Finding the patterns in today`s ERP data has become Job One

Transcription

0505CT_Cover3
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CEOs on Technology • Document Imaging • Asset Tracking
May 2005
The
BUSINESS
www.campus-technology.com
of
INTELLIGENCE
Finding the patterns in today’s ERP data has become Job One
$9
Project6
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0505ct_toc
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Contents
vol. 18 no. 9
May 2005
Features
26
IT Asset Management >>
Watch Your Assets
It’s time to team IT asset tracking with network
management and security tools, for the
ultimate in control and savings.
34
Business Intelligence
Technology >> SuperData
As ERP systems spark a deluge of data on
US campuses, savvy schools are turning to BI
software to make sense of it all.
43
p. 48
Special Series:
Technology and the CEO >>
Part 1: Strategy/ Mission/Vision
Michael Townsley on presidential leadership
and its key role in campus technology use.
48
Focus
Document Imaging Technology >>
Image Management
Tighter links between DI, online processing,
and document management solutions, are
improving student services and increasing
administrative efficiency.
16
Enterprise
by John Savarese
20
eLearning
by Judith V. Boettcher
24
IT Support
by Mikael Blaisdell
In This Issue
p. 26
4
6
8
10
12
14
54
55
56
58
Seen & Heard
Letters
Campus Briefs
Industry Briefs
St ats
Visionary
CT at the Show
CT Solutions
Upcoming Events/ Index
Top 10 Countdown/ IT Commandments
INSIDE! Your Syllabus2005 Conference Brochure
campus-technology.com
3
0505ct_seenheard
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SEEN&HEARD
volume 18 no. 9
Editor-In-Chief Katherine Grayson
[email protected]
Editor Mary Grush
[email protected]
Associate Editor Claudia Linh
[email protected]
Speaking of
Bad Timing
With more campus security breaches reported daily, is this
the time to nationally centralize already vulnerable data?
n the final weeks of March and the
first weeks of April, the mainstream
media reports of campus security
breaches finally became too much for
even the most laissez-faire technophile
to bear. And yet, compounding the bad
news of breaches at UC-Berkeley,
Boston College, George Mason,
Northwestern, and Cal State-Chico,
was the announcement by the Department of Education that it intends to
require every college and university in
the US to report confidential academic, demographic, and financial student
data—including social security numbers—to a national data bank that
would then offer up the data to
researchers studying American college
students as they move through the
higher education system. This, says
DOE officials, would be a vast improvement over the aggregated statistics the
department currently gets to chew on.
Is the Department of Education completely removed from the wretched
data-security struggle of US colleges
and universities, or is it just that lousy
timing is a notion wholly foreign to our
government officials?
When the President of Gettysburg
College, Katherine Hayley Will, planted her objections to the DOE proposal in the Washington Post in March, it
was hard to read her words without
feeling her rage. “The Education department’s proposal to gather unprecedented amounts of personal data on
individual students is dangerous and
poorly conceived,” she wrote.
Will’s objections to the plan, and the
outcry across US campuses, transcend
the arguments for expectation of priva-
I
4
CAMPUS TECHNOLOGY | May 2005
cy and department or division ownership of data. Her objection is more
about insensitivity and obtuseness to
the conditions in which we live.
If the DOE wants to make its mark
on higher ed in 2005, it should put its
might behind helping US colleges and
universities quickly move away from
SSNs and poorly controlled, monitored, or maintained databases on
campuses, and rapidly toward tightly
controlled campus IT systems (disparate or centralized), and the use of
randomly generated identifiers. Instead
of withholding federal dollars from students attending institutions not participating in a national database program,
the DOE should offer incentives to
schools, to help them make the urgently needed technology and security
changes that will stem the coming tidal
wave of campus security breaches.
It’s not the DOE’s desire to better
track students in our higher ed system
that is at fault; and, in general, centralization of data is more cost-effective,
efficient, and inevitable. But does that
mean that the plan for a national database charges forward like a locomotive
out of control even as another—carrying as-yet unthwarted hackers, viruses
and worms—hurtles toward it?
In life, there are times you’ve got to
hold back on what might otherwise be a
good idea, as you take stock of what’s
going on around you. Only a blind man
would head out for a walk with a twister
coming down the pike.
—Katherine Grayson, Editor-In-Chief
What have you seen and heard? Send to:
[email protected].
Web Editor Richard W. Seeley
[email protected]
Commentary Editor Kenneth C. Green
[email protected]
Art Director Scott Rovin
[email protected]
Senior Contributing Editor Matt Villano
Contributing Editors/ Mikael Blaisdell
Contributors Judith V. Boettcher
Linda Briggs
Terry Calhoun
Wendy Chretien
Will Craig
Douglas S. Gale
Larry Goldstein
William H. Graves
Peter Gray
Jennifer Jones
David Kaun
Phillip D. Long
John Savarese
David Starrett
Howard Strauss
Publisher Mark Sande
818-435-5426 phone
818-734-1522 fax
[email protected]
Western Sales Manager Navid Davani
949-265-1540 phone
949-265-1528 fax
[email protected]
Eastern Sales Manager Paul Zampitella
508-532-1417 phone
508-875-6633 fax
[email protected]
eMedia Manager Kanoe Namahoe
818-674-3392 phone
831-677-5275 fax
[email protected]
Conference Sales Manager Anne Morris
818-734-1520 x219 phone
818-734-1529 fax
[email protected]
Marketing Director Kay Heitzman
818-734-1520 x158 phone
831-734-1529 fax
[email protected]
Audience Marketing Manager Annette Levee
818-734-1520 x175 phone
831-734-1529 fax
[email protected]
Production Coordinator Yulie Lee
818-734-1520 x112 phone
831-734-1528 fax
[email protected]
Director of Print Production Mary Ann Paniccia
Mfg. & Dist. Director Carlos Gonzalez
Enabling Technology Professionals to Succeed
President & CEO
Executive VP & CFO
Executive VP
Senior VP &
General Counsel
Senior VP,
Human Resources
Jeffrey S. Klein
Stuart K. Coppens
Gordon Haight
Sheryl L. Katz
Michael J. Valenti
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LETTERS
Editorial Advisory Board
Online Apps Need Help
The article “Getting Personal,”
(by Frank Tansey) in the March
issue of Campus Technology
was an interesting exploration
of how computers might be
used to improve recruiting.
However, instead of new capabilities, I
suggest that universities work on fixing
what they already have.
As my oldest is graduating from high
school, I recently approached universities from the perspective of a parent for
the first time. My son applied to three
large, well-known state universities
which had the best engineering colleges in their states. We had serious
problems with the online applications
of all three. In all cases, it would have
been much quicker, easier, and less
stressful to do paper applications. In
the most severe case, it soured me on
the university. While I make no claims to
be a computer expert, I am an engineering professor and teach a graduate
course in computer control. If I have
such problems, what must happen in
other cases? Universities must provide
reliable interfaces to prospective students, and methods to opt out of computerized applications. Perhaps you
Diane Barbour
Chief Information Officer
Rochester Institute of Technology
Ron Bleed
Vice Chancellor, Information Technologies
Maricopa Community Colleges
Mark S. Bruhn
rials for years and has developed and
delivered a rich mixture of study materials to its students via the Internet. More
than just eBooks, the online system provides a wide range of multimedia content extending the student’s access to
knowledge about many course topics.
Maybe another article could examine
and share with readers what the next
evolution of eLearning will look like, and
highlight innovators of electronic content like University of Phoenix.
Edward Aldama
IT Manager, Phoenix Campus
University of Phoenix
Aiding Promotion and Tenure
I just read [the] article, “Reward and
Conquer” [David Starrett, October
2004], and it was very good. [How
can I get] a copy of the property rights
policy, which was discussed at the end
of the article?
“Instead of new [recruiting technology] capabilities,
schools should work on fixing what they already have.”
might want to emphasize reliability and
flexibility in your magazine’s content.
John Schueller,
Professor
University of Florida
eTextbooks and More!
Thank you for a wonderful article describing the movement toward ePublishing at colleges and universities
[“Book ’Em,” Matt Villano, February
2005]. I agree that electronic publishing, and eReading in general, will continue to grow in popularity and become
commonplace in years to come.
