The abstracts for the conference are listed below by track. We encourage you to connect and discover sessions you won’t want to miss this fall!
Help Desk and ITSM | Infrastructure and Emerging Technologies | Instructional Technology | Lab Management and Desktop Support | Management and Professional Development | Training and Documentation | Lightning Talks | Posters
Help Desk and ITSM Track
Organizing IT for Service Delivery
Jan Cooke and Brian McCrary, University of West Georgia
Technology service delivery, which includes helpdesk, desk side, classroom, and audio visual support has traditionally been organized along technology skill sets. This promotes a support model requiring multiple individuals to resolve a single issue. As we attempted to improve our first call resolution rate, we deemed our organization by skill approach to be inefficient, especially in conference rooms, labs, and classrooms with a complex blend of computer and audio-visual equipment. In the summer of 2016, we began to review how we can better organize and train our staff, with the goal of resolving every issue at the first visit. This vision became known as the Unified Support Model. A multi-step plan was developed including changes to the management structure combining desktop support and classroom support teams under the same management, cross training and job shadowing of desktop and AV technicians, and rotating all service management staff through the helpdesk. In addition, a rotation was set up providing access to tier II and III system and application support staff to assist with complex issues while the client services agent was on site. In order to provide better data to track improvements, our service management software was upgraded and new schemas developed with attention given to ensuring accurate measurement of First Call and First Touch Resolution. This session will detail how all of these efforts led to an improved experience for our students, faculty, and staff. The session will begin with questions about the topic of service delivery that will get participants thinking about how their current organizational structure may be preventing them from reaching some of their service goals. The session will end by asking participants to suggest a single change that might help them achieve unified support.
Connecting Students to Life Beyond the Campus Walls – How I Developed a Training Program to Prepare Students for Work at School and in the “Real World”
Robert Fricke, Whitman College
This session will discuss the process in which I, with the help of student staff and others, developed a program that not only trained my student staff for the positions at Whitman College Technology Services but aided them in translating and turning that experience into life beyond the campus walls. The session will discuss how we went from no formal training to developing an online multi-tiered training system in Canvas LMS. It will also discuss ways I have connected with others in my department and other departments on campus to create workshops for both resume creation and interview experience. Finally, it will discuss how the program was designed as a “working document” and will continue to change and develop to keep it from becoming stagnant.
The Help Center of the New American University: it’s IT and Beyond
Eric Dover and Deborah Whitten, Arizona State University
This presentation will be a behind the scenes look at Arizona State University’s Help Center, a university the embraces a one university approach for many campuses. The ASU Help Center is an IT Help Desk and beyond, providing tier 1 support for other foundational services such as financial aid, parking and others. This will be a look at a structure in evolution, services in development, implementing a customer-service focused culture, and processes to onboard new services and the metrics that tie it all together. At its core, this will be a look at how ASU is growing it’s 24 X 7 Help Center to be the front door to all major ASU services and to serve the Arizona community.
The Student Levels Project
Kelly Wainwright and Steve McCurry, Lewis & Clark College
Employing students is critical to our success in offering service to our campus community. Students comprise the majority of our workforce at our Information Technology Service Desk and we rely on them greatly. However, we were faced with the problem of training our students in a consistent, effective manner with clear expectations and measurable outcomes. Our remedy is the Student Levels Project. The Student Levels Project guides students to gain knowledge and develop the skills necessary to be successful at the IT Service Desk and to be able to take those same skills with them into the marketplace when they graduate. Through a tiered system, students complete training modules to earn badges. Each level is accompanied by a significant raise and clearly identifiable new skills.
This session will discuss the development and implementation of the Student Levels Project and review the results a year into using the new system and its effect on our overall service.
Intentional Transparency – How to Develop One Service Catalog for All IT Services
Beth Rugg, University of North Carolina, Charlotte
UNC Charlotte recently embarked on a journey to develop a unified service catalog representing IT services provided by over twenty IT service providers from across campus. The goal was to increase transparency internally and externally, enabling the institution to identify redundant services. Using the ECAR Service Catalog as a starting point, the team developed a common vocabulary and framework to identify and categorize services; defined a methodology for data collection, designed the user interface, conducted usability studies and developed a roadmap to maintain the service catalog for years to come. The vision and strategic mandate, the general strategy and methodology as well as lessons learned will be discussed so that this process can be adopted by other institutions.
Fostering Independence: Project Work for Student Techs
Kendra Strode, Carleton College
Helpdesk student training and management at Carleton has focused largely on providing specific training to develop competency in customer support and Carleton’s technical infrastructure so that our student techs (CarlTechs) are prepared to answer calls and support clients. However there is always “bigger-picture” project work that can be done beyond basic ticketing and phone support. In recent years, leveraging student hours to help complete larger-scale projects at the helpdesk has become a useful tool for increasing CarlTechs’ competence and engagement in all aspects of helpdesk work. This paper outlines the structures used at Carleton to support our student technicians in this work and how those structures developed, using a few past projects as examples.
Leveraging the 24×7 Operations Center to Extend Help Desk Service Hours
William Stirling and Terrie Schrudder, University of Washington
The University of Washington is a global institution composed of three campuses, several hospitals, affiliate academic units around the world, and a user base of more than 250,000 people. As a result, operations can never suspend regardless of the time or day. In 2013, IT help desk support was limited to standard business hours. The University of Washington’s central IT department (UW-IT) saw a need for customers to have access to quality IT support whenever they needed it: 24 hours a day, 7 days a week, 365 days a year. 24×7 operations are costly and outsourcing was not an option. The Computer Operations team was identified to have both availability and capacity to assist with expanding the hours of the help desk. Opposing schedules, additional unrelated responsibilities, incongruent cultures, a brand new ticket tool, and incorporation of the ITIL framework made merger of these two teams difficult but well worth the effort. By leveraging existing 24×7 operations staff, the University was able to extend service desk hours to meet the needs of a global institution and an ever-increasing, complex catalogue of services with high-quality, high-availability support.
You Know You Want to Read This – Communicating Effectively in Tech Support
Rob Guissanie, Bucknell University
As wonderful as technology can be, it is and will always be a tool that “attempts” to improve the quality of life for the human being. As we support technology we must never lose the perspective that we are, in every way, supporting people. Often, the most important work we do is not about technology at all! An organization’s “technology effectiveness” is largely predicated upon its relationship between the technology support team and its clientele. Successful relationships between people are defined by a number of characteristics, but perhaps there is no characteristic more important than effective, relevant, and meaningful communication. So how does a technology support organization strategically–and effectively–communicate with its Higher Ed constituents in an environment where we are bombarded with an overabundance of information and distractions competing for our attention? You listen. You empathize. You build trust. You build relationships. Most importantly–you get creative!
