Daniel W. Drake
Lab Manager of Public Microcomputer Labs
Office of Information Technologies
University of Mississippi
Powers Hall
University, MS 38677
dwdrake@olemiss.edu
Tel: (601) 232-5884 Fax: (601) 232-7180
Abstract
In the situation where a large group of
users requires server-side storage of applications and data, it may be required of the LAN
administrator to meet the users’ demands for support of multiple levels of Windows,
Macintosh, and workstation operation systems. This paper presents one method of
consolidating multiple servers supporting a myriad of operating systems in the setting of
an open-access student computing site.
In particular, the paper addresses the
performance, efficiency, manageability, and native capabilities of a server in this
setting. While current solutions require the integration of multiple servers, this paper
explores the potential of combining all of these requirements into a single server
solution through the use of Linux, Samba, Netatalk, NFS, and DHCP. Through the utilization
of these software packages, a LAN administrator will be able to support a myriad of
systems for the user with a single, low cost solution.
This paper will explore the implementation
of such a system; the particular skills required by the LAN administrator; the feasibility
of using it in a high-volume area; the benefits, such as management issues; and security
concerns. In addition, the paper will also briefly touch upon the side benefits gained by
implementing such a system. These will all be addressed in a general fashion, with
specific examples gained from the use of such a system in a high volume public computer
lab in a university setting, staffed by student consultants possessing a variety of
technical abilities.
David Thomas Dudek
Coordinator of Student Consultants,
Academic Services
Computing and Information Technology
State University of New York at Buffalo
219 Computing Center
Buffalo, New York 14260-1408
dudek@acsu.buffalo.edu
Tel: (716) 645-6363 Fax: (716) 645-3734
Abstract
The student employees of The Computing and Information Technology (CIT)
Help Desk at the University at Buffalo are integral to its success. These young,
energetic, and talented students often require less technical training because they
possess an inherent curiosity for cutting edge technology. We have also found that student
customers relate better to student staff. In this Age of the Internet, we face a new
challenge: other employers, both internal and external to the University, recognize the
value of these students as potential employees. The University at Buffalo is located in
metropolitan Buffalo, NY, the home of numerous businesses, including INGRAM Micro,
SoftBank Services (Microsoft's main telemarketing, sales, and technical support
contractor), and several Internet service providers. In addition, the Help Desk competes
with other departments within CIT and throughout the university for technically talented
students.
Budgetary constraints limit student salaries and necessitate creative
solutions to attract the best applicants for help desk positions, and to retain trained
and experienced student employees. In light of this situation, we began to offer certain
non-monetary benefits to the students. While these benefits often created more
administrative overhead (flexible week-by-week work schedules for example), a synergy was
created when these administrative processes were handed over to the students themselves.
There is currently a significant level of student ownership of the help desk's policies,
procedures, and services.
Subsequently, a team-oriented culture that promoted service excellence
characterized the help desk and attracted new talent to apply for help desk consultant
positions. A hierarchical organizational structure provided the students with promotional
opportunities and additional responsibilities. An aggressive and thorough recruiting and
training program generated a consistently large pool of applicants, and allowed us to be
highly selective in the hiring process. Additionally, creative use of technology including
online job applications, problem tracking databases and specialized staff scheduling
software provided more opportunities for student employees to expand their technical
horizons while augmenting services and streamlining the administration of the help desk.
Deborah T. Durant
Help Center Consultant
Information Technologies
University of Delaware
Newark, DE 19716
debd@udel.edu
Tel: (302) 831-6781 Fax: (302) 831-8955
Abstract
The IT Help Center provides
first-levelsupport (via telephone and e-mail) to the entire University of Delaware
community. The Help Center needed a way to identify and point to the information our users
needed through the Web, and to present that information on the Web in an organized
fashion.
Our hope was that users would discover
these pages and use them instead of calling the Help Center. Failing that, we wanted the
Help Center staff to know where the proper information was located and to tell the user
how to find the information on his own.
To accomplish this goal, we developed two
tools for organizing information:
- A template document to organize available information resources
pertaining to a particular subject.
- A central web page where uses could locate the subject areas they
needed by searching or browsing.
John H. (Jack) Esbin,
Director, The Year 2000 Project
The Department of Information Technology
The University of Toledo
2801 West Bancroft Street, Toledo, OH 43606
(419) 530-3686
jesbin@utnet.utoledo.edu
Abstract
When "The Year 2000" (Y2K)
problem is mentioned, most people think about it in terms of the effect on mainframes and
administrative systems. That’s because the great majority of articles about the
situation have pointed attention in that direction. But just as affected are PCs, desktop
productivity packages, servers, networks, and discipline specific software, as well as
microprocessors and other systems imbedded in physical infrastructure, appliances, and
many other devices.
Solutions which work for mainframes might
also work on the desktop or for imbedded systems in some cases, but their implementation
would be vastly different. The sheer size and complexity of dealing with thousands of
processors and unique, embedded systems requires the attention and cooperation of
everyone, from clerks to the President of the institution. Nor are the personal machines
of students immune, although their needs are probably not as pressing at the moment.
This paper outlines the various aspects of
the Y2K problem, and suggests ways of dealing with them. It includes a brief mention of
the primary mainframe approaches, and suggests which of those are realistic as the
"drop dead" date nears. It then goes on to the very significant problems
associated with the desktop and embedded systems, and discusses the need for thorough and
ongoing communication about these issues, in every possible form. The effects which can
come from outside sources are also mentioned.
Included are ideas for planning, budgeting,
staffing, and involving others. Finally, some suggestions are made for getting very
positive and desirable results from a situation usually seen as decidedly negative.
Timothy J. Foley
Group Leader, Client Services
Information Resources
Lehigh University
8 B E. Packer Avenue
Bethlehem, PA
tjf0@lehigh.edu
Tel: (610) 758-3997
Abstract
The pervasiveness of technology and the
growth of information resources has caused many campuses to examine better ways to provide
services to their customers. Lehigh has combined three strong organizations -- computing,
telecommunications, and libraries -- into a fully-integrated Information Resources group.
Five cross functional restructuring teams from each area were formed to utilize the
concepts of process re-engineering to design and implement a truly merged organizational
model. Customer service and the needs of the Lehigh community were stressed throughout the
process. This paper addresses the following topics: the rationale for restructuring;
restructuring through process re-engineering; client needs as a chief component for
change; cultural concerns and differences observed; how staff have
dealt with change; and the results to date.
Martyne M. Hallgren
CIT Outreach Coordinator
Cornell Information Technologies
Cornell University
110 Maple Ave
Ithaca NY 14850
mh16@cornell.edu
Tel: 607-255-5421
ABSTRACT
The successful deployment of Internet technology throughout our campuses
and into residence halls has created a burgeoning crisis for university CIO's. The high
speed network on campus creates new opportunities for students to learn, for faculty to
teach and do research, and for the services of the university to be put into their hands
more effectively and efficiently. Yet learning does not end at the campus boundary.
