Blackboard Content System – Project Charter and Proposal

January 22, 2008

Written by: Eric Kunnen and Garret Brand
Distance Learning and Instructional Technologies

 

OVERVIEW

As evidenced by a recent Educause study, there has been a significant increase in the use of electronic documents and devices in education.  From meeting minutes to strategic plans, and from class materials to gradebook spreadsheets, the growth of digital content here at Grand Rapids Community College (GRCC) has grown exponentially.

While the use of digital content continues to expand, the way in which we access and use electronic information is also changing.  What once was a place bound desktop computer attached to the network is now a highly mobile laptop that enables faculty and staff to continue working while away from the office, in small groups, in meetings, or perhaps in informal settings across campus.  In fact, productivity doesn’t have to end when you leave campus.  Wireless networking and broadband Internet connections are readily available, allowing faculty and staff to increase their potential by remotely accessing files and services that were once tied to a network connection and office computer.

GRCC’s mission enables and engages students by leveraging their access to network resources when they are at home, at an Internet Café, or perhaps during class using their laptop.  Nearly all students are using word processors and other software tools to complete their coursework.  Storing and accessing files for their coursework is an important factor.

These challenges mentioned above highlight a need for a system that can provide a means to enable easily accessible virtual hard drive space, efficient management of learning content in courses, effective use of institutional content repositories such as the Library, and provide a venue to showcase and display content through the use of ePortfolios. 

This document is intended to provide overview of the solution to the challenges mentioned previously.  More specifically, the remainder of this paper will highlight the unique applications that are offered by the Blackboard Content System which can be used at GRCC for research, strategic planning, teaching, collaboration, and more effective document management for faculty, staff, and students.   The Blackboard Content System (BbCS) provides a set of tools to enable electronic document access, creation, distribution, tracking, versioning, managing workflow, and the ability to easily share or showcase content.   These factors are key to enhancing our electronic knowledge management initiatives.

AUDIENCE

This document is written for the campus at large, with special focus on the following functional areas and key contacts or stakeholders from each area:

  1. Learning System Content Management

    • Professors, Students, and Organization Leaders

  2. Document Management, Storage, Sharing

    • Deans, Department Heads, Directors, and All Staff

  3. Child Development and Education Department for Student Portfolios

    • Becky Brinks

  4. Joint Executive Evaluation Team and Faculty Portfolios

    • Sandra Andrews

  5. Professional Development Plans and Staff Portfolios

    • Cynthia Springer, Managers, and Directors

  6. Syllabus Submission and Document Management

    • Fiona Hert and Lisa Donaldson

  7. Student Records Security and Document Security on Laptops

    • Garry Brand, Patti Trepkowski, Howard Shanken, Bob Engmark, Dorian Chalom, and Eric Kunnen

  8. Library eReserves and Asset Management

    • Pat Ingersol and Nan Schichtel

  9. Copyright Compliance and Support

    • Julienne Stevenson and Doug Miller 

The next section of this document describes several scenarios which are designed to provide real world examples of how the BbCS can be used by students, faculty, and staff.

STUDENT SCENARIO

Laurie is a student in a BI101 course here at GRCC.  While at home, she logs into Blackboard and uploads her part of a group lab report to her BbCS virtual hard drive space.  She then gets in her car and commutes to campus.

While at school, Laurie opens her laptop and connects to the campus wireless network.  She logs into Blackboard and accesses her report on the BbCS virtual hard drive.  She opens the Microsoft Word file directly using the WebDAV connection and makes a few changes after attending class and reviewing the eReserves that were placed into her course by the GRCC’s reference librarian.  Since the file was opened directly, through WebDAV, there is no need save the file locally and upload the changes, she just hits the save button in Microsoft Word.


BbCS – Content Collection Screen

Since this is a group activity, Laurie then uses the workflow tool to send the report to Bob, a fellow group member who will create the graphics and include a series of charts from the data.  At the same time, Laurie sends the file to the other group members for their comments. 

Bob opens the file and the other group members provide their comments.  Since the BbCS has versioning controls, each change made by the group members can be reviewed and the document can be reverted back.  In addition, all the comments are tracked individually by author.

The assignment was then completed and sent to the instructor in the class by clicking the browse button from the assignment link in Laurie’s course and selecting the file from the BbCS.  Finally, since this lab report is related to Laurie’s mentorship at the Van Andel Institute, she adds the lab report as an asset to her Portfolio by accessing her portfolio and adding it from the BbCS virtual hard drive space.  She then sends a content pass to her mentor at the Institute so her mentor can access the lab report and provide his comments.

All of Laurie’s work was completed in a system she was already familiar with (Blackboard) and with one username and password.  Without access to the BbCS she wouldn’t have been able to access her student file space from home and with her own personal laptop, or collaborate and manage versions of 1 document easily with her classmates.  Without the ability to use content passes through the BbCS, she also wouldn’t have had an easy way to only allow her Van Andel Institute mentor to see the work she has been completing at GRCC through her ePortfolio.


BbCS – Portfolio Creation Wizard

This previous scenario, in part, describes the challenges that students have in accessing their student network file space. In fact, a recent December 2007 poll on Blackboard indicated that less than 6% of students (N=1,109) are saving their assignment files to our campus network. Rather, they are storing files to USB Flash Memory Keys which are easily lost, or to their personal computer which prevents files from being easily shared with other students. One logical conclusion that students are not using their H: Drive could be attributed to the fact that it is not currently possible to access a student H: drive from a personal student laptop or from off campus.  The BbCS would enable students to more effectively leverage the use of file storage on the H: Drive by providing easy access to remote file storage.

Here are the results of the recent poll:



PROFESSOR SCENARIO

Professor Jack is an instructor in the Computer Applications department.  He is teaching 6 sections of CO146.  He uses a large set of visual electronic documents to teach the class, since his content lends itself well to Powerpoint presentations and short video clip demonstrations that he created with a screen capture tool called Camtasia.

Since he has already taken time to compose a series of video clips using Camtasia, he has those files on his hard drive.  In addition, he has taken a series of Powerpoint files that the textbook publisher provides and enhanced them with his own screen shots from applications that GRCC provides students.

He has only a few days between semesters, so he is short on time in building his course so he logs into Blackboard and accesses his virtual hard drive space.  With a few clicks he creates a CO146 folder in his content area.  Then, he adds another folder for his Powerpoint files.  Since he has a Powerpoint lecture for each one of the 15 weeks of the course, he opens the folder on his desktop that contains the files, selects them all and drags and drops them on to the BbCS folder. In addition, he is able to identify his original work and seek copyright clearance on any video from other sources.

Then, he accesses his Bb section and creates 1 link to the CO146 Powerpoint Lectures folder in one of the sections he is teaching.  He then copies that link to the other 5 sections with a few simple clicks.

Jack also creates a Camtasia Lectures folder on the BbCS and copies the Flash files, XML, and HTML files that were produced when he created a video lecture using Camtasia from his hard drive.  He also creates a link to this folder using the link to content system feature in his course on Blackboard.  

After teaching the first 3 weeks of class, Jack realizes that his 4th Powerpoint file contains several errors and the screen shots aren’t correct, since the software was upgraded in the computer lab over the summer.  Normally, Jack would have had to fix these file on his computer and then login to 6 different course sections on Blackboard and remove the old file and upload again the updated version.  But since he is now using the BbCS, he just has to navigate to his WebDAV folder on his computer, double click to open the 4th Powerpoint lecture, make the changes and save it.  Instantly, that one simple change appears in all of his 6 sections without additional effort.

As part of the course requirements, after the 5th week of class, his students start to work on creating their own websites.  Since this is often challenging for new students, Jack created some visual screen capture tutorials on how to get started.  These tutorials are stored in one location on the BbCS, so not only are they easy to update, but they take up less space on the server.  This is good news since Jack would often get course quota warnings since he was using up so much disk space.  In fact, at a recent department meeting Ann, another CO146 instructor, saw that Jack had a really nice tutorial already created for students.  Ann asked Jack if he would be willing to share his video tutorial.  He agreed, so he added his learning object to the BbCS Learning Object Catalog.  Ann was able to easily bring this resource into her class as well.


BbCS – Learning Objects Catalog

After building their websites, the students drag and drop their html and graphic files onto their BbCS virtual hard drive space and use the Web Folder Blackboard Building Block to activate their CO146 folder as a web site.  The students then post their URLs to their sites on their course’s discussion board so that other students can view their work and provide their comments.