Infrastructure and Emerging Technologies Track
Cord-Cutting on Campus: The Demise of Cable TV Service in the Residence Halls
Tom Gerace, Tulane University
It seems like not too long ago we were talking about adding cable television in the residence halls of our institutions. Now, so many years later, there has been a fundamental shift in the way that students consume video content, causing us to reevaluate cable tv as a service and as an expense. In this presentation, we will discuss how Tulane University evaluated student sentiment regarding university-provided cable tv service, solicited feedback on their video viewing behavior, and moved forward with the elimination of cable drops in the residence halls. We will discuss the steps that Tulane took to create a survey instrument, conduct focus groups, and distribute the results. And we will discuss how cable tv fees were retained and redirected to the campus network in support of the new paradigm in video consumption behavior. Attendees will be encouraged to discuss the changes that they see in cable tv usage and video consumption at their institutions and share their experiences in moving away from (or pondering the move from) cable tv service.
A touchless gestural system for extended information access within a Campus
Salvatore Sorce, Vito Gentile, Cristina Enea, Antonio Gentile, and Fabrizio Milazzo, Università degli Studi di Palermo, Italy, and Alessio Malizia, Brunel University London, UK
In the last two decades, we have witnessed a growing spread of touchless interfaces, facilitated by higher performances of computational systems, as well as the increased availability of cheaper sensors and devices. Putting the focus on gestural input, several researchers and designers used Kinect-like devices to implement touchless gestural interfaces. The latter extends the possible deployments and usage of public interactive displays. For example, wall-sized displays may become interactive even if they are unreachable by touch. Moreover, billboard-sized displays may be placed in safe cases to avoid vandalisms, maintaining their interactivity. Finally, people with temporary or permanent physical impairment (e.g. wheelchaired users) may still comfortably interact with the display. Here we describe an information provision system allowing for touchless gestural interactions, along with a trial implementation within our University campus to test its effectiveness in a real setting. Our system is intended for being used by students, lecturers and staff members, providing a captivating way to access news, lectures information, videos and more. We also report the preliminary results of an ongoing study on the people’s behavior, in order to provide space and display owners with some useful basic hints.
Trying it out: the role of beta-testing and the pilot process in establishing successful services
Jeremiah Ray and Crague Cook, University of Wisconsin–Madison
UW-Madison’s College Library is always on the lookout for new and interesting technologies in the hope of providing access to our patrons. In recent years, we have attempted to better define our beta-testing/piloting as a process of finding, testing, and implementing new solutions to gather usage data and user feedback. Once the pilot process is complete, we decide on the future path for solutions based on collected data. With budget uncertainty and an ever-changing technology landscape, projects that are of interest are often hard to roll out in scale in a timely fashion. The pilot process allows for relatively small upfront investment to assess a technology’s success in a given setting before full investment and rollout; it also allows for data collection and feedback that may lead to better solutions in future iterations and assistance in funding procurement and partnership formation. Focusing on successes and pitfalls of the pilot process, we will use examples from recent memory to explain the framework we have developed and provide guidance to assist in the development of such frameworks for others.
Monitoring Servers, With a Little Help from my Bots
Takashi Yamanoue, Fukuyama University, Japan
“What would users think if we failed to see the (servers’) down? Would users stand up and walk out on us? Let users use their devices and we’ll show them our work. And we’ll try not to stop users’ business. Oh I get by with a little help from my Bots, Mm I’m gonna get high with a little help from my Bots.” A bot is a remote-controlled computer or a remote controlled program. A bot is usually malicious program or an element of a botnet. A botnet is used for doing malicious things such as spreading spam or doing DDoS Attacks. We have made bots and we are using bots for doing beneficial things such as monitoring a server instead of doing malicious things. Some bots are Raspberry PIs with the bot software. Some others are android smart phones with sensors and the bot software. These bots are controlled by commands and programs in Wiki pages of web servers. Managers can control bots in a LAN, which is protected from the outside by NAT routers, from the outside of the LAN, by writing commands and programs in Wiki pages of web servers which is located at the outside of the LAN or which can be accessed from the outside of the LAN. We are monitoring a web server in our campus using a bot. This bot is tweeting whether the server is running or not periodically on the twitter. We are also monitoring a server room in our campus using another bot. This bot shows managers transition of the room temperature and transition of the room brightness. These bots are doing a good job.
Scratching the Surface of Windows Server 2016 and System Center Configuration Manager 2016
Naazer Ashraf, Lehigh University
Lehigh University has set a goal to implement System Center Configuration Manager by the end of 2017. This project is being spearheaded by one of our Senior Computing Consultants who has been researching and trained in the Microsoft Virtualization stack. We will discuss our roadmaps, results from our proof-of-concept environments, and discussions in driving this project.
Instructional Technology Track
You’re Not the Boss of Me: How to Entice Reluctant Faculty to Use a New LMS
Laurie Fox, SUNY Geneseo
During our implementation of Canvas, many faculty were eager to move to a new system and explore its capabilities. Enticing reluctant faculty to use Canvas required us to be more creative with how we offered training and support. Learn how we won over faculty who loved our old LMS, reassured faculty who hated our old LMS, and impressed faculty who never used an LMS before Canvas.
Augmented and Virtual Reality: Discovering Its Uses in Natural Science Classrooms and Beyond
Austun Ables, Whitman College
Augmented and virtual reality continue to be trending topics in educational technology. The purpose of this paper is to demonstrate a workflow for creating augmented or virtual reality projects on a college campus. It will highlight an augmented reality sandbox project that was a collaboration between the Geology department, Science equipment technicians, and Technology Services and provide a roadmap for future work involving these emerging technologies at Whitman College. The sandbox utilizes a gaming pc, short throw projector, Kinect camera, and a virtual reality toolkit developed by Oliver Kreylos at UC Davis to overlay dynamic topographic data onto a sand surface. We will discuss how this technology is currently being used in our Introduction to Geology labs and Science Outreach and how virtual and augmented reality can enhance instruction in the natural sciences.
Creating, Implementing, and Maintaining Successful Classroom Design
John Anderson, Robert Bishop and Adrian Peterson, Washington College
In the course of 3 years, Library and Academic Technology at Washington College managed to create successful academic learning environments that benefit both teachers and learners. Our existing classroom audio/visual systems were old, convoluted and unreliable. Additionally, the furniture was designed for utility and cost efficiency, as opposed to student creativity and collaboration. The Center for Teaching and Learning at WC funded a pilot updated classroom, designed with modern, reliable AV and student collaboration as the focus. This update included digital BYOD capabilities, updated projection equipment, and a simple to use control interface. We also removed the old tablet armchairs, and replaced them with Node Chairs. The room redesign was an overwhelming success. LAT began implementing the new classroom technology standard campus wide. Classroom installations were completed during breaks in the academic year, as to not disrupt instruction. Performing most technology installations in-house helped keep labor costs to a minimum. Furniture updates in learning spaces is moving more slowly due to budget constraints and coordination difficulties with other campus departments. Over 80% of the learning spaces on campus have been updated. Five spaces have received a furniture redesign with a focus on active learning. Future updates and plans for this series of projects includes incorporating wireless presentation capabilities as well as working with the finance office to establish a replacement cycle for classroom furniture and technologies.