Students off campus cannot overcome the technology base they must use to access campus
services. The university's success at leveraging information technology on campus is
creating a category of less-advantaged students who must use modems to reach its services.
The results can be dire, from dropping enrollment of students unable to get residence
space to strangling the progress being made by service divisions such as the library and
registrar who are required to assure equity access to all.
Chris Harmon
Microcomputing Consultant
Office of Microcomputing Services
Western Kentucky University
1 Big Red Way, 313 WAB
Bowling Green, KY 42101
chris.harmon@wku.edu
Tel: (502) 745-2912 Fax: (502) 745-6014 |
|
Jared Riley
Microcomputing Consultant
Office of Microcomputing Services
Western Kentucky University
1 Big Red Way, 313 WAB
Bowling Green, KY 42101
jared.riley@wku.edu
Tel: (502) 745-4798 Fax: (502) 745-6014 |
Abstract
Using Internet-based online forms and
customized desktop access to support information, we have streamlined the process of
support staff visits to faculty offices, significantly reduced call volume to the help
desk and increased the time for consultants to work on complex problems and projects.
Since the only client tools required are an Internet browser application and Internet
access, user training requirements are virtually eliminated. Careful analysis of user
needs, detailed planning of the support web site, an emphasis on integrating multiple
tasks into each support visit, and the provision of information targeted to promote
self-learning for our clients are helping us address the "support crisis" on our
campus while maintaining high quality support services for our clients.
Jane Hesler
Director, University Computing Services
Virginia Commonwealth University
Medical College of Virginia Campus
1101 East Marshall St.
Richmond, VA. 23298
hesler@hsc.vcu.edu
Tel: (804) 828-9843 Fax: (804) 828-9807 |
|
Jim Bostick
Associate Director, Research Computing & Initiatives
Virginia Commonwealth University
Medical College of Virginia Campus
1101 East Marshall St.
Richmond, VA. 23298
Jim.Bostick@VCU.EDU
Tel: (804) 828-9843 Fax: (804) 828-9807 |
Kay Sommers
LAN Coordinator
University Computing Services
Virginia Commonwealth University
Medical College of Virginia Campus
1101 East Marshall St.
Richmond, VA. 23298
ksommers@hsc.vcu.edu
Tel: (804) 828-9843 Fax: (804) 828-9807 |
|
John Fritz
Manager, Cross-Platform Applications
University Computing Services
Medical College of Virginia Campus
Virginia Commonwealth University
1101 East Marshall St.
Richmond, VA. 23298
Fritz@hsc.vcu.edu
Tel: (804) 828-9843 Fax: (804) 828-9807 |
Abstract
The perennial problem of attracting and keeping good employees in
University computing centers has become even more critical as the phenomenal growth of the
Internet and related technologies have placed technically proficient people in greater
demand and made them more susceptible to the various "siren songs" coming from
the private sector. At Virginia Commonwealth University several approaches have been
undertaken to prevent the loss of valuable computer professionals and to attract competent
people who might otherwise take positions in private industry.
Two years ago the University established an Office of Information
Technology and combined previously separate and autonomous academic and administrative
computer centers under this new structure with a Vice Provost at the head. The new
structure was intended to foster cooperation and a sense of cohesiveness among the centers
as the University moves ahead with new technology initiatives. OIT’s goal was to
change the feeling of isolation and alienation computer center employees felt toward their
counterparts in the other centers. This paper will discuss the details of this
restructuring and explore how successful it has been in improving employee morale and job
satisfaction.
A major step was taken to improve salary inequities as compared with the
private sector with the implementation of a pilot program developed by OIT and Human
Resources. Under this program, which is now in its second year, information technology
employees were reclassified with more relevant job titles than what exists in the state
system (Virginia Commonwealth University is a state funded school). The employees were
also placed in salary bands that are based on studies of comparable jobs in private
industry. The program also includes monetary rewards for excellence and performance. This
paper will describe the details of the pilot program and how successful it has been based
on employee and supervisor feedback.
Finally, the paper will describe how the individual OIT organizational
units attempt to retain their employees and attract better candidates for open positions
by developing strategies for career development and offering an environment that allows
experimentation and exposure to emerging technologies.
Richard A. Hinz
User Services Consultant
WITS
Willamette University
900 State St.
Salem OR 97301
rhinz@willamette.edu
Tel:(503)375-5411 Fax: (503)370-6375 |
|
Robert Minato
WITS
Director, Academic Computing
Willamette University
900 State St.
Salem OR 97301
rminato@willamette.edu
Tel: (503)375-5394 Fax: (503)375-5456 |
Abstract
As the internet and the world wide web gain in popularity, it is
becoming more important and increasingly difficult to maintain a useful and up to date web
presence. As an institution’s web presence grows, so do the resources necessary to
maintain it. Most departments are unwilling or unable to devote staff resources to the
development of these web pages. With various departments needing to create and maintain a
web presentation, the burden on information staff to assist and in many cases create these
pages has exploded. In an effort to keep web page development under control and still
assist departments in developing a web presence, Willamette Integrated Technology Services
(WITS) has developed a method of certifying student web authors to assist in the creation
of these pages. While the use of student web authors can help create the
institution’s web presence, maintaining control over the pages created can be
difficult. This paper details the processes of creating the certification and the
discoveries made while implementing the certification program and offers suggestions for
improving the process for implementation in the future.
Bonnie R. Hites
Lead Department Computing Advisor
Department Computing Advising & Support
Indiana University
University Computing Services
2711 East 10th Street
Bloomington, IN 47408-2671
voice: (812) 855-7384
fax: (812) 855-7868 |
|
Richard White
Software Acquisitions and Distribution Specialist
Departmental Support Lab
University Computing Services
Indiana University
Indiana Memorial Union M086
Bloomington, IN 47405
voice: (812) 855-8291
fax: (812) 855-9257 |
Abstract
Acquiring site licenses to distribute various software packages at
Indiana University (IU) has become a crucial strategy for managing the cost and
availability of computing applications for our students, faculty, and staff. During the
past year, distribution and easy installation of these site-licensed products has become a
major focus for several University Computing Services (UCS) staff members; one employee
even works full time now with IU’s purchasing department to negotiate and coordinate
software licenses and volume purchase agreements for the entire 8-campus university
system. UCS distributes site-licensed software in five ways:
- Free installation from SoftServe, a LAN server available via the
campus network.
- A convenient CD-ROM, updated twice yearly, available for a $5.00 media
fee.
- Shrink-wrapped diskettes, for $2.00, produced by a commercial company
from our masters.
- From UCS support servers.
- Loan of media
We expect to have a Web-hosted software distribution system developed
for SoftServe by this fall, which we will call "IUware Online." This will make
it easy and convenient for those affiliated with IU to obtain the latest versions of all
software licensed to their particular campus. The system will include an authentication
scheme to ensure that only those eligible to use each software applications will be able
to see and install or download it.
Our presentation will outline the products,
processes, costs, and technical expertise needed to develop SoftServe and the Iuware CD
for distribution of site-licensed software. We will discuss our successes as well as our
problems and challenges.
H. Lawrence Hotchkiss, Ph.D.
Information Resource Consultant IV
IT User Services
University of Delaware
Newark, DE 19716
larryh@udel.edu
Tel: (302) 831-1989 |
|
Evelyn V. Stevens, Ph.D.
Information Resource Consultant II
IT User Services
University of Delaware
Newark, DE 19716
Tel: (302) 831-4240 |
Janet D. Hall
Sr. Systems Analyst
IT Management Information Services
University of Delaware
Newark, DE 19716
Tel: (302) 831-3765 |
|
Elizabeth K. Carney
Assistant Registrar
Office of the University Registrar
University of Delaware
Newark, DE 19716
Tel: (302) 831-2131 |
Abstract
Assigning grades for college courses is a
time-consuming process. Faculty typically spend a substantial fraction of time with record
keeping and submitting grades to the campus Registrar for recording. The Information
Technologies unit at the University of Delaware engages in a continuing effort to reduce
the administrative burden associated with grading, thereby freeing faculty time for
teaching and research.
Five aspects of grading are processed
electronically at the University of Delaware. These are
- Distribute current roster file from the Registrar to faculty
- Machine score exams using optical scan forms
- Keep grade records using a locally-written gradebook program run on
the central UNIX machines
- Submit grades electronically to the Registrar using a locally-written
program for entering grades, verifying the submission, and sending the result to the
Registrar
- Verify grades submitted electronically to the Registrar using a secure
Web form
This paper summarizes the process with
particular emphasis on the gradebook program, the electronic grade submission program, and
the Web verification form.
The gradebook program uses the roster
received from the Registrar by electronic mail as a starting point. Machine-scored or
hand-entered grades are matched to the correct students by comparing social security
numbers. The gradebook calculates the average or sum of individual evaluation items to
produce a final score for the course and assigns letter grades. It can then be used to
submit grades to the Registrar.
We also have developed a stand-alone program for electronically
submitting grades that does not depend on the gradebook program. This program automates
sending grades to the faculty member as a secure web form. Faculty verify grades on the
Web after entering their social security number and a four-digit PIN to access the web
document. After faculty verification the grades are sent to the Registrar.
David Houston
Client Services Coordinator
Computing & Information Technology
University of Vermont
238 Waterman Building
Burlington, VT. 05405
David.Houston@uvm.edu
(802) 656-2013
Abstract
Like many of the players in higher
education, the University of Vermont must cope with the seemingly endless streams of paper
that sometimes threaten to overwhelm us completely.
Among the many sources of that paper were
the weekly "bubble sheets" that temporary employees, including all of the
Federal Work-Study students, had to fill out in order to receive their paychecks.
In 1995, the Client Services division of
Computing and Information Technology implemented a small-scale experimental system that
replaced these paper sheets with an electronic form using a web client. Following a period
of testing and refinements, the Payroll Records division at the University expressed a
real interest in implementing this process for the entire campus.
Following additional development, we
brought the system "online" for the University in July of 1996. The past year
has been a process of small refinements, changes in some support models, and learning to
recognize that "going paperless" is not always as straightforward as it might
appear!
This paper discusses the history,
development, problems, and the implementation of the electronic timesheet system. The
focus is on the problems, pitfalls, and solutions rather than a line by line source code
"walk through". This system may serve as both a model and a guide for other
universities looking toward the replacement of older paper systems with the new Internet
technologies.
Brian M. Johnston
Manager, Customer Support Center
University Computing Services
University of Southern California
1020 W. Jefferson Blvd
Los Angeles, CA 90089-0251
johnston@usc.edu
Tel: (213) 740-2846 Fax: (213) 740-2837 |
|
John R. Supra, Jr
Manager, Consulting Services
University Computing Services
University of Southern California
1020 W. Jefferson Blvd
Los Angeles, CA 90089-0251
supra@usc.edu
Tel: (213) 740-8706 Fax: (213) 740-2837 |
Abstract
"The very essentialness of serving
customer can make it difficult for organizations to face up to the fact that they provide
inferior service. Many organizations are distracted by repetitive crises that demand
immediate action, are preoccupied with their own frictions and politics, and have
developed defenses that frustrate a collective focus on improving service to
customers."
Understanding that the above quote was
relevant to our situation University Computing Services (UCS) at the University of
Southern California (USC) began the process of significantly changing the focus of the
academic computing help desk toward the specific needs of our customers. Major systemic
change of this nature, require the participation and support of the entire organization.
The Users Services division of UCS led the process of defining and implementing changes in
areas that need substantial improvement.
We identified:
- Staffing, training, documentation
- phone system, problem tracking, physical
space
- public relations
as areas that required the most improvement. A work team was formed to
approach each area from the perspective of improving customer service. This paper
addresses the areas of success and shortcomings in USC’s endeavor to significantly
improve customer support. In addition, we will articulate our future direction.
Jeffrey A. Jones
Programmer/Consultant
Microcomputer Services
Western Kentucky University
1 Big Red Way
Bowling Green, KY 42101
jeff.jones@wku.edu
Tel: (502) 745-5214 Fax: (502) 745-6402
Abstract
Western Kentucky University is in the
process of migrating from an IBM mainframe environment to a microcomputer, LAN based
network. In addition to building the physical network and distributing 1600
microcomputers, it was discovered that the employees had to be trained to use the
technology.
Most employees at Western were long term,
stay until retirement types. They ranged in age from 20 to 65 and had never worked with a
microcomputer. Those who had computer experience used a maniframe terminal. While there
were some who quickly adapted to the new technology, the majority had no concept of
computer organization and were intimidated by it.
We created a small lab of about seven
machines and announced a class schedule to the general campus. We then signed up employees
and presented the class at a given time. Initial problems included the following:
The classes would fill up, and then people would not attend.Classes contained mixed levels of ability.
Classes were not being attended because the users did not understand
what they were.
All of these problems were addressed in
different ways. For example, the mixed levels of abilities problem was contained by the
instructor adjusting content. The attendance problem was remedied by offering classes to
specific departments with specific content. Classes were also renamed to make them more
understandable for our users. Initially, word processing was the focus but quickly went to
operating system, e-mail, and internet usage. Content was also shifted from trying to
cover all features of a product to basic, specific skills. Feedback on our efforts was
returned by way of a campus wide survey, with 97% ranking the classes as very good to
excellent.
As far as improving our training, I would
offer the following suggestions:
- Assign adequate staff. All our preparation, scheduling, and
presentations were done by one person. It was too much.
- Offer some type of reward to users who make the effort to improve
themselves.
- Establish some type of measuring tool (test) to measure the skill
level.
- Make sure that all levels of management are involved so that users
will consider it important.
- Use all possible venues, such as the Internet, to distribute the
information.
Christopher F. Jones
Help Desk Specialist
Computing and Information Technology
Princeton University
87 Prospect Ave.
Princeton, NJ 08544
jonesey@princeton.edu
Tel: (609) 258-1668 Fax: (609) 258-3943
Abstract
Princeton University’s residential
network, Dormnet, was expanded to include all undergraduate dormitory rooms in the Fall of
1993. At that time, there was not a Dormnet-specific support structure in place. In the
four years since that time, Princeton’s CIT department has met the growing demand for
Dormnet support, increasing the scope of its support network each year. Significant
changes in support since the completion of the network include the addition of a full-time
Dormnet Coordinator, better software installation instructions, and a team of trained
students who visit student rooms to resolve problems. To minimize installation problems,
CIT offers a "Dormnet-ready" service, which includes installation and
configuration of network software on new computers.
This fall (’97), we are planning two
new services. During evenings of the first week of classes, a team of trained student
consultants will travel door-to-door, offering help in configuring students’
computers. This coming year (’97-’98), our department is also piloting a
Residential Dormnet Consultant program. We hope that these new services will result in
happier customers, a lighter load for the Help Desk, and great PR for CIT.
Diane Jung-Gribble
University Computing Services
Indiana University
2711 East 10th Street
Bloomington, IN 47408
(812) 855-3498
jung@indiana.edu
http://www.indiana.edu/~ucsep/
ABSTRACT
Worldwide, there seems to be serious concerns regarding
"sustained" heroic effort and continual excessive working becoming, if not
already, the norm and expectation. Today’s best sellers book lists are full of topics
pertaining to the workaholic syndrome, working smarter, and how to slow down yet still
succeed. Much of this literature puts the responsibility of finding a solution to
workaholic tendencies on the individual. I contend that management and staff together are
responsible for the belief system most of us are immersed in at our work places of today.
At the core of this belief system is that excessive work equates excessive productivity.
Slowly though there seems to be a trend starting where even at some large corporations
management and staff are beginning to realize that sustained excessive working is
ultimately detrimental. We need to focus our attention on the inherent need for balance in
our lives. At the core of this trend is the belief that being successful must pertain to
all aspects of our lives -- not just work. Further, neglecting any of the parts of our
whole being, effects the others aspects of our lives, work included.
Karen Kniss
Client Services Analyst, Help Desk Supervisor
Computer and Communications Services
Bucknell University
Lewisburg, PA 17837
kkniss@bucknell.edu
Tel: (717) 524-1039 Fax: (717) 524-1790
Abstract
Bucknell has always provided both software
and hardware support for university-owned computing equipment. Currently, Computer &
Communications Services (CCS) staffs a Client Services Group, which provides software
support, and a Technical Operations Group, which provides hardware service and repair.
With the increase in home computers, and since service options are limited in our small
town, our faculty, staff and students naturally looked to us to provide computing support
for their personally owned computer equipment. Although CCS technicians provide hardware
service for personal machines, CCS unfortunately does not have the staff resources to
provide software installation and support services for personally owned computers. In
addition, many personal machines were being brought to the technicians for hardware
repair, when in reality the problem resided with the software in some way.
To address these issues, Client Services
created the Software Service Clinic (SSC) to provide a courtesy service for the Bucknell
community. Staffed by trained students, the SSC receives all personal equipment brought in
to CCS and evaluates the nature of the problem. If it is determined to be software
related, the SSC will make a concerted effort to resolve it; if the problem is determined
to be hardware, the equipment is sent to the Technical Operations Group.
Although students cannot always solve
complex software-related issues, and we make no guarantees that we can fix every problem,
the vast majority of customers are very satisfied. The SSC students can draw on Client
Services staff expertise while bearing the majority of the burden of supporting personal
machines
Freja Koch
Academic Support Designer
Information Resources
University of California
One Shields Avenue
Davis, CA 95616-8781
freja@ucdavis.edu
Tel: (916) 752-8104 Fax: (916) 752-9017 |
|
Pat Kava
Manager, Client Services
Information Resources
University of California
One Shields Avenue
Davis, CA 95616-8781
mpkava@ucdavis.edu
Tel: (916) 754-4333 Fax: (916) 752-9017 |
Abstract
Suggested audience: Information Technology
managers, academic department managers, Instructional Technology trainers, front-line
support staff
Presentation Outcome:
1. Recognize differences between
restorative and transformative tech support
2. Learn strategies for developing a
transformative tech support program
Presentation Content:
When a user installs a new piece of
software or hardware and nothing works as it should, the problem cannot be ignored: there
is no work as usual until it is fixed. This common scenario typifies the domain of
restorative tech support: users seek out this type of support in order to restore familiar
or expected computer capabilities.
Transformative tech support is different:
it does not necessarily address a specific problem, nor do all people who might benefit
from it seek it out. The purpose of transformative support is to help people change the
means they use to accomplish goals: in a university setting, this typically means helping
people use new technologies to enhance the quality or efficiency of instruction, research
and community outreach.
At UC Davis, distributed restorative
support is provided by a program which makes a chain of technical expertise available to
all university departments. Building on this, an organic structure of fluid workgroups is
emerging that provides the best of both centralized and decentralized worlds in supporting
departmental autonomy in the use of technology. One pilot project was started this year to
explore this transformative model of tech support. In this project, Information Technology
works closely with an academic department to identify and solve its technological needs.
At the end of the project, the solutions can then be repackaged for implementation in
other academic departments.
Outline:
- Academic Computing Support: Don’t We Do That Already?
- Restorative Tech Support: If It’s Broken, Fix It
- Transformative Tech Support: If It’s Not Broken, Make It Better
- Software Support: How Far Can You Go?
- Providing Training for Faculty: Why Don’t They Come?
- Providing Consultants: How Many Do You Need?
- User Expectation No. 1: Hand Over the Data and No One Gets Hurt
- User Expectation No. 2: Get Back to Me When It’s Perfect
Steven L. Kunz
Software Analyst, Systems and Networking
Iowa State University Computation Center
263 Durham Center, ISU
Ames, IA 50011
skunz@iastate.edu
Tel: (515) 294-1556 Fax: (515) 294-1717 |
|
Wayne J. Hauber
Software Analyst, User Services
Iowa State University Computation Center
109 Durham Center, ISU
Ames, IA 50011
wjhauber@iastate.edu
Tel: (515) 294-9890 Fax: (515) 294-1717 |
Abstract
The amount of network support required for
troublesome computers is increasing. Hardware setup, network configuration and software
installation can take from 1.5 hours on trouble free systems to well over 8 hours on
troublesome systems. Network configuration is often muddled by "friends who
help" or by Internet service providers. A steady stream of troublesome computers
consumes too many hours of consulting time and threatens our ability to support
networking.
The Iowa State University Computation
Center is changing our approach to network support and hopes to cope with the increasing
demand. We are rebuilding the foundation of our network support with a number of new
projects. One project, Scout, forms the cornerstone of that foundation.
"Scout" is a system written at
Iowa State University, which greatly simplifies the distribution and maintenance of
software. The Scout-client installs software and provides version control. The central
Scout-server provides the client with URLs and version numbers.