Jack assigns grades to his students after reviewing the student’s postings in the discussion board.  He adds the grades to the Blackboard gradebook, but wants to save his gradebook locally to calculate mid term grades for his students using an Excel formula.  Since Jack is concerned about student records security, he exports his gradebook from his Blackboard course directly to his BbCS virtual hard drive space instead of his faculty laptop, and then opens the file in Excel to compute the mid term grades for his students.


BbCS – Download Gradebook to Virtual Hard Drive

Finally, since Jack was currently involved in the faculty evaluation process, he wanted to easily build an electronic portfolio and showcase his video tutorials and elaborate Powerpoint files that he was using to teach with.  So after accessing his BbCS Portfolio, he created a page and browsed to several digital assets that he was using to teach with.  These resources where then added to his ePortfolio.

All of this work would normally take Jack an extra amount of time without the BbCS.  Using the BbCS, he can quickly upload a series of content files using drag and drop, update his files in 1 place and have that change reflected across all his 6 teaching sections, and his students can easily create personal web sites without needing to learn complicated FTP commands or switching to another server with a separate username and password.  His students can stay within the environment they are used to (Blackboard) and complete their course work while sharing and showcasing their work through a publicly accessible web site.  He also feels reassured that student records and his gradebook export are secure since it is stored on the BbCS and is not stored on his laptop.  Finally, Jack can easily access and leverage the work he has already done in his teaching portfolio which his part of his faculty growth and improvement plan.



STAFF/LEADERSHIP SCENARIO

GRCC is working on writing a collaborative document for accreditation.  This is a huge task, since there are a multitude of departments and authors that need to add their data and information from their respective units.  

Jane, from the Institutional Research Office is leading the project, and she has started the accreditation report and added it to her BbCS virtual hard drive space.  Using the workflow tool, she forwarded a message to the 8 department heads who have the content that is needed for the report.  While Jane is comfortable with providing the ability to read, write, and save access for the file to her colleagues, she turned versioning on so that she could track the changes to the document including the author who made those changes throughout the project.  This feature will automatically track the changes to the document so that it is easy to revert back if necessary.

Because Jane also wants to solicit feedback from all staff at the college, she creates a content pass and places that link in GRCC Today.  Because Jane is in control of the access to the content, she doesn’t have to wait for the help desk create a shared folder and add user rights to the file. As the project ensues, she uses the content tracking features to see who has accessed the file and review their comments.


BbCS – Permissions, Tracking, Comments, and Versions

Two weeks later, a deadline that she set in the BbCS workflow, she received an indicator that the file has been returned and the information had been added by the 8 departments.  Jane finalizes the document and sends a content pass (that expires in 2 weeks) via email to a site visit accreditation facilitator that was willing to review the draft report and provide any final comments to ensure that the report tackled the issues that were required.  

All of Jane’s work took place in an easy to use system that prevented the use of email attachments and confusion over which version was the most recent.  It was also easy for the staff at large to review and comment on the document without opening an email attachment and responding to Jane through a series of email messages.  In fact, all of this work was accessible from home, and on the campus wireless connection from Jane’s laptop.  For part of this work, Jane was able to continue to work on this document while at a conference in New Mexico without the need for VPN or other complicated connections back to the campus network and intranet.

 

SPECIFIC FUNCTIONAL SOLUTIONS

The following list describes a series of functional solutions that are included in the BbCS as they relate to our work at GRCC:

  1. Easy Access to Campus Network Drives
    The J: and S: drives are Novell mapped drives that are currently not easily accessible on a wireless connection or from home.  This affects student, staff, and faculty ability to store files to the campus network while away from campus which is inconvenient and has potential for security concerns because files are often saved on home computers or laptops. These Novell drives can be mounted to the BbCS for WebDAV and Content Collection Tab access without the need for VPN or other complicated connection methods.  In addition, using the BbCS would allow users the power to create groups and share files as they need for teams and projects.  This content can also be combined with organization sites that can combine collaboration tools such as discussion boards, wikis, and blogs.

