{"id":977,"date":"2021-03-12T21:46:56","date_gmt":"2021-03-12T21:46:56","guid":{"rendered":"https:\/\/siguccs.org\/Conference\/2021\/?page_id=977"},"modified":"2021-03-15T14:15:37","modified_gmt":"2021-03-15T14:15:37","slug":"table-of-contents","status":"publish","type":"page","link":"https:\/\/siguccs.org\/Conference\/2021\/table-of-contents\/","title":{"rendered":"Table of Contents"},"content":{"rendered":"<h1><strong><span style=\"font-size: 18pt;\">SIGUCCS &#8217;21: ACM SIGUCCS Annual Conference<\/span><\/strong><\/h1>\n<div id=\"DLtoc\">\n<div id=\"DLheader\">\n<p><a class=\"DLcitLink\" title=\"Go to the ACM Digital Library for additional information about this proceeding\" href=\"https:\/\/dl.acm.org\/doi\/proceedings\/10.1145\/3419944\"><img class=\"DLlogo\" src=\"https:\/\/dl.acm.org\/specs\/products\/acm\/releasedAssets\/images\/footer-logo1.png\" alt=\"Digital Library logo\" height=\"30\" \/><br \/>\nFull Citation in the ACM Digital Library<br \/>\n<\/a><\/p>\n<\/div>\n<div id=\"DLcontent\">\n<h2>SESSION: Keynote &amp; Invited Talks<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3440725\">From GenderMag to InclusiveMag:: A Journey for University IT<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Margaret Burnett<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Does your college\/university say one of its core values is diversity, equity, and<br \/>\ninclusion?\u00a0 If so, is the IT they are using equitable and inclusive for usage by diverse<br \/>\npopulations of users?\u00a0 The evidence suggests \u201cno\u201d \u2014 and in this talk, we will consider<br \/>\nhow to address this problem by answering the following questions: How can IT professionals<br \/>\nassess whether their IT supports diverse users? And if they find problems, how can<br \/>\nthey fix them? Although there are empirical processes that can be used to find \u201cinclusivity<br \/>\nbugs\u201d piecemeal in software, web apps, websites, and so on, what is often needed is<br \/>\na systematic inspection method to assess IT&#8217;s support for diverse populations. To<br \/>\nhelp fill this gap, we developed GenderMag, a method for finding and fixing \u201cgender<br \/>\ninclusivity bugs\u201d \u2014 gender biases in IT interfaces and workflows.\u00a0 We then introduced<br \/>\nInclusiveMag, a generalization of GenderMag that can be used to generate systematic<br \/>\ninclusiveness methods for other dimensions of diversity. In this talk, we present<br \/>\nthe latest GenderMag results, what OSU&#8217;s IT professionals are doing with it, and provide<br \/>\na glimpse into the future by briefly introducing InclusiveMag and our early experiences<br \/>\nwith it.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3440726\">Digital Natives and Other Mythical Beasts<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Susan Zvacek<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Tales abound in popular magazines and academic publications of technologically savvy<br \/>\nadolescents with near-magical powers. Whether celebratory or despairing, however,<br \/>\nclaims and assumptions about these roaming packs of digitally-nimble young people<br \/>\nare often based on flawed \u2013 or nonexistent \u2013 research. Concurrently, educators may<br \/>\nfind themselves pursued by shadowy specters of what \u201ceverybody knows\u201d about teaching,<br \/>\nlearning, students, and all things brain-ish. \u201cBut, does it really matter,\u201d you might<br \/>\nask, \u201cif a student believes that humans have a shorter attention span than a goldfish?\u201d<br \/>\nShort answer: Yes, it does matter, indeed. This presentation will propose a longer<br \/>\nanswer to that question by unearthing the sources of these legends, shining the light<br \/>\nof day on the true nature of such creatures, and offering strategies for combating<br \/>\nthe pernicious effects of their influence. (Torches and pitchforks optional.)<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Session 1: Lessons Learned from Massive Pivots Due to Physical Campus Closures<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441173\">I\u2019ll See You Online<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Miranda Carney-Morris<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>In early March, Lewis &amp; Clark started to prepare for a primarily face-to-face campus<br \/>\nto scale up to support distance learning in the event students or instructors would<br \/>\nneed to quarantine. We expected to use Zoom, the video conferencing platform fully<br \/>\nsupported by IT to deliver a handful of fully online and distance learning courses.<br \/>\nWithin a week we instead needed to assist with an emergency transition to teaching<br \/>\nonline fully. To support this effort, we needed to quickly scale up both a video conferencing<br \/>\nplatform and faculty development program for all faculty. In this paper, I\u2019ll share<br \/>\nour experiences using both Zoom and Google Hangout Meet, our training programs, eventual<br \/>\nadoption rates, feature evaluation, and faculty and student responses to this transition.