This year’s SIGUCCS conference showcases a dynamic and diverse group of presenters whose work reflects the evolving landscape of higher education IT. Their sessions span innovative uses of AI, leadership and team development, IT service transformation, data-informed decision-making, and accessible, student-centered learning environments. Collectively, these presentations highlight both the practical strategies and forward-looking ideas shaping our campuses today. Whether exploring statewide AI platforms, inclusive hiring practices, modernized service operations, or creative approaches to teaching and accessibility, this year’s presenters demonstrate a shared commitment to strengthening technology, supporting people, and building more resilient institutions.
Boosting ROI for student employees
Author(s)
Miranda Carney-Morris (Lewis & Clark College), Karl Owens (University of Oregon, Lundquist College of Business) and Elizabeth Young (Lewis & Clark College)
Submitted Abstract
Student employees are essential to IT in higher education, yet their full potential often remains untapped. In this two-part SIGUCCS Academy workshop, you’ll explore a strategic, low-effort approach to maximizing the return on investment (ROI) for both student employees and your department. We’ll explore how a small upfront investment of time can lead to significantly more engaged, productive, and fulfilled student workers. In Part 1, we’ll introduce the concept of the “aptitude and ambition” meeting—a brief, structured conversation that helps uncover a student worker’s skills, interests, and career goals. This isn’t about adding another task to your plate; it’s about shifting your approach to better understand their skills, interests, and career aspirations beyond their immediate job description and introduce practical, low-effort strategies for crafting specific projects and opportunities tailored to these individual insights. In Part 2, we’ll focus on how to align this insight with your team’s real-world needs. You’ll learn how to delegate tasks that genuinely contribute to student development while simultaneously freeing up your time and increasing departmental output. By the end of this workshop, you’ll have actionable techniques to transform your student employee program into a powerful engine for talent development and departmental success, all without significantly increasing your supervisory workload. SIGUCCS 2026 invites us to rethink and revolutionize IT—why not start with how we grow our next generation of IT professionals?
Keywords
Strategic Supervision, Student Engagement, Workforce Development, Mentorship, Aptitude and Ambition Meetings
Turn Your Data into Dashboards
Author(s)
Miranda Carney-Morris (Lewis & Clark College), Karl Owens (University of Oregon) and Scott Trimmer (Cuyahoga Community College)
Submitted Abstract
Tired of scrolling through spreadsheets? In this two-part SIGUCCS Academy workshop, you’ll learn how to turn those raw data files into clean, interactive dashboards that give your team the answers they need—fast. Bring your own dataset (from helpdesk systems, surveys, inventory—anything you use) and learn hands-on how to import, clean, and transform it using Excel and Power Query. Throughout the workshop, you’ll work directly with your own data to build something your team can actually use. In Part 1, you’ll learn how to import, clean, and transform data using Excel and Power Query. We’ll walk through practical, repeatable techniques that will help you make messy data manageable—without needing advanced Excel skills. In Part 2, you’ll turn that cleaned data into a functional dashboard. You’ll use Excel Tables and Slicers to create interactive filters, giving your team the ability to explore the data on their own. Then, you’ll use Pivot Tables to build summary views that quickly answer common questions. You’ll leave with a working file you can take back to your team—no coding, no gimmicks, just real, repeatable skills that help you do more with the data you already have. This session is all about equipping IT pros to go from “just reporting” to delivering insights—a perfect fit for a community that’s moving from quills to quantum.
Keywords
Real-World Data Use Dashboard Design Basics Applied Data Skills Practical Excel Skills
Building a Practice Classroom for Information Education to Foster New-Wave Talent -Providing Seamless Discussion Spaces
Author(s)
Takuro Ozaki (Osaka Kyoiku University) and Kazuhiro Mishima (Osaka Kyoiku University)
Submitted Abstract
At Osaka Kyoiku University (OKU), we renovated a classroom that had previously functioned as a PC laboratory and transformed it into a “PC-less ICT laboratory” designed for BYOD and VDI. In this room, large displays were installed at each table, creating an environment that supports group discussions and wireless screen sharing for classroom-wide idea exchange. In its first year of operation, the room was used on a trial basis in teacher-training courses for information education, where students developed ICT teaching materials and portal sites, conducted mock lessons, and utilized the space as a base for practicing lessons aimed at high school students. Feedback from students indicated that screen sharing made discussions easier, sparked interest in new experiences, and highlighted the potential for deeper learning through differences in the quality of presentations.