One question I might ask, though, is
why University of Phoenix wasn’t
mentioned in the article. University of
Phoenix has been on the leading edge
of delivering Web-based learning mate-
6
I am Director of the Fire Science program at our college and have placed all
the courses via the Web. It has been a
time-consuming job and very benefical
to the firefighters in Georgia.
Your article covered a great number
of areas that interested me [which] have
been discussed at some of our meetings. I plan on passing along the magazine to others.
Once again, it was a great article.
Thomas Y. Smith
Fire Science Technology Instructor
West Georgia Technical College
The document is at cstl.semo.edu/itfrr
(given in the article). It is a quick-anddirty review of IP policies of some institutions of higher ed, and includes
URLs for the IP policies at those institutions. —Dave Starrett
Chief IT Policy and Security Officer
Indiana University
Ron Danielson
University of Santa Clara
Richard H. Ekman
President
Council of Independent Colleges
Lev S. Gonick
VP for Information Technology Services & CIO
Case Western Reserve University
Mary Jo Gorney-Moreno
Associate VP, Academic Technology
San Jose State University
Margaret McKenna
President
Lesley College
Fred Moore
President
Buena Vista University
Eduardo J. Padrón
President
Miami Dade College
Joel Smith, Ph.D.
Vice Provost and Chief Information Officer
Carnegie Mellon University
Brian D. Voss
Louisiana State University
Barbara White
Chief Information Officer and
Associate Provost
University of Georgia
WE WANT TO HEAR FROM YOU
E-mail: [email protected]
Write: Campus Technology, 9121 Oakdale
Avenue, Suite 101, Chatsworth, CA 91211
Fax: 818.734.1529 Attn: CT Editors
Please include your title, address, and e-mail
address. Letters may be edited for length and
clarity. For a link to the articles mentioned
go to: www.campus-technology.com.
Project6
1/28/05
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CAMPUS
Briefs
TECHNOLOGY HAPPENINGS IN HIGHER ED
98,000 SSNs? Someone walked off with a notebook containing the social security numbers of thousands of applicants and both present and past students from UC Berkeley’s enrollment records. The computer, taken from a restricted area
of the Graduate Division offices in March, contained data from 1989 to the fall of 2004. By California law, the university
must notify all 98,369 individuals of their compromised personal info. FUNDING FOR FINANCIALS. The
Andrew W. Mellon Foundation has awarded $2.5 million to the Kuali Project (www.kualiproject.org) for continued development of a new open source financial system for colleges and universities. The grant expands on Kuali’s $7.2 million in
aggregated resources of founding partners Indiana University, the University of Hawaii, the National Association of College and University Business Officers (www.nacubo.org), and the r-smart group (www.rsmart.com)—plus the investments
of new institutional partners Cornell University (NY), San Joaquin Delta College (CA), Michigan State University, and
the University of Arizona. THAT’S CLASS (ACTION). Five million dollars paid out by Microsoft in settlement of
an antitrust class-action lawsuit brought against the tech giant by the state of Minnesota is being put to good use at the University of Minnesota. In March, the institution received $2.5 million in cash plus $2.5 million in product vouchers to be
used by UMN’s Institute of Technology. Combined with $5 million in matching funds from the university itself, the settlement money will help create a new Consortium for Bioinformatics and Computational Biology (CBCB). THAT
CHANGES EVERYTHING. A higher ed leadership program designed by eCornell (www.ecornell.com) and the Institute for Community College Development (www.iccd.cornell.edu), a partnership between Cornell University (NY) and the
State University of New York, will help organizations overcome resistance to change. The new, four-course certificate series,
Proactive Leadership in Higher Education, launched at the end of April. BETTER VIDEO. At The Ohio State University, clearer Internet video means selectively differentiating compression rates within an image. To resolve movement blur
and choppiness, for instance, researchers are working on algorithms that track hand gestures and facial
LSU’S GAIN
Voss leaves
Indiana for
CIO post at
Louisiana
State.
expressions, either for single or multiple speakers, and use a higher compression on everything else.
BUREAUCRACY BUSTERS. Administrators at the University of Alaska-Anchorage have
posted Web forms encouraging campus constituents to report on ways to streamline, or even recommend doing away with “policies, processes, and procedures that make life at UAA unnecessarily difficult.” A model to watch. HOUSE CALLS. The IT doctor is in at Princeton University (NJ),
and will treat the patient at your office—if you work on campus. The IT Office program (which sends
out grad student IT consultants) is so popular that the department’s itmatters newsletter announced the
program will expand. NEW CIO FOR LSU. Brian Voss made the move to Louisiana State University last month, to become CIO and lead the Office of Computing Services. Voss leaves his role of
Associate VP of Telecommunications at Indiana University. EVER SMALLER. Florida International University is the latest to join the ever-larger ranks of the smallest business on earth. FIU’s
brand-new, $15 million Motorola Nanofabrication Research Facility will support a dozen researchers
with a class-100 clean room (no more than 100 particles of dust or impurities larger than 0.5 microns,
per cubic foot of air). Their work currently focuses on bio/nano electronics and communication.
8
© 2005 Educational & Institutional Cooperative Service, Inc.
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3/15/05
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0505ct_IB
4/18/05
2:51 PM
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INDUSTRY
WHAT’S HAPPENING IN TECH SECTORS
NEWS
Briefs
ELEARNING IN ASIA. Chinese universities are rapidly adopting eLearning solutions such as those from
WebCT (www.webct.com), the eLearning solutions provider. The company has signed up more than 25 universities in greater
China, including The Hong Kong Polytechnic University, The University of Hong Kong, and the National Taiwan Normal University. Also, to help continue and support the expansion, WebCT has announced that it will establish a corporate
office in Shanghai. MANAGEMENT BUYOUT. Datatel (www.datatel.com) announced that its executive team,
backed by Thoma Cressey Equity Partners and Trident Capital, has signed and completed a definitive agreement to acquire
the company from its founders, Ken Kendrick and Tom Davidson. Concurrent with the signing of this transaction, President
and CEO Russ Griffith will also assume the role of chairman of the board.
M&A, ETC.
PARTNERING FOR
WIRELESS DATA. SBC Communications Inc. (www.sbc.com), the Internet and communications provider, has announced
an agreement with the University of Arkansas to provide a Wireless Mesh Network solution from Nortel (www.nortel.com),
the global communications provider, for an on-campus private wireless network. Under the agreement, Nortel’s Wireless Mesh
Network allows the university a minimal amount of Ethernet cabling, giving students and faculty a secure, wireless broadband
network. LEVERAGING CONFERENCING COMMUNICATIONS. The Center for Technology and Innovation Management GmbH (www.cetim.org), an independent, non-profit research institute at the University of BundeswehrMunich (Germany), will deploy Arel Spotlight from Arel Communications and Software (www.arelcom.com), a voice,
video, and data Web communication provider of interactive conferencing, collaboration, and training applications. The
deployment will promote the integration of rich media conferencing, communication, and collaboration in the enterprise
environment at CeTIM’s Virtual Enterprise Lab, a state-of-the-art facility for testing and leveraging multimedia technologies for real-time communications. PEOPLE NEW TO TANDBERG. With headquarters in Oslo, Norway, and
New York, Tandberg (www.tandberg.com), the visual communications provider, appoint-
U OF A GOES MESH
ed three new members to its leadership team. Those appointed: Fredrik Halvorsen, who
has been a key member of McKinsey & Company, with solid international financial and
SBC enables wireless
at the University of
Arkansas.
management experience, to the post of CFO; Rick Snyder, with over 20 years in management, to president of the Americas theater; Steven Peri, the company’s former outside
counsel, to senior VP and general counsel; and Brad Johnston, the company’s former
president of the Americas theatre, to a new leadership position as senior VP, Global Sales
Operations. The new execs will join Tandberg during Q2 2005, and will be based in
Reston, VA. NEW WORLDWIDE SALES VP FOR SYMPHONIQ. Symphoniq Corporation (www.symphoniq.com), a new firm created by the founders of NetIQ
University of Arkansas
to manage the Web application infrastructure, has announced the appointment of Richard
10
Rudolph to the position of VP of Worldwide Sales. Rudolph brings to the table almost
20 years of market development for Web application management tools. Before joining
Symphoniq, Rudolph was VP of Worldwide Sales for Keynote Systems. Prior to that
post, he led sales operations at webHancer and at WebTrends, a division of NetIQ.
