uiding organizations in their use of technology means seeing the forest AND the trees...
		· Before you consider where the organization needs to go, examine where it is. · Current needs and goals serve as a baseline, better enabling you to anticipate shifting needs and to plan for accommodation of new technologies.
	uilding experience in the Technology Planning process has been one of the many benefits of my work.
		· The Value of Data Increases with its Use · Serving an Expanded Clientele: Distance Learning · Information Technologies for Instruction · Planning a High Tech Demonstration Lab

	The Value of Data Increases with its Use Development of an Administrative Data Access Policy at the University of Virginia
	The understandable tendency for data stewards is to safeguard data, and to safeguard people by preventing inappropriate access to personal data. But if this is the only philosophy guiding data access, organizations are missing out on use of one of their most critical resources. During 1993, I assisted a committee of top-level administrators from across the university in developing an Administrative Data Access policy. The operative philosophy was "The value of data as an institutional resource is increased through its widespread and appropriate use; its value is diminished through misuse, misinterpretation, or unnecessary restrictions to its access." Just over a year later, the President's Cabinet approved the policy and it's currently guiding (and I hope encouraging) data use at the university. You can review the final policy here.

	Serving an Expanded Clientele: Distance Learning Development of Recommendations for the University of Virginia
	In 1993, I chaired an outstanding committee of University of Virginia faculty and staff. Our charge: To elaborate a future vision for distance education. [Begin Soapbox] Technology is just a tool. Possession of it will not make miraculous things happen. (You probably won't be surprised that I frequently hear suggestions that we wheel TV cameras into the campus classrooms, and so reach a larger student body with no additional expenditure of resources...) There's a lot to overcome in distance education, including limited instructor contact, students isolated from one another, and difficult access to university resources. Rather than think this will be a cash cow requiring little additional thought, the focus should be on creating the best possible experience for the distant students. Then the university will come closer achieving to its long-term mission, AND revenues will be generated because of the top-quality educational experience. [End Soapbox] Okay, back to our committee. We examined the university's current distance education efforts by meeting with involved faculty, staff, and students; we asked them what they were doing, what was working, and what was needed. We researched emerging technologies and reviewed visionary thinking. And we applied what we knew about effective teaching and learning. We recommended the following for future distance education initiatives: Market research and needs assessments should drive all course development Instructional design assistance and training should be provided for all faculty Faculty incentives should be provided to partially offset the significant time requirements for distance education Technical facilitators should be made available to assist with technology at all "receive sites." University resources should be made accessible to all off-grounds students Detailed evaluations should be conducted for all distance education offerings, with results feeding back to inform and improve the design process, and Formal working relationships should be established between departments engaged in similar distance education activities, to share resources, to guard against duplication of efforts, and most importantly, to encourage collaboration.

	Information Technologies for Instruction Expert Group Recommendations for the University of Virginia, 1996
	Note: If you easily tire of organizational charts and committee structures, skip the next paragraph. Official Role: As part of the University Committee on Information Technologies, I chaired the Expert Subcommittee on Information Technologies for Instruction. We met for a year and developed recommendations that we presented to the senior administration. What actually happened: For one year, I met once or twice a month with faculty colleagues who are using technology in innovative ways. We spent time thinking about what would make things better. We came up with ideas about classroom technologies, software tools and multimedia resources, and grant support for innovative projects. We discussed one another's ideas, added to them, and presented a persuasive case to the administration.

	Planning a High Tech Demonstration Lab Campus-Wide Infusion Effort at Arizona State University
	When I was completing my doctoral studies at Arizona State University, my final graduate assistantship involved spending (in 1997 dollars), close to $90,000. No, it wasn't the best party I ever threw, but I did have an awfully good time. I served as Manager of the Educational Technology Demonstration Lab, and spent the year conducting a campus-wide needs assessment, designing the actual laboratory facility, defining needed faculty workshops, and purchasing and installing technology hardware and software. I left ASU before the laboratory opened, but after my second year at the UVa I sent one of my graduating students (Sharon Blanton) back to assume the role of Manager. She did great things for ASU.

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