ITEM
110-1901-R0301������������������������������������������������������������������������������ ����������� March 22-23, 2001
PROPOSAL
THE UNIVERSITY OF
MONTANA-MISSOULA
Helena
College of Technology
Business Department
Associate
of Applied Science
Computer
Technology
Fall
Semester 2001
PROGRAM
DESCRIPTION
Brief Description
The Computer Technology program at the Helena College of
Technology currently consists of options in Networking, Programming, and
Microcomputer Applications. The Helena College of Technology proposes to add a
Network Architecture option in the Computer Technology Associate of Applied
Science degree program.
The current Computer Technology Networking
option, prepares students to configure and operate network servers and user
account security. The College of Technology currently offers an Electronics
Degrees that prepares students for work in computer repair and in fiber and
radio technologies. In the past, the Helena College of Technology has graduated
network "generalists" who knew about media, traffic and client/server
configuration, but were not "deep" in any one area. We now have both
the job market and the student interest and count to support training
"specialist" in each of these network areas. A companion Level I
proposal seeks to rename the current Networking option to Network
Administration so that the two options are easily distinguishable by students.
The proposed Network Architecture option is a 71-credit
program delivered in a four-semester sequence. It is based on other Computer
Technology programs and expanded to focus the student on Internet and Intranet
routing and switching. The design, tracking and management of traffic prepare
the student for actual configuration and operation of the switches and security
firewalls on the Network rather than at the server sites. It has a different
entry point than the current Computer Technology degree and should appeal to
students who have previous network training or understand computers and network
enough to know that network transmission and traffic is their preferred
emphasis. High school students graduating with previous Cisco program background
would be a typical placement as well as community students wishing to migrate
from computer programming and applications into network management.
Needs
Assessment
Why does HCT need to do it? There are several
reasons. First and foremost, the Internet is becoming a backbone technology
like telephones that supports all other technologies. By not having one of the
"foundation" technologies all other areas of the College will be
limited in their ability to explore appropriate uses of the Internet. Second,
the Helena area has indicated that both the students and employers exist here
and are interested in Internet skills. Third, as a Montana higher education
institution, we need to support students, especially technical students,
graduating from programs like the Cisco Academies in Montana high schools.
Fourth, to successfully compete for new students with other institutions we
need to offer quality leading edge programs.
The new option incorporates the Nortel Academy
Program in with the Cisco curriculum.�
The Nortel program does two major things for HCT. First, it introduces
new voice and video technologies as well as Internet backbone switching that
the Cisco curriculum is weak on. Units on voice over IP, ATM and Sniffer
equipment are significant and important additions to the curriculum that HCT
can't do well and Cisco doesn't do well at this time. The second major
advantage is that the Nortel program isn�t quite equivalent to Cisco I-IV CCNA
program. As such it offers a more vendor neutral view of networking to the
student and offers HCT the "competitive leverage" of potentially
choosing to not do the Cisco program. HCT will not offer the
"duplicate" parts of the program to the same students at the same
time.
Because the proposal does not request the authority
to establish a new program, but rather is an expansion of the existing Computer
Technology Network program, there has not been a comprehensive needs assessment
done. Need for the program is based on the following:
Relationship
to the Role and Scope of the Institution
The program is consistent (in fact, critical) to
the continued success of the occupational computer technology and digital
electronics programs. Digital Networking is and will continue to be the
foundation of all technology based information transmission activities. This
program will result in an Associate of Applied Science degree and as such,
allow transfer and upward migration to four-year Bachelor of Applied Science
degrees in the state.
Impact
on Administrative Structure
The new option will become a part of the
Computer Technology program.� The
Computer Technology program is under the direction of the chair of the Business
Department.� No revision of the current
administrative structure is required.
Similar
Programs in Montana
Montana Tech of The University of Montana �
Butte
College of Technology,
Montana State University-Billings
Montana State
University-Great Falls College of Technology
College of Technology
of The University of Montana-Missoula
Flathead Valley
Community College
Program
Accreditation
The faculty teaching the Cisco courses and the
Nortel courses will need to be certified by Cisco and Nortel.� Currently, two faculty members are certified
through Cisco IV and one is certified through Cisco II. The proposal includes
funding for additional certification through Cisco VIII and Nortel IV.� The proposal meets the minimum standards for
accreditation by the Northwest Association of Schools and Colleges.
Proposed
Curriculum
The current degree and option focuses on
Computer Server technology and user security. With the explosive growth of the
Internet there is now a significant interest and need in managing IP traffic
flow and security. Current technology uses routers and switches. Many
institutions in Montana (including HCT) included the Cisco Academy curriculum
to help address education in this growing area. This degree carries that
direction further by allowing those students to continue on to the next level
(the Cisco Certified Network Professional (CCNP) curriculum). In doing that,
the student must make a choice at entry that emphasizes Network rather than
servers and users as their goal. It is expected that some of the 50-80 students
currently in the Network Administration option and Electronics programs will
choose this degree. This is viewed as desirable since it is unlikely that
placement can support those numbers in a single area of computer specialties.
This program should allow more specialization and hence better placement for
students in the rapidly growing computer network industry. The result should be
continued healthy, long-term growth.