Jetstream: A Cloud System Enabling Learning in Higher Education Communities
Jeremy Fischer, David Hancock, John Michael Lowe, George Turner, Winona Snapp-Childs and Craig A. Stewart, Indiana University
Jetstream is the National Science Foundation’s (NSF) first production cloud for conducting general-purpose science and engineering research as well as an easy to use platform for education activities. Unlike many high-performance computing systems, Jetstream uses the interactive Atmosphere graphical user interface developed as part of the iPlant (now CyVerse) project. This interface provides for a lower barrier of entry for use by educators, students, practicing scientists, and engineers. A key part of the Jetstream’s mission is to extend the reach of the NSF’s eXtreme Digital (XD) program to a community of users who have not previously utilized NSF XD program resources, including those communities and institutions that traditionally lack significant cyberinfrastructure resources. One manner in which Jetstream facilitates this access is via virtual desktops facilitating use in education and research at small colleges and universities, including Historically Black Colleges and Universities (HBCUs), Minority Serving Institutions (MSIs), Tribal colleges, and higher education institutions in states designated by the NSF as eligible for funding via the Experimental Program to Stimulate Competitive Research (EPSCoR). Jetstream entered into full production in September 2016 and during the first six months it has supported more than a dozen educational efforts across the United States. Here, we discuss how educators at institutions of higher education have been using Jetstream in the classroom and at student-focused workshops. Specifically, we explore success stories, difficulties encountered, and everything in between. We will discuss plans for increasing the use of cloud-based systems in higher education. A primary goal in this paper is to spark discussions between educators and information technologists on how to improve using cloud resources in education.
Transitioning from Blackboard to Moodle amidst Natural Disaster: Faculty and Students perceptions
Ajayi Anwansedo, Jose Noguera and Brandon Dumas, Southern University and A & M
Higher educational institutions continuously look for ways to improve the quality of its eLearning capacity and adapt learning solutions suitable to the needs of the institution. During the 2016 Fall Semester, a University located in the Southern region of the United States decided to transition from the Blackboard learning management system (LMS) to the Moodle learning management system (LMS). Typically such transition present a huge challenge for the University, Faculty and Students. Additionally, on August 2016, what CNN themed “the worst natural disaster to strike the United States since Hurricane Sandy”, occurred in Louisiana during the transition. This led to massive disruptions in academic and economic activities in the state. This session examines the perceptions of both faculty and student on the transition from one LMS to another and also what impact if any the natural disaster had on the process. Faculty and students were surveyed to gain understanding of how they perceive the transitioning process and their perception of both LMS, their preferences and why. Furthermore, we identified issues peculiar to transitioning during a natural disaster. The results of this study can be used to anticipate issues that may be associated with transitioning from one LMS to the other and issues peculiar to transitioning amidst a natural disaster. It can also be used to identify areas for improvement.
Lab Management and Desktop Support Track
Increasing security by focusing on the end-points
Brandon Deleeuw and Beth Rugg, University of North Carolina, Charlotte
One of the most vulnerable parts of an IT infrastructure are the devices your end users use. University of North Carolina at Charlotte has focused on securing the end-points while at the same time reducing costs by leveraging built-in tools. We have changed our anti-virus software, deployed filevault and bitlocker to encrypt laptop hard drives, locked down printers, reviewed and changed our PCI methods, changed the way we deploy updates for Windows and Macs, and begun pushing Mac OS updates. We will discuss the organizational and technical changes we made to accomplish these goals along with the tips and tricks we learned along the way.
Taking the Guesswork out of Lab Management
Kenneth Drake-Sargent, New York University
Daniel Berry and Brandon Bybee, LabStats
Managing labs and providing quality computing services to students requires frequent decision making. Lab managers must determine which applications they should purchase, which ones they should include in the image, and where hardware resources are best utilized by students. It is also important that students know about the availability of these resources. Collecting data and reporting with data is critical. Data-based decisions removes the guesswork from lab management.
Management of Carrying PC Terminals and Initialization of User Directory by Shifts for Students
Masayuki Mori, Hideo Masuda and Takayuki Nagai, Kyoto Institute of Technology
In the Center for Information Science, Kyoto Institute of Technology, 90 laptop computers used in laboratory classes are managed by image of Windows 7. As a requirement of a laptop, in order to carry these, it is necessary to use it offline without connecting a wired LAN while in class. Further, Classes of different themes in three classrooms are continued at the same time. After that, classes are continued again by shifts for students. Therefore, Laptop users were created for each theme, and at the end of the theme the user directory was required to be initialized. These tasks are labor intensive because it is necessary to collect laptops and connect to the wired LAN. Moreover, since regular security updates are necessary, the maintenance schedule becomes very tight. Therefore, it is necessary to consider not only the image management system, but also the method of collecting laptops and timing of maintenance. In this paper, we describe the customization and management method of PC terminals management system implemented to satisfy these requirements. In addition, we describe verification of management method by Windows 10 image distribution assumed after replacement.
The Power of PowerShell – Examples of how PowerShell Scripts can Supplement a Patch Management System to Solve Unusual Problems
Timothy Palumbo, Lehigh University
Lehigh University currently utilizes the Flexera Corporate Software Inspector (CSI, formerly Secunia CSI) application to patch faculty/staff computers on campus. This system patches third-party applications on all currently supported Windows operating systems by piggy-backing on to Windows Server Update Services (WSUS). This presentation is not meant to focus on a particular patch management product or system, but instead show how such a system can be used to solve unusual problems when coupled with a powerful scripting language such as PowerShell. This presentation will focus on specific scenarios that PowerShell solved when combined with our patch management system. Scenarios covered include an update to Firefox which disabled our ad-blocking extension, an issue of unknown origin which caused all of our Windows 7 systems to no longer activate utilizing our KMS (this included Microsoft Office products), a glitch in Windows 7 which caused garbage files to generate non-stop and completely fill end user hard drives, and our rather unusual implementation of Java. PowerShell saved us immeasurable time in resolving these issues across our entire campus. Taking PowerShell hand in hand with our patch management solution, we can resolve almost any issue campus-wide with the push of a button.