When the Scout-client is launched, it
contacts the server. User information is retrieved, a "message of the day" is
displayed and a list of current software is sent. The software list is displayed on
buttons that are clicked to install packages. Users can choose popular services such as
WWW browsers, Email, telnet and Usenet News. When software is selected, a kit is retrieved
and automated installation starts. The process installs and configures the kit for use at
ISU.
Successful installations are logged both on the client system and on the
central server. The client provides version checking for all packages. The local
installation log is compared to current version numbers (retrieved from the central
server) to alert the user to software upgrades.
Richard Lacy
Co-Head, Center for Scholarly Technology
University Libraries
University of Southern California
Los Angeles, CA 90089-0182
lacy@usc.edu
Tel: (213) 740-8823 Fax: (213) 740-8823 |
|
John R. Supra Jr.
Manager, Consulting Services
University Computing Services
University of Southern California
Los Angeles, CA 90089-0251
supra@usc.edu
Tel: (213) 740-8706 Fax: (213) 740-5925 |
Abstract
At the University of Southern California, the University Libraries and
University Computing Services have collaborated over the past three years to provide
instruction about technology, learning and research through a program called Adventures in
Information (http://www.usc.edu/go/adventures). This program provides hands-on instruction
on a variety of topics including Web publishing, electronic research both general and
content specific, operating systems and key applications. The program has been very
successful; there were 441 class sessions this year with some 4400 in attendance.
Nevertheless, a recent survey indicates that while the Adventures series is highly
desirable, time constraints and the limited number of times any individual topic can be
covered prohibit many participants from attending.
In response to this dilemma, we are broadening our collaboration to
include the Instructional TV Network at USC (ITV) with whom we will record on videotape a
number of the workshops currently available through the Adventures program. We plan to use
the videotapes in a number of ways, including making them available for library patrons to
borrow and use in the library where a VCR and computer will be available for them to learn
in a location that also has computer consultants that can answer questions. Additionally,
the ITV program plans to use a number of the programs as content for local broadcasting.
Perhaps the most interesting use will be as video footage that can be digitized and then
included with a user-interface as part of the on-line information and technology resources
available through USCWeb. Here, we will be using emerging streaming video and audio
technologies – such as RealMedia (For samples of use on campus, http://www.usc.edu/go/webcast).
Lida L. Larsen
Coordinator, On-line Information Resources
Academic Information Technology Services
Bldg. 224, Room 3353
University of Maryland
College Park, MD 20742-2411
lida_larsen@umail.umd.edu
Tel: 301-405-2936, FAX: 301-314-9220 |
|
David Henry
Manager, Academic Software Integration and Development
Academic Information Technology Services
Bldg. 224, Room 3340
University of Maryland
College Park, MD 20742-2411
david_henry@umail.umd.edu
Tel: 301-405-6850, FAX: 301-314-9220 |
Abstract
Diversity is a key issue area on university campuses in three disparate
arenas that are intrinsically linked to one another. These are
- Curriculum Transformation
- Institutional Change
- Recruitment and Retention
Academic computing units, generally, do not participate in these beyond
EEO requirements. Our staffs are computer professionals not diversity professionals.
Academic Information Technology Services (aITs) at the University of Maryland has
initiated a web-based project to address the above issue areas. It has two key components
and by 1998 will have more than 350 volunteer contributors.
To support curriculum transformation we have created Diversity Database
(www.inform.umd.edu/diversity). This database integrates information about academic
programs, and minority-based information.
To support institutional change through diversity initiatives and
accountability plans we have created, in partnership with the American Association of
Colleges and Universities, DiversityWeb (www.inform.umd.edu/diversityweb) which provides a
resource hub for more than 300 institutions working to engage the diversity of U.S.
society in educational mission, campus climate, curriculum focus and connections to the
larger society.
Content for both websites is being created, collated, and managed by
volunteer faculty, staff, and students using web-based tools and training developed in
aITs.
There is evidence that recruitment has been positively affected by the
project and evaluation studies are being prepared to further assess their impact.
James I. Lesslie
Manager, Distributed Information Technology
Information Technology Services
Queen’s University
Kingston, Ontario
Canada K7L 3N6
lesslie@post.queensu.ca
Tel: (613) 545-2042 Fax: (613) 545-6470
Abstract
Most university campuses have experienced a
dramatic growth in demand for connections to the university’s network, and to the
Internet beyond. Many of us have found ourselves functioning as internet service
providers, an industry that didn’t exist when we started hooking modems up to our
central systems years ago. There is rapidly escalating demand for more connections and for
faster, more reliable service. And, we’re feeling squeezed from all sides. Students
are now heavy network users, administrative departments want to provide more services on
the "net", and faculties and schools want to offer new academic programs, or
enhance existing ones, via Internet services.
At Queen’s, we have recently formed
several working relationships to pursue the development of a higher speed networking
framework that reaches beyond traditional campus buildings. In one case, we participated
in a joint project with the University Residences to wire and service 3,100
"pillows" with ethernet connections. More recently, we signed an innovative
business agreement with our local cable-tv company to extend our backbone network into the
residential parts of the city, to service our students, staff, and faculty. These
initiatives have meant a lot of planning and work for our staff in ITS, but both are
enabling in that they provide far better remote access than has been possible before. For
some people this will be a welcome relief from the congestion and slow speeds of our modem
services.
This paper will outline the structure of these two projects, what was
involved, and how we managed to cope with the rapid growth of our campus network in a
relatively short period of time. Some time will be spent discussing the key elements of
the partnerships.
Anne Lind
Manager, Desktop Computing Support
Information Technology and Communication
University of Virginia
530 McCormick Road
Charlottesville, VA 22906
annelind@virginia.edu
Tel: (804) 924-0642 Fax: (804) 982-4715
Abstract
At the University of Virginia (UVa), the
central technology organization, Information Technology and Communication (ITC), formerly
included a large User Support Division. Late in 1996, User Support was divided into two
groups, one for Departmental Services and Customer Outreach (DeSCO), the other for
Specialized Consulting.
The focus for DeSCO is what we call
"First-Tier Services," those that are working most directly with our customers,
the computer users at UVa. These include the central computing Help Desk, Marketing and
Publications, ITC Training, Departmental Computing, and Student Services.
The focus of Specialized Consulting is on
specific user groups and on the provision of deep technical expertise to back up DeSCO in
a variety of ways. Major support efforts already existed for some user groups and these
have continued. They include Instructional Technology for faculty, Academic Computing
Health Sciences for researchers and faculty in medicine, the administrative user support
group, and statistical computing support. In addition, a specialized support group was
formed to focus on needs of researchers in areas other than the health sciences. The need
for in-depth technical support as a backup to DeSCO resulted in the creation of the
Desktop Computing Support group.
The benefits of the two-tier approach
include the attention paid to distinct customer groups and the ability of staff to focus
on specific aspects of customer service. The challenges include the continuing difficulty
of communication within a large organization and the growing demand on the time and
expertise of all computer support staff. Overall, we believe that ITC services and support
to the computer users at UVa have improved.