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441220\">Mission COVID: Low-Cost, Scalable Technology for Hybrid Learning<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Allan B. Chen<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>In response to the COVID-19 pandemic, many institutions talked about hybrid learning<br \/>\nmodels for both fall 2020 and spring 2021. For the most part, hybrid instruction is<br \/>\na variation of the HyFlex model &#8211; synchronous instruction of faculty and students<br \/>\nboth remote and in class. Institutions are approaching configuration of these rooms<br \/>\nthrough many different methods. The question is \u201cHow does one create these rooms,<br \/>\nat scale, across an entire campus?\u201d This kind of flexibility and cost-control is necessary<br \/>\nwhen trying to balance having enough rooms available to cover the majority of classes,<br \/>\nbut not so many that one breaks the bank.<\/p>\n<p>CSU Northridge (CSUN) has approached this, with support from a CSU System mini-grant,<br \/>\nwith an eye towards cost control and the ability to expand across potentially 350<br \/>\nclassrooms or more. Come to this presentation to learn more about not on the HyFlex<br \/>\nmodel of teaching but also the thinking that happened behind the scenes to build this<br \/>\nproposal.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441175\">Supporting the Rapid Adaptation to Remote Teaching Modality: Software and Hardware<br \/>\nEdition<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Dan R. Herrick<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>During the COVID-19 pandemic, the University of Colorado Boulder teaching activities<br \/>\nshifted rapidly to a remote and HyFlex model. Neither campus technology infrastructure<br \/>\nnor the bulk of instructors were prepared for this extremely rapid change in teaching<br \/>\nmodels. In response to the impacts on campus operations in the Spring 2020 semester,<br \/>\nand subsequent plans to begin the Fall 2020 semester by teaching in a mixed environment,<br \/>\nthe Office of Information Technology (OIT) developed 23 rapid-response projects and<br \/>\ncollaborative activities.<\/p>\n<p>This presentation highlights those projects relating to personal computing software<br \/>\nand hardware resources for instructors. This includes developing new software delivery<br \/>\nstrategies, adapting software licensing to fit rapidly evolving instructional needs,<br \/>\nand providing computers and peripherals to instructors outside the normal range of<br \/>\nprovisioning. All these were done in response to COVID-19 impacts on campus operations<br \/>\nand the subsequent plan to begin the Fall 2020 semester by teaching in a mix of traditional<br \/>\non-premise, newly remote, and highly-flexible environments.<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Session 2: Leadership<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441176\">Won&#8217;t You Be My Leader?<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Thomas R. Wilk<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>In many cases managers are not properly trained for the responsibility of becoming<br \/>\na leader. True leadership is a never-ending experience of personal and professional<br \/>\nevolution and does not happen overnight. Even when the desire to lead and help others<br \/>\nexists, it can take decades to develop methodology that works for you and those you<br \/>\nlead. Employees are really counting on you to lead them not \u201cManage\u201d them.<\/p>\n<p>To set the stage I will share some of my experiences and insight through real-world<br \/>\nchallenges and pitfalls stemming from the shortcomings of poor leadership in my own<br \/>\nexperience as a manager. Finally, I will share some tools, tips, and techniques I<br \/>\nuse on a daily basis. The focus will be around helping individuals grow their careers<br \/>\nno matter where they are now keeping them engaged in their work, their teams, and<br \/>\ntheir careers.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441165\">Leading Diverse Teams During Transitions to Remote Work<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Laurie Fox<\/li>\n<li class=\"nameList Last\">Shawn Plummer<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>The transition to remote work was a slow one for our campus. Our employees are unionized<br \/>\nand our human resources department values hours in the office. Last year, our department<br \/>\npiloted a program where employees could get permission to work from home on a sporadic<br \/>\nbasis. In March 2020, New York State\u2019s mandated closing of our campus transformed<br \/>\nall of our employees into remote workers. In this presentation, we will describe the<br \/>\nhasty escalation to occasional work from home situations to fully remote teams. Topics<br \/>\ninclude communication tools, business continuity. accountability, time management,<br \/>\ntracking employee performance, and team cohesiveness and morale.