  2. Managing Course Content
    Efficiently and effectively managing files between sections and courses has been a challenge for faculty.  The BbCS offers the ability to upload a file once, update it, and have the file changes reflected in all courses that a faculty member is teaching.  Managing multiple sections and multiple locations of the same content is fraught with error, time consuming, and confusing.  This is especially true for departments such as Computer Apps, where many instructors teach up to 10 sections of the same course.  In addition, this also maximizes our use of disk space by preventing the need to have more than 1 copy of a Powerpoint presentation or document.  Most importantly, when a change to a document has to occur mid-semester, the change takes place in 1 place, not 10 places.  The BbCS also supports multiple file drag and drop uploading which maximizes an instructors time in adding course resources for their classes.

  3. Sharing Files and Collaborative Writing
    The ability to share files across the institution is another key aspect of the BbCS.  Users have the ability to share files with groups, teams, or even send content passes to external users to provide access to documents, while maintaining read, write, delete, modify permissions.  Users can manage their own sharing and access to folders and files while also leveraging tools such as workflow and version tracking to more effectively collaborate on documents.  This also prevents the need to use email attachments which are easily lost and deleted after 30 days per our current email retention policies.  The BbCS can track and maintain multiple versions of a single resource in one easily accessible web location without the need for VPN or other complicated access connections.

  4. Reusable Objects, and the Learning Object Catalog
    Faculty can set reusable objects in their courses for commonly used assignments and grading requirements.  Finally, through the Learning Object Catalog, an institutional repository of learning objects can be maintained.  The sharing of learning objects can foster greater collaboration and efficiency by creating interdisciplinary opportunities for content sharing.

  5. Edit in Place
    The ability to access files through WebDAV means that faculty, staff, and students can access files by opening them directly from the system instead of downloading them first, making a change, and then having to upload the new version to the system.

  6. Portfolios – Student, Faculty, and Staff
    The portfolio capability offers student engagement and reflection opportunities.  Portfolios could be used by the teacher education program, the faculty evaluation process, and even staff professional development discussions.  Portfolios offer templates, workflow routing, and the ability to access assets from courses and organization sites as well as virtual hard drive spaces on the system.

  7. Library eReserves and Digital Resources
    The ability for Librarians to place course reserves and other digital resources into courses using the BbCS creates more effective connection between the library liaisons, the students, and faculty.

  8. Securely Manage Sensitive Digital Content and Student Records
    The BbCS offers an easy to access web based network storage space which enables faculty and staff with laptops to place documents containing student records.  In fact, due to the extensive integration with the Blackboard Learning System, faculty have the ability to save directly from the gradebook to the BbCS by simply clicking the browse button on the export gradebook screen. This prevents the need for saving the gradebook file to the faculty members laptop which can be security risk.

  9. Virtual Hard Drive Space for Students
    When at home, or on our campus wireless network, students need an easy way to save course work to a student file storage area.  The current student H: Drive is not accessible from home or from a student’s personal laptop. Student workgroups and teams can also be created for working collaboratively on team projects. Students can also easily access and include artifacts to build their ePortfolios. 

  10. Web Pages for Students and Faculty
    Students, staff, and faculty can turn any of their personal folders into web accessible directories using the Web Folder Building Block in the BbCS.  This prevents the need to use complicated FTP commands to provide web accessible documents and information.

  11. Syllabus Submission and Tracking
    Academic departments can provide an easy system for faculty to place their syllabi each semester.  This provides an easy to access and searchable location for all syllabi within a discipline or school.

  12. Managing Help Documents and Resources with Institutional Content Folders
    The BbCS can be used to store help documents and resources for our various technologies here at GRCC. This can serve as a knowledgebase of searchable help documents for faculty, staff, and students.

  13. Reducing the Help Desk Burden and Management of Content
    The BbCS reduces the burden on help desk support since the sharing of files and folders can be managed by the end user. In addition, content passes can be used to provide access to files by external users who do not have a campus login.

 

STRATEGIC COLLEGE CONNECTIONS

The Blackboard Content System connects to the GRCC 2008 Mission, Vision, Values, and Ends statements under the following key areas:

1)     GRCC Values of Service, Innovation, and Responsiveness
The GRCC values crossover well into the functionality and solutions that the BbCS provides.  Not only does the system offer an innovative approach to solving electronic document management, but it also provides a unique service to our students, faculty, and staff.

2)      GRCC Ends
GRCC’s Ends statements connect with the BbCS most directly with providing skills in managing electronic documents and portfolio development for Lifelong Learning, and well as enabling the expansion of Flexible Learning opportunities for students, faculty and staff.