Jerry Martin
University Technology Services
The Ohio State University
1971 Neil Avenue, Room 406
Columbus, OH 43210-1210
Phone 614-292-4843
jerry+@osu.edu
http://www.osu.edu
Abstract
Training, like documentation is something everyone agrees needs to be
done, but it seldom gets the attention needed. This paper will discuss some of the
training issues that every help desk will encounter at some point. For example, if you
staff with students who do you hire? Warm bodies, because that is all that available?
Those who have good technical skill but lacking a warm fuzzy demeanor? What mix of
students versus full time staff is acceptable? The key is to define what is the acceptable
level of skill needed on the help desk, identify the gaps of each individual, and then
train to close the gaps. The challenge is to accomplish this task with existing resources,
which is where prayer comes in handy on occasion.
Jerry Martin
University Technology Services
The Ohio State University
1971 Neil Avenue, Room 406
Columbus, OH 43210-1210
Phone 614-292-4843
jerry+@osu.edu
http://www.osu.edu
Abstract
It is sometimes helpful to look at our
educational institutions and ask what seems to be a very basic question. What is our
college, university, or school in business to deliver? Traditionally it has been a
physical place where you gather knowledgeable people, in specific subject areas, and teach
young students who have graduated from high school and to provide them with a professional
education culminating in a degree. In today’s world we have some problems with this
methodology. One is that in many fields the training received will be obsolete within a
few years. Continuing education is a requirement for many fields that we have not really
addressed well. Are we research or teaching institutions? How are faculty rewarded? This
paper will focus on specific areas in the technology areas that can help us leverage our
existing resources to meet new challenges.
Kathy Mayberry
Director, User Services
Center for Academic Computing
Penn State University
214 Computer Bldg.
University Park, PA 16802
kmm@psu.edu
Tel: (814) 865-4776 Fax: (814) 863-7049 |
|
Steve Pierce
Manager, Help Desk
Center for Academic Computing
Penn State University
15 Willard Bldg.
University Park, PA 16802
sop1@psu.edu
Tel: (814) 863-5310 Fax: (814) 863-7049 |
Abstract
Penn State has been experimenting for
several years with different formats for providing ethernet connection support as well as
general computing consulting for Residence Hall students with their own machines in the
halls. The program that provides student consultants living in the Residence Halls has
been the most effective. This year the scope of this program has expanded to most of
campus. This presentation will cover the lessons that have been learned from the
prototypes and the considerations involved in expanding the program to 40 residence halls
and 11,000 student residents. The focus will be on hiring techniques and training options.
Deborah A. Murphy
Instruction Coordinator and Reference Librarian
McHenry Library
University of California, Santa Cruz
Santa Cruz, CA 95064
damurphy@cats.ucsc.edu
Tel: (408) 459-3253
Abstract
Each Fall thousands of new students arrive at the University of
California at Santa Cruz and the Library’s goal is to ensure that each new user has
the basic skills to enable them to find, evaluate and use information resources from
print, online and Internet-based sources. But the reality is that the orientation
programs, online classes and printed documentation the library provides may not be
available when and where students need them. Our Bibliographic Instruction program had to
evolve to meet the needs of an increasingly diverse user population with varying learning
styles.
The World Wide Web (WWW) offered a new medium to address this need, with
the potential for providing a self-directed approach to learning available all hours from
any WWW station on or off campus. A combination of grants, student developers and lots of
sweat equity were used to initially create a WWW Virtual Tour of the McHenry Library. This
was expanded to become the "Library Starter Kit"
(http://bob.ucsc.edu/library/ref/instruction/skit), a WWW resource that provides new users
with the basics for getting started with library research. The Starter Kit includes:
- An enhanced Virtual Tour of the library with visual images, maps and
links to additional information
- A guide to "Constructing the Research Paper" covering the
basics of research methods
- A growing list of specialized Subject Guides for detailed information on
researching specific topics
- A schedule of current online library research classes and workshops.
The Starter Kit is being used in a variety of
instructional settings by Librarians and Faculty as well as an outreach tool for local
schools, colleges and community members who wish to learn more about library services and
resources. New additions in development include WWW tutorials on using the Library’s
local catalog and the Melvyl Library System.
Carolyn A. Nelson
Training Programs Manager
Accounting & Financial Services
University of California, Davis
One Shields Ave.
Davis, CA 95616
canelson@ucdavis.edu
Tel: (916) 757-3284 Fax: (916) 758-5268
Abstract
DaFIS - the Davis Financial Information
System - went on-line July 1, 1997. This distributed, client-server system allows over
1,500 campus users to transact the University’s accounting and financial activities
in an electronic forms environment, and provides next-day, web access to activity posted
to the campus’ general ledger. A multi-year development effort was complemented by an
intensive training program. Campus preparation began over one year in advance of
deployment, first with informal campus forums on various aspects of the system, and later
with formal classroom and laboratory training.
Prior to deployment, 1,550 individuals had
completed 7,658 enrollments for a total of 23,035 hours of training.
With a dedicated staff of only four, and
additional assistance from technical and business staff in Accounting & Financial
Services, we relied heavily on both email and the World Wide Web to both distribute
information about the program, and automate many of the routine administrative tasks
associated with a training and support program. For instance:
- the DaFIS automated list servers are the
primary communication mechanism for information about the project and training program, as
well as a forum for user discussion and inquiries;
- descriptions of all courses, the
certification program, and training schedules are published on our web site;
- all course enrollments are handled using a
custom-developed, web-based automated course enrollment system, that allows trainees to
enroll and unenroll from sections without intervention by the training team;
- all training materials are published on the
web, in addition to being distributed in class;
- a web-based, interactive On-Line
Reference Manual has been developed, that can be run concurrent with the application
itself, allowing users to learn more about forms and fields while using the system;
- information about using the system, as well
as new accounting procedures, are being documented in the Frequently Asked Questions (FAQ)
section of our web site.
Jeff Pankin
Trainer
Information Systems, IT Support
Massachusetts Institute of Technology
77 Massachusetts Ave.
Cambridge, MA 02139
pankin@mit.edu
Tel: (617) 253-4135 Fax: (617) 253-8665 |
|
Mary Ellen Bushnell
Sr. Technical Writer, Trainer
Information Systems, IT Support
Massachusetts Institute of Technology
77 Massachusetts Ave.
Cambridge, MA 02139
bushnell@mit.edu
Tel: (617) 253-7709 Fax: (617) 253-8665 |
Phyllis Galt
Sr. Technical Writer, Trainer
Information Systems, IT Support
Massachusetts Institute of Technology
77 Massachusetts Ave.
Cambridge, MA 02139
pgalt@mit.edu
Tel: (617) 253-05525 Fax: (617) 253-8665 |
|
|
Abstract
At last year’s SIGUCCS we reported on
how the Re-engineering effort at MIT had created both an opportunity and a need for what
we then called Core Technology training. We aimed to equip administrative staff with basic
computing skills prior to their training on SAP R/3.