Keywords
PC-less, ICT laboratory, VDI, Discussion spaces
OZONE-EDU and OZONE-PLUS: Educational Platforms Adapted to Diverse Missions and User Environments in Universities
Author(s)
Kazuhiro Mishima (Osaka Kyoiku University), Masumi Hori (Osaka Kyoiku University / NPO Consortium TIES), Yu Tsuda (Turnt Up Technologies, Inc.) and Seishi Ono (NPO Consortium TIES)
Submitted Abstract
Osaka Kyoiku University (Our University) is the largest teacher-training university in western Japan. Traditionally, teacher-training universities have focused on educating future teachers. However, in recent years, there has been a growing nationwide need for professional development for current teachers, adding a new mission to enhance their skills. At Our University, these missions have gained importance, and since 2022, we started to operate an open learning platform called OZONE-EDU (O3). This platform supports lifelong learning for teachers, from credit recognition in teacher training programs to professional development for current teachers. Its development reflects the expanding mission of universities to meet emerging societal needs. OZONE-EDU is built around a Learning Management System (LMS) with a wide range of content and incorporates a mechanism for managing goals and achievements using Open Badges. Furthermore, its system architecture is designed to flexibly accommodate a wide range of users, allowing both university-affiliated individuals and current teachers to access training through the same infrastructure. This is supported by “GakuNin,” Japan’s academic authentication federation service, and “Orthros,” a newly operational authentication proxy service. Many university-affiliated users have GakuNin accounts, which they can use to access OZONE-EDU. Users without GakuNin accounts can grant access through an Orthros account. In addition to OZONE-EDU, we launched a complementary service called OZONE-PLUS in 2025. This platform provides learning content that is more closed, such as internal university programs, while complementing the open content on OZONE-EDU. The core of the system maintains the broadly accessible structure of OZONE-EDU, enabled by GakuNin and Orthros, yet features a system architecture capable of controlling user access. Through this platform, our university is developing internal programs like Faculty Development (FD). Starting in 2026, we are also planning to roll out official teacher-training courses in collaboration with Sapporo University in the Hokkaido area. In this presentation, we introduce the following items of our activities. – the development and initiatives of a three-year educational program using OZONE-EDU – the system architecture of OZONE-EDU – prospects for educational program expansion, including newly launched collaborative courses using OZONE-PLUS – the system architecture of OZONE-PLUS Through this presentation, we aim to highlight the challenges faced by teacher-training universities in Japan, the current state of programs aimed at society, and innovative initiatives utilizing open badges, micro-content, and micro-credentials through OZONE-EDU. We also explore how these platforms go beyond open education to meet broader educational needs. We hope to share valuable insights not only within Japan but also with the SIGUCCS community, and to exchange information on related initiatives.
Keywords
Continuous Professional Development for Teacher Educational Platform Collaborative Courses for Teacher Training Federated Authentication
A plan for the establishment of a new university department with a specialized course in cybersecurity and IT infrastructure operation.
Author(s)
Takashi Yamanoue and Kenzi Watanabe (Fukuyama City University)
Submitted Abstract
Global industrial structures are undergoing significant changes, such as digital transformation and a push for carbon neutrality.
Maintaining cybersecurity is a major challenge everywhere, including for families, companies, and universities in Japan. However, the number of cybersecurity specialists is too small to address the current problem effectively.
In 2022, the Japanese government confirmed the establishment of a fund to train experts in digital transformation and carbon neutrality, and in 2023, it launched the project for promoting higher education enhancement.
Fukuyama City University is a small public university. To address the changes in the global industrial structure and meet the demands of manufacturing companies and high school students in Fukuyama City, the university applied for the project, and its application was approved.
Keywords
Cybersecurity, IT infrastructure operation, Expert education, New university department
Practical DNS Security for Higher Education: Lessons from DNS Firewall Deployment at Fukuoka University
Author(s)
Sho Fujimura (Fukuoka University)
Submitted Abstract
This paper presents a case study of DNS security implementation at Fukuoka University, Japan, where a multi-layered defense strategy has been adopted to improve the resilience of the campus network against evolving cyber threats. We have deployed a combination of DNSSEC (Domain Name System Security Extensions), OP53B (a control mechanism based on RFC 5358 to mitigate DNS amplification attacks), and DNS Firewall technologies as core components of our DNS security framework. Of these, the DNS Firewall has proven particularly effective in practice. By filtering DNS queries through threat intelligence feeds, it blocks access to known malicious and policy-violating domains at the time of name resolution, preventing potential infections, phishing attempts, and communication with command-and-control servers. We present operational data collected over several years, including total DNS query volumes, block rates, and counts of unique source IP addresses associated with blocked traffic. These metrics offer a concrete view of the scale and nature of DNS-based threats within a university environment and demonstrate the tangible benefits of DNS-layer filtering as a frontline security measure. In addition to sharing key performance data, this paper discusses implementation challenges, policy considerations, and lessons learned from deployment in a live academic setting. The results suggest that DNS security, especially the use of DNS Firewall, can substantially reduce threat exposure without degrading the user experience. This case study offers practical insights and a replicable model that higher education institutions can adopt to enhance their cybersecurity posture through DNS-layer protections.