Building Tomorrow’s Workspace – Reimagining Application and Desktop delivery strategies
Naazer Ashraf, Lehigh University
There has been increasing pressure now more than ever to eliminate and replace physical computing spaces with virtual environments. We will discuss the pros and cons of each solution from our experience, and why we felt that a combination of physical and virtual environments provides the ultimate benefits in advancing our teaching, learning, and research missions. It is important to understand all the delivery mechanisms available today and picking the right tool for the right job. When do you virtualize, when do you opt for server-hosted, when do you throw in GPU-accelerated workstations, and when do you offload to a high-performance computing cluster. It is important to understand the tools available to us and then carefully research and test how they can be best applied to a given scenario. Participants should walk away with real-world knowledge, skills and best-practices in delivering high-performing computing labs.
Is Imaging Down?: Developing and Supporting a Large Scale Laptop Checkout Program
Sean Griffin and Alex Davis, University of Wisconsin
The University of Wisconsin-Madison offers a free three-day laptop checkout service to students and staff. We have approximately 1000 laptops available for checkout from eighteen locations across campus which can be brought home free of charge making us one of the largest and most generous laptop lending programs in the country. The laptops are dual-boot with both OS X and Windows installed along with a small amount of free and campus licensed software. Between checkouts, laptops must be reverted to a clean and consistent state, with all extraneous files, history, and personal information removed. These laptops are expected to have patched and reasonably up to date operating systems and software for security and compatibility reasons. With so many computers and moving parts, keeping the program running smoothly has at times proven difficult. Maintaining this service presents a number of challenges. We require a system that allows staff with a variety of experience levels to expend minimal effort quickly and reliably cleaning, rebuilding, and updating two operating systems on up to 300 machines across campus every day. This paper gives a general overview of our laptop checkout program, discusses our current imaging workflow, and explores some of the decisions, challenges, and trade-offs that brought us to where we are today.
Management and Professional Development
Enhancing the Performance of Cross Functional Teams
Gale Fritsche, Lehigh University
Technology staff members in Higher Education tend to be multi-talented with a wide range of skills and personalities. This is necessary in the University environment due to the diverse nature of the clientele who support the teaching, learning, and administrative process. How do you provide Information technology support for such a wide range of clients? How do you support a diverse population? What skills are needed to support administrative offices such as the President? The discussion will focus on the development of cross functional teams and how to align IT staff skills to fit the needs of a University environment.
Identifying IT Core Competencies
Beth Rugg, University of North Carolina, Charlotte
How we as IT professionals approach and do our work is just as important as the technical knowledge we possess. Creating high performing teams that are knowledgeable, adaptable and align with institutional business objectives is the responsibility of every IT leader. By identifying behavioral core competencies, IT leaders can focus on critical capabilities rather than the large “universe” of behaviors that may be desired at any given time. By identifying these core competencies, IT leaders will develop a common language that can be used to assess individual and team performance for central IT and distributed IT organizations. During this session, we will discuss specific behavioral competencies, and identify desired core competencies for individual team members, managers/supervisors and executive leadership.
Giving More Effective Feedback
Ella Tschopik, University of Wisconsin–Madison School of Education
Have you ever wondered what exactly was “good” about the “good job” you received from your supervisor? Have you ever debated the best way to constructively critique an employee? Have you ever considered how to accurately evaluate your own work? Effective feedback is a must for creating team growth, personal development (in both ourselves and others) and furthering the mission of our organizations. Today let’s take the time to discuss and try best practices in both giving and receiving feedback. In this facilitated discussion, you’ll have the opportunity to learn and practice feedback techniques as well as learn the organizational value of feedback and reasoning behind what makes effective feedback. We will also take time to discuss and practice self-assessment and how to give ourselves open and honest feedback. Giving and receiving effective feedback are valuable skills for relationships both personal and professional; come work on honing your feedback skills to better those around you.
Maintaining Effective Collaboration: Supporting a Shared Library System Across 39 Academic Institutions
Ray Henry, Orbis Cascade Alliance/University of Oregon
In 2012, the Orbis Cascade Alliance library consortium, made up of 39 college and university member libraries in Oregon, Washington, and Idaho, began implementing a shared, cloud-based integrated library system (SILS): Ex Libris’ Alma and Primo. As the process of onboarding libraries continued over a two-year period, efforts to support geographically disbursed collaborative work increased. This paper focuses on the tools and structures used by the consortium central staff to train, engage, and professionally develop staff at member libraries, who spend significant portions of their time doing the consortium’s work in these shared applications. Successful approaches to relationship-building, accountability and recognition efforts, as well as how specific organizational structures and collaboration tools help address technical challenges are discussed.
A Leadership Framework
Kelly Wainwright and Adam Buchwald, Lewis & Clark College
Over the last year, Lewis & Clark’s Information Technology has implemented a new leadership framework based on a waterfall of vision, mission, objectives and measurable goals. The goals, are one of three pillars that constitute the work done by our division—Projects, Objectives and “Keeping the Lights On”. By having clear objectives developed by each team, expectations are are clearly expressed and negotiated at the beginning of each quarter and then graded at the end of each quarter. Having this framework in place has allowed our team to better align our mission and objectives with those of the institution. It has also provided each group with focus, and allows the leadership team a better understanding of what each group was working on and illustrated where collaborations could be beneficial. This paper will discuss the how this framework provides structure for the work we do in our department and describe the benefits and challenges in adhering to such a framework.”
Don’t go it Alone: A Dedicated Communications Expert is Critical to a Successful IT Shop
Vicki Smith, West Virginia University
A healthy relationship between an IT shop and the campus it serves is like any other, dependent upon effective, frequent and open communication. With it, you’re a partner in critical conversations at the highest levels, establishing credibility, shaping decisions and demonstrating value when resources are dwindling. Without it, you risk becoming an anonymous utility, just one of many bills to be paid. At West Virginia University, communication isn’t outsourced to the campus PR shop or delegated to a technical expert as one of 15 duties. It’s the primary responsibility of a member of the Information Technology Services senior leadership team, a proactive, practical, professional brand ambassador who helps improve visibility and rapport. In three years, ITS has developed: formal communication strategies for both planned and unplanned outages, including a DDos attack; an outage listserv for IT staff and campus VIPs; an emergency text messaging service with 200+ subscribers; a working partnership with University Relations; comprehensive strategic communication plans for campus on enterprise IT projects; regular IT updates to the campus; an extensive glossary of acronyms to ensure a common language; strong social media engagement; and compelling infographic messaging. But strong external communication requires internal communication, and at WVU, that meant culture change. Learn how a non-traditional team (a journalist, a graphic designer and a web developer) acquired IT expertise organically, and how they helped shape a workplace where frequent, fearless questioning is valued, and where outreach is engaging, personal and producing tangible results.