Project1
4/8/05
12:24 PM
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“
My team ensures Datatel employees have
the best technology to provide world-class
client services. Whether that means upgrading
their computers, or deploying the latest
desktop enterprise software, we do what it
takes to accomplish our mission. That way,
Datatel can help you accomplish yours.”
Datatel is an employee-owned company.
With a personal stake in its success,
Datatel employees constantly work for your
success. That’s their goal. And that’s a win-win.
To learn more about Datatel, visit
www.datatel.com or call 1.800.DATATEL. To
meet other Datatel employee-owners, go to
www.datatel.com/IAmDatatel.
am
Datatel.
SAL ACOSTA
MANAGER, DESKTOP SERVICES
DATATEL EMPLOYEE-OWNER
how higher education does business.
0505ct_stats
4/18/05
2:59 PM
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S TAT S
Your Technology, Their Choices
When your students arrive on campus next fall with their technology expectations, will you fall
short of them, meet, or exceed them?
ADMISSIONS DEPARTMENTS put enormous
effort into ensuring that admitted students are a good fit for
departmental programs and academic standards. Even student residential programs poll incoming students with an eye
toward achieving harmony in the dorms. But how much do
you know much about your future students’ technology practices? Student Monitor (www.studentmonitor.com) knows
plenty. The NJ-based research firm tracks college and precollege student characteristics in several categories, including lifestyle and media, financial services, telecom, computing, and the Internet.
With a representative sample of 1,200 students at 100
colleges and universities, the company reports on everything from general demographics to the specific Internet
buying habits of various groups of students. Reports cover
a wide range of topics that will reveal interesting trends over
time, but perhaps the most valuable data points are the ones
that can keep IT directors from being caught off guard—and
sooner, rather than later.
Which platform? For example, do your students overwhelmingly prefer PCs? While Dell still dominates the realm of student-owned computers, Student Monitor’s 2004 Computing
and the Internet study reveals a big jump in
students’ interest in purchasing Apple computers. How would a sudden influx of Macintosh users affect your help desk and other
IT services?
E-mail aficionados. And how are students using your carefully selected and wellDell
maintained e-mail system? Student Monitor
reports that in 2004, students had an averHP
age of 2.3 e-mail addresses. That’s probably
Compaq
not a surprise, as it’s common to juggle more
than one account. But only 36 percent of
Gateway
students considered their institution’s server
as their main mail system. How might that
Apple
affect communications on campus?
The plain truth is, college freshmen now
Toshiba
have an average of 8.1 years of prior personal
computing experience, according to Student
Sony
Monitor. Now, more than ever, your students
will bring their own computing preferences to
eMachines
campus—including ones that could possibly
undermine communications systems or ren0
der the institution’s hard-fought implementations redundant. IT director: Watch those
upcoming generations!
Number of E-Mail Addresses
Two
44%
Three or more
30%
One
26%
Most students have two or more e-mail
accounts. Many have three or more.
Source: Student Monitor, Computing and the Internet, 2004.
Used with permission, www.studentmonitor.com.
Brand Currently Owned Compared
to Brand Plan to Buy
12
Plan to Buy
Own
43%
40%
9%
17%
5%
13%
3%
10%
19%
7%
2%
6%
6%
5%
A surprise in
the 2004 data:
Apple shows
the greatest
growth in student
intention to
purchase.
2%
4%
10%
20%
30%
40%
50%
Source: Student Monitor, Computing and the Internet, 2004.
Used with permission, www.studentmonitor.com.
Project1
2/16/05
10:21 AM
Page 1
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Prices shown from HP Public Sector refer to U.S. estimated selling prices and The National Education Price List. Actual reseller pricing may vary. Prices and availability are subject to change. 1. Lease products are available through Hewlett-Packard
Financial Services Corporation (HPFSC) to qualified education customers in the U.S. and are subject to credit approval and execution of standard HPFSC documentation. Monthly lease payments are based on 24-month lease term and do not
include taxes, fees or shipping charges. Lessee has the option to purchase the equipment at the end of the lease term at its fair market value (FMV). Other fees and restrictions may apply. HPFSC reserves the right to change or cancel this program
at any time without notice. 2. Intel’s numbering system is not a measurement of higher performance. 3. Wireless Internet use requires separately purchased Internet service contract. Check with service provider for availability and coverage
in your area. Not all Web content available. The information contained herein is subject to change without notice. Intel, Intel Inside, the Intel Inside Logo, Intel Centrino and the Intel Centrino Logo are trademarks or registered trademarks of Intel
Corporation or its subsidiaries in the United States and other countries. Microsoft and Windows are registered trademarks of Microsoft Corporation in the United States and/or other countries. ©2005 Hewlett-Packard Development Company, L.P.
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VISIONARY
Bold, Audacious,
and Ultra-Broadband
Case Western’s CIO
Lev Gonick leads his
region’s OneCleveland
project into the future.
By Mary Grush
P
rior to coming on board as Case
Western Reserve University (OH)
CIO and VP for IT Services, Lev
Gonick’s distinguished career in
higher ed IT has included posts at Cal
State University-Monterey Bay and Cal
Polytechnic State University. He has written, taught, and thought about learning
infrastructure, networking, and campus
technology integration for two decades, and
his professional activities have included
national and international technology initiaGONICK ON THE OneCleveland concept: “I was thinking about how we could make a bold,
tives. Gonick’s current thinking on universiaudacious, IT-informed effort with the objective of community transformation.”
ty and civic technology leadership has most
recently spawned OneCleveland, a university-city project and hospitals evolve together into something new, exciting,
that leverages advanced IT to achieve community priorities. and maybe not yet fully understood.
About OneCleveland: When you began as VP for IT services and CIO at Case four years ago, did you already
have thoughts of developing a city-wide or regional broadband network? I was attracted to Case because of the
remarkable coalescence of higher education, health care, cultural, and arts institutions in the city. As I was discussing the
possibility of moving from California to Ohio, I outlined a
stream-of-consciousness thought process about the way in
which a great university can leverage its core competency in
information technology to help other institutions like museums
14
Was Cleveland open to your ideas? Yes; there had been
early collaboration in the University Circle area of Cleveland,
in terms of connecting with fiber optics. I wanted to extend
that to a broader region and, in some ways, redefine the relationship between the university and the broader community.
You have many partners in OneCleveland. Which institutions first came to mind? The Cleveland Clinic, the Cleveland
Museum of Art, the Cleveland Symphony, the Rock and Roll
Hall of Fame—all of those and others were included in the early
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thinking about the relationship between Case and what has
evolved into the OneCleveland project for which we’ve developed an ultra-broadband network-and-applications strategy.
hood. Those wireless services are architected to connect with
one another, creating a virtual meshed canopy over much of the
region—enabling the free guest access you hear about.
What was the driving force behind the efforts? It was a community transformation agenda articulated by the then-new president of the university, Edward Hundert, and the mayor of the
city, Jane Campbell, during about the same time frame that I
was thinking about how we could make a bold, audacious, ITinformed effort with the objective of community transformation.
Our insight at Case was to use the IT infrastructure as an
undergirding and binding force: We wanted to connect organizations and institutions that had historically been siloed, and,
physically, significantly disconnected from one another.
Are you working on any high-end video applications?
We’ve very recently soft-launched a service with our colleagues
at CampusEAI—which is to prototype, working with a number
of commercial television broadcasters, a high-definition videoover-IP network. The Fall 2005 incoming students will experience multiple channels, including interactive video services for
everything from virtual office hours and working with librarians,
to health care and a host of other things.
And how has OneCleveland evolved from all that? We really have a three-legged stool: connecting, enabling, and transforming. The “connecting” part was very readily doable here in
Cleveland because there was an abundance of dark [unuti-
“
Who are some of the OneCleveland development and vendor partners? In the last year and recently, our efforts have
been on development of applications that the university in part
helped to facilitate, working with major corporate partners.