Keywords
DNS security DNS Firewall network security cyber threat mitigation
Design and Evaluation of an Automated Email-Based Inquiry Response System with Related FAQs to Promote User Self-Resolution
Author(s)
Takahiro Nemoto (Tokyo University of Agriculture and Technology), Shun Nishiura (Tokyo University of Agriculture and Technology), Miyuki Ishibashi (Tokyo University of Agriculture and Technology) and Kinya Fujita (Tokyo University of Agriculture and Technology)
Submitted Abstract
This study presents the design and implementation of an automated response email system that presents FAQs related to the inquiry content to help users resolve problems themselves, aiming to reduce the workload of inquiry operations on help desks. The study also designed operational procedures for deploying this system. Today’s information systems are becoming increasingly advanced and diverse, and the inquiries received by help desks have grown broader in scope and more complex, making the streamlining of inquiry handling an urgent issue. However, users tend to contact help desks expecting human support, and it is necessary to encourage such users to accept automated support provided by the system. Therefore, this study focused on the psychological finding that user resistance to system use is reduced when human support is guaranteed. Based on the premise that human support is provided, we proposed a semi-automated user support system that attaches relevant FAQs to automated inquiry response emails. To achieve support workload reduction through this system, both the FAQ click-through rate and the rate of presenting appropriate FAQs must be increased. Furthermore, when operating this system as an actual service, it must reduce workload and satisfy the requirements of both users making enquiries and the help desk handling them. This study analyzes requirements that consider real-world operations and carries out operational design and implementation using this system. This study reports on the results of a trial operation using this system at our university, conducts a performance evaluation using actual enquiry emails, and reports on the potential of the proposed service to reduce the workload of inquiry handling operations. Moreover, this study provides insights into the effective integration of automation and human support.
Keywords
Automated Inquiry Response Email-based Support Systems FAQ Systems User Self-Resolution Help Desk Workload Reduction
Live Captions on a Budget: Accessibility That Adapts to Any Classroom
Author(s)
Miranda Carney-Morris (Lewis & Clark College)
Submitted Abstract
Supporting accessibility doesn’t have to mean expensive upgrades or complicated solutions. In this poster, we share how our team used Windows 11’s built-in Live Captions feature to improve access for students and employees in a wide range of classroom spaces—especially those that are hard to retrofit or manage. From larger classroom spaces to makeshift meeting areas, Live Captions offered us a flexible, low-tech and budget-friendly way to support community members who benefit from real-time captioning. We’ll outline how we deployed this tool, worked with instructors, and overcame technical challenges, all while staying within existing resources and infrastructure constraints. This solution highlights the power of everyday tools to support inclusive learning—and how a little creativity can lead to big impact. It’s a great example of resilience and innovation in action, especially when navigating complex or constrained teaching environments.
Keywords
Accessibility Live Captions Classroom Technology
Secure Distributed AI: Trustworthy Intelligence for Collaborative Campus Systems
Author(s)
M. Hadi Amini (Associate Professor, Florida International University)
Submitted Abstract
As the higher education institutions increasingly integrate artificial intelligence (AI)-based solutions into teaching, learning, student services, and campus infrastructure, it is crucial to develop and integrate secure and trustworthy AI frameworks not only within each campus but also across multiple campuses for efficient and secure information sharing. In this poster, we present our ongoing research at the Security, Optimization, and Learning for InterDependent Networks Laboratory (solid lab) on distributed and trustworthy machine learning algorithms tailored for cyber-physical environments. We explore three key advances based on our recent research: (1) a federated learning framework tailored towards edge devices to preserve local data privacy by eliminating raw data sharing; (2) a secure blockchain layer that embeds adversarial-resilience into federated model updates; and (3) an overview of our work on quantized homomorphic encryption with pruning for secure federated learning. The advantages of these methods includes but not limited to: reducing computational burden of large-scale decision-making, protecting student and institutional data while facilitating collaborations, and enabling scalable deployment across campus devices and services. In this poster, we will also share a framework that shows how secure distributed learning can contribute to AI infrastructures within a university setting. We plan to provide the audience with actionable insights into how secure AI methods can be synergistically embedded into institutional IT operations to support evolving teaching, learning, and operational needs.
Keywords
secure distributed learning higher education AI-based campus operations AI for education
From Fidgets to Widgets: Hands-On Approach to Exploring How We Learn and Work
Author(s)
Mo Nishiyama (Oregon Health & Science University)
Submitted Abstract
As a recent adopter of fidget tools, my experience with these objects has increased my awareness of why it is important to address sensory input and stress management. Engaging in learning and working can be stressful no matter where we are, and these tools help us cope with anxiety and nervousness. I’ve also learned that people seek relief in different ways, and why it’s important to make space for them.
This Lightning Talk will focus on my personal journey of exploring fidget tools and how that experience has changed the way I view the different ways in which we learn and work.
Keywords
Learning methods, Neurodiversity, Remote work, Diversity, Managing Team
Three Rules for Success: Simple Ideas with Surprising Impact
Author(s)
Jeffrey Kontio (Princeton University/Department of Politics)
Submitted Abstract
Inspired by actor Tom Hanks and his early mentor Dan Sullivan, this lightning talk explores three deceptively simple rules for professional success: Show up, know the text, have an idea. While these rules originated in the world of theater, they offer powerful guidance for those of us navigating the complex, collaborative world of higher education IT. In this short presentation, I’ll walk through how these rules can help us strengthen relationships with colleagues, lead with clarity, and contribute meaningfully to projects that span implementation, support, leadership, instructional design, and accessibility. Part reflection, part encouragement, and part call-to-action; attendees will walk away with a simple framework they can carry into team meetings, one-on-ones, or strategic planning sessions. Whether you’re a student worker supervisor, an IT manager, or just someone trying to grow in your role, these three rules are accessible, actionable, and surprisingly effective.