3)      Sustainability Plan
In GRCC's plan, there is the call to implement sustainable practices in academic, operational, and community work. In this regard, the BbCS as well as the Bb Learning System provides student access to electronic documents that can significantly reduce the number of paper copies that need to be printed throughout a semester.  For example, if a student wants to print a document they can, or they can choose to save the file to their virtual hard drive space where access to the document is easily available either on campus or off campus. In addition, online courses would rely heavily on the BbCS and electronic file management through Blackboard which would dramatically reduce the amount of paper use in a course which in turn encourages use to be better stewards of the environment.

4)     College Action Plan 1.1.7
One of the learner centered focus areas in GRCC’s 2008 Strategic Plan involves a College Action Plan (CAP) around implementing innovative teaching techniques and methods of assessing learning.  This 1.1.7 CAP can leverage the use of student portfolios for assessment, as well as extending the teaching and learning capabilities of our Blackboard Learning System with the BbCS.

5)      College Action Plan 2.1.4
Another CAP, 2.1.4, relates to the development and implementation of a knowledge management system to improve information retrieval and communication.  The BbCS provides an electronic means to provide a solution to this action project.

6)      College Action Plan 2.1.3
The BbCS capabilities can be summed up by the 2.1.3 CAP which describes developing and implementing a tactical technology plan that maximizes our ability to use technology to support learning.  The BbCS would significant enhance our ability to maximize technology for supporting teaching and learning with the Blackboard Learning System and beyond. The capabilities of the BbCS can be leveraged by faculty, staff, and students.

7)      College Action Plan 3.1.1
In the 3.1.1 project for the College Action Plan for the Learning Academy, there is a requirement to enhance and expand our professional development curriculum and offerings around faculty laptop support and faculty evaluation support.  The BbCS connects with these 2 activities since effective laptop support and use by faculty would be extended and enhanced by the use of virtual hard drive space for seamlessly accessing files while on a campus wireless connection, or at an off campus location.  In addition, the ePortfolio tool in the BbCS can be used to support faculty evaluation (through JEET) by enabling the opportunity for faculty to easily create an electronic portfolio.

8)      Library and Learning Commons Tactical Goals for 2007-2008
The Library tactical goals include actions related to GRCC’s 2.1.3 strategic goal around providing enhanced eReserves to not only GRCC’s main campus, but also to GVSU’s Holland Meijer Campus and the Lakeshore Center, the MTEC centers, and the Learning Corners as well as better supporting online learners.  The BbCS provides a series of capabilities for Librarians to manage eReserves for courses and through this tool, a better connection to assisting faculty who teach both online and in a traditional format.

9)      “2005 - Designed for Learning” Strategic Technology Plan
The plan, developed by GRCC in partnership with Campus Works, describes several key milestones for GRCC to achieve greater success in the deeper use and integration of technology into teaching and learning.  In fact, Milestone 3 indicates the need to provide students with seamless, anytime, anywhere access to technology support and information resources.  The BbCS provides a solution to enable not only students, but faculty and staff as well with access to electronic information in any location, whether on campus or off campus with a single username and password along with seamless connection and integration with the Blackboard Learning System.

Milestone 4 of the 2005 strategic technology plan includes providing technology support resources to faculty and staff to facilitate “best practice” technology enhancements to improve teaching, grow the distance education program, and increase efficiencies and effectiveness.  The BbCS provides the capabilities needed to expand distance learning, allow interdisciplinary learning object sharing, and to provide faculty with enhanced efficiencies in the use of the Blackboard Learning System.

10)  Learning College Principles
The Second Learning College Principle at GRCC is related to engaging learners in the learning process as full partners.  This responsibility relates to an environment that provides a set of collaborative learning solutions. The BbCS enables users to more effectively manage, track, share, and use digital content.

In addition, the Third Learning College principle describes that a Learning College creates as many learning options as possible.  The BbCS and Learning System provide the environment and infrastructure needed for the effective management of our online, hybrid, and traditional courses.  The system can even be used in non-credit coursework, and activities at the Learning Corners.

The Fourth Learning College Principle is related to providing and assisting learners to form and participate in collaborative (group) learning activities.  The BbCS provides an effective means by which groups of students can interact and collaborate electronically by easily sharing files, tracking comments, and managing versions of files for group projects.  In addition, students can develop a common Portfolio for an assignment.