Cisco, Intel, IBM, Sprint, Polycom, and others—now including
Sun Microsystems—have taken an investment position in
”
OneCleveland: connecting, enabling, and transforming.
lized] fiber available. It was just a matter of creating a business
case for lighting it up. More challenging over the last couple of
years have been the other two legs.
What about “enabling” and “transforming”? “Enabling” turns
out to be our focus on a series of applications that use the network in a fashion such that if the network didn’t exist, the service or offering really couldn’t be delivered. For example, our
OneCleveland subscribers successfully wrote a grant application for curatorial presentations by the Cleveland Museum of
Art staff, through the 23 libraries in the Cuyahoga Public Library
System, using advanced, high-definition videoconferencing.
The grant proposal wouldn’t have been possible without
OneCleveland. That’s an example of reinventing the public
library to become, among other things, an annex for the world’s
great museums. The result is “transformative.”
So, OneCleveland is much more than what it’s often
identified with—an extension of your wireless network. It
is much broader than just an extension of a technical infrastructure; it’s a platform for innovation.
Could you tell us about the technology components of
OneCleveland? Sure. All the subscriber institutions on the
OneCleveland supercampus connect to each other using
advanced fiberoptic switching at 1-gigabit—and we also provide up to a 1-gigabit access to the Internet among three classes of users, with the smallest getting 10 megabits per second.
Each of the organizations connected by fiber also has a wireless canopy over its campus and in the immediate neighbor-
OneCleveland through the delivery of goods and services that
enable application development.
OneCleveland is an outstanding example of leadership on
the part of a higher education institution, isn’t it? Yes, it’s a
good example of community leadership and service, and an
informed one. As our president likes to say, a university can
remain a healthy and great institution only to the extent that the
city within which it lives and works is healthy and great.
OneCleveland seems to be the model for others. How will
you help other “Ones”? We’re committed to creating a consortium; an institute for digital cities here at Case, as an umbrella for the many cities that we are involved with, or who have
independently developed their own university-city relationships.
What are the future challenges and opportunities? The
number one challenge is governance. OneCleveland is a big
tent, and we’ve invited in as many folks as we can. Finding a
compelling reason for them to stay in, while bringing others in,
represents predictable yet significant challenges. As we move
forward, we need to create a broad sense of consensus flexible enough to account for the autonomy of the organizations
involved. Beyond that, over the next year we’ll be involved in
significant development of a series of applications that demonstrate the value of our ultra-broadband and wireless infrastructure; our success will be measured against them. Our goal is to
show success that extends beyond the “connect.” Reducing
the cost of connecting is important, but it’s not transformative.
We want to stand on that “transformation” leg of the stool.
15
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THE ENTERPRISE
john savarese
Library Portals
and What’s Next
Is the library portal about to yield to the Next Big Thing?
A FUNNY THING HAPPENED to the traditional library
card catalog as it morphed into the online public access
catalog (OPAC). The whole mission of the library changed
along the way, and the purpose of the library catalog
changed along with it. Enter the library portal.
But, first: How did we get here? The file-drawer-based
card catalog was an inventory of the objects (mostly books
and periodicals) that were physically present in the library.
With the burst of new electronic resources—first electronic
databases on CD, then eJournals (full-text electronic collections), and all manner of resources on the Internet—the
library’s job got a lot bigger. People who used the library
expected it to help them deal with the entire universe of information, not just the books on the nearby shelves. So, the
OPAC had to transform itself to meet a similar challenge.
The online library software somehow had to catalog, or at
least provide a gateway to, a huge variety of materials in the
hands of many different proprietors. Integrated Library Systems (ILSs) have met this challenge by converting the simple OPAC into a comprehensive, customer-driven library
portal. (See the box on page 18, for a sampler of portal-style
features offered by various vendors and institutions.)
Here, in a nutshell, is what makes a library portal different from the OPAC of old:
Federated search. A well-stocked library may subscribe
to hundreds of online databases and other resources on
behalf of its patrons, each with its own search interface
and login procedure. A federated search lets the user
enter the search criteria once and eliminates duplication
among the results.
User profiles and contexts. The system knows who the
user is and what the user generally wants, and uses that information to tailor its services, integrating with the campus’s
administrative information and course management systems.
Multiple channels of content. The system can offer
weather reports, RSS feeds, and the dining hall menu, in
addition to more formal library databases and collections.
Customizable content and interface. The library can
customize the portal by branding it with its own look and
feel. Users can choose interface design and needed tools,
by default. Some library portals even offer the flexibility of
“skins”: easily interchangeable surface designs such as
those featured by MP3 software.
The Crystal Ball
16
Bill Denison for Lehigh University
VIA MY LIBRARY, LEHIGH STUDENTS can now build their own customized resource
portals with material from the Linderman Library (above)—or anywhere else.
Stephen Abram, VP of Innovation for the Sirsi Corporation
(www.sirsi.com), is a seer in the library automation field.
(See his articles at www.sirsi.com/Resources/abram_articles.html.) He says that Sirsi, for one, is building a “framework” for college and university library sector success. For
instance, the company will be introducing a product this
year called Enterprise Portal Solution (EPS), built around
the concept of “rooms.” A Sirsi Room, says Abram, is a context that a user is working in at the moment, such as cell
biology or finance. With EPS, the university library will be
able to assemble the right resources in that room to prevent
Project1
4/8/05
12:34 PM
Page 1
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Page 18
information overload (hundreds of resources that may not be
relevant), and increase the likelihood that the user will find
solid, reliable information. Other areas the company is working on include: closer integration with course management
systems like Blackboard (www.blackboard.com) and WebCT
(www.webct.com); an instant-messaging-style virtual reference desk; profiles linked to a user’s library card that automatically invoke accessibility software matching the user’s
special needs; federated identity management so that users
only need to log into the campus systems once; and support
for experience-based learning styles rather than just textbased ones (accessible today through Sirsi’s Hyperion
streaming media server; in the future, perhaps, nurses will
be able to interact with a virtual cadaver).
Susan Wagner, Sirsi’s Northeast account manager,
claims the company is putting “content in context.” She
says that Sirsi is merely “bringing to the table what librarians have brought to the table for hundreds of years: the
ability to distinguish between relevant material and junk”—
only now in a virtual environment.
head of Digital Access and Information Architecture. At
Lehigh, MyLibrary collects information about each user
(such as a major declared in the university’s administrative
information system), and uses it to build a customized collection of relevant reference resources, which the user can
then customize to taste. MyLibrary also interacts with the
campus’s ILS to automatically retrieve references to journals and databases in the user’s field of interest.
Faculty, graduate students, and undergraduates at Lehigh
have already used MyLibrary more than its planners ever projected. Tim McGeary, senior library systems specialist,
explains Lehigh’s success with MyLibrary, which is integrated with the university’s SunGard SCT Luminis campus portal (www.sungardsct.com): “Before students ever step on
the campus, they do all their summer orientation through the
Luminis portal. Their Lehigh experience is born through the
portal. If they accept that interface as being the way to go,
then a portal-based service like MyLibrary will succeed.”
Integration, Interfaces, and Irony
Does a comprehensive library portal run the danger of overlapping and competing with efforts to develop an effective
Lehigh University (PA) is creating context for its library institutional portal? Doug Randall, technology product manusers with the help of an open source library portal called ager at Innovative Interfaces Inc. (the developers of the MilMyLibrary that is being developed at University Notre lenium ILS; www.iii.com), sees the two kinds of efforts
Dame (IN) under the leadership of Eric Lease Morgan, eventually converging. “Institutional portals can seem
sometimes to subsume the
library, by implementing some of
I L S PORTAL AND FEDERATED SEARCH FEATURES
the federated searching and
Company
ILS Product
Portal & Federated Special Features
metasearching that the library
may already be offering to its
Endeavor Information Systems Inc.