A small team from IT Support developed and
delivered classes with segments on operating systems, the Web, e-mail, security and
computing health issues. Evaluations after the intensive training rendered mixed reviews
of the effort.
This paper describes how the core technology training has evolved into a
regularly scheduled seminar as well as tailored, on-demand classes. It also describes work
resumed on skills assessment checklists that will encourage prospective students to
self-select for regularly scheduled training classes.
Peter L. Peterson
Technology Training and Resource Specialist
Department of Information Technology
University of California, Davis
One Shields Avenue
Davis, California 95616
plpeterson@ucdavis.edu
Tel: (916) 752-2131 Fax: (916) 752-9017 |
|
Peter G. Blando
Computer Lab Manager
Department of Information Technology
University of California, Davis
One Shields Avenue
Davis, California 95616
pgblando@ucdavis.edu
Tel: (916) 752-9159 Fax: (916) 752-0330 |
Abstract
Conferences, showcases, and symposia provide excellent opportunities for
information technology professionals to gather information and insights from vendors and
other experts in technology. What they often do not show, however, is how these
technologies are being used within their own organizations. With this in mind the
University of California, Davis has created Odyssey; an exploration of information
technologies on the UC Davis campus.
This week-long event includes special presentations by distinguished
guests and culminates with a technology showcase where staff, faculty, and students
demonstrate creative uses of information technology within their departments. This
showcase provides the campus and local communities an opportunity to explore and discuss
these innovations firsthand with their peers. It also demonstrates how technology is
affecting the ways we work and how the campus is adapting, embracing, and coping with
these challenging transformations.
Organizing an event of this scope requires time, resources, project
management, and commitment. However, the benefits to the campus more than justify these
efforts. This paper describes the steps required to deliver an event like Odyssey from
conception to completion.
Keiko Pitter
Executive Director
Integrated Technology Services
Willamette University
900 State Street
Salem, OR 97306
kpitter@willamette.edu
Tel: (503) 370-6004 Fax: (503) 375-5456 |
|
W. Raney Ellis, III
Associate Vice President
Information Systesm
University of Puget Sound
1500 N. Warner
Tacoma, WA 98416
rellis@ups.edu
Tel: (253) 756-1497 Fax: (253) 759-3500 |
Bret Ingerman
Executive Director
Information Technology
Lewis & Clark College
0615 SW Palatine Hill Road
Portland, OR 97219-7899
ingerman@lclark.edu
Tel: (503) 768-7227 Fax: (503) 768-7228 |
|
|
Abstract
Lewis & Clark College, University of
Puget Sound and Willamette University are small private liberal arts institutions in the
Pacific Northwest. Each has gone through major reorganizations in its IT services within
the past five years. These institutions have similarities, such as academic mission and
campus community size, but are sufficiently different with respect to campus culture and
budget structure, that they have approached the reorganization task in different ways.
Reorganization requires redefinition of
identity and responsibilities for staff and users. It also requires major reorientation,
both technical and cultural, to ensure effectiveness and efficiency of the support staff
and the user’s ability to get needed support. Furthermore, the institution must ask
the right questions with respect to resources and determine the essential services, given
staffing levels and resource allocations.
All three organizations have ridden through similar whitewater rapids
but on different branches of the same river. They have now arrived at relatively calm
water. Who knows what lies around the next bend, but they are already building the next
rafts.
Elizabeth R. Pohlhaus
User Consultant/Programmer
Academic Services
Center for Planning and Information Technology
200 Leahy Hall
The Catholic University of America
Washington, D.C. 20064
pohlhaus@cua.edu
Tel: (202) 319-5373 Fax: (202) 319-6690
Abstract
It seems as if everyone is using electronic mail now. Several
years ago, the consultants at Catholic University started receiving more and more
consulting questions through E-mail in addition to the usual phone calls and questions in
person. This was working quite well for a while.
At a certain point we realized that we
needed to organize this form of consulting to make it work better for both the users and
the consultants. We needed to give the users an easy way to reach the consultants even if
they did not know a particular person or E-mail address. We needed a way to take turns to
balance the load and a way to cover the times when consultants were away from the office.
In addition, we needed an address to tell people so they would not have to guess who was
the best person to answer their question.
This paper describes the procedure we use to handle the explosion of
consulting E-mail, some advantages and problems, future plans, and a number of examples.
Michael W. Quiner
User Services Consultant
Integrated Technology Services
Willamette University
900 State Street
Salem, OR 97301
mquiner@willamette.edu
Tel: 503.370.7694
Abstract
During the 1996 SIGUCCS conference in Chicago, on a field trip to the
Art Institute of Chicago we viewed a painting by Salvador Dali that the artist did in the
"Paranoid-Critical" method. As far as fine art goes, we had no idea what the
artist meant by that term. Yet the term struck a chord with us when we reflected on the
many stories we had heard (and the few experiences shared) over the course of SIGUCCS. It
seemed that the term "Paranoid-Critical" was a perfect description for an
underlying problem plaguing many Technical Support teams in their relationships with upper
administration, other departments, technology users and even other team members.
Support staff burnout, dissatisfaction and
dysfunction, accelerated turnover, office politicking. "Paranoid-Critical"
methods of interactions, both of individuals and teams can be one factor (although
certainly not the only factor) in producing and maintaining these undesirable conditions.
The paper will answer the following
questions :
- What is the "Paranoid-Critical"
method? Does it exist in our organization? What are some examples?
- How did we get into the
"Paranoid-Critical" trap? Why is it so prevalent in Technical Support functions?
What effect does it have on our organization?
- How do we avoid "Paranoid-Critical"relationships? What
techniques or methods can be used to minimize its effects?
John J. Small
Assistant Professor of Library Services and Electronic Resources Librarian
Ward Edwards Library
Central Missouri State University
Warrensburg, MO 64093
small@libserv.cmsu.edu
Tel: (816) 543-4148 Fax: (816) 543-8001
Abstract
As more students come to rely in the
Internet to discover and access information resources, more libraries are making relevant
information available to them. Library Services, Central Missouri State University has
implemented an Electronic Reserves Project designed to take the majority of material from
the traditional print-based Reserve Desk and place them on the World Wide Web.
This paper will discuss 3 broad areas for
other schools looking into this arena. First, design of the database and some concomitant
discussion of the all important user interface. The database itself is important,
primarily because the designer wants to create it once. Following the initial creation it
should be possible to drop relevant information into the structure on a
semester-by-semester basis, without full recreation each term.
Additional discussion will be given to the
inherent difficulties of multimedia transmission via this type of project. Additionally,
movement of monographic materials to electronic form will be covered, briefly
Second, support planning and implementation
for a broad-based, ongoing Electronic Reserves project. This is the type of initiative
that seems fairly straightforward, until the time-frame of the project is considered. Most
of the pieces of the project need to be constructed in such a way that they are reusable
where ever possible, and they must also be designed to allow for automation of the system.
