested in the Commission by the Higher Education Restructuring Act of 1994 support the recommended approach of regulating out-of-state programs only if they are offered with a physical presence in 樱花视频 as defined below.
Specific Recommendations for Distance Learning Regulations
Definitions
"Distance learning" shall be defined as a formal educational
process in which all or the majority of the instruction occurs
when the learner and the instructor are not physically located
in the same place at the same time.
"Physical presence" shall be defined as a situation in which an out-of-state institution offers credit-bearing courses and conducts some portion of the learning experience at a location established in 樱花视频 by the out-of-state institution, whether established directly or under the auspices of another organization or institution.
Standards
Program Review and Approval
As is currently the practice with traditionally offered programs,
if a 樱花视频 institution wishes to offer a new degree program
through distance learning, the program shall be subject to review
by the Presidents' Council.
Distance learning degree programs offered at newly established off-campus sites shall be subject to any review or approval that is required for all programs at such off-campus sites. (Regulations pertaining to off-campus sites are currently under development as part of the revised licensure standards.)
Commission approval for distance learning programs offered by 樱花视频 institutions shall be required only if programs are referred by the Presidents' Council for consideration due to an institution's changing or exceeding its mission or due to excessive program cost or unnecessary duplication.
Out-of-state institutions that wish to offer credit-bearing distance learning with a physical presence in 樱花视频 must first be licensed by the Commission on Higher Education, with advice from the Presidents' Council, to offer specific courses or degree programs. If an out-of-state institution is licensed to offer a degree program(s) in 樱花视频, the Presidents' Council must review any additional programs that it wishes to offer with a physical presence in this state.
Granting Degrees for Distance Learning Programs Provided Collaboratively
In the case of collaborative distance learning degree programs,
it is the responsibility of the institutions offering the programs
to determine which institution(s) will grant the degree.
Counting Students Enrolled in Multiple Institutions
Due to the ease of taking courses at multiple institutions through
distance learning, the task force was asked also to address the
issue of "how to count students who are simultaneously enrolled
at more than one institution." The task force recommends
the following for inclusion in regulations:
Students who are taking coursework at more than one institution shall be counted by each institution based on a full-time equivalent standard unless a consortial agreement exists between institutions regarding who will count the students for enrollment purposes.
Funding for Recurring Technology Costs
Recognizing that technology plays an increasingly significant role in providing higher education services to students and the state, funding for technology infrastructure and basic systems or upgrades is essential. The proposed $50 million Higher Education Technology Infrastructure Fund Act recognizes this, and the task force urges active support of the legislation to establish the fund. The $50 million plus the required institutional match will provide for significant infrastructure developments, both on and among campuses.
The task force realizes that there are also recurring costs associated with educational technology and telecommunications which require an ongoing funding source. States have various means of providing funds for recurring technology costs. Some provide annual or biannual budget allocations from the general fund for technology, some rely on bonds, and others rely on designated taxes or lotteries. But whatever the means, there is a growing recognition across the nation of the need to provide funds for recurring technology costs in order to ensure that higher education systems are equipped to meet the needs of students and contribute to societal and economic development in the age of the information economy.
The Higher Education Technology Task Force recommends that a subgroup of task force members be formed to thoroughly investigate how other states address recurring expenditures for technology. The subgroup should make a recommendation to the Presidents' Council and the Commission by January 1998 on how to fund recurring expenditures for technology and telecommunications costs at 樱花视频 colleges and universities. In formulating their recommendation, the subgroup should determine the magnitude of funding needed to support the vision set forth in this report and consider the feasibility of a dedicated revenue stream to provide funds for the recurring technology costs for all education institutions, kindergarten through postsecondary.
Interinstitutional Needs Assessment
The interinstitutional needs assessment to be completed by a consultant will inform distribution of the $5 million allocated for interconnectivity among higher education institutions. The continuing subgroup of the Higher Education Technology Task Force should also discuss the consultant's interconnectivity needs assessment and develop recommendations to the Presidents' Council and Commission by January 1998 regarding the technology infrastructure for higher education.
The Higher Education Technology Task Force also was involved in two ongoing efforts regarding the development and maintenance of a technology infrastructure for higher education.