Voyager
WebVoyàge, MyOPAC
users. Where you draw the line is
www.endinfosys.com
not clear. But the future is probaEx Libris
bly integration rather than fundaAleph 500
MetaLib, SFX (OpenURL), MetaSearch
www.exlibris-usa.com
mental migration of the functionality totally in one direction or the
ADVANCE,
Geac Library Solutions
Vubis Smart Web OPAC
other.”
www.library.geac.com
Vubis Smart
In fact, much of Innovative’s
Web OPAC, My Millenium, AirPAC
Innovative Interfaces Inc.
recent efforts have been aimed at
Millennium
www.iii.com
(wireless devices), WebBridge Linking
making integration between Millenium’s portal and other campus
Mandarin M3,
Mandarin Library Automation
Mandarin PACPortal, MuseSearch
systems easier. Efforts include
www.mlasolutions.com
Mandarin Oasis
support for single sign-on techiLink e-Library, Enterprise Portal Solution
nology based on Apache authUnicorn Library
Sirsi
(formerly Rooms), DataStream,
www.sirsi.com
Management System SingleSearch, Sirsi Resolver (OpenURL)
entication modules like Central
Authentication Service (CAS) and
The Library Corporation (TLC)
Pubcookie; the development of
CARL Solution, CARLX YouSeeMore, WebFeat
www.tlcdelivers.com
portlets; a project to implement
VECTORS/Portal,
User
Reviews
&
RSS feeds within Millenium; and
VTLS Inc.
Virtua
Ratings (peer review), Smart Device
the development of a mini-search
www.vtls.com
(PDA interface)
widget (a small, free-standing
MyLibrary (open source,
application that will operate outNotre Dame MyLibrary Project
user-customizable interface to
side the Millenium interface).
dewey.library.nd.edu/mylibrary
collections of Internet resources)
But what about the future of
Creating Context
18
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THE ENTERPRISE
the portal concept itself? There may be a huge irony here.
The primary concept that makes the portal possible is that
information services can be constructed in a way that
makes them independent from a specific appearance they
must have on screen. There are many names and styles for
this abstraction: Web Services/XML, OpenURL, APIs,
widgets, and RSS feeds. These “browserless” services
provide information when a program asks for it; a user
doesn’t need to point and click. The information is returned
in a structured form that can be easily processed by the
local program that called for it.
Once services like specialized search engines are provided this way, the portal can freely combine and repackage
them. But now the horse is out of the barn, because the
user can begin to choose from many interfaces to reach
these abstracted services. The interface then becomes a
commodity, not a monopoly. As a user, as long as what I
want is available in the form of a service, I can build my own
portal (or buy one off the shelf) using my own desktop rather
than someone else’s Web server, whether it is the library’s
ILS portal or the institution’s official one. Even a federated
search backed by strict authentication can be offered as a
service, if the provider wishes to do so.
You may already have installed software on your computer that links you up to the recent crop of consumeroriented browserless services, programs as simple as
MediaMan (www.imediaman.com), Konfabulator (www.konfabulator.com), or an RSS feed reader. MediaMan catalogs
your personal collection of books, recordings, and other
media by harvesting information (including book jackets)
from the browserless Amazon Web Service (www.amazon.com). Other Web services are already being made available for software developers to use by eBay (developer.ebay
.com/DevProgram/index.asp) and Gracenote CDDB music
information service (www.gracenote.com).
Users will still desire a place where they can assemble
their favorite services. But in the world of browserless
services there will be multiple, side-by-side solutions, some
of them on the client side rather than on the server side. Certainly, institutional and library portals will continue to play an
essential role, but the portals that users value in the long run
may be the ones that they own and operate themselves.
John Savarese is consulting principal with Edutech International (www.edutech-int.com), providing information technology services for higher education.
Providing campus-wide network access on a limited budget can be truly frightening. Fortunately
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In addition to exending data networks and access points, you can add wireless video surveillance
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19
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eLEARNING
judith v. boettcher
Designing for the Virtual
Interactive Classroom
We’ve all talked about synchronous online collaboration, but new tools
may allow us to truly “know” this kind of collaboration for the first time.
20
Pierre-Yves Goavec/Getty Images
OVER THE YEARS, faculty have creatively adapted
to the asynchronous, text-based environment of the
Web and the online classroom. As a community,
we’ve learned that while e-mail and discussion
boards aren’t the same as the live classroom, they
have their own unique instructional effectiveness.
And, indeed, for some interactions and purposes, the
online space actually is better. The shy students
seem to talk more; students often graciously engage
and support each other; they seem to reflect and
express more thoughtful ideas in online forums; and
busy students can learn anytime, anywhere. Many
online courses do result in vibrant, energetic learning
communities. In fact, the positive perception of online
learning has grown so fast that a recent
survey conducted by the Sloan Consortium (www.
sloan-c.org) reports that “a majority of academic
leaders believe that online learning quality is already
equal to or superior to face-to-face instruction”
(www.sloan-c.org/publications/books/surey04.asp).
So, what more can we possibly want for online
courses? We want to “be” together. Most of us experience more satisfying interactions when we can see
and hear each other in the same space and at the
same time. While online interactions support flexibility and convenience, synchronicity provides for more
efficient and natural interaction. It is more spontaneous, with more richness of communication information.
Answers can be immediate (and not be misspelled!); questions can be clarified; and decisions requiring multiple conversational loops can be arrived at quickly. While an e-mail
can take minutes to compose, a question after a real-time
class can be addressed in seconds. And while planning an
online group meeting requires thinking through and anticipating many variants of the experience and then preparing
the directions and guidelines, planning a live discussion
requires much less planning: One can adjust in real time,
based on feedback and questions.
Yet, what is the outlook for synchronous tools for online
learning and meeting? When we gather in the physical
classroom, we bundle many types of experiences: We combine lecture demonstrations, discussions, question-andanswer sessions, and large and small group activities. And
although many of the traditional synchronous tools were
designed with the “lecturer” or “presenter” paradigm in
mind, the newer synchronous tools are more specialized and
have been designed for collaborative interactions. Most likely, then, we will want a minimum of two to three synchronous
tools for the diverse uses that faculty, staff, and students will
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4/11/05
1:10 PM
Page 1
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Page 22
suddenly discover for synchronous, real-time interaction.
The good news is that we are being overwhelmed by the
choices and types of tools supporting synchronous interactions. The first generations of tools were expensive, cumbersome, and generally out of reach for normal everyday
use. Nothing worked as well as picking up the phone or
scheduling a phone conference. Now, that is changing.
Three Scenarios of Synchronous Gatherings
The challenge lies in sorting through the host of synchronous collaboration tools (probably about 50) that support
one or more of these types of collaboration. These tools fall
“
be specialized for this size group and be less demanding
than those tools supporting larger groups. In “A Synchronous Online Seminar” (www.powertolearn.com/articles) at
Power to Learn 2004, Jim Lengel, dean of the Benjamin
Franklin Institute of Technology in Boston, describes how
Marratech eMeeting (www.marratech.com), one of the full
collaboration tools, supported a synchronous online seminar
(SOS) with participants from around the world: France, California, and Massachusetts. Lengel noted that the tool
enabled them to “see and hear each other, exchange papers,
and sketch things out in diagrams as we talked.” The software resided on a server at Harvard University (MA), and
”
Synchronous tools transform what we can do online.
into the categories of Web conferencing, videoconferencing, full collaboration, interactive classrooms, and screen
sharing. (To follow the evolution and refinement of these
tools, a helpful site to visit is www.kolabora.com/tools.htm.)
But before opting for a tool type, it’s vital to understand the
scenarios they are appropriate for. There are three synchronous scenarios that faculty will want to design into
online and blended courses: small group meetings, interactive class meetings, and large class meetings.
Small group meetings (two to six; no more than 10).
This scenario supports highly interactive small group meetings of two to six people, combining live audio and videofeeds. Instructional interactions of this type include office
hours, team meetings, tutorials, and study groups. John
Campbell, associate VP for Teaching and Learning Technologies at Purdue University (IN), recently commented that
Purdue wants an “application-sharing tool that is able to be
pumped around the world.” The university also wants to provide a tool for students in professional programs to use
“almost on-demand” for project meetings and collaborative
problem-solving. Faculty and administrators there have been
testing Macromedia’s Breeze Live (www.macromedia.com/
software/breeze) for a year, for both small group and interactive classroom meetings. They are planning to expand its use.
At the September 2004 e/merge Blended Learning and
Collaborative Technologies Conference (www.voxwire.com/
kolabora/emerge), the following features were mentioned by
new media communications author and consultant Robin
Good as basic capabilities for these small group collaborations: the application-sharing feature mentioned above, text
chat, voice-over-IP chat, the ability to record and save the
meeting, a feature that provides knowledge of who is present
in real time, and some ability to signal to the group. A primary advantage of these tools over low-tech phone conferences
is the ability to share applications and jointly see and revise
work; it truly enables small-group work in shared time.
