Project History: Phase 1

The initial phase of the Technology Transfer Project (TTP) spanned the time period from 1996 to 2004. During this nine-year period, the TTP evolved from an initiative designed to assist several Historically Black Colleges and Universities (HBCUs) develop the basic wiring infrastructure for internet connectivity and use to a comprehensive initiative for integrating information and communication technology into the teaching and learning environment.

The project initially focused on three institutions: Hampton, Lincoln, and Wilberforce Universities. In 1998, Bethune-Cookman, Morehouse, and Oakwood Colleges were added. By the end of 2004, the TTP had cultivated partnerships with 12 HBCUs that were the focus and test-bed for new developmental programs. Although the project focused its transformational efforts on 12 institutions, approximately 65 other HBCUs, Hispanic Serving and Native American Institutions, and some Majority institutions received products and services developed by the TTP.

The project received its primary funding from The Executive Leadership Foundation®. However, both financial and in-kind support was received from approximately 30 Executive Leadership Council (ELC/Council) member corporations during this nine-year period. Total funding for the initial phase of the TTP approached approximately 8 million dollars. Additionally, the TTP partnered with EDUCAUSE on a National Science Foundation grant to assist Minority Serving Institutions with developing and utilizing advanced networking technologies. Through this partnership, the TTP provided direct leadership, direction, and management to 35 HBCUs.

An initial technology survey in 1996 identified strategic planning, faculty training, and the adaptation of hardware and software as critical HBCU needs. Based upon the findings of the survey, the TTP set out to develop technology strategic plans, increase student technology skills through use of technology, and generate proposals for technology infrastructure and application funding.

The strategic planning component was addressed with the help and leadership of Booz, Allen, and Hamilton (BAH). The TTP management team worked with a three-person BAH consulting team to develop an information technology strategic planning model for HBCUs. The use and deployment of this model became the foundation for future TTP activities.

Faculty development was addressed by three major initiatives. The first was a faculty workshop supported by Microsoft to expose faculty to productivity and educational tools contained in the Microsoft Office suite. The second was a two-year subscription for faculty and students to SmartForce (an online educational tool for technical and non-technical curricula). Finally, there was a two-year development of a set of tools to assist institutions with understanding, assessing, developing, and using technology to deliver instruction. The tool, entitled “A Ten-Step Guide to Instructional Technology”, was disseminated to all HBCUs and other Minority Serving Institutions. Additionally, six workshops were conducted in which representatives of 65 HBCUs were instructed in the proper application of the Guide.

Phase 1 of the TTP assisted its 12 focus institutions with creating numerous labs to enhance access for students and support faculty use of technology. However, this was undertaken in a comprehensive way, integrating technology strategic planning with the respective institutional strategic plan and related goals and objectives. Although Phase 1 encompassed student and faculty engagement, the primary focus of Phase 1 of the Technology Transfer Project was on preparing the enterprise to adopt and integrate information and communication technology into academic and living environments