Keywords
Professional development, Leadership, Personal growth, Communication, Team culture, Reflective practice, Workplace habits, Soft skills
The Unexpected ROI of Parenthood in IT Leadership
Author(s)
Mitchell Ochi (University of Hawaii)
Submitted Abstract
Parenthood offers valuable training for IT managers. This lightning talk touches on how parenting skills translate to IT leadership. Specific lessons from being a parent, such as managing schedules and unexpected issues, sharpen time management. Learning from mistakes, like those inevitable with children, fosters resilience and continuous improvement. Humility, cultivated through admitting mistakes and seeking help, mirrors an effective IT manager’s openness to feedback and delegation. Finally, clear and empathetic communication with children directly translates to effective clear communication strategies for motivating teams and explaining technical concepts. Attendees will learn to leverage these parenting experiences to build stronger, more successful IT departments.
Keywords
Leadership Management Time Management Delegation Communication
From Competency to Curiosity: Revolutionalizing IT Work
Author(s)
Mo Nishiyama (Oregon Health & Science University)
Submitted Abstract
Earlier in my IT support career, I emphasized the importance of employee reviews and did whatever I could to obtain highest marks throughout the review period. I chased meeting Service Level Agreements, First Contact Resolutions rates, high marks on customer satisfaction surveys, and other criteria that were set forth by management. Chasing those tiers of excellence led to burnout, resentment, and eventually job dissatisfaction. In the past decade, I shifted my focus from meeting competency marks to exploring curiosity about the daily work. I began to ask, “What can I do to add more value to my everyday work?” I stopped asking for permissions, ran experiments, embraced boring (but important) tasks that no one wanted to do, and pursued new opportunities that I would have missed out on otherwise. This lightning talk will discuss why it is important to seek curiosity in IT work, and how to find opportunities to elevate job satisfaction.
Keywords
professional development career growth support documentation
Empowering Student Technicians: Reimagining Summer Replacements for Engagement and Service Excellence
Author(s)
Damaris Colon (Swarthmore College)
Submitted Abstract
What if a routine IT project could become a powerful engine for student engagement, skill development, and service innovation? In this session, we share how our IT department transformed a traditional summer computer replacement initiative into a dynamic program that centers both operational efficiency and fostering student engagement.
By restructuring the “Summer Replacements” process in 2025—with tools like a dedicated booking calendar, equipment staging strategies, and streamlined data transfer workflows—we improved client satisfaction while reducing downtime. But just as importantly, we elevated the role of student technicians from task-doers to creative contributors, involving them in branding, video production, and process design. Student feedback highlighted increased confidence, stronger communication skills, and a deeper sense of departmental belonging.
Attendees will learn practical, replicable strategies for managing large-scale IT service projects while building student ownership and engagement. As well as the importance of a carefully curated playlist. Topics include process auditing, using student input to refine operations, and incorporating team culture through events, playlists, and recognition rituals. Whether you’re managing summer tech support or building a student-led service model, this session will inspire you to reimagine routine work as a high-impact learning experience.
Keywords
Engagement, Playlist, Efficiency
Building Inclusive Hiring Practices for Student Employees: Language, Equity, and Long-Term Impact
Author(s)
Max Cohen (Oregon State University), Kirsten Petrsen (Oregon State University) and Hailey H. (Portland State University)
Submitted Abstract
This presentation will explore actionable strategies for creating inclusive, equitable, and future-focused hiring practices for student employees. By emphasizing active language, gender-neutral phrasing, and intentional position descriptions, we aim to empower hiring managers to not only attract a diverse pool of candidates but also support students’ long-term career development.
Keywords
inclusivity dei hiring practices student employees equity active language recruitment career readiness
Chasing Zero: How WCU Optimized ITSM to Maximize Team Performance
Author(s)
Paul Gargiulo (West Chester University of Pennsylvania) and Michael Thomas (West Chester University of Pennsylvania)
Submitted Abstract
Prior to its transformation, West Chester University’s IT Service Management (ITSM) environment was marked by a chaotic and fragmented help desk structure. Multiple help desks operated independently, each utilizing disparate ITSM tools and outdated processes, which resulted in unsustainable costs and inefficiencies. The absence of clear accountability and meaningful metrics further hindered effective incident management and service delivery, making it difficult to track performance and drive improvements.
Keywords
Digital Transformation Service Optimization (SLA) Service Management User Experience (XLA)
Classroom AV Changes
Author(s)
Patricia Palczewska (Lewis & Clark College)
Submitted Abstract
In this session, we will be talking about the evolving role of audiovisual (AV) technology in today’s classrooms and its impact on teaching and learning, highlighting recent classroom technology changes in two institutions. The discussion will highlight both the opportunities and challenges of technology implementation in a higher-education environment, and how thoughtful planning and support of classroom AV can enhance engagement, collaboration, and inclusivity.