The Electronics and Computer Technology faculty
designed the curriculum with input from students, employers, the Computer
Technology Advisory committee, and existing (Cisco and Nortel) industry
curriculums. It must be remembered that this field is rapidly growing and
changing and increased placement is necessary as well as rapidly evolving
technical options and specialties. HCT believes this program will help
accomplish that goal.
Students unsure of what areas of computing they
wish to enter will continue to enter the general Computer Technology curriculum
and choose among applications, programming and network (server and user)
administration as in the past. Others, such as high school Cisco Academy
graduates will enter knowing that want to specialize in Internet traffic
management and security.
Semester I consists of a basic background in
Math, English, Computer Technologies and Network Technologies. Semester II will
move the student into more advance Network Technologies (Cisco CCNA level
expertise) and will broaden the students background in the most common computer
applications on the network (server administration, web servers and web page
basics). The goal of semester III is to move the student to a new level of
network expertise including network-to-network issues, voice and video
technologies and Internet backbone routing through the use of the Nortel and
Cisco CCNP curriculums. Unix is required as a literacy class since many network
devices (routers, switches and web servers) are based on Unix. Semester IV is
designed to complete the more advanced network skills topics (through mastery
of the Cisco CCNP level topics) and to transition the student into workplace
issues and skills through career development and capstone project based
classes.
Electives exist and students are encouraged to
focus on them in one of six areas depending on their background and interests.
The areas are: 1) readiness preparation in intro to micros, math, and English:
2) business management and accounting; 3) general education to facilitate
continuation to a four-year degree; 4) computer technology network server
skills; 5) basic electricity, fiber and radio skills; or 6) MS Office
proficiency.
Current
Faculty
The Computer Technology department has two
full-time faculty and the Electronics Department has one full-time faculty
teaching in the networking administration and device areas. The
cross-curriculum faculty, in teaching its current classes of Cisco, LAN
Operating Systems, UNIX, and Network Technologies support the development of a
more advanced networking focus degree.��
The current faculty are:
Dave
Marshall, Computer Technology�������� Level III����������� Cisco
certified Levels I-IV
Kevin
Brockbank, Computer Technology��� Level I������������� Cisco
certified Levels I-II
Emmett Coon,
Electronics Technology������� Level I������������� Cisco certified Levels I-IV
New Faculty
To introduce the degree over its first two
years, one full-time faculty would be needed in the first year. The estimate is
that one additional faculty member will be needed during the second year. HCT
will not need additional faculty FTE to support existing students who
reallocate between programs and catalogs. Finally, as the network programs
continue to grow, HCT will need to continue to provide permanent staff to
support the increased specialization required by the technical depth of this
program. Adjunct faculty may be used in specific situations but are not
generally available with the skills needed.�
Following each year, further assessment as to faculty needs would be
addressed.�
Support
Personnel
No additional support personnel will be required.� The current Information Technology
Department consists of two full-time technicians and two student assistants and
is adequate to support the program.
CAPITAL OUTLAY, OPERATING EXPENSES AND
PHYSICAL FACILITIES
Library
Resources
Library resources are available to support this proposed
program.
Clinical,
Laboratory, and/or Computer Equipment
A new computer lab will be created to support this
option.� The Helena College of
Technology has recently received a grant for $20,000 from TRW to assist in the
creation of the lab.� The new lab will
be located at the Ray Bjork campus, space currently rented by the College.
EVALUATION
OF PROPOSED PROGRAM
Faculty
Committee/Council Report
Current
students, HCT Electronics and Computer Technology faculty, HCT management, and
the HCT Academic Affairs committee reviewed the proposal. The HCT Computer
Technology advisory committee of community employers also reviewed it.
Outside Consultants
No outside consultants were employed in the preparation of
this proposal.