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3440730\">Learning On and At the Edge: Enabling Remote Instructional Activities with Micro Controller<br \/>\nand Microprocessor Devices<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Owen G. McGrath<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>As a result of the global pandemic of 2020, many colleges and universities shifted<br \/>\nto remote instruction. Thanks in part to the reliance on cloud-based hosting for mission-critical<br \/>\nenterprise systems (e.g., enrollment, library collections, learning management, and<br \/>\nvideoconferencing), most higher education institutions have been able to continue<br \/>\nteaching and learning activities overall in this difficult context [1]. For a small<br \/>\nbut important subset of courses, however, the lack of access to laboratory, workshop,<br \/>\nor studio spaces has presented enormous obstacles to carrying on [2]. The negative<br \/>\nimpact to hands-on instruction has been a major preoccupation during the pandemic,<br \/>\nbut there are some signs of hope. As we&#8217;ll see, inexpensive microcontroller and microprocessor<br \/>\nsystems and accessories have emerged as enabling technologies that show promise as<br \/>\na solution for carrying on certain kinds of remote hands-on activities. This paper<br \/>\nlooks at three situations where instructors were able to overcome the challenges of<br \/>\nremote instruction by being able to distribute kits and digital lab materials to students<br \/>\nfor remote work using devices such as Arduino, Raspberry Pi, and NVIDIA Jetson. The<br \/>\nthree examples suggest a potential role for academic computing services in being able<br \/>\nto scale up these sorts of device-based solutions to achieve broader impact.<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Session 3: Infrastructure and Networking<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3440727\">Centralizing Server and Workstation Provisioning, Configuration, and Management with<br \/>\nForeman and Puppet.<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Kyle Vonblohn<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>As a lone system administrator, efficiency is key. As our Computer Science and Digital<br \/>\nForensics programs grew, and student enrollment continued to increase, one thing became<br \/>\nclear: I needed a better way to control the provision \/ configure \/ management lifecycle<br \/>\nof our servers and workstations. This paper will chronicle the journey from several<br \/>\ndisparate systems to a single console capable of managing the entire lifecycle of<br \/>\nboth servers and workstations. From Zero-touch provisioning of bare metal and virtual<br \/>\nmachines, to ensuring up-to-date configurations, as well as software deployment across<br \/>\nboth Windows and Linux systems alike.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441170\">Challenge for Consolidation of Individual Email Services into a Cloud Service<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Takao Shimayoshi<\/li>\n<li class=\"nameList\">Yoshiaki Kasahara<\/li>\n<li class=\"nameList Last\">Naomi Fujimura<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Email is a traditional but still important global communication tool. An email address<br \/>\nis a kind of personal identifier, and email addresses printed on publications require<br \/>\npersistent reachability. Kyushu University provides a university-wide email service,<br \/>\nPrimary Mail Service, and assigns a Primary Mail Address for each member. Divisions<br \/>\nof the university additionally operate individual email services for their internet<br \/>\nsubdomains and administer member email addresses. Since email is a major means of<br \/>\ncyberattacks nowadays, the secure operation of an email server demands considerable<br \/>\neffort and high skill. This article describes a challenge at Kyushu University for<br \/>\nconsolidating individual email services. Since 2018, the Primary Mail Service has<br \/>\nbeen operated using Microsoft\u2019s cloud service, Exchange Online, which supports multiple<br \/>\ninternet domains on a tenant. The approach employed is registering divisional subdomains<br \/>\nto the tenant and configuring forwarding addresses from addresses of the subdomains<br \/>\nto the Primary Mail Addresses or external addresses. A desirable scheme is for each<br \/>\ndomain administrator to manage forwarding addresses of the domain, but Exchange Online<br \/>\nis unable to delegate administration to the domains. To overcome this, a system was<br \/>\ndesigned and developed for domain administrators to create, read, update, and delete<br \/>\nforwarding addresses. Beginning in July 2020, a new service to import divisional domains<br \/>\nwas offered. We are now planning measures for promoting the consolidation of individual<br \/>\nemail services.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441163\">An Attempt of Automatic and Flexible Operation of Campus Equipment Using Bot Computing<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Takashi Yamanoue<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>An attempt of automatic and flexible operation of equipment in a campus is discussed.<br \/>\nThis operation was realized by Bot Computing, a framework for Internet of Things (IoT).<br \/>\nBot computing enables remote control of edge devices which are protected by NAT routers,<br \/>\nfrom the Internet. Any electric appliance can be controlled using the combination<br \/>\nof Bot Computing and an edge device with an Infra-Red (IR) transmitter, if the appliance<br \/>\nhas the IR remote controlled function.<\/p>\n<p>We can program the power-on time and the power-off time of any electric appliance,<br \/>\nby writing a script on a Wiki page on the Internet, using the Bot Computing. We can<br \/>\nchange the program anytime, anywhere. We also can force turn on or force turn off<br \/>\nthe appliance anytime, anywhere.<\/p>\n<p>We have used this to realize a large digital signage system by using windows of a<br \/>\nbuilding at our university. The signage system displays university information at<br \/>\nnight.