Building an In-house Leadership and Management Training Program
Deyu Hu, Virginia Tech
At a large public university in the U.S., managers within the Division of Information Technology (IT) were often promoted to managerial positions due to their excellence as individual contributors. Many of them, however, have not received any management education or training and are not prepared to take on supervisor roles. To support these managers to perform effectively and efficiently in their positions, an in-house leadership and management training program was established within the Division of IT. This in-house training program aims to meet the organization’s leadership and management needs by identifying and preparing capable individuals through planned professional development. In this presentation, the presenter will introduce the organizational benefits of providing a leadership and management training program as well as factors that influence the decision of establishing an in-house training program versus using external vendors. Major program design processes used to create the in-house leadership and management training program, including determining the program purpose, conducting needs assessment, creating program goals and objectives, and establishing curriculum will be discussed. One training module will be demonstrated to show the various learning activities used in the hybrid training approach, which includes both online and face-to-face delivery. Feedback from a pilot study using one unit within the Division of IT will be shared. The presenter will also discuss plans for improvement and approaches for scaling-up the program to the whole Division of IT.
Training and Documentation
Developing an Emerging Leaders Professional Development Program
Patricia Schneider and Deborah Whitten, Arizona State University
At some point, organizations are faced with the issue of turnover at the leadership level, whether due to retirement or other job/career opportunities. This session will deal with the what it takes to develop and execute a professional development program for emerging leaders and how it fits into your staff succession planning. It will cover defining the program curriculum, identifying presenters/facilitators, selecting the cohort members, defining the goals and expected outcomes of the program as well as obtaining feedback from the cohort members. It will provide session participants with helpful suggestions, based on current knowledge in developing such a program as well as experience gained in the development and execution of the program at Arizona State University – University Technology Office. It will also include interactive workshop exercises that engage the audience in experiencing what new leaders have to deal with in three different situations.
What’s Your Story: Creating A Narrative for Training
Casey Davis, Arizona State University
Getting participants, let alone instructional designers, excited and engaged about creating and facilitating training for faculty and staff is a challenge. Instead of leading with required number of training and looking at average attendance, start with a story. Humans are hardwired for stories. We all want to be the hero, or work alongside the hero of the story. This session will examine how to identify your training department’s story, cultivate it, and ultimately make the story a shared narrative for everyone on the team or in the department. Based upon cognitive research, best practices, and experiential knowledge and skills, participants will leave equipped with methods and approaches to uniting and revitalizing their training program. These methods and approaches include gamification, extended narratives, and blended styles of training that help technology departments integrate their training teams seamlessly into the daily operations and functions of their larger organizations.
Client Driven Change Management: Migrating from in-house Zimbra to Microsoft 365
Juliana Perry and Melissa Cresswell, Bryn Mawr College
We describe a well-received e-mail and calendar migration project on a high-touch, change resistant campus after a board mandate to move e-mail to a hosted service. Our client-driven discovery process and an implementation and communication approach designed to maximize client success made a big change much more comfortable for the community. We also share our top lessons learned—what to repeat in future large-scale projects, what to do differently, and how we dealt with the unexpected.
Making a Help Desk Board Game
Casey Babcock, SUNY Geneseo
The terms “educational games” and “gamification” are used with increasing frequency as tools used to make learning engaging, but if you’ve played any recent educational games chances are good that you weren’t having fun or being educated meaningfully or effectively. In addition to making a successful game, which is challenging enough on its own, you must integrate learning into the project from the outset and ensure the core aspects of your game reinforce your learning outcomes. When properly integrated educational games can make a world of difference in the level of engagement and comprehension in players. In this paper/presentation, I’ll explain core game design principles and provide a template spanning ideation to implementation for creating a game for training your student employees. I’ll also provide resources I’ve used in making my own educational board game and show how focusing on the mechanics of my game reinforces troubleshooting skills, communication, and teamwork with my student employees.
Big IT Projects and no Staff – How UMD United the Campus to Get the Job Done
Amanda Johnson and Brennan Atchison, University of Minnesota, Duluth
The University of Minnesota Duluth made the decision to transition the majority of its websites into Drupal, a content management system (CMS). Additionally, during the process the university’s website underwent a complete redesign as well as a content overhaul. Prior to the move to Drupal, there were few technical, design, or brand standards being enforced; each department or unit took its own unique approach to web design, development, and maintenance. Tight budgets meant that there were no staff available to commit full time to the project. The historical approach of letting units manage their websites however they wished also meant a huge cultural shift for members of the campus community. In this paper, I will address how through the formation of user and technical groups, we built trust, harnessed technical expertise, addressed bugs and feature requests, created training opportunities, developed documentation, provided viable channels for feedback, launched an internship program, and successfully united a previously fragmented campus community to successfully get the job done.
Ready, set, GOOGLE!
Phedra Henninger, Muhlenberg College
This is the true story, of two teams, picked to launch a new communication & collaboration platform, work together, and have their lives taped (a few select moments, anyway). Find out what happens, when people stop using GroupWise, and start getting G Suite…The Real Google! While members of the Muhlenberg College Infrastructure & Networking team toiled away migrating GroupWise to Google in mere months, Client Support Services and Instructional Technology & Digital Learning joined forces to educate and support the community during this large scale change. This presentation walks through the highlights of developing a communication and training plan in record time with good old-fashioned teamwork, dedication, creativity and fun.
3 Times the Evaluations, 3 Times the Fun!
Raylene Dufresne, The Catholic University of America
Evaluations are typically a yearly occurrence that no one looks forward to! The Catholic University of America’s Technology Services department switched to a trimester evaluation – which means we evaluate our staff three times a year. Employees are evaluated on outcomes and those outcomes are based on goals that our clients helped us create. Every year we take submissions from our clients (Provosts, vice provosts, vice presidents, etc.) on what projects they would like us to work on and what projects they have funding for. Typically, most projects take about a trimester of work. Based on what funding is approved and resources available, we produce a yearly list of projects. Sometimes these projects are just place holders for departments to decide which project we should work on as we get closer to that timeframe. Once the list is confirmed, resources are assigned. The projects then become goals for the individual employees. Project outcomes are set as the specific goal so that expectations are clear. A monthly email of project status is sent to every project champion and employee so that there is transparency of project completion amongst both parties. The trimester periods start Jan 1 – April 30, May 1-August 31, and Sept 1 – Dec 31. Evaluations are typically given within the first two weeks of the trimester. For any employee who exceeds or does not meet, specific examples need to be given including any emails with subject lines and dates. There are also halfway touch points between each trimester so that the managers and employees are on the same page. This trimester evaluation was implemented in the summer of 2014. It has now been almost two years and it has been very successful. Employees are happy they know what they need to focus on for a specific timeframe. Clients are happy that their needs are being met. Managers are happy as the average evaluation meeting lasts about 10 minutes.