Keywords
AV classroom audiovisual higher education technology
Evolving Leadership: Cultivating Teams in a Tech-Driven World – Because true innovation begins with empowering the leaders of tomorrow.
Author(s)
Teresa Hudson
Submitted Abstract
In today’s rapidly changing IT landscape, the demand is high for authentic leadership that fosters trust, engagement, and drives innovation & meaningful change. The journey toward leadership not only requires a growth mindset but a supportive environment that empowers individuals to be vulnerable, embrace their unique strengths, and identify opportunities for development, while leading with purpose and integrity. This proposal/presentation delves into the components of an in-house IT Leadership Development cohort that was created for succession planning and IT employees seeking to learn more about evolving into a leadership role within their organization. Authentic leadership enhances performance and cultivates trusting and effective teams where individuals feel motivated, valued, and empowered. The leadership development cohort modules presented provide actionable insights for transformative outcomes that enhance self-awareness and overall well-being and include personal self-reflection and group activities to inspire individuals to reach their full potential.
Keywords
Leadership Development authenticity self-awareness well-being transformation
From One Lab to a Learning Ecosystem: We Built It—and They Came
Author(s)
Jimmy Murray (University of Oregon Libraries) and Nancy Cunningham (University of Oregon Libraries)
Submitted Abstract
Higher education organizations face continual pressure to adapt to evolving student needs while maintaining sustainability and fiscal responsibility; this also includes academic libraries. This presentation explores how the University of Oregon Libraries leveraged the success of a single strategic initiative to reimagine physical spaces, technology integration, and service delivery, creating a model for responsive, student-centered, and technology-enabled learning environments. At SIGUCCS 2023, we presented “We Built It and No One Came: Visualization Lab Redesign, Take 2, in a Pandemic” on the redesign of one of our technology rich learning spaces. The success of that project led to the creation of the Research and Learning Spaces (RL&S) unit. This marks a fundamental shift in how our library administration approaches technology and space management. By uniting technology support, instructional design, and public computing under one umbrella, RL&S enabled a more cohesive and sustainable service model. Key lessons from the Visualization Lab project shaped the development of RL&S: opening spaces to the entire campus community rather than limiting them to specialized researchers, establishing RL&S as the library’s liaison to campus IT, and investing in staff and student training to support all library spaces. New staff were hired to design programming that boosts engagement across spaces, while a single unit head now coordinates space planning and communicates needs to library administration. This unified structure has also become a clear focal point for administrative funding and strategic investment. Using recent data and real-world examples, we will show how aligning space design with instructional technology strengthened student and faculty engagement while improving overall efficiency. We will also share lessons learned from managing budget pressures, prioritizing space use, and maintaining sustainability. Key takeaways include: Leveraging successful pilot projects to build larger strategic initiatives with lasting institutional impact. Practical approaches to integrating technology, space design, and accessibility for maximum student benefit. Building and sustaining a collaborative team culture that blends IT expertise, instructional support, and service design. Frameworks for making data-informed, equitable decisions during budget crises that preserve mission-critical services.
Keywords
Strategic planning budget management staff development sustainability space design student engagement
How are Institutions Using AI in Canvas LMS? A Targeted Review of Emerging Use Cases
Author(s)
Ajayi Anwansedo (Texas State University) and Osaretin Daniel Amayaenvbo (Drexel University)
Submitted Abstract
On the 23rd of July 2025, Instructure, the founder of Canvas Learning Management System (LMS) announced a global partnership with OpenAI, the artificial intelligence company, to embed large language model technology into the Canvas LMS platform. This partnership is the “first-of-its kind” in the learning management system space. This integration will enable educators to design learning activities and allow students to interact with AI within the Canvas environment using OpenAI enabled LLM capabilities. This paper presents a targeted review of studies from the Scopus database, exploring how AI has been used in Canvas prior to this partnership. According to Cabrera et al, 2025, there is a need to investigate emerging trends in the use of AI in learning management systems as technology and education practices evolve. This study examines various emerging use cases of AI in the Canvas environment and serves the purpose of a baseline study for future research specifically exploring the evolving use of AI in the Canvas LMS.
Keywords
learning management system artificial intelligence large language models higher education institutions
A Declaration of Relevance: Redefining the IT Role for the Age of AI
Author(s)
Miranda Carney-Morris (Lewis & Clark College) and Elizabeth Young (Lewis & Clark College)
Submitted Abstract
As generative AI accelerates change across higher education, IT professionals are uniquely positioned at the intersection of innovation and foundational support. The rise of generative AI tools has created a constantly shifting landscape where the usefulness and availability of new tools varies dramatically from person to person, task to task—and changes rapidly over time. At Lewis & Clark College, we’ve embraced the idea of the “jagged frontier” to describe this complex reality, where both the pace of technological change and its uneven applicability make traditional support models insufficient. This presentation explores how IT staff can stay professionally relevant amid this rapid change, while also serving as trusted guides for faculty and staff navigating AI’s implications. We’ll share lessons learned, practical approaches to institutional engagement, and strategies for fostering curiosity, resilience, and ethical decision-making around emerging technologies. Attendees will leave with insights to inform their own learning and leadership in this critical moment, followed by time for open discussion and Q&A.