What’s more, tools supporting small group meetings can
22
the participants simply downloaded the client software.
In addition to the basic computer and high-bandwidth
access, for greatest satisfaction these tools do require a good
microphone for each participant. Solutions are very cost
effective, however. For example, the latest iSight camera
from Apple (www.apple.com) includes a high-quality microphone, integrating both the audio and video capabilities.
Interactive class meetings (10 to 30; under 100). This
scenario describes the majority of online higher ed classes
that share the same time space, but not the same physical
space. The kinds of instructional experiences that this type of
synchronous tool can support include a live videofeed that
enables learners to hear and see a faculty member leading a
discussion, performing short concept demonstrations, conducting review sessions, or hosting live interactions with
guest experts. In all of these instances, there might be more
than one video stream and many audio streams.
All of the students in the interactive “classroom” are at
their computers in their own homes or offices, or wherever
they have high-bandwidth access to the Internet (for now,
high bandwidth is a requirement for the full-collaboration
and interactive classroom experiences).
The basic features mentioned for the small group meeting
are also requirements for this type of collaboration. It is particularly important to have the feature of “presence” (the
software shows the names of those who are present), plus
the ability for participants to “raise their hand” (usually via a
hand icon). Other important features include interoperability (suitable for mixed environments of Linux, PC, and Macintosh OS), ease of use, great customer support, and the
ability to pilot a tool before making a long-term commitment.
This “interactive classroom” category of software often has
features that go beyond what is normally available in a campus classroom, highlighting additional communication possibilities in new online environments. In these interactive
classrooms, students can “backchannel” talk to each other,
engaging each other in processing the lecture content,
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eLEARNING
preparing questions, and even planning after-class meetings.
Another tool in this category, Elluminate Live! (www.elluminate.com) has been selected by the Illinois Online Network
consortium (www.ion.illinois.edu), to provide synchronous
faculty lectures, for virtual office hours, and for archived
recordings. The Illinois Virtual Campus (www.ivc
.illinois.edu) is planning to use it with their IVCTutor program.
Large class meetings (more than 100). Very large class
meetings share many of the features desired for a national or
global broadcast presentation. The well-known collaborative
tools supporting this type of interaction (e.g., HorizonWimba,
www.horizonwimba.com; Centra, www.centra.com; and
WebEx, www.webex.com) focus on a high-bandwidth video
downstream, and audio channels from the participants. The
expectation is that the faculty or presenter is in the “lecture”
knowledge-transmission mode, with limited expectation of
students asking questions or dialoging with the presenter.
This software can support interactive communication flow
with large groups of students with help from an assistant who
might serve to filter and sequence questions. In this mode,
these very large class meetings become similar to Webcasts
and talk shows. Again, microphones are a key quality feature;
any person asking a live question in a collaborative environ-
Bending
over backwards
just to schedule meetings?
ment needs to be confident that the audio is of high quality.
Synchronous tools can return spontaneous interaction
even to very large lecture groups; meetings can be recorded
and archived for later viewing and reviews via videostreaming.
“Knowing” Synchronous Collaboration
Today, synchronous collaboration software creates a virtual
space for real-time events. The ready availability of these tools
means that we have synchronous interaction between faculty and students in the design kit for online learning programs.
The capabilities of these new tools bring us to a new place
that shares many of the capabilities of the old, familiar classroom. We are transforming what we can do online, enabling
again the intimacy and spontaneity of Socratic dialog, casestudy discussions, and presentations. Yes, we have come a
long way from the constraints of text-based-only online
courses, and our explorations will be continuous.
Judith V. Boettcher is principal and founder of Designing for
Learning (www.designingforlearning.info), consulting and
advising in teaching/learning technologies for higher ed
Don’t miss her panel discussion on synchronous tools at
Syllabus2005 in July (www.syllabus.com/summer2005).
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23
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I T S U P P O R T mikael
blaisdell
Tool Time
Trying to balance staffers and time with a growing volume of
pleas for help? It may be time for workforce management tools.
MAYBE YOU’VE HEARD these questions
lately: “Can someone help me figure out a
workable shift schedule for my help desk? Is
there a software package I can use that will tell
me what I need to know?” Possibly, the questions are a bit more basic: “Is there software
that can tell me how many agents I need?” Or,
the reverse: “I’ve got 12 agents, and the administration is telling me that I’m about to lose two
of them. Is there a product that will show me
what the effect will be on my help desk?”
Such queries are common in the campus IT
support community; they turn up regularly in discussion forums and around the tables at the end
of convention days. The answer to all of these
questions is generally, “Yes, there is software—
workforce management (WFM) tools from a
number of companies that can help you, if you do
your homework first.” (See “Changing the Support Equation,” on next page.) WFM tools are not
magic wands, however. In order to use them
effectively, you will first need to build a supporting structure of usable data. In fact, the answers
to the questions above depend, in large part,
upon the data.
Feeding the Formula
A campus help desk manager, like the university itself, is actually dealing with a knowledge
inventory management problem. The help desk manager
has to try to maintain, in balance, a knowledge inventory,
the access channels to it, and the demand from the campus community.
Let’s look at one access channel, the telephone line, to
see what this might mean in terms of staffing. On one end,
we have faculty members, students, and administrators with
technical problems—and all of them want an answer as
quickly as possible. On the other end of that phone line, we
24
have some help desk agents who have access to the knowledge in their heads and (hopefully) in their computer knowledgebase system. If we give a WFM tool the right data, it will
tell us part of the answer to the question: “How many agents
do I need?” The equation looks like the chart on page 25:
Responsiveness is simply how fast the caller can be connected to an agent. Staffing is the number of agents that
are ready to take calls. AHT, or Average Handle Time, is
how long those calls will last, and the Volume is how many
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Changing the Support Equation
The above equation is only a starting point. What happens
when you add a second access channel in the form of a service desk for walk-ins? What would be the effect of a third—
the creation and maintenance of a campus IT-support Web
site? Both new channels would take people away from the
“
Staffing Equation Variable
Slower
R
E
S
P
O
N
S
I
V
E
N
E
S
S
More
S
T
A
F
F
I
N
G
A.H.T.
Volume
Faster
Less
© 1999 Mikael Blaisdell
of them we will have to deal with in a set time frame. If you
enter the AHT and the Volume figures, and provide either the
Responsiveness piece or the Staffing piece, the tool will
give you the missing element. In general, though, if you want
faster response, you’ll need to add more people or decrease
the number of incoming calls. Push one end of the seesaw
down, and the other end goes up.
Simple, right? After all, you already know how many staff
members you have available to be assigned to the phone. But
what about the other required pieces of data? If you have a
good telephone system, it should be able to give you both the
AHT and an idea about the volume to be expected from historical data and trends. If your phone system doesn’t supply
that information, then you’ll need to develop it by having your
staff keep records on tick-sheets as to numbers of calls
received, time of day, and the length of each call. Are there
known peak periods where the volume rises? Do you know of
anything coming down the pike at you that will boost the
load? Is there a new system coming online? If so, factor it in.
If you don’t have hard data, then do the best you can to estimate it, using your operational stats as a base.
Want faster response time? Add more staff or cut back the calls. In other
words: Push down down one end of the seesaw, and the other goes up.
and Call Center Scheduler (www.callcenterscheduler
.com) can design shift schedules for the support team to
handle phone time, research time, meetings, breaks, and
the like. None of them, however, will gather all of the supporting data for you, or take the meeting with the CIO in
your stead.
Good WFM tools can help you play “What if?” by modeling
the likely outcomes of different scenarios.
phone lines, but they also might cause a decrease the incoming volume of calls. There are other factors to be considered
as well. Breaks and meetings take up a chunk of each day.
How about training time? What about vacations and sick
time? If one or more of your team leaves for another job, how
long will it take to train the replacement? What will you do in
the meantime?