<\/p>\n<p>We could have planned operation of video projectors in a building. We could also have<br \/>\nforced turn on video projectors and changed the plan of operation from the outside<br \/>\nof the building, which is locked at night.<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Session 4: Higher Education IT Staff are\/are not Okay<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3440728\">Mental Health in the Workplace: A Continuing Conversation<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">R. Kevin Chapman<\/li>\n<li class=\"nameList\">Max Cohen<\/li>\n<li class=\"nameList Last\">Beth Lynn Nolen<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Last year&#8217;s panel generated a number of positive requests to continue our conversation<br \/>\nin future conferences, and so we are once again offering a panel presentation and<br \/>\ndiscussion on the subject of mental health in the workplace.<\/p>\n<p>Everyone has their own personal struggles; many of us have diagnosed mental health<br \/>\nissues; and still too many have genuine health issues that remain undiagnosed. The<br \/>\ngood news is that there seems to be more open conversation around the issue of mental<br \/>\nhealth within the workplace. However, we still have a ways to go, and many of us still<br \/>\nfind ourselves powering through our days without support, either because we don&#8217;t<br \/>\nthink we need it, don&#8217;t know how to request it, or because none exists. Maybe there&#8217;s<br \/>\na better approach.<\/p>\n<p>This panel will once again be comprised of members of the SIGUCCS community who experience<br \/>\nsome form of mental health issue that has impacted their professional (and personal)<br \/>\nlives. We will also have the perspective of a supervisor who has worked closely with<br \/>\none of his direct reports in order to accommodate their related needs. We&#8217;ll spend<br \/>\nour presentation time talking about how these conditions manifested themselves, their<br \/>\nimpact on our work, and how they were or are being addressed. We&#8217;ll also talk about<br \/>\nthe importance of support structures in the workplace and how to seek them out. The<br \/>\nremaining half of our time will be for open discussion: questions for members of the<br \/>\npanel, or an opportunity for participants to share their own experiences.<\/p>\n<p>Please join in what we hope to be a safe environment for an important conversation.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441164\">Out in Tech: An Open Discussion About Inclusive Workspaces<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Jeffrey Kontio<\/li>\n<li class=\"nameList\">Robert Fricke<\/li>\n<li class=\"nameList\">Brandon Hopkins<\/li>\n<li class=\"nameList Last\">Nicholas Hardy<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>The drive for both diversity and Inclusion has become more and more central to the<br \/>\ncore values of many instructional institutions throughout the world. Until recently,<br \/>\nmany LGBTQ+ people felt the need to hide who they were. As a somewhat invisible minority<br \/>\nstatus it was often difficult to participate in many of the personal discussions that<br \/>\nour \u201cstraight\u201d co-workers regularly engaged in; finding ways to still converse without<br \/>\ngiving away our secret. It is those tough and, frankly, scary conversations that are<br \/>\nso very important to not only our own psyche, but also for those around us. In this<br \/>\nfacilitated discussion we will open the floor to the topics of LGBTQ+ inclusion in<br \/>\nthe workplace, coming out to coworkers, what it means to be an ally, and much more.<br \/>\nThis will be a welcoming and affirming environment, regardless of where you are on<br \/>\nthe spectrum. Let&#8217;s have an open and candid conversation of our experiences be you<br \/>\nLGBTQ+ or not!<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Poster Session<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441168\">Design and Implementation of the Cisco Webex System Based on Self-service Sign-up<br \/>\nUsing G Suite for Rapid Deployment<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Kazuhiro Mishima<\/li>\n<li class=\"nameList\">Takahiro Nemoto<\/li>\n<li class=\"nameList\">Yoichi Hagiwara<\/li>\n<li class=\"nameList Last\">Takahiko Tsujisawa<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Following the spread of the new coronavirus (COVID-19), there is a growing requirement<br \/>\nfor online class at universities and other educational institutions. Information Media<br \/>\nCenter (IMC) at Tokyo University of Agriculture and Technology (TUAT), provides Google<br \/>\nG Suite for Education, which can be used by all faculty members and students of our<br \/>\nuniversity. G Suite provides a service called Google Meet, which can be used for remote<br \/>\nmeetings. However, since Meet is somewhat inferior in terms of functionality as a<br \/>\nweb conferencing system, it is expected to have some barriers for the smooth class<br \/>\nmanagement by faculty members. Therefore, IMC considered that Cisco Webex Training<br \/>\ncould be a choice for effective online class use. First of all we discuss the functionality<br \/>\nof Cisco Webex Training in this paper. A product version of some web conferencing<br \/>\nsystems such as Webex can be easily implemented for a large-scale environment by working<br \/>\ntogether with a university\u2019s integrated authentication system. However, in order to<br \/>\ndo this, it is necessary to renovate the existing authentication system. It also coincides<br \/>\nwith the end of the fiscal year in Japan\u2019s budget period. In this situation, online<br \/>\nclasses are also an important issue that needs to be implemented quickly for COVID-19<br \/>\nmeasures. From these situations, renovations and cost incurrence for coordination<br \/>\nshould be kept to a minimum. Therefore, IMC starts preparations for a small-start<br \/>\nimplementation of the system. First, we built a system that allows users to open an<br \/>\naccount for the Webex system by signing up, and then users can start the service by<br \/>\nself-service when they need it. This system consists of a combination of the Webex<br \/>\nsystem and the various services included in G Suite, and is ready for use when both<br \/>\nservices are available. In this paper, we also provide a brief description of the<br \/>\nprocess of building the system and the details of the system. By proposing an introduction<br \/>\nmethod that is different from the linking the authentication system normally used<br \/>\nto deploy the Webex system, we can propose a new use case for the university community.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441169\">Introduction of the Basic Human Resource Development Program for Freshman and the<br \/>\nPractical Professional Development Program for Current Students at Tokyo University<br \/>\nof Agriculture and Technology<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Takahiro Nemoto<\/li>\n<li class=\"nameList\">Kazuhiro Mishima<\/li>\n<li class=\"nameList\">Yoichi Hagiwara<\/li>\n<li class=\"nameList Last\">Takahiko Tsujisawa<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>The Internet and information systems have been used widely as part of the social<br \/>\ninfrastructure. With the commoditization of these technologies, the importance of<br \/>\nhuman resources to handle them is increasing day by day. However, there are not enough<br \/>\ninfrastructure engineers to handle information infrastructure, so the development<br \/>\nof these professionals is an urgent necessity. Universities also have a variety of<br \/>\ninformation systems, and by effectively utilizing these systems, advanced research<br \/>\nand education can be carried out. The Information Center is an organization that promotes<br \/>\nthe operation and utilization of these information systems. The Tokyo University of<br \/>\nAgriculture and Technology Information Media Center (IMC) operates the university\u2019s<br \/>\ninformation infrastructure, and in conjunction with this, it also provides education<br \/>\non the effective use of information infrastructure. First of all, there is an information<br \/>\norientation as a basic education program for freshman. This program is conducted at<br \/>\nthe beginning of the new semester to educate students on the use of the university\u2019s<br \/>\ninformation system and information ethics. It is also considered that the role of<br \/>\na science and technology university is to develop engineers who support information<br \/>\nsystems as a social infrastructure. Therefore, IMC provides an educational program<br \/>\nfor the development of infrastructure engineers, which is separate from the regular<br \/>\ncurriculum of our university. In this program seminar-style classes are held with<br \/>\nexercises covering a wide range of content in keywords such as Internet technology,<br \/>\ncloud computing, server operation technology, and security. In addition, this program<br \/>\nis based on a program that has been developed for working people outside the university<br \/>\nand is being implemented as the original program for the university with advanced<br \/>\ncontent. Our students belong to their own specialties, such as engineering and agriculture,<br \/>\nbut by providing other programs for these students we can develop a wide variety of<br \/>\nhuman resources by acquiring knowledge of information technology, not only in their<br \/>\nown specialties but also in a wide range of fields. This paper outlines these two<br \/>\nprograms that IMC provides as programs mainly for students. This paper will help to<br \/>\nconsider the human resource development programs that can be implemented in universities,<br \/>\nfrom basic programs to practical and advanced programs.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441171\">Preparation for Remote Activities in the University using Cisco Webex Education Offer<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Tsuyoshi Akiyama<\/li>\n<li class=\"nameList\">Hideo Masuda<\/li>\n<li class=\"nameList Last\">Hiromi Yamaoka<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Face-to-face activities at universities have become difficult with the worldwide<br \/>\noutbreak of COVID-19. In our university, we are making various efforts to prevent<br \/>\ninfection. In the first semester, all face-to-face classes were cancelled, and a remote<br \/>\nlecture using LMS and a video conference system was conducted.<\/p>\n<p>In order to support remote activities, the university contracted Cisco Webex Education<br \/>\nOffer in addition to the previously purchased Cisco Webex license. With this license,<br \/>\nwe made Cisco Webex available to all faculty and staff.<\/p>\n<p>In this paper, we will describe our knowledge related to the preparation of remote<br \/>\nactivities at universities in conjunction with the information infrastructure already<br \/>\nreported, and report the contents.