Statewide collaboration in information technology: Moving from paper

Statewide collaboration in information technology: Moving from paper

Statewide collaboration in information technology: Moving from paper to the WWW with the (Arizona) Course Applicability System Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System Preview

An AZ CAS Demonstration AZ CAS Project Overview The Five Principles User Satisfaction Data Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System Brief demonstration of Arizona CAS Track 4 Presentation - Directions for Higher Education and

Information Technology: the Arizona Course Applicability System AZ CAS Project Overview Begun in 1996, due to action by the AZ Legislature. Goal 1: create an electronic version of our paper Course Equivalency Guide Goal 2: provide students and advisors with information about applicability of transfer courses to university degrees. Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System

Project Participants CAS Implementation Team included all AZ public community colleges and universities. Participants included technical, advising, and administrative representatives from each school. Software was developed collaboratively by the State of Arizona and the Miami DARS team. Two state-funded lines in AZ were devoted exclusively to CAS. Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System What we learned: the Five Principles

Respect the disparity in starting points among varying institutions. Remember that project success for any institution benefits all institutions Reinforce interdependence between business and technical units. Resolve problems using the motivation provided by the pressures of real-time data publication. Recall that respect for institutional diversity is essential, as is institutional ownership of data and processes Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System

Principle 1. Respect the disparity in starting points among varying institutions Two urban and eight rural community colleges participated. Course bank files were easy or difficult, depending on the IT resources at the school. One public university already ran DARS for degree audit, two did not. This allowed one school to participate more fully, more quickly - but it has also created challenges. Track 4 Presentation - Directions for Higher Education and

Information Technology: the Arizona Course Applicability System Principle 2. Remember that project success for any institution benefits all institutions Administrative Course Equivalency Guide data from community colleges and universities are combined in a single report This means that all schools are interdependent There was a perception that the project would primarily benefit the community colleges but swirling students blur the distinctions

Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System Principle 3. Reinforce interdependence between business and technical units. In some cases, different units had been in charge of doing the business of articulation and maintaining and using the systems to process it. In this project, both types of unit have benefited from the experience of the other. Theres an increasing understanding of the interdependence of these units on a campus.

Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System Principle 4: Resolve problems using the motivation provided by the pressures of real-time data publication. Giving lots of groups in the state access to the data on equivalency meant that we had a large pool of proofreaders We could respond by making necessary corrections quickly We provided some innovative reports to assist our users to ensure data accuracy

Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System Principle 5: Recall that respect for institutional diversity, as well as data and process ownership is essential Participants have now spent time on their colleagues campuses Participants have an understanding of why processes and data display may differ from school to school Participants feel a strong sense of ownership of their data

Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System Summary Respect the disparity in starting points among varying institutions. Remember that project success for any institution benefits all institutions Reinforce interdependence between business and technical units. Resolve problems using the motivation provided by the pressures of real-time data publication. Recall that respect for institutional diversity is essential,

as is institutional ownership of data and processes Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System AZ CAS User Satisfaction Did you find CAS to have clear directions? Did you find CAS to have useful information? Did you find CAS to be user-friendly? Would you use CAS again? Others?

75% say Yes 88% say Yes 76% say Yes 89% say Yes N = 199 as of May 10, 2001 Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System Questions? Contact us: Rebecca Moore, CAS Technical Analyst

[email protected] Amy Fountain, Ph.D. CAS [email protected] Arizona CAS: http://az.transfer.org/cas Track 4 Presentation - Directions for Higher Education and Information Technology: the Arizona Course Applicability System

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