For some of these factors, there are some good—and
free—WFM tools such as Westbay’s eight free calculators
(available at www.erlang.com/calculator), and cc-Modeler
Lite (www.kooltoolz.com/ccm.htm) that can help you play
“What if?” by modeling the likely outcomes of different scenarios. They can show you, for example, that losing two
agents to budget cuts will probably cause the average
delay experienced by your callers to go from 90 seconds to
three minutes, and will also cause the number of people
who hang up in frustration (abandons) to rise significantly.
Some of the tools, such as Portage Communications’
AgentTime Scheduler (www.portagecommunications.com)
”
Before You Buy Those Tools…
Start with the basics. Head over to Westbay’s Web site (see
URL, left) for one of their Erlang calculators, or do a Google
search for “Erlang calculators,” then download one or more of
the free ones (pick any from the several pages of options),
and learn how to use it. As for the software you’re looking for,
The Society of Workforce Planning Professionals has a vendor page on its Web site (www.swpp.org/marketplace.html)
that lists various packages and their makers. Visit some of the
vendor sites, and check out white papers and other resources
to see what functionality the products offer. And remember:
You aren’t alone in trying to solve the staffing equation. Join a
forum or discussion group; every other support manager
struggles with the same issues, and what worked for them
might also be of use to you.
Mikael Blaisdell is a technology writer, and principal of
Mikael Blaisdell & Associates (www.mblaisdell.com), an
IT support consultancy.
25
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Don’t send your money down the, well, you know. Asset management tools can
save dollars wasted by expiring leases and redundant licenses, but they can also
team up with network management and security tools for the ultimate in control.
watch
your
by Linda L. Briggs
Assets
A
re you looking for more dollars for new technology purchases and initiatives? Like many
campus administrators, you might be surprised to learn that your previous technology
investments could be hoarding your cash. In fact, one oft-overlooked (and yes, decidedly unsexy) aspect of IT management on your campus can have a sizable impact on your tech
budget: IT asset management.
Why Track and Manage?
In short, IT asset management means effectively using software tools to help you keep track
of not just what hardware and software you have running, but much more: when you purchased each machine; what processor each is running; who installed what on them, and
when; how heavily they’re being used; and when and how they will be (or have been)
retired. And since many of your campus IT assets probably are not computers yet still fall
under your province, you can add that same level of management need to audiovisual
equipment, digital cameras, lab tools, and anything else you should be tracking.
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IT ASSET MANAGEMENT
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IT ASSET MANAGEM ENT
One way that such tools can save you
money right away is by helping you
monitor license usage more efficiently.
That means tracking which software
products are being heavily used, and
which aren’t being used at all. License
monitoring is one place where you can
expect a quick return for your effort.
(Perhaps you can transfer some of those
100 licenses purchased for a photo-editing program for one department, to
another department that’s been asking
for the same program? What about the
usage of that obscure lab reporting software purchased at the behest of an
instructor—is anyone actually using it?)
IT asset management programs can also
help you assess whether you’re renewing software licenses in a timely manner. Other savings lie in determining
when hardware warranties are due to
expire, for better replacement planning.
Or, perhaps you want to keep track of
how a particular machine has held up,
and under what sort of use. Such information can help you determine whether
to buy more of the same. Disposing of
old hardware can be an asset-tracking
nightmare by itself: For security reasons, you want to make sure hard disks
are scrubbed of sensitive data, for example, and monitors are disposed of in an
environmentally correct manner.
IT asset management software can
assist you with all of that, and although
it’s been thoroughly exploited by savvy
corporate CIOs, it’s still something of a
new concept on higher education campuses (see box below, “The Value of Full
Lifecycle Asset Management.”) Importantly, asset management tools can also
assist with a whole constellation of other
issues, ranging from chores that used to
be performed solely by network management tools, to functions traditionally
found in security products. And remote
control options in a number of systems
can allow administrators to monitor systems (and fixes) remotely, from a central
location—an indisputable way to save
staff time and money, and cut down on
classroom outage time. Today, a number
of companies in varying technology sectors make tools that offer indispensable
IT asset management functionality; they
just approach it from different angles.
The challenge is to assess need, sort
through the various products and categories (see box, “A Wealth of Overlapping Solutions,” on page 31), and
determine which will work best for your
situation and management needs.
Single-System
Asset Management
Most large schools already use some
sort of software for managing large
depreciable assets such as building and
air conditioning systems. What they
don’t know is that the software they’re
already relying on may be able to find
gold in campus IT assets, as well. One
company offering products that can be
used for managing every type of asset
on campus, from buildings to software
license agreements and PDAs, is Sunflower Systems (www.sunflowersystems.com). Sunflower’s customer list
includes a number of large government
clients (including areas of the Departments of Justice and Education), and the
University of California system.
Stanford University (CA), for one,
implemented Sunflower 18 months ago,
as part of a much larger campus overhaul
of its financial management systems.
The school is using the inventory asset
management module (Sunflower Assets
3.7.1), and agreement assets module,
among others, and is in the process of
The Value of Full Lifecycle Asset Management
“Many universities are still struggling with the concept and implementation of full lifecycle asset management for movable equipment in general,” says Stanford University’s (CA) Ivonne Bachar, an
authority on asset management who regularly speaks to conference
audiences on the topic, and is an instructor for and past president
of the National Property Management Association
(www.npma.org). “But there’s definitely a shift in that
direction,” she says, and goes on to explain that it is driven in part by regulations such as the Health Insurance
Portability and Accountability Act (HIPAA), SarbanesOxley, and contractual requirements for sponsored
Bachar
research. Also a factor, she adds: Growing security and
confidentiality concerns. What’s more, she points out, “IT assets are
such a huge part of the budget these days; there is so much dependence on IT assets, and there will continue to be.”
The more valuable IT assets become on campus, and the more
visible they are, the more likely that effective asset management
solutions will be adopted, says Bachar. But IT asset management
also introduces some elements of complexity, she adds. A simple
28
example: the desktop computer. As a traditional asset, it’s one
item. But from an IT perspective, administrators may need to
dynamically track many more aspects, such as software version,
network connectivity, drive size, processor speed, system configuration, Web connectivity, even (for security reasons) what data the
system holds. That makes IT asset management especially complex, Bachar explains. Another example: “There is a whole management process throughout the asset’s useful life, and again,
between the time when you declare an asset excess equipment,
and the time it’s actually retired,” Bachar says.
Another complexity she foresees for universities: tracking shared
assets. “As we move more into collaborative business relationships
with other universities, there has to be a way to track how those
assets are shared, how they are funded, and what they are authorized to be used for.”
“Often,” Bachar points out, “tracking movable equipment is
viewed as an administrative burden. But it can be streamlined,” she
asserts. Managing IT assets, she states, “can very effectively be a
core business process.”
Project2
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0505ct_LifecycleR
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implementing the IT management module. Departments are required to use the
capital equipment modules, but use of the
IT module is discretionary.
According to Ivonne Bachar, director
of the Property Management office at
Stanford, her office’s objective is to offer
the university a single repository of data
that can be used for capital and sponsorowned, as well as IT assets. Sunflower
was appealing, she says, partly because it
can interface with an Oracle (www.oracle.com) back-end database and financials. Stanford tracks IT assets and other
items, she explains, including site licenses and software versions loaded on
machines. The tracking software is also
used for more complex monitoring: tracking the stewardship, accountability, and
transaction history of sponsor-owned,
donated, loaned, and leased equipment. It
also helps with replacement planning and
with the disposition of assets, she adds.
Tracking how IT assets are disposed of
when they are deemed ready for retirement can be hugely complex. Disposing
of potentially hazardous equipment, following regulations like HIPAA and Sarbanes-Oxley, confidentiality concerns,
and security issues all come into play.
puters, digital cameras, touchscreens,
Web cameras, PDAs, photoplay devices,
and any sort of switch that can be
computer-controlled. Without tracking
and/or monitoring software, Gregory
says, there’s simply no way a large institution can handle the sheer volume of
equipment a network or AV administrator often is responsible for. With the right
product, anything in the classroom that
can be added to the network can be not
only tracked, he says, but also controlled.