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441172\">Report of a Cooperative High School and University Class using High-speed Network<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Hiromi Yamaoka<\/li>\n<li class=\"nameList\">Hideo Masuda<\/li>\n<li class=\"nameList Last\">Tsuyoshi Akiyama<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>In December 2019, The Ministry of Education, Culture, Sports, Science and Technology<br \/>\nof Japan announced the GIGA (Global and Innovation Gateway for All) school concept.<br \/>\nThe aim is to optimize education for each and every child by providing a terminal<br \/>\nand a high-speed, large-capacity communication network. To achieve this goal there<br \/>\nhave been various initiatives across Japan. A demonstration experiment of remote classes<br \/>\nusing a high-speed network was conducted between Kyoto Institute of Technology (KIT)<br \/>\nand Kyoto Prefectural Toba High School. This paper reports the effects and problems<br \/>\nof the demonstration experiment.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441174\">Japanese Activities to bring online academic meetings against COVID-19: How We Learned to Stop Worrying and Love the Online Meetings<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Hiroki Kashiwazaki<\/li>\n<li class=\"nameList\">Takuro Ozaki<\/li>\n<li class=\"nameList\">Hajime Shimada<\/li>\n<li class=\"nameList\">Yusuke Komiya<\/li>\n<li class=\"nameList\">Eisaku Sakane<\/li>\n<li class=\"nameList\">Kazuhiro Mishima<\/li>\n<li class=\"nameList\">Shiu Sakashita<\/li>\n<li class=\"nameList\">Nariyoshi Yamai<\/li>\n<li class=\"nameList\">Yoshiaki Kitaguchi<\/li>\n<li class=\"nameList Last\">Kensuke Miyashita<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Various rally events in Japan were canceled or postponed since mid-February 2020<br \/>\ndue to the impact of the new coronavirus COVID-19 which was confirmed in late 2019.<br \/>\nIn Japan, February and March are the months when many conferences and research meetings<br \/>\nare held. The authors were key-persons to bring the conference\/research meeting online<br \/>\nfrom late February to mid-March. Over 100 to 1,000 participants attended each conference.<br \/>\nEach conference consists of a single session to a maximum of 13 parallel sessions.<br \/>\nThis paper discusses the prospect of the conference and summarizes the decision-making<br \/>\nprocess and technical decisions of the conferences.<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Session 5: Pandemic Panel<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441219\">Preventing COVID-19 Infection in a University Using Office 365<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Shigekazu Katagiri<\/li>\n<li class=\"nameList\">Takashi Yamanoue<\/li>\n<li class=\"nameList\">Kazuki Yoshizu<\/li>\n<li class=\"nameList Last\">Shinji Hira<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Preventing COVID-19 infection in a university using a cloud computing service, Microsoft<br \/>\nOffice 365, is discussed. In order to start in-person classes safely, our university<br \/>\ndecided to survey health status of every student and staff member, every day. The<br \/>\nstudent or the staff member is asked to not to come to campus if there is a symptom<br \/>\nof COVID-19 infection or if they did not fill out the survey sheet daily for two weeks.<br \/>\nIf there are no symptom of COVID-19 for two weeks, there is almost no possibility<br \/>\nof infection of COVID-19 or the person had recovered from the infection. The survey<br \/>\ndata is collected and analyzed with Office 365 to minimize time and effort. In addition<br \/>\nto the survey, we made the class seat assignment sheets using our academic affair<br \/>\nsystem and Excel. The assigned seats were used in order to coduct contuct tracing<br \/>\nif a student tested positive with COVID-19.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441223\">Endlessly Exhausting Possibilities: Pandemic Planning in Support Services<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList\">Rebecca Klein<\/li>\n<li class=\"nameList\">Jerome Hilscher<\/li>\n<li class=\"nameList\">Clayton Mitchell<\/li>\n<li class=\"nameList Last\">Greg Christie<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>With each new calendar or academic year, we hear platitudes like \u201cthe possibilities<br \/>\nare endless!\u201d Many of us in higher education have been anticipating coming changes<br \/>\nas the industry undergoes a transformation. Yet no one expected a pandemic to strike<br \/>\nand completely upend life as we knew it, hastening change and forcing us to re-envision<br \/>\nand reinvent daily operations, on a weekly or even daily basis. How did the Campus<br \/>\nRelations group in Drake University\u2019s Information Technology Services respond to the<br \/>\npressure? The leadership team will share how we anticipated upcoming changes, developed<br \/>\ncontingency plans, adapted on the fly, and kept operations going. Did we exhaust all<br \/>\nthe possibilities? Or did the possibilities exhaust us? Attend our session and make<br \/>\nyour own determination!