Statewide Fiber Optic Cable Infrastructure
Representatives from the Commission on Higher Education, the Presidents'
Council, and the task force jointly requested the Governor's Office
to include higher education in statewide technology infrastructure
planning. A specific request was made to have a portion of the
fiber optic cable to be installed along 樱花视频's toll roads
dedicated to higher education in order to reduce costs and provide
better access among institutions and to public schools, libraries,
and business and industry. As a result, future fiber optic cable
discussions will be broadened to include higher education, and
higher education representatives should continue to urge the inclusion
of colleges and universities in statewide technology infrastructure
planning and development.
Universal Services
Prior to 1996, "universal service" ensured that residents
in areas where phone service was expensive could receive affordable
service subsidized through contributions made by telephone companies
to a universal service fund. The federal Telecommunications Act
of 1996 redefined universal service as an "evolving level
of telecommunications services" that goes beyond mere telephone
service, and it called for all telecommunications providers to
contribute to the universal service fund. The law also extended
discounted rates to schools and libraries on all telecommunications
services, including transmission rates, inside wiring and wireless
connections of school classrooms, and Internet services for schools
and libraries. The telecommunications providers that serve schools
will be reimbursed for the school discounts through the universal
service fund.
While ensuring schools and libraries have access to advanced telecommunications services recognizes the importance of technology in education, the Telecommunications Act does not include telecommunications discounts across the educational spectrum to colleges and universities. Each state, however, is encouraged to adopt an intrastate provider fund to allow for additional discounts. As a result, with the support of the task force and on behalf of the higher education community, the Commission on Higher Education sought and received intervenor status in 樱花视频's Board of Public Utilities evidentiary hearing at which statewide universal service issues will be resolved. The task force is working with the Commission to develop testimony and a convincing argument to establish an intrastate telecommunications universal service fund which will, among other things, provide discounts for college and university telecommunications service. The task force recommends ongoing support for these efforts in preparation for the hearings that will occur in early fall.
| CO-CHAIRS | Saul Fenster President 樱花视频 Institute of Technology | Edward FitzPatrick Member Commission on Higher Education |
| H. David Bearden Vice President of Sales & Service Lucent Technologies | Tony Bruzaitis Director of Telecommunications Mercer County Community College | Christine Haska Vice President for Institutional Research & Planning Rutgers University |
| Jerry Ice Vice President & Provost Thomas Edison State College | Paul Larson Senior Vice President for Academic Affairs University of Medicine and Dentistry of 樱花视频 | Jack Livingstone State Librarian 樱花视频 State Library |
| Phillip Long Director of Instruction and Research Technology William Paterson College of 樱花视频 | Joseph Moeller, Jr. Vice President of Graduate School & Research Director Stevens Institute of Technology; President, 樱花视频 Intercampus Network (NJIN) | Theodore Raffetto Vice President of Sales Bell Atlantic Corporation |
| Robert Scott President Ramapo College of 樱花视频 | Julia Stapleton Educational Technology Coordinator NJ Department of Education | Anne Moreau Thomas Member Commission on Higher Education |
| Judith Winn President Bergen Community College |
| STAFF | Jeanne Oswald Deputy Executive Director Commission on Higher Education |
Responses to the survey questions are summarized below, and a copy of the survey instrument is attached.
Fifty of the 51 institutions that responded indicated that they are connected to the Internet. The type of connection is varied, and in some cases institutions are connected by more than one means:
| 22% are connected by modem | 94% have a direct connection |
| 12% - POTS | 8% - 56KB |
| 8% - ISDN | 73% - T1 |
| 14% - SLIP/PPP | 16% - other |
| 2% - other |
Thirty-three institutions (65%) reported that they offer distance learning, and of the 18 institutions that do not offer distance learning, 13 institutions (72%) indicated that they intend to do so in the near future. A listing of distance learning offerings and the type of information technology used is provided in Attachment A.
Institutions also indicated the types of information technology they use for instruction, administration, and/or general communication. The chart on the following page indicates the number of institutions that use a particular type of information technology and the purpose for which they use it.