Keywords
AI Adoption Institutional Change Ethical Technology Use Digital Literacy
A Configuration Manager to Intune Migration Journey: Taking learnings from SIGUCCS and putting them into action
Author(s)
Mathew Bockus (Whitman College)
Submitted Abstract
Our college is transitioning from on-premises Configuration Manager to cloud-based Intune for device management. At the last SIGUCCS conference, we were in the early stages of exploration and information gathering. A presentation from MSU Denver provided a key insight that fundamentally reshaped our approach, leading to a more democratized and flexible model for configuring devices. In this session, I will share what we learned from MSU Denver’s solution and walk through how we adapted and implemented it within our own environment.
Keywords
Intune Endpoint management Asset management
Meet Charlie: UNC Charlotte’s Unified Virtual Agent
Author(s)
Joshua Willis (UNC Charlotte)
Submitted Abstract
The Office of OneIT at UNC Charlotte faced a common challenge in higher education: providing timely, 24/7 technical support to a large and diverse student, faculty, and staff population with limited human resources. This proposal details the strategic development, deployment, and outcomes of “Charlie,” a virtual agent designed to enhance and scale IT service delivery. By leveraging virtual agents to answer a wide range of common technical questions, escalate issues to live agents during business hours, and create service tickets after hours, Charlie has significantly extended our support capabilities. This presentation will share UNC Charlotte’s journey, focusing on key outcomes such as improved service efficiency, increased user satisfaction, and the valuable data insights gained from a year of deployment. Attendees will learn best practices for implementing a similar AI-powered solution, navigating technical and ethical challenges, and measuring its impact on campus-wide IT support.
Keywords
Support Gen-AI Student Experience
Password 101: Schooling Your Campus on 14-Character Passwords and Account Security
Author(s)
Nicholas Hardy (SUNY Empire)
Submitted Abstract
SUNY Empire, like many colleges and universities, have been faced with an ever increasing number of cyber attacks. While the addition of multi factor authentication to the login process has helped it hasn’t been enough to fully stem the tide of attacks. While SUNY Empire met the minimum password requirement set by the SUNY system, we decided to go even further and move to a 14 character requirement. Implementing a campus-wide password change to a 14-character minimum required a strategic, phased approach to ensure security, compliance, and user adoption. SUNY Empire is also unique in that student accounts are never deleted even after a student has graduated or stopped attending the university. This presents a unique challenge with respect to the password reset process while also maintaining account security moving forward. This session will outline the step-by-step process by which we deployed this new 14 character policy, from initial planning to full implementation. As well as covering the additional ways we protect and restrict student user accounts after they have left the university with the hopes of balancing the needs of the campus community with the need to keep our systems secure from attack. Key topics include stakeholder engagement, technical enforcement, user communication, and phased rollout strategies. By sharing best practices and lessons learned, this session will provide a practical roadmap for institutions planning similar security enhancements.
Keywords
Cybersecurity Passwords Conditional Access User Accounts
Professional Feedback: An Artist’s Perspective
Author(s)
Jessica Stockett (Swarthmore College) and Clare Grundstein (Swarthmore College)
Submitted Abstract
Training in the Arts can give you a unique perspective — Especially on giving, receiving, and responding to feedback. Feedback is something we interact with daily at work as IT professionals at higher education institutions, but it can be challenging to separate ourselves from our work. This can lead to misunderstandings, resentment between coworkers, and mental health repercussions. Additionally, when we’re afraid of giving our colleagues honest feedback, everyone’s quality of work suffers. In arts spaces, it’s essential to divest yourself from your work when receiving critiques — And artistic feedback can be brutal. It’s important to be able to accept and apply external feedback without taking it personally. This skill has countless applications in any professional environment. Clare’s background is in creative writing, music, and theatre. Jess’s background is in creative writing, fine arts, and digital media. Currently, we are both project managers at Swarthmore College, who also collaborate on training and outreach efforts. This puts us in spaces where we are frequently required to give and receive feedback. The idea for this presentation arose through conversations about our similar experiences within art spaces and how that prepared us for interactions in business spaces. In this presentation, we will review tips for separating yourself from your work and providing critiques tactfully without sacrificing your relationships with your coworkers. We’ll also go through examples of how to respond to feedback, even when it isn’t helpful. We’ll share examples of effective vs ineffective feedback exchanges and provide attendees with tools for navigating difficult critiques at work.