CMSU has taken steps to design our system so that as little human intervention as possible
is required.
Third, some discussion, during the
Conference presentation, will center around the issue of copyright in a project such as
this. Making previously published information available in electronic form is a
"new" area of copyright, and discussion will center no practical aspects of the
current laws, as well as some forward looking discussion based on proposals that might
limit what libraries and Universities are able to do in the future. Given the relatively
fluid nature of copyright in the electronic arena, this aspect will be covered at the
Conference.
John W. Smith
Office of the Provost
University of Virginia
Madison Hall, Charlottesville, VA 22906-9014
(804) 973-0821
smith@virginia.edu
Abstract
Many campuses make use of hardware and
software standards. Although support costs would certainly increase if there were no
standards, it is hard to demonstrate that current standards have significantly reduced the
overall support burden. From the user's perspective, hardware and software are just a few
of the links in a long chain of information entities/functions needed to do their job.
Hardware/software standards increase the reliability of those particular links, but do not
make the whole chain significantly stronger. Users feel the restrictions of the standards,
but see little obvious and immediate benefit. Exceptions become the rule, and the
institution loses most of the benefits of standardization.
A typical response to this problem is to
diminish the importance of standards. Standardization, however, is the single most
powerful tool we can use to provide a high quality information environment for the campus.
To fully exploit this potential the standardization scheme must address two critical
concepts. The first is that no standard environment can meet all of the information needs
of the users. We can, however, create a baseline environment that will meet 80% of the
needs of 80% of the users. With good design and architecture we can accommodate, or at
least not disenfranchise, the remaining 20%.
The second factor is that the standards
must encompass the "whole-product," not just the hardware and software. The
majority of our users are not interested in microcomputers, word processors, or video
projectors. Their jobs involve correspondence, grade management, and the delivery of
instructional materials. Only by orienting standards toward these end products will the
users see enough direct benefit to be willing to accept the limitations that any standard
imposes.
This presentation elaborates upon the basic
problem, suggests a general solution, and then presents specific examples of whole-product
standards.
Marlane (Lanie) C. Steinwart
Director, User Support and Instructional Media
Electronic Information Services
Valparaiso University
30 Schnabel Hall
Valparaiso, IN 46383
Lanie.Steinwart@valpo.edu
Tel. (219) 464-5153 Fax: 219(464-6742
Abstract
In the summer of 1995, Valparaiso
University physically wired all seven of its residence halls to provide a port for each
student living in each residence hall room -- a ‘port-per-pillow.’ While the
wiring was completed, the financial burden of purchasing hubs and related electronics made
it impossible to bring all seven hall on-line that fall. Instead, only two halls (totaling
approximately 600 ports) went "live." One contained all freshmen, the other all
upperclassmen. Ultimately only 100 connections were used by students during the 1995-96
academic year. No minimum hardware configuration was dictated -- students brought
computers in all shapes, sizes, and operating systems and we connected them. We
encountered some difficulties, but it was a manageable workload (at least by comparison,
which we would later find out). Fixing connections and tweaking machines in those
residence hall rooms occupied about 60% of one full-time staff member’s life.
By the fall of 1996, we were able to bring an additional four halls
on-line (six of seven), and did so. What ensued during the 1996-97 academic year was a
ghoulish nightmare from which we learned many things. This session will describe our hell
so that participants may emerge with helpful user support recommendations -- information
we wish we’d had -- before embarking on the residence hall networking adventure
John R. Supra Jr.
Manager, Consulting Services
University Computing Services
University of Southern California
Los Angeles, CA 90089-0251
supra@usc.edu
Tel: (213) 740-8706 Fax: (213) 740-5925 |
|
Brian Johnston
Manager, Customer Support Center
University Computing Services
University of Southern California
Los Angeles, CA 90089-0251
johnston@usc.edu
Tel: (213) 740-2846 Fax: (213) 740-5925 |
Abstract
The University of Southern California (USC) is in the process of
implementing an integrated approach for providing information and technology support to
the campus community. Currently, information and technology support is available through
four distinct administrative structures each providing one piece of the customer support
puzzle. This organizational approach is difficult for our customers to navigate. For
example, when a customer has a problem, they must decide which group is the most appropriate one to solve his or her problem. Often this
leads to several phone calls, a long problem resolution process and in the end
dissatisfied customers. Additionally, the role of computing in higher education has
evolved significantly in the last five years moving away from a specialized service for a
small number of users toward an information resource used by nearly all members of the
campus community. Thus, more effective
ways to deliver information and technology support are needed to improve customer service
and meet the current needs of the campus
community.
At USC, the need to improve customer support and services began as
informal collaborations between the University Libraries and University Computing Services
(UCS). This integration has recently been expanded and formalized to include
Administrative Information Services (AIS) and Telecommunications Services. The changes underway at USC bring together these
four organizations in order to effectively serve the technology and information needs of
the campus through unified approaches to support. This paper discusses issues associated
with the unified approach focusing both on the success of current collaborations and the
anticipated challenges and solutions
currently being considered at USC.
Mary C. Twitchell
Coordinator, Help Desk & Software Licensing
Information Technology Services
North Dakota State University
1320 Albrecht Boulevard
Fargo, ND 58105-5164
twitchel@sendit.nodak.edu
Tel: (701) 231-6108 Fax: (701) 231-8541
Abstract
Like many university help desks, the Information Technology
Service’s (ITS) Help Desk at North Dakota State University started with few resources
-- no full-time staff, a poor location, and limited funding -- but with a strong desire to
support users on campus. Unfortunately, these limitations made it hard for the Help Desk
to provide consistent support.
The ITS Help Desk has implemented several strategies that have improved
its ability to meet customer needs. A problem management process was developed that would
focus on people using technology and not just on the technology itself. This change in
focus dictated changes in practice, and the new practices resulted in increased customer
satisfaction. As customer satisfaction grew, the Help Desk began to fulfill its mission as
the single point of contact for users wanting services from ITS. More programs within ITS
are relying on the Help Desk for support. Providing that support is difficult without
defining the service that the Help Desk can reasonably provide. Service Level Agreements
are being developed with other ITS work groups to define relationships and
responsibilities. Increased satisfaction also leads to an increase in volume of calls and
makes it difficult for the Help Desk to balance walk-in, e-mail, and phone support.
Implementation of an Automatic Call Distribution system has helped manage phone traffic
and improved the working environment for staff.
While resources remain limited, the Help Desk is exploring better ways
to serve its customer base in a changing support environment. A virtual help desk project
involving several campuses within the North Dakota University System is exploring help
desk software as a means of sharing knowledge between campuses.
Tracy Wascom
Microcomputer Consultant
Office of Information Technology
University of Mississippi
125 Powers Hall
University, MS 38677
tlwascom@olemiss.edu
Tel: (601) 232-5715 Fax: (601) 232-7180
Abstract
With the proliferation of Internet tools
capable of distributing information to users, it is tempting to believe that accessibility