<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Session 6: Lightning Talks<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441221\">Good Migrations: Finding New Home for Support Articles, Done with Minimum Resources<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Mo Nishiyama<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Is it possible to plan, schedule, and execute a document migration of over 350 support<br \/>\narticles in a six-month timeframe with one dedicated full-time staff and a part-time<br \/>\nstudent worker assigned to the task? And is it possible to do the migration work while<br \/>\nencountering a pandemic situation which no one had planned for in our lifetime?<\/p>\n<p>The Help and How articles at Oregon Health and Science University&#8217;s Information Technology<br \/>\nGroup were migrated from an aging Content Management System (CMS) into a modern platform.<br \/>\nThis migration was completed with minimal allocated resources. This presentation covers<br \/>\nthe importance of planning, placing trust in colleagues, adopting a Skunkworks mindset,<br \/>\nand staying resilient for ensuring a successful project outcome.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441222\">Everything Counts: Making a Difference with Inclusive Words<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Mo Nishiyama<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>How would you feel if your workplace uses everyday language which triggers, offends,<br \/>\nor otherwise makes you feel unwelcome? Do uncomfortable terminology affect the level<br \/>\nof trust within your team and colleagues? And do you wonder why we don&#8217;t do anything<br \/>\nabout problematic language in professional workplaces?<\/p>\n<p>In light of anti-racism movement of 2020, many corporations and organizations took<br \/>\naction to focus inward and look at systemic and institutionalized racism within their<br \/>\nentities. The Information Technology Group at Oregon Health &amp; Science University was<br \/>\nno exception, as we took action on oppressive, discriminatory, and exclusionary terminologies<br \/>\nwhich we encountered in IT. Our efforts included going beyond changing the language<br \/>\nused in documentation: we also educated our colleagues and implored our vendors to<br \/>\nupdate their documents when we found problematic language.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441224\">Board Games As Relationship Building Tools<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Kevin Tschopik<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>The modern board game scene has exploded in popularity in recent years. Many games<br \/>\nare released every year and have a wide range of size and rules complexity. I have<br \/>\nfound that having a small supply of these modern games has been an invaluable relationship<br \/>\nbuilding tool. As an IT consultant for a mid-sized department I have a open policy<br \/>\nto play games over lunch with anyone who requests a game. I keep a curated supply<br \/>\nof games that take 15-45 minutes in my office. These games have led to many sessions<br \/>\nplaying and chatting with the professors and grad students in my department. As a<br \/>\nnew employee these sessions helped me establish peoples names and responsibilities,<br \/>\nbut they also have allowed me to form friendships and a welcome decompression time<br \/>\nin the middle of the day. My talk will be focused on the above with more specifics<br \/>\nof how I make it work in practice.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441225\">Slacking On: Organizing 50 Student Staff Remotely<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">R. Kevin Chapman<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>As with all IT departments, remote work brought a surge of support needs from our<br \/>\ncommunity. Faced with the increased demands on our time, the thought of trying to<br \/>\nrun the Helpdesk with a reduction or the elimination of our student staff was not<br \/>\na pleasant one. However, we were allowed to employ our staff remotely, providing we<br \/>\nhad specific plans for the type of work, scheduling of shifts, and in particular communication<br \/>\nand tracking.<\/p>\n<p>Fortunately, a number of our existing practices lent themselves to adaptation. With<br \/>\nthe judicious use of Slack, soft phones, and a drive to maintain existing working<br \/>\nrelationships, we modified our service approach and student focus such that we seemed<br \/>\nto meet the campus needs. We thought that we&#8217;d share what changes we made, how we<br \/>\nimplemented them, and a little of what went well and what might still need some work.<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441226\">Too Much Too Soon vs Too Little Too Late<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">R. Kevin Chapman<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>When the announcement was made to move to remote learning, schools across the country<br \/>\nhad to make fast and intense changes to curricula, teaching methods, technologies,<br \/>\nand support practices. Carleton College was fortunate in that there were funds available<br \/>\nto cover the costs of some of the additional training and new technology needs. Faculty<br \/>\nworkshops, computers for students, technology aids for faculty, implementation of<br \/>\nremote labs, remote work equipment policies for staff, all of which will sound familiar.