Keywords
professional feedback constructive criticism professional development
Ritchy: Combining AI Automation with Human Quality Assurance in University IT Support
Author(s)
Sarah Grzemski (RWTH Aachen University), Bernd Decker (RWTH Aachen University), Ingo Hengstebeck (RWTH Aachen University), and Robin Jakobitz (RWTH Aachen University)
Submitted Abstract
This paper presents Ritchy, an AI chatbot for the RWTH Aachen University IT-ServiceDesk that supplements existing support channels including email, phone, chat, ticket portals, and in-person assistance to reduce waiting times and improve accessibility. Ritchy provides 24/7 automated responses to frequently asked questions using retrieval augmented generation (RAG) over curated internal and public IT Center documentation. AI Automation Capabilities: The system automatically answers standard inquiries about IT Center services, offers after-hours support alternatives when live chat is unavailable, and seamlessly redirects users to live support during business hours or creates email tickets for unresolved cases. Ritchy operates without user registration and stores no personal chat histories, lowering barriers to entry while protecting privacy. Built on Microsoft Azure OpenAI, the system ensures GDPR-compliant EU data residency and guarantees customer data is not used for model training. System Boundaries: The chatbot cannot handle complex technical troubleshooting requiring direct system access, process account-specific issues, or provide solutions beyond its curated knowledge base. It responds exclusively based on stored documentation sources, acknowledging these limitations transparently to users. Human Quality Assurance: A comprehensive evaluation framework ensures response quality through continuous human oversight. Users provide feedback via thumbs up/down ratings feeding into a plan-do-check-act (PDCA) cycle. A dedicated team manually reviews all chats, corrects inaccurate ratings, and categorizes topics to identify common issues. These insights guide documentation improvements, creating a feedback loop between automated responses and human expertise. This hybrid approach ensures both efficiency and accuracy while maintaining trust in the system. Initial experiences demonstrate promising user adoption and system reliability. Key performance indicators including satisfaction rates, response times, and conversation metrics are being tracked systematically. This implementation provides a replicable model for university IT services focused on quality-assured AI support through continuous knowledge base validation.
Keywords
Artificial Intelligence Retrieval-Augmented Generation Chatbot Support IT-ServiceDesk Quality Management Documentation Management
Scaling AI Access Across State Universities: A Multi-Institutional Platform Approach
Author(s)
Bernd Decker (IT Center RWTH Aachen University), Uta Christoph (IT Center RWTH Aachen University) and Sarah Grzemski (IT Center RWTH Aachen University)
Submitted Abstract
This paper presents KI:connect.nrw, a state-wide initiative that demonstrates how to scale AI access across multiple higher education institutions while addressing critical challenges of data privacy, cost management, and equitable access. Funded by the North Rhine-Westphalia Ministry of Culture and Science, the platform serves all public universities in Germany’s most populous state, reaching approximately 600,000 students and 160,000 employees. KI:connect.nrw operates as a centralized web interface that orchestrates access to both commercial AI services (OpenAI) and open-source language models through unified API integration. The system employs Shibboleth authentication to ensure seamless institutional access while maintaining GDPR compliance through EU data residency and privacy-preserving design that stores only pseudonymized pairwise-IDs for cost allocation, with no personal data such as names or email addresses retained beyond the session. The platform’s architecture enables flexible multi-level cost allocation through token-based billing, allowing transparent expense distribution across universities, departments, and research projects. Individual institutions maintain procurement autonomy while benefiting from shared technical infrastructure developed and operated by RWTH Aachen University. Advanced quota management and usage monitoring prevent budget overruns while supporting diverse funding models across participating institutions. Beyond technical infrastructure, the project provides comprehensive support services including user training, technical documentation, and guidance on legal frameworks and procurement processes for AI services. This shared knowledge base reduces duplicated efforts across institutions and accelerates AI adoption while ensuring compliance with data protection regulations and institutional policies. The system’s modular design supports both centralized deployment and local institutional adaptation through open-source licensing. Early implementation results demonstrate successful gradual scaling, with phased deployment across participating institutions and plans for full state-wide adoption. A follow-up project extending from mid-2026 to 2030 is anticipated to further develop the initiative. The project establishes a replicable framework for multi-institutional AI access that balances institutional autonomy with collective benefits, offering valuable insights for similar initiatives across higher education systems globally.
Keywords
Multi-institutional platforms AI scaling Higher education technology Cost management GDPR compliance European data sovereignty
Some Uses for AI in Developing Educational XR Experiences: Emerging Best Practices
Author(s)
Owen McGrath (UC Berkeley)
Submitted Abstract
In recent years, Extended Reality (XR) systems have become affordable and easier to use. The availability of untethered consumer devices has led to explorations into the feasibility of integrating XR more broadly into higher education teaching and learning. With untethered devices, ordinary classrooms and gathering spaces could potentially become sites for new kinds of XR-enabled learning activities. However, adoption of XR in higher education has been limited so far. A major obstacle to progress has been the complexities involved in creating XR experiences. This paper outlines emerging ways in which AI capabilities can overcome some of the barriers by facilitating XR development processes across various areas. The topics of this paper include the role of AI in supporting: 1) the coding side of XR development; 2) the generation of 3-D objects, scenes, and worlds; 3) the building of intelligent agents as interactive characters; 4) the integration of dynamic tutoring and assessment functions; and 5) the enhancement of accessibility features. These topics are examined from the perspective of how academic technology service models can evolve to support these new AI-based approaches to XR development.