That’s evident at the University of
Minnesota-Twin Cities campus, where
Gregory is an engineer and department
manager for Classroom Technical Services, within the Office of Classroom
Management. He uses AMX Meeting
Manager (www.amx.com) to manage
equipment in 65 buildings: 300 classrooms across three campuses, spread over
seven-plus miles. The department uses
Managing AV Assets
In the corporate world, IT asset management software is traditionally used
for tracking hardware and software. But
colleges and universities may also want
to track other high-tech assets—especially audiovisual equipment and other
digital accessories—simply because
there’s so much of it to manage. Additionally, with some software packages,
monitoring and remote control of media
and instructional technology equipment
can be accomplished in real time. That
enables you to extend central help desk
capabilities to classrooms through the
same asset management system.
According to the University of Minnesota’s Classroom Technical Services
department manager and engineer, Jim
Gregory, there’s a long list of assets for
which an IT or AV department might be
responsible. That includes video and
data projectors, laptop and fixed com-
30
At University of
the South, system
administrators can
monitor a group of
computers from
one manufacturer
to gauge how
they hold up,
and to evaluate
future purchases.
Meeting Manager to track and troubleshoot every piece of equipment under
its control—often allowing a repair to be
scheduled before a problem hits. (Because classrooms are laptop-ready at the
University of Minnesota, the software is
used more to monitor the classrooms and
ancillary devices than the computers
themselves.) Once a Meeting Manager
network is set up and all devices are connected, the software collects information
from each classroom and sends it to a
server for storage. At the university, the
data can then be used to generate reports
as specific as a printout of all rooms with
projectors whose lamps are within 50
hours of burnout, for example. Or, system
errors can be gathered from all projectors
so that the central help desk can respond
appropriately. Reports can be integrated
into a scheduling system, allowing an
administrator, for example, to track how
much use a given piece of equipment
gets—whether it’s a data projector, a
computer, a VHS deck, a DVD player, or
a camera. Gregory can then compile
numbers for upper management, regarding how certain equipment is being used.
“We can then make informed decisions about our investments in technology,” he says. “Without this, we’d have
to deal with everything anecdotally;
you’d have no sense of what’s actually
going on in the classroom.”
Another benefit of this type of IT
asset management: Because the network
is used to monitor classrooms 24 hours
a day, seven days a week, “We can
assign a tech to go out and fix a problem
before classes start,” Gregory says.
“That can happen before a faculty member even reports it. So, we can achieve a
much higher uptime in the classroom.”
And in the event of a serious problem—unauthorized removal of a projector from the network, for example, or an
extended outage—a text message can be
sent to pagers and cell phones of specified
staff members. If a theft occurs, a report
can be sent directly to campus police.
Remotely Effective
At University of the South (TN), the
small liberal arts institution where
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CONFERENCE BROCHURE
SPOTLIGHT ON
12th ANNUAL CONFERENCE AND EXHIBITION
INNOVATION, INTEGRATION & COLLABORATION
July 24-28, 2005
KEYNOTE SPEAKERS
TRACY FUTHEY
VP for Information Technology & CIO
Duke University
LEV S. GONICK, PH.D.
VP for Information Technology Services & CIO
DIANA OBLINGER, PH.D.
Vice President, Educause
BARBARA A. WHITE, ED.D.
CIO and Associate Provost
The University of Georgia
SPECIAL UCLA HOST CAMPUS KEYNOTE
JIM DAVIS, PH.D.
Associate Vice Chancellor, IT
UCLA
CONFERENCE HIGHLIGHTS
A day at UCLA, featuring innovative learning technologies, new
administrative applications, and collaborative computing environments
Five conference tracks and more than 40 sessions covering the most
critical IT issues on campus
A collegial setting for exchanging information and networking with peers
Technology classrooms and exhibits by leading technology companies
Exciting venue in the heart of Los Angeles’ entertainment community
PRESENTED BY
Los Angeles, CA
Featuring a day at UCLA
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FROM THE CONFERENCE DIRECTOR
The speakers on stage at Syllabus2005 are
the stars that reflect this year’s Hollywood,
conference theme—“Spotlight on Innovation,
Integration, and Collaboration.” Our five
keynotes are veteran performers who will
speak about their work with leading-edge
academic, administrative, and networking and communications
technologies that blend together to serve the new expectations
of learners and the expanding campus community. And more
than 150 panel, breakout session, seminar, and poster presenters will share their expertise with attendees coming from campuses across the country and around the world.
Continuing our tradition of campus visits, we’ll be spending one
full day at UCLA, our host campus. There, you’ll have a firsthand experience of the best examples of technology integration
presented by prominent faculty and IT leadership.
I’m excited about the five days of programming that have come
together through the Call for Papers and the efforts of our distinguished advisory board (page 13), academic reviewers, and
our own conference staff. Please enjoy this brochure and be
sure to visit our Web site for more details:
www.syllabus.com/summer2005
TOP REASONS TO ATTEND
BEST PRACTICES
Many of the presentations at the conference demonstrate
campus technology innovations that have been successfully
implemented. You will benefit from a week-long virtual case
study lab—information sure to generate new ideas you can
use right away.
PEER-TO-PEER LEARNING
Breakout, panel, and poster sessions at Syllabus2005 are
developed and presented by your peers—faculty, administrators, and IT professionals who are passionate about the role
that technology can play in the delivery and management of
higher education.
A DAY AT UCLA
This one day alone is reason enough to put Syllabus2005 on
your professional development “must do” list. Starting with
the opening campus keynote through the day’s presentations
and classroom instruction, you’ll get an insider’s look at
UCLA’s innovative learning technologies, new administrative
applications, IT policy and security, collaborative computing
environments, and exciting new classrooms and buildings
equipped with the latest technology.
INDUSTRY TRENDS
What’s next and why? Conference keynotes and expert
panels give you a chance to interact with and gain insight
from campus technology leaders and visionaries. You’ll get
the future perspective you need.
Mary Grush,
Conference Director
NETWORKING
WHO SHOULD ATTEND
CIOs, Provosts, VPs, and IT directors involved in strategic
and enterprise-level technology decision-making
Directors of academic computing who want to implement
systems that will foster the highest academic standards
and practices
IT professionals who must maintain mission-critical
applications on campus
Heads of administrative computing departments who
provide key information services throughout the campus
Faculty who want to take advantage of the latest
technology for teaching and learning
Department chairs responsible for providing faculty
development
TABLE OF CONTENTS
Keynote Speakers . . . . . . . .3
Session Schedule . . . . .10-11
General Session Panels . . .4
Exhibit Hall & Sponsors . . .12
Track Descriptions &
Conference At-A-Glance . . .5
General Information. . . . . . .13
Sunday Seminars . . . . . . . .6-7
A Day at UCLA . . . . . . . . .8-9
Registration Information . . .14
Registration Form . . . . . . . .15
You are not alone! Syllabus2005 is a community where
you have access to hundreds of highly motivated education
professionals from large universities to small colleges, from
across the country and around the world. It’s your chance to
add new contacts to your collegial network.
HANDS-ON IT SOLUTIONS
The Syllabus2005 Exhibit Hall is a valuable complement to
the conference program. Here is where you’ll find top vendors eager to help you find the best practical solutions to
your IT challenges.
COLLEGIAL ENVIRONMENT
The Syllabus conference model is unlike other events where
the pace is hectic and the interpersonal opportunities are
few and far between. That’s why so many of our attendees
return year after year; they enjoy the collegial atmosphere
and appreciate the easy access to presenters and vendor
representatives.
EXCITING VENUE
Located in the heart of the Hollywood Entertainment
District, Syllabus2005 offers attendees and their families
the opportunity to enjoy the sights of Los Angeles and
Southern California. Take advantage of the professional
enlightenment and development at the conference, and
experience some of the best-known travel destinations in
the world.
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KEYNOTES
TRACY FUTHEY Vice President for Information Technology and CIO, Duke University
MONDAY, JULY 25 8:30-9:30 A.M.
TECHNOLOGY INITIATIVES TO MOVE THE CAMPUS FORWARD
Technology can play an invaluable role in moving a campus forward in the context of an informationintensive, increasingly digital, and more global environment. Futhey will focus on moving beyond technology as infrastructure to create a dynamic research and learning environment. She will draw on her
experiences with networking and mobility projects at Carnegie Mellon including “Wireless Andrew,” a
campus-wide wireless deployment in the late