FISCAL
IMPACT AND BUDGET INFORMATION
|
FY
2002 |
FY
2003 |
FY
2004 |
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First
Year |
Second
Year |
Third
Year |
|
||||||||||
FTE |
Headcount |
FTE |
Headcount |
FTE |
Headcount |
|
|||||||
I.� PLANNED STUDENT
ENROLLMENT |
|
|
|
|
|
|
|
||||||
A.� New enrollment |
15 |
20 |
30 |
35 |
30 |
35 |
|
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B.� Shifting enrollment |
15 |
20 |
|
|
|
|
|
||||||
|
|
|
|
|
|
|
|
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GRAND TOTAL PLANNED
STUDENT ENROLLMENT |
30 |
40 |
30 |
35 |
30 |
35 |
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|
|
|
|
|
|
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|
|
|
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|
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|
First
Year |
Second
Year |
Third
Year |
||||||||||
FTE |
Cost |
FTE |
Cost |
FTE |
Cost |
||||||||
II.� EXPENDITURES |
|
|
|
|
|
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A.� Personnel Costs |
|
|
|
|
|
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1. Faculty |
1.0 |
$33,110 |
2.0 |
$ 66,220 |
2.0 |
$66,220 |
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2. Administrators |
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3. Adjunct Faculty |
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4. Graduate/Instruct. Asst. |
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5. Research Personnel |
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6. Support Personnel |
|
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7. Fringe Benefits |
|
$9,403 |
|
$18,806 |
|
$18,806 |
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8. Other |
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|
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Total Personnel FTE and Cost |
1.0 |
$42,513 |
2.0 |
$85,026 |
2.0 |
$85,026 |
B.� Operating
Expenditures |
|
|
|
|
|
1. Travel for Faculty
Training |
$7,000 |
|
$7,000 |
|
$7,000 |
2. Professional
Services |
|
|
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|
3. Other Services |
|
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4. Communications |
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5. Utilities |
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6. Materials and
Supplies |
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7. Rentals |
|
|
|
|
|
8. Repairs and
Maintenance |
$4,500 |
|
$4,500 |
|
$4,500 |
9. Materials � Resale |
|
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10. Miscellaneous |
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Total Operating Expenditure |
$11,500 |
|
$11,500 |
|
$11,500 |
C.� Capital Outlay |
|
|
|
|
|
1. Library Resources |
|
|
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2. Equipment |
$42,300 |
|
$22,300 |
|
$22,300 |
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Total Capital Outlay |
$42,300 |
|
$22,300 |
|
$22,300 |
D.� Physical
Facilities |
|
|
|
|
|
1.� Construction/Renovation |
|
|
|
|
|
2.� Rental (Ray Bjork Facility) |
$10,000 |
|
$10,000 |
|
$10,000 |
E.�
Indirect Costs (overhead) |
|
|
|
|
|
|
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GRAND TOTAL EXPENDITURES |
$106,313 |
|
$128,826 |
|
$128,826 |
III.� REVENUES |
|
|
|
|
|
A.� Source of Funds |
|
|
|
|
|
1. Appropriated Funds (Reallocation) |
$81,313 |
|
$161,130 |
|
$161,130 |
2. Appropriated Funds/New |
|
|
|
|
|
3. Federal Funds |
|
|
|
|
|
4. Other Grants (TRW, Cisco) |
$25,000 |
|
|
|
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5. Fees |
|
|
|
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|
6. Other (���� ) |
|
|
|
|
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|||||
Total Source of Funds |
$106,313 |
|
$161,130 |
|
$161,130 |
B.� Nature of Funds |
|
|
|
|
|
1. Recurring |
$81,313 |
|
$161,130 |
|
$161,130 |
2. Non-Recurring |
$25,000 |
|
|
|
|
|
|||||
GRAND TOTAL REVENUES |
$106,313 |
|
$161,130 |
|
$161,130 |
PROPOSED
CURRICULUM
AAS
DEGREE
COMPUTER
TECHNOLOGY
NETWORK
ARCHITECTURE OPTION
Program Entry Prerequisites: High School degree plus:
Program
Semester I (18 credits)
Semester
II (17 credits)
Semester
III (18 credits)
�
ENG115T
Business Correspondence,
�
ENG113T
Public Relations or
�
ENG111T
Applied Principles of Communication
Semester
IV (18 credits)
COURSE
DESCRIPTIONS
The first year courses are entirely from the current
curriculum and no significant changes are expected in the descriptions in the
current HCT catalog. This is also true of the English Elective, Unix, Career
Development and Capstone classes in the second year.
New classes are listed
below
Cisco V: This class explores advanced routing protocols with
"intelligent" metrics for choosing the best traffic routes. It also
explores external "border gateway" routing protocols for choosing
traffic routes between different networks.�
Students will connect routers into networks using more advanced routing
protocols such as OSPF and EIGRP.�
Students will then learn to interconnect various network using different
protocols into a network of network (Internet) using BGP routing technology.
Cisco VI: The class explores more advanced
technologies to access IP networks remotely including security.� Students will explore access control list,
firewalls, border gateway and address translation technologies and
theories.� They will build and test IP
and TCP firewalls for networks, hosts and individual computers.
Cisco VII: This course covers multilayer
switching technologies including LAN, WAN and QOS issues.� Students will learn the fundamentals of
streaming IP technologies such as voice and video and their impact on the
networks.� They will use ATM and other
technologies to build networks utilizing QOS techniques to prioritize voice,
video and data traffic.
Cisco VIII: This is an advanced troubleshooting
class building on the previous Cisco VII semester to use hands on techniques to
diagnose network problems.� Students
will be expected to work on and contribute to projects involving many different
types of host computers, routers and switches running complex combinations of
voice, video and data traffic.� The
ability to quickly identify and resolve network design problems and traffic
issues will be stressed.
Nortel III: This class focuses on the Internet
switched backbone (ATM) and on the migration of telephony onto the
Internet.�� Students will learn how the
Internet is built, the theory of the underlining switching and routing
technologies and concepts such as traffic prioritization.� Using a Network Sniffer, students will learn
to identify individual packets and analyze traffic makeup.
Nortel IV: This is an integration class focusing
on design and bringing together the media, switching, routing and application
issues from the previous classes into an "integrated project"
format.� This class will emphasize the
integration of voice, data and video needs into the design of a single
network.� All aspects of the network
including media, switching, routing, and application traffic analysis will be
combined into a single network �solution� or design.