11)  Best Practices
According to “IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever” by Arthur W. Chickering and Stephen C. Ehrmann, best practice includes the following activities: 1) encourages contact between students and faculty, 2) develops cooperation among students, 3) uses active learning technologies, 4) gives prompt feedback, 5) emphasizes time on task, 6) communicates high expectations, and 7) respects diverse talents. 

The BbCS is well suited to providing students and faculty with solutions related to these best practices.  For example, the BbCS: 1) provides communication capabilities through workflow, content passes, and portfolio tools,  2) enables students to work together collaboratively on projects through electronic file exchange, 3) provides students with the ability to efficiently and effectively store, find, and share resources, 4) allows instructors to share feedback and evaluation with students through portfolio rubrics and comments, 5) provides efficiency  increases for electronic document resources and interactions between teacher and students, and among students by providing seamless access to important resources for learning with ease, 6) communicates high expectations by public views and portfolio showcases, and 7) respects different talents and learning styles by providing tools for sharing that work for them.  In fact, the Portfolio tools can encourage self-reflection and self-evaluation as well as drive collaboration, group problem solving, and broaden a student’s repository for learning. Assisted by the BbCS, students can work in study groups without constraints of time and place.

12)  Michigan Quality Leadership Award
In the Michigan Quality Leadership Award Feedback Report, the college was highlighted as a leader in the use of innovative technology to create collaborative, flexible, and individualized learning experiences for our students, employees, and community.  In this statement, GRCC is cited to be using leading edge learning management systems, classroom technologies, and services, while providing seamless, anytime, anywhere access to resources, information, and support.  The BbCS is one underlying solution that provides the basis that enables this direction to come to fruition.

13) Distance Learning and Instructional Technologies Plan
The institution is in the process of updating its distance learning and instructional technology plans. A key issue that faces our stakeholders is the access and organization of digital content. The BbCS will assist us in consolidating learning objects and providing the ability to edit from almost any location or device.

14) Copyright Compliance and Support
The BbCS can be used to help track and provide faculty support for the management of copyrighted material that is uploaded into Bb. In addition to the eReserves capability, whereby Librarians or a copyright officer could help clear and place content or links inside of courses for faculty members, there are a series of meta data templates that would provide a seamless form field indicator during the upload process for files.  In other words, faculty would be prompted to make a choice to a field or question around copyright while uploading files to the BbCS. The College could then use activity tracking tables for Content System to write a query to check for any 'uncleared' items periodically.

As described in the aforementioned areas, the Blackboard Content System is perfectly suited to fulfill the key strategies, goals, milestones, and vision that have been laid out in our technology and college strategic planning. 



KEY REFERENCES

The following list contains a few key references and local institutions that are currently licensing the Blackboard Content System (More references are available upon request.):

-         Kent Intermediate School District

-         Baker College

-         Calvin College

-         Kettering University

-         Seneca College

-         University of Illinois at Chicago

-         University of Pittsburgh



BUDGET

An estimate and preliminary budget review for the BbCS includes an annual license fee of approximately $45,000. Based on enrollment of 15,000 students, the BbCS costs approximately $3.00 per student. Most installations of the BbCS include a server and network file storage array. The server and file storage costs are not included in this proposal. In addition, the license fee does not include Blackboard consulting engagement or training. Blackboard does offer various pricing options based on 3 year licensing agreements and other arrangements.



SUMMARY

The Blackboard Content System provides several benefits to our stakeholders.  Students will have an enhanced and more efficient way to access their institutional virtual hard drive space.  They will increase their engagement through the ability to more effectively collaborate and share documents for team projects.  Students can showcase their GRCC achievement through an easy to create Portfolio.

Faculty and staff will benefit from increased security of files on mobile devices.  They will also be able to easily access campus network drives from wireless connections or from off campus without the need for VPN or other complicated connection protocols.  Faculty can more effectively and efficiently manage their course materials across the various sections they teaching while also share learning objects with each other across the system.

Administrators, will benefit from an increase in accessibility of network documents as well as knowledge management capabilities including workflow, versioning, content passes, and content tracking.

In short, the Blackboard Content System is an excellent resource that will enable Grand Rapids Community College to enhance and extend our electronic collaborative knowledge management initiatives for an ever increasingly mobile faculty, staff, and students population while also protecting valuable institutional content and student records.