David Cost - GCC	     Chris MacCrate - EMCC
Manny Griego - GCC	     Nancy Matte - PC
Rosemary Kesler - GWCC	 Pat Medeiros - SCC
Alan Levine - DO	     Pam Petty - CGCC
Mary Long - SMCC	     Peter Thiel - PVCC
Tracy Price - DO

Some example of General Statistics from "Falling through the Net: A Survey of 'Have Nots' in Rural and urban America" (http://www.ntia.doc.gov/ntiahome/fallingthru.html) were rather surprising:

For Urban dwellers, the percentage of persons taking distance courses

• By Income: highest percentage was $10, 000 - $14,999
• By Race/Origin : highest percentage was Black and Hispanic
• By Age : highest percentage was 25-34 years
• By Educational Attainment : highest percentage was Elementary: 0-8 years
• By Region : highest percentage was in the South

1. Components of Universal Access (from the Rand Group)
   1. Availability
   2. Affordability
   3. Usability (training)
   4. Interoperability and Standards
      1. Intuitive email addressing
      2. User directories
      3. Universal architecture = computer interaction
      4. Security and integrity
2. Typical Types of Computer College Services
   1. Registration
   2. Change, drop, add classes
   3. Check transcripts
   4. Change addresses
   5. Access student accounts
   6. Tech Support
   7. Digital Libraries
   8. College bulletin boards, espcially for students questions and instructor answers in specific courses
   9. On and off-campus access
   10. E-mail and Internet
   11. Web pages for students
3. Access Issues
   1. Authenticated / authorized access (unique IDs)
   2. Where is access determined
   3. Who can access what? Who decides?
   4. Who maintains the networks and data integrity?
   5. Encryption
   6. Ethical uses (e.g. privacy; filtering; intellectual rights
      Two recent court cases: Supreme Court decision that libraries cannot use filtering devices to deny patrons access to porn content; Intel case against former employee forbidding him to "spam" current employees
4. Comments on Computer Uses
   1. About 18 per cent of families (known as either "learn and play families", "information strivers", or "high brow achievers") own most of the home personal computers.
   2. "Low Brow" families (32%), "information laggards" (33%), and "mainstream middle brow" (18%) have almost no computers
   3. All families that have computers appear to be trading television tome for PC time. Low brow families spend an average of 5 hours per user on a computer and about 17 hours per person watching TV. High brow families nearly match TV viewing and PC use on a per person basis, with computer users averaging 11 hours per week and TV viewers averaging about 12 hours per week
5. Internet Resources:
   1. Falling through the Net: A Survey of 'Have Nots' in Rural and urban America
      http://www.ntia.doc.gov/ntiahome/fallingthru.html
   2. Rand Institute
      http://www.rand.org/
   3. Public Access Web Sites
      http://www.utexas.edu/lbj/21cp/publicaccess.html
   4. Federal Government Sites for technology in the Classroom
      http://www.house.gov/gejdenson/fed-form.html
   5. Dept of Education, Office of Educational Technology
      http://www.ed/gov/Technology/
   6. Bobby (access issues for disabled)
      http://www.cast.org/bobby/
   7. UIUS Information Technology Accessibility for Persons with Disabilities
      http://www.als.uiuc.edu/infotechaccess/

• Internet Provider/Management
  Each campus is their own provider? - How can we provide this access on the District level? To help with speed from home. What kind and how much access is provided at each campus?
  • GCC - faculty/unlimited
  • CGCC - faculty/unlimited
  • GWCC - Intranet only
  • SCC - faculty/limited
  • PC - Does not provide
  • PVC - dial in to desktop computer (i.e. MacLan)
  Summary that if the dial-in access is available to faculty, it is not widely known, and those that get it do so by asking for it (informal system)

  Should we provide these same services to our students? Students need to pay for their own service, ie. US West !nterAct. Not a good service to get involved with, too much work (support) and competition with private companies. What about for faculty?

  Should come up with a goal statement for access (e.g. make remote access available to all Faculty)

• What kinds of skills do you think your students should have/want to provide?
  
  • We need a formula to provide and help with continued support and training.
  • F or students is this an opportunity for more classes? = more $?.
  • Should we require a pre-requisite for all classes?
  • Do students need to know how to use a computer before entering college. Maybe as a part of new student orientation?
  • Maybe use a dual approach (e.g. orientation class) to teach them the basics and teach it in class.
  • Possibly a requirement, like going to the library and learning the basics of a computer as part of a class.
  • What do we want them to do? To learn? That needs to be determined.

• Access for faculty to multimedia resources to integrate into their curriculum.
  • Is it too expensive?
  • Technology does not support programs or software. We need to put training into access proposal.
  • We need to pay support people better to keep them around.
  • We also need to provide more support people for current faculty.
  • Could we provide intern credit for multimedia projects - this is a win/win situation - it provides needed help for the faculty and allows the student to train for a better paying job.
  • We could cycle faculty through network services to help train them - offer them release time to learn. At this time GCC is providing full-time release time to Karen Schwalm to help other faculty with their multimedia elements of their courses. She also has a staff of 4 helpers. We need the people and support, the technology will come naturally.
  • What does each college have as a support unit?

    A1 assignment - what is the ID support on each campus? What is the user support? What else are they responsible for? How does it impact our students? For example, for every 15 faculty member is there 1 support person?

  • We need a more consistent stream of funds to get what we need immediately instead of having to wait for budget approval.
  • Money, Knowledge, and Training - in that order.

• Next Meeting: Friday, January 8, 1999, 1:30 - 3:30 PM at the 1999 All Faculty Convocation ( at SCC). Between now and then, we will try to open up this discussion via the Ocotillo Chairs discussion web at:

  http://www.mcli.dist.maricopa.edu/cgi-bin/bbs/chairs.pl