<\/p>\n<p>While we got a number of things right, there were also some surprises. We initially<br \/>\noverestimated the number of machines we would need to loan to students, while a number<br \/>\nof students overestimated the capabilities on their own equipment. Our remote lab<br \/>\nmachines saw less use than expected. More faculty chose to fully flip their classes<br \/>\nthan expected, while some stuck to a strict lecture format. At the same time, there<br \/>\nwas a constant outflow of equipment and peripherals throughout the term as our community<br \/>\ncontinued to adjust: webcams, headsets, monitors, iPads, ethernet cables, wireless<br \/>\ncards, and a handful of cellular hotspots.<\/p>\n<p>We thought it might be interesting to talk about our hits and our misses, and why<br \/>\nwe think things landed as they did on our campus. Perhaps more importantly, we&#8217;d also<br \/>\nlike to talk about how we see this informing (or how it informed) our approach to<br \/>\nthe following term, with a more hybrid remote &amp; in-person demand.<\/p>\n<p>This would be an interactive session, open to audience participation for comparing<br \/>\nnotes. It could even be a panel discussion if several presenters also wanted to talk<br \/>\nabout how they dealt with similar demands. This is all predicated on the notion that<br \/>\nthere will be much discussion of How We Survived COVID-19 in Higher Ed IT.<\/p>\n<\/div>\n<\/div>\n<h2>SESSION: Session 7: Accessing Resources<\/h2>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3440729\">Check This Out Lending Laptops and Other Technology<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Ashley L. Koebel<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>Figuring out how and which pieces of equipment to circulate has stymied many a Technology<br \/>\nServices department. How do you decide what types of equipment to check out? Which<br \/>\nbrands\/models to purchase? How long should it go out? How do you keep things in working<br \/>\norder? How do you remedy the situation if someone damages, loses, or refuses to return<br \/>\nsomething?<\/p>\n<p>Those are some of the questions the Technology Services Loan staff from the College<br \/>\nof Literature, Science &amp; the Arts at the University of Michigan have asked, answered,<br \/>\nand continue to ask themselves as our loan service evolves and grows. With over 1,000<br \/>\nresources circulating out of two Loan Centers, the Loan staff must keep their eyes<br \/>\non the present (making sure our equipment is functioning properly and returned on<br \/>\ntime) while considering the future (how new technologies will impact our circulating<br \/>\ncollection, when to update equipment, and when to add new resource types).<\/p>\n<p>Included in this discussion are:<\/p>\n<p>The three qualities all Loan equipment must have (and when and how to give a little<br \/>\non one of them),<\/p>\n<p>Equipment life cycles and how we apply that concept in a practical sense,<\/p>\n<p>How usage patterns changed and continue to impact how we circulate equipment,<\/p>\n<p>How our partnership with the Learning Technologies Consulting group helps us anticipate<br \/>\nareas of the collection needed to develop and grow, and<\/p>\n<p>Why a person-to-person reservation\/checkout works for us now (rather than self-checkouts,<br \/>\nreserving online, and kiosks).<\/p>\n<\/div>\n<\/div>\n<h3><a class=\"DLtitleLink\" title=\"Full Citation in the ACM Digital Library\" href=\"https:\/\/dl.acm.org\/doi\/10.1145\/3419944.3441167\">A Team-Based Approach to Developing Training, Documentation, and Communication for<br \/>\na Virtual Reality Space<\/a><\/h3>\n<ul class=\"DLauthors\">\n<li class=\"nameList Last\">Doralyn Rossmann<\/li>\n<\/ul>\n<div class=\"DLabstract\">\n<div style=\"display: inline;\">\n<p>This paper is a case study of a data visualization and virtual realities technologies<br \/>\nspace in a university library which had been misunderstood, underused, and neglected.<br \/>\nThrough an intense project-management effort involving stakeholders over the summer<br \/>\nmonths, the space received a mutually-agreed upon purpose, and co-developed documentation,<br \/>\ntraining, and communication strategies. As a result, the use of the space increased<br \/>\ntenfold from the previous 3 years of operation and led to multiple new connections<br \/>\nacross campus with users of and researchers in virtual reality. This project demonstrates<br \/>\nan effective method of re-envisioning the purpose of a space by engaging multiple<br \/>\nstakeholders to gain a shared vision. Ultimately, this method can be employed by other<br \/>\ninstitutions looking to improve use of a space or service<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>SIGUCCS &#8217;21: ACM SIGUCCS Annual Conference Full Citation in the ACM Digital Library SESSION: Keynote &amp; Invited Talks From GenderMag to InclusiveMag:: A Journey for University IT Margaret Burnett Does your college\/university say one of its core values is diversity, equity, and inclusion?\u00a0 If so, is the IT they are using equitable and inclusive for [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/pages\/977"}],"collection":[{"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/comments?post=977"}],"version-history":[{"count":1,"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/pages\/977\/revisions"}],"predecessor-version":[{"id":978,"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/pages\/977\/revisions\/978"}],"wp:attachment":[{"href":"https:\/\/siguccs.org\/Conference\/2021\/wp-json\/wp\/v2\/media?parent=977"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}