Determine Action, Affect Change, and Measure Success Using Analytics
Robert Brennan, University of Alberta, Canada
In 2014, the University of Alberta’s Augustana Campus IT unit, Technology and Learning Services (TLS), initiated a project to determine the needs for additional Teaching and Learning support. At that time, there was a clear voice from key faculty members to develop a pilot support program. As often happens, the most confident and popular perceptions set direction. To our dismay, the program did not fit the needs of most of our faculty. In 2015, a new approach was put into place – Analytics. Many of us work in an environment where the collection of data is a certainty, however opportunities to take that data and turn it into useful information are often overlooked. In this session, participants will learn how we found, composed and curated sources of data that resulted in the creation of powerful analytics. Interestingly, the data often lead us to an unforeseen path, however the process of using analytics provided us the insight necessary to direct resources in the most effective way. This presentation will demonstrate how these analytics reshaped the program and altered preconceived notions, leading to purposeful change on the Augustana Campus.
Devops: What is it & Why Should I Care?
Shawn Plummer, SUNY Geneseo
There is a lot of talk about this thing called Devops at all the top performing companies. What is it? Why should you care? Does it even apply to Higher Ed? All your questions will be answered in these 7 minutes* (*provided your questions fall within this predefined list)
Easy Like Sunday Morning: Plan Your Week Like a Ninja
Mo Nishiyama, Oregon Health & Science University
After nearly two decades of working in an operations environment, learning how to effectively manage dozens of projects, sometimes with competing priorities, was a different type of challenge for me. Just like in operations, there are many things that are out of control. But one thing I could control was how I prepare for the upcoming work week. The weekly practice of preparing ahead has increased my productivity, presence at project meetings, and helped me manage my stress levels. In this Lightning Talk, we will explore the value of setting aside a preparation hour each Sunday, in order to maximize both professional and personal effectiveness in the week ahead. This presentation is intended for audience of all levels, from student workers to executives.
From Stripping to Speaking: How Singing Telegram Delivery Prepared Me for the Stage
Chris King, North Carolina State University
As a young man, I was extremely shy and self-conscious, and only involved myself in activities that were team- or group-based: track, swimming, choir, minor theater roles. That excuse went away when I got a job as a singing telegram deliverer. Not only did I have to sing solo in front of complete strangers at large venues (including my first, at a bowling alley), but some of the gigs included “rip-away” acts that stripped my 6’3” 135lb. frame down to (in one case) a toga and my Speedo from swimming. This lightning talk will quickly go over how dramatic changes in situation can help overcome obstacles, whether it’s stage-fright, interview jitters, or even dating.
Helpdesk Culture Appetizer: Small Things that build Team Culture
Kendra Strode, Carleton College
The Carleton helpdesk staff consists of approximately 50-60 students, 3 full-time helpdesk staff and various other ITS employees who assist a couple hours each week. With everybody coming and going, it is not uncommon that staff only overlap with a few of their peers. In that relative chaos, developing a strong team identity is no easy feat. Come hear about a few small things we do to create a sense of camaraderie and build our helpdesk culture to balance accountability, professionalism, and the Carleton hallmark – not taking ourselves too seriously.
Just Do It: 5 Tips to Defeat Procrastination
Laurie Fox, SUNY Geneseo
“If it weren’t for the last minute, nothing would get done.” ― Rita Mae Brown
I believe that procrastination is closely linked with perfectionism; like Mary Poppins, I’m practically perfect in every way. Procrastination comes naturally to me … I sidestep uncomfortable tasks, find ways to extend deadlines and explain delays, and believe I can perform better under pressure. In this lightning talk, I’ll share with you my top five secrets for beating procrastination.
Nobody Learns Without Getting It Wrong
R Kevin Chapman, Carleton College
As the great 21st century philosopher Shakira wrote:
“Birds don’t just fly; they fall down and get up. Nobody learns without getting it wrong.”
In our professional lives, it’s important to acknowledge that mistakes happen, that we get things wrong, that trial-and-error is sometimes the best approach. It’s important for professional staff, and a vital lesson for our student staff whose academic lives often finds them striving for the unrealistic idea of perfection (A grades) in all things. Do we want to make mistakes? Of course not. Are our customers happy if we get something wrong? Almost certainly not. Does that mean that it won’t happen..? Nope. Let’s talk a little about why it’s important to establish a working environment where it’s OK to mess up once in a while, providing that you clean up the mess and learn from the mistake.
Off-Label User Acceptance Testing
Becky Cowin, Washington University
Washington University’s traditional method of user acceptance testing (UAT) for technical upgrades and releases relies heavily on manual processes in which human errors such as missed communications or incomplete test scripts can lead to major delays. In an effort to streamline this process and reduce errors, the data warehouse team chose to pilot an “off-label” use of Formstack, a cloud-based marketing tool. The tool’s robust notification features and integrations with Box and Google Drive helped us eliminate many of the communication issues that frequently slowed down the manual process. Formstack’s online form builder allowed us to create more user-friendly test scripts with features like conditional logic and forced completion, eliminating the troubles we used to experience with incomplete and missed test scripts. In this lightning talk, I’ll provide a quick introduction about why we chose to try this tool instead of other workflow automation options, and then demonstrate from the back end exactly how we use it to create test scripts, set up customized notifications, and integrate with other web-based applications.
Onboarding New Faculty and Staff at The USC Suzanne Dworak-Peck School of Social Work
David Chang, USC School of Social Work
With a growing demand for IT support and expectations from end-users, as a PC System Analyst in charge of the frontline support, we as a department have to be able to be efficiently onboard new hires. By proactively engaging with upper management to meet their new hire’s needs, we are able to empower and enable front-end users to self-serve systems and allow them to take advantage of the services offered by the IT department. Processes will need to be put in place for both frontline support and end-users, as this can mean building a relationship over a period of their employment with the USC School of Social Work.
PaperCut For the Win – 3 W’s of PaperCut Implementation
R. Eddie Vinyaratn, USC Suzanne Dworak-Peck School of Social Work
Who are we? When did we implement new print management system? Why did we choose PaperCut?
The Roles We Play: How Dungeons & Dragons Helped Me Level Up In IT Support
Travis Freudenberg, Carleton College
It should come as no surprise that many IT professionals have a background in roleplaying games. In this lightning talk, I’ll discuss how years spent rolling polyhedral dice in various basements has made me a better team member, problem solver, risk taker, and helped me become more confident in a support role.
What is IT Asset Management and Why Should You Care?
Dan R. Herrick, University of Colorado
IT Asset Management (ITAM) joins the financial, contractual, and inventory aspects of IT assets to help an organization get the maximum value from the assets it owns. That’s great for finance and accounting folks, but what’s in it for the IT manager? An ITAM program gives visibility into asset usage, improves return on assets, and helps to control costs and risks. Encompassing hardware and software, and more than just an asset inventory, ITAM spans the life cycle of assets from acquisition to disposal, and everything in between. Learn what a successful ITAM program looks like and the benefits it brings.
Where’s the Remote?: Adventures in Telemeeting
Mo Nishiyama, Oregon Health & Science University
It often takes many years of diligent practice to become an effective practitioner of in-person meetings, whether as an organizer or an attendee. Effective meeting management results in increased productivity, less wasted time, and greater satisfaction by participants. Technology has enabled us to hold effective meetings, but has also presented a conundrum–how can we best leverage technology when accommodating remote meeting participants? In higher education, IT professionals must learn and employ best practices for integrating remote participants. This helps us responsibly manage our often-limited institutional resources. We also have an opportunity to become role models for next generation of student workers who may become future IT professionals themselves. In this Lightning Talk, learn about the challenges, rewards, and quirks of managing telemeetings. The presentation is intended for audience of all levels, from student workers to executives.
Your Job is More Than Just Meetings and Emails! Improving Your Workplace Communication Culture, Starting With Yourself
Jacob Morris, University of Washington
Many IT professionals spend multiple hours each week, if not each day, attending meetings and reading and responding to emails. It often seems that the only way to get work done is to meet with someone or send them an email, or sometimes both! However, “doing” email and attending meetings is not the job you were hired to do. Your real job is getting real work done, not pushing around digital office memos or sitting at the conference table all day. This lightning talk will inspire you to make changes to your own personal meeting and email habits as a way to kick-start improvements to your workplace’s communication culture. I will cover choosing the right communication medium for your message, identifying which meetings you really need to have and which are better served in other formats, and setting up those necessary meetings for success before you even arrive in the conference room. I will also give you some tips and techniques to help you master your inbox, rather than allowing it to be your master.
Clinical Video in the Cloud: Utilizing Panopto for Counselor Observation
Nick Webster, Lewis & Clark College
Lewis & Clark College’s Graduate School operates a Counseling Center near Downtown Portland, Oregon, serving as the internship location for Lewis & Clark’s counseling students, as well as an affordable service to the greater community. As part of their internship, students are observed by faculty while conducting sessions. In 2012, Lewis & Clark installed a security camera system to provide a solution to view live and recorded sessions. The system was an effective, affordable solution at the time of deployment. However, as the system began to age, its limitations surfaced. Video quality was poor, and sound was nearly inaudible in some rooms. Instruction and research began to be impacted by system issues. By 2015, a large number of faculty called for a replacement. A wide search was conducted, and found that other systems either a) had similar issues, or b) were too expensive. Simultaneously, Lewis & Clark’s Law School transitioned to Panopto for classroom lecture capture. Utilizing the software for clinical observation was discussed, citing successful examples at Emporia State University and the University of Scranton. Within a few months, a PC with Panopto installed was deployed for testing. Faculty overwhelmingly approved of the new system, and it was implemented in Fall 2016. This poster discusses the challenges and successes in regards to implementation, focusing on faculty and student experiences, as well as legal and privacy concerns involved in adapting a lecture capture system for clinical video.
New Educational ICT Environment with Cloud in Kyushu University
Naomi Fujimura and Satoshi Hashikura, Kyushu University, Japan
We are moving all servers such as Moodle, Mahara, application server, LDAP, and AD servers from the “on premise” to AWS cloud. The cloud provides many benefit for us from the view point of space, power, budget, performance, and so on. It is now desirable for us to use the cloud aggressively. On the other hand, it is important for us to provide a common ICT (Information and Communication Technology) environment for students in spite of various PC standards including PCs and Macs. We are introducing a VDI (Virtual Desktop Infrastructure) interface to make every student use a common Windows environment in classes in September 2017. Students can also use a Linux instance if they require it. For that purpose, we are going to take full advantage of AWS Educate for teachers and students. We are going to develop a budget management system to control the usage of individual students. We are realizing the next generation educational ICT environment under BYOD with AWS cloud. It should be the model case for new higher education in the world.
Our Experience with introducing Microsoft Office 365 in Kyushu University
Yoshiaki Kasahara, Takao Shimayoshi, Masahiro Obana and Naomi Fujimura, Kyushu University, Japan
The Information Infrastructure Initiative of Kyushu University started serving Office 365 Education for students and staff members of Kyushu University in November 2016. Since 2007, the university had signed Microsoft EES (Enrollment for Education Solutions) including licenses for the latest Microsoft Windows and Office suite. The EES agreement includes an advantage to provide Office 365 Education to the university members with minimum investments, and also there was a demand for Skype for Business included in Office 365. To deploy Office 365 for our users, we first needed to configure our on-premise user authentication infrastructure to coordinate with Office 365. During trials, we had a couple of difficulties attributed to some disagreements between Microsoft’s and our policy whether the user identifier, namely the user principal name in Active Directory, was open or private. Additionally, we had to consider what kinds of service licenses should be applied to the users, because we have been operating an on-premise email service which is competing with Microsoft Exchange mail service. In this presentation we share our experiences in Office 365 deployment.
Calling Up IT Prospects
Angel Williams, Tulane University
The Network Operations Center (NOC) at Tulane University has been coined as the “farm team”. The NOC staff members are in a very unique position; they have to be educated on how to troubleshoot all Tulane applications as well being familiar with Tulane processes. Staff members, students, affiliates, faculty, parents and external candidates contact the NOC team for technology related support. As the staff member gains tremendous experience over the years, these positons unfortunately have a shelf-life and many begin to look for other opportunities. When positions in other teams have become open, NOC staff members have applied, and in the majority of the cases, ventured into other Tulane technology positions. The key role as a manager requires hiring quality applicants, adding to their skill set and seeing them move on to further their IT career within Tulane instead of letting them walk away. Some may say that I have a revolving door, but I strongly believe that it is adding to the future of Tulane technology.
First Year’s Efforts and Operational Results of BYOD Action in TUAT with New Style Virtual Computer Classroom
Kazuhiro Mishima, Takeshi Sakurada, Yoshikazu Kawamura and Yoichi Hagiwara, Tokyo University of Agriculture and Technology, Japan
In Tokyo University of Agriculture and Technology (TUAT), Bring Your Own Device (BYOD) was started as the university’s strategy from April 2016. According to our university’s action, instead of abolishing all computer rooms and terminals, we implemented a brand new designed computer system. It’s called TUAT Virtual Computer Classroom (TUAT-VCCR), which can be accessed from everywhere in our campus. TUAT-VCCR is based on virtual desktop technology, and users can access it with an HTML5-compliant web browser (e.g. Google Chrome, Mozilla Firefox). This made it possible to eliminate the problem of different device types from users (e.g. Windows, Mac, Linux, or Chrome). In this article, we report our actual efforts for BYOD in first year. Information Media Center is in charge of “Information Orientation” which is the first-time class of information exercises for freshman. We introduce the result of redesigning the lecture curriculum, and actual situations of the conducted class, along with the new computer system. We also introduce the effort to create a service usage guide and another support programs in order to help users use new system more efficiently. In addition, we discuss the actual results of our new style computer system which has been operational for one year, and the reality of BYOD in the university of science and technology. From our article, we provide valuable information for other organizations to plan the BYOD in the future.
From eLearning to eScience: Building a Service Oriented Architecture to Support Research
Marius Politze and Thomas Eifert, RWTH Aachen University, Germany
Teaching and research are the two core processes at all universities. In the last decade, several initiatives focused on eLearning to develop and standardize technology enhanced teaching and learning. Even though, user groups and organizations are the same supporting technology for organizing and performing research still needs investments to build eScience services. Supporting a wide range of eLearning scenarios with an integrated software suite and API allowed a high standardization, high rate of adoption of technology and seamless integration into various learning processes. Researchers are missing this kind of integrated support. While the processes itself may be different, key factors like users, processed files and existing applications can be compared. Experiences gained from already established eLearning infrastructure influences design and implementation of a service-oriented architecture to support current and future eScience workflows. The starting point is to derive a conceptual model from eLearning infrastructures, then apply it to meet the challenges in eScience. This allows implementing first research workflows and provides the flexibility to adapt the existing applications as processes clarify or change. The key technologies identified, like centralized layers for authorization, communication and caching, as well as a process aware API added to off the shelf IT components are also suitable in eScience context. In order to keep their right to exist, universities’ IT service providers therefore need to build up more competences in process based consulting to tailor off the shelf IT products to the individual research processes.
Games: Facilitating Communication Training (and Fun)
Eric Handler, Macalester College
Communication is an important aspect to providing technical support. Specialized training towards communication skills can dramatically help apprentice support staff grow comfortable fielding questions and provide excellent support even as their technical knowledge expands. Tabletop and video games can be used, with or without modification, to facilitate communication training for students and team building for full time staff. This poster will explore key aspects of communication like facilitating an understanding of the terminology of constituents, facilitating translation into technical terms. Additional topics include avoiding terms that have multiple meanings, especially to non-technical users, pattern recognition. The games used in this poster Include Taboo, Codenames, and Keep Talking and Nobody Explodes. These games, as well as many other, will be used to showcase the variety of tools that can be used to facilitate training and team building. The goal of this poster is to explain a few of these tools and include an interactive element where attendees can participate in at least one of the games.
Producing Video Clips for Information Ethics and Security in Higher Education
Tomohito Wada, National Institute of Fitness and Sports; Izumi Fuse and Shigeto Okabe, Hokkaido University; Takeo Tatsumi, The Open University of Japan; Hiroshi Ueda, Kyoto University; Tetsutaro Uehara, Ritsumeikan University; Michio Nakanishi, Osaka Institute of Technology; Takahiro Tagawa, Kyushu University, and Ikuya Murata, Fukuoka University of Education, Japan
Information society has various problems in technical aspects, ethical aspects and so on. Social change by the progress of information technology is creating new things to learn. It is necessary to incorporate this into university education. The teachers in charge are required to grasp the current situation of changing society, review the contents of education, develop teaching materials used in classes, and devise teaching methods. However, it is so difficult for individual teachers to grasp changes in information technology and develop appropriate teaching materials. We have continued to develop teaching materials which are familiar to university students based on changes in information technology and information society through collaboration between different universities, since 2003. We have been producing educational video clips regarding information ethics and cyber security issues for university students. The clips were revised and supplemented several times and the latest sixth version was released in late 2016. This collection consists of 22 short stories among three university students who were involved in IT issues or incidents. The topics of the clip include passwords, computer security, network communities, intellectual property and so on. New topics such as personalized search, flaming, digital signature and ransomware were newly added into the collection. The idea of the stories and its original scripts for new topics were discussed and wrote by various university faculty members. Then, professionals at a production company refined the scripts and made a video. The videos were modularized into short clips to be used for university lectures. The video clips have been used in many Japanese universities. Moreover, the clips have been pre-installed into a large number of PCs which sold at university co-op stores every year. In our classrooms, the clips are well received by students and raise important issues about ICT ethics as their own problem. The video provided good starting points to consider the matter and have made easier to lead students to further related information.
Conquering Student Printing
Brian Yulke, NYU School of Law
After many years of operating informal free student printing services, Law ITS identified the needs for a higher level of service, reduced waste, and lower cost to the department. Over the course of several years, Law ITS collaborated with the university IT group and the student government to implement new systems and improved service. These efforts resulted in significantly reduced waste, more convenient and centralized printing services, the addition of color printing, improved service response time and reliability, and a dramatic decrease in cost, all without any elimination or reduction of service and without the introduction of a printing charge.
Improving University Computing Service through Onboarding and Continuous Training Programs
Deyu Hu, Virginia Tech
A large public university in the U.S. uses an in-house Information Center (IC) to provide computing service to its students, parents, employees, and alumni. Providing high quality computing service over the phone, however, can be challenging. To effectively solve a problem, an IC agent needs to ask the right questions to determine the nature of a problem, know the steps to solve a problem, and then fill out, follow-up, or close a support ticket correctly. Since the range of IC support is broad, from resetting passwords to managing guest accounts to dealing with compromised accounts or machines, it is imperative for IC agents to master a broad range of service topics. How to quickly train new hires and continuously train and re-train existing agents are challenges that many universities’ ICs face. The presenters of this session revised the existing training programs at a U.S. university’s IC to address the challenges. An online course has been revised to provide new employees the necessary technical and procedural training, from how to use the phone systems to FERPA and diversity training. Continuous training is offered through weekly face-to-face training and an online course to all agents. A master training plan was made to include all training topics, their frequency of delivery, and an annual schedule. In this session, we will introduce the revised training programs and discuss their effectiveness by reporting survey and course participation and achievement data. Best practices and lesson learned will be shared with interested audience.
Get Started at the Institution: the Collaboration and Technology to Deliver Web Resources to New Employees
William Bettermann and Cristina Koorie, Lehigh University
Lehigh University Library and Technology Services (LTS) designed, tested, and launched Get Started, a Drupal based web page, to provide the computer, network, and library resources needed for new university employees. This presentation will cover the steps to develop and design collaboratively the page and its content with contributors from several LTS units. Get Started development in Drupal jQuery Accordion technology is vital to maintain design goals. This presentation will focus on why Drupal jQuery Accordion was implemented as the best solution for the design needs of LTS and its benefits for further implementation. Included will be a demonstration from start to finish of topic selection, based on Qualtrics survey work, and other development and design processes. Improving the accessibility to core technological and library information for new employees is a vital and often overlooked function of IT, making the implementation and continuous enhancement of Get Started a valuable component of the Lehigh University LTS web interface.