| INFORMATION TECHNOLOGY | INSTRUCTION | ADMINISTRATION | GENERAL COMMUNICATION | |||
| on campus | off campus | on campus | off campus | on campus | off campus | |
| 1. Computers | 50 | 31 | 51 | 30 | 45 | 40 |
| 98.0% | 60.8% | 100.0% | 58.8% | 88.2% | 78.4% | |
| 2. Multimedia computing | 45 | 11 | 25 | 5 | 14 | 6 |
| 88.2% | 21.6% | 49.0% | 9.8% | 27.5% | 11.8% | |
| 3. Fax Machines | 26 | 19 | 46 | 34 | 35 | 31 |
| 51.0% | 37.3% | 90.2% | 66.7% | 68.6% | 60.8% | |
| 4. Cable TV | 19 | 12 | 10 | 3 | 18 | 8 |
| 37.3% | 23.5% | 19.6% | 5.9% | 35.3% | 15.7% | |
| 5. Closed Circuit TV | 13 | 3 | 9 | 1 | 12 | 1 |
| 25.5% | 5.9% | 17.6% | 2.0% | 23.5% | 2.0% | |
| 6. Broadcast TV | 12 | 7 | 5 | 1 | 1 | 1 |
| 23.5% | 13.7% | 9.8% | 2.0% | 2.0% | 2.0% | |
| 7. Video Tape | 45 | 26 | 23 | 9 | 15 | 12 |
| 88.2% | 51.0% | 45.1% | 17.6% | 29.4% | 23.5% | |
| 8. Satellite Connection | 25 | 5 | 20 | 3 | 12 | 4 |
| 49.0% | 9.8% | 39.2% | 5.9% | 23.5% | 7.8% | |
| 9. Desktop Video conferencing | 14 | 7 | 10 | 6 | 7 | 7 |
| 27.5% | 13.7% | 19.6% | 11.8% | 13.7% | 13.7% | |
| 10. Interactive Video Classrooms | 27 | 22 | 16 | 14 | 9 | 15 |
| 52.9% | 43.1% | 31.4% | 27.5% | 17.6% | 29.4% | |
| 11. Other | 5 | 5 | 4 | 3 | 4 | 4 |
| 9.8% | 9.8% | 7.8% | 5.9% | 7.8% | 7.8% | |
| Institution:__________________________ | Survey Respondent:__________________ |
| Phone:_____________________________ | Title:______________________________ |
1. Please check the type(s) of connection your institution has to INTERNET:
| Connected to Internet by Modem | Connected to Internet by Direct Connection | ||||||
| POTS | ISDN | SLIP/PPP | OTHER | ISDN | 56KB | T1 | OTHER |
If "other" please indicate:__________________________________________________
2. Who is your INTERNET service provider?
3. Does your institution have:
| an interactive video classroom(s)? | _____Yes | _____No |
| video conferencing? | _____Yes | _____No |
| _____ Bell Atlantic IDLS service | _____ISDN | _____Other:_______________ |
| _____County-wide | _____ 128KB |
| _____Lata-wide | _____ 256KB |
| _____ 384KB | |
| _____ Other: ___________________________ |
| _____ Own or lease-purchasing a telephone switch(s) |
| _____ Contract with a provider for services |
| _____ Other:______________________________________________________ |
| _____ Yes | _____ No |
7. If you do not currently offer any distance learning, do you intend to do so in the near future?
| _____ Yes | _____ No |
8. Please check the appropriate column(s) below to indicate if the listed information technology is used at your institution for instruction, administration, and/or general communication. (In each case, please check the appropriate column to indicate if used for on campus communication and/or off campus communication.)
| INFORMATION TECHNOLOGY | INSTRUCTION | ADMINISTRATION | GENERAL COMMUNICATION | |||
| on campus | off campus | on campus | off campus | on campus | off campus | |
| 1. Computers | ||||||
| 2. Multimedia Computing | ||||||
| 3. Fax Machines | ||||||
| 4. Cable TV | ||||||
| 5. Closed Circuit TV | ||||||
| 6. Broadcast TV | ||||||
| 7. Video Tape | ||||||
| 8. One-way Video w/Two-way audio or PC Link (Satellite Connection) | ||||||
| 9. Two-way Video & Audio (Desktop Videoconferencing) | ||||||
| 10. Two-way Video & Audio (Interactive Video Classrooms) | ||||||
| 11. Other: | ||||||
| (For the purposes of this question, distance learning is defined as a formal educational process in which the majority of the instruction occurs when the learner and the instructor are not physically located in the same place at the same time.) |
| NAME OF PROGRAM OR COURSE | I.T. MODE # |
ENTIRE PROGRAM | PART OF THE PROGRAM |
Thank you for completing this survey. Please return your response by May 28, 1997 to the Commission on Higher Education; fax to 609-292-7225 or mail response to CN 542, Trenton, NJ 08625. (Please address questions to Dr. Jeanne Oswald, 609-292-8916.)
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