{'fraction_non_alphanumeric': 0.01925722145804677, 'fraction_numerical': 0.006189821182943604, 'mean_word_length': 5.9951923076923075, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Case Study of an Integrated University Portal

The increasing complexity and interdependence of campus technology systems poses a significant challenge to universities. Such efforts cannot be solely the domain of a university technology department but requires participation across the institution in order to ensure success. As Irvine (2003) noted, “a decision about course management platforms or portals and their interoperability with other campus systems is a critical institution-wide issue that involves the whole university community” (p. 5). This case study considers the development of an Oracle-powered database-driven student and faculty information single-sign-on portal at Regent University called myRegent. This recently developed portal integrates with our existing student information and learning management systems, SCT Banner, and Blackboard Learning System respectively. From its inception, Regent University has leveraged technology to allow students to participate in graduate education without limiting students to live in a particular geographical location during the course of their studies. Since 1989, the faculty have harnessed distance education technologies and corresponding instructional models to extend educational access beyond Southeastern Virginia. In the years since the first distance education courses were offered, Regent University’s off-campus programs have undergone the following technological progression: