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Ocotillo Retreat 99
Flagstaff, AZ
May 18-19, 1999
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This is a summary from the three group report-outs on each issue

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ocotillo central 		Ocotillo.retreat.99 (xyz reports)

Group Reports:
ISSUE:
Technology Cost/Replacement

QUESTION:
What are the ways colleges can classify technology use and prioritize for equipment upgrade / replacement / recycling? How can costs of software, upgrades, and human support be tied to capital purchases?

e.g. levels of users, locations of use (lab, office, mobile)
What's Important Doable? When? by Whom?
Planning, Evaluation, Privatization, Audit Yes Now Colleges and District
Working Relationships (Instruction, IT, District, Administration, Students) Yes Now Colleges and District
Role of TLTR - Common ground Yes Now TLTR and College Computing Committees
Total cost of ownership Yes Now District IT, College IT, and Fiscal office
Fiscal strategies - functions, operational, leases, fees, and funding Yes Now Colleges and District
Computing as a commodity (not capital) Yes Now District fiscal and college IT
Budget - Formula for purchase which includes operational costs, maintenance, upgrades, and support staff - various specific formulas suggested in café sessions Yes Now Colleges and District would work out a district-wide plan
Prioritize equitable distribution of technology purchase/replacement, suggested methods:
  • High, medium, low use
  • Established/"in development"
  • Students first
Focus on collaboration and cooperation, not competition 		Yes
All college groups - perhaps TLTR
Link technology replacement/purchase to technology plans Yes
College: Planning councils
Create reserved funding for capital acquisitions. Take off the top of operational allocate for staffing use Yes Now Fiscal Offices
Campus used technology plan tied to strategic plans Yes Now Campuses
Standardization of equipment and use of equipment. Capital not a status symbol but resource to mutual needs. (Pending CRISIS) ?? Now District-wide issue

DISCUSSIONS:

  • Budget; take a look at hiring process/brining in new equipment; need to plan for maintenance, upgrades, support staff => several formulas suggested; collaborative effort between colleges and district to come up with uniform kind of process
  • Equitable distribution of technology/replacement: get away from Òthose who have get moreÓ; high/med/low use prioritization; make it accessible to a lot of people => give to Òin-developmentÓ programs as well as well known programs; look at collaborative and cooperative techniques; downplay competition
  • Link technology replacement and purchases to strategic plans => dovetail with college technology plans
  • Working relationships; importance of finding new ways of communicating between various groups; how we come up with decisions
  • Replacement of equipment; have to understand the impact is significant beyond the initial purchase (over time)
  • Purchasing things in quantity/as a commodity; expending in different purchasing cycles; not just fiscal
  • To create some level of reserve funding to protect staffing dollars; match better our capital and operational budgets
  • Campus technology plans need to be tied back to strategic planning for college/district
  • Number of statements supporting some level of standardization; others stated that campuses need to make own decisions=>capital uses looked on as a Òstatus symbolÓ => we need to somehow come together to decide level of standardization and process to support