Keywords
Artificial Intelligence (AI) Extended Reality (XR) Educational Content Development Academic Computing Services
Student Employers: Your work matters.
Author(s)
Robert Fricke
Submitted Abstract
This presentation would be a virtual panel discussion with former student employees that have worked for Technology Services from years past. The panel will discuss hard and soft skills that were learned on the job and how those skills and their work at the college has influenced and helped their current career paths. The panel would consist of 3-5 virtual attendees and 1 in-person to keep the conversation started. The panel will be open to questions from audience members.
Keywords
training student employment careers skills
Supporting Students, Faculty, and Staff Through Loaner Device Programs – Bridging the Technology Gap
Author(s)
Jeffrey Kontio (Princeton University/Department of Politics), Jess Stockett (Swarthmore College) and Theresa Friedman (West Chester University)
Submitted Abstract
Access to reliable technology is essential across the entire campus community. Whether it’s a student without a laptop, a faculty member facing a hardware failure before class, or a staff member awaiting a replacement device, loaner programs have become vital to sustaining continuity in teaching, research, and administrative work. This panel explores how institutions have built and evolved their loaner device programs to meet diverse needs, balancing short-term support with long-term sustainability. Panelists will discuss funding models, device lifecycle management, and software provisioning, as well as inventory tracking, data security, and user experience. The conversation will highlight lessons learned from scaling during the pandemic and how these programs now serve as essential components of digital equity and institutional resiliency. Attendees will leave with practical insights, creative approaches, and shared strategies for managing programs that ensure every member of the campus community has the tools they need to stay connected and productive.
Keywords
Loaner Devices Digital Equity IT Support Faculty Technology Support Student Success Hardware Lifecycle Management Technology Resiliency Campus Technology Programs Institutional Sustainability Device Inventory Management
WI-ProgramIoT: A Low- Cost Wireless Interactive Platform for Teaching Computer Programming Concepts in Lab Spaces
Author(s)
Shamar Ward (University of the Virgin Islands (UVI)) and Aaliyah George (University of the Virgin Islands (UVI))
Submitted Abstract
There is growing interest in computer programming given its role in advancing automation, robotics and for its use in designing and developing computer and mobile applications. Some programming concepts such as the use of functions and object-oriented concepts can be Submitted Abstract for students and unlike science labs such as biology where students often interact with external material and elements; computer programming labs typically only utilize a desktop computer or a laptop reducing interaction with real world elements. In this work, we propose an approach which increases interaction with real-world elements during computer programming labs. Our platform WI-Program enables students to practice their programming skills using low-cost physical miniature wind turbines and mini cars making their computer labs interactive. Students can connect to Wi-Program using any wireless capable device which contains a web browser. Wi-Program employs an Arduino board and low-cost science kits maintaining the affordability of the platform. A survey of opinions was issued to determine students’ perspectives of using WI-Program for concepts such as functions and object-oriented programming, the ease of use and access was also evaluated. Ten (10) freshmen currently enrolled in an introduction to computer programming course, ten (10) juniors and seniors who previously completed the introduction to programming were surveyed. By providing students with real-world elements such as wind turbines and solar cars can aid in the understanding of Submitted Abstract concepts such as the use of functions and object-oriented programming in computer science labs.
Keywords
Arduino Programming Labs Interactive Learning tools
ROLL FOR INITIATIVE: Discussing the Parallels and Lessons Learned between IT and Tabletop Role-Playing Games
Author(s)
Max Cohen, Hailey H, Jeffrey Kontio
Submitted Abstract
What could a tabletop role-playing game like Dungeons & Dragons possibly have in common with managing IT in higher education? As it turns out, quite a lot! Both rely on strategic thinking, collaboration, adaptability, and a willingness to navigate the unknown. In both worlds, plans are made, risks are taken, and outcomes are shaped as much by teamwork as by chance. The roll of a die in D&D can determine whether a player achieves a “natural 20” success or faces a “critical failure” and in IT the same spectrum of outcomes plays out daily through system rollouts, infrastructure challenges, and unexpected victories. What matters most isn’t the roll itself, but how teams respond, adapt, and carry the story forward.
This interactive panel blends the storytelling spirit of D&D with the realities of higher education IT work, using shared language and game mechanics as metaphors for leadership, risk management, and resilience. Panelists will explore parallels such as Rolling for Initiative (setting team priorities), Nat 1s and Nat 20s (learning from both failures and successes), The Dungeon Master and IT Leadership (balancing structure with flexibility), and The Tavern Trope (how diverse teams come together to solve shared challenges).
Audience members will be invited to “roll for perspective” on common IT scenarios, contributing their insights and experiences as part of the collective narrative. The session aims to spark meaningful reflection on how creativity, communication, and flexibility can strengthen IT culture and collaboration; reminding us that even when the dice don’t roll our way, the story continues, and we have the power to shape what comes next.
Keywords
Team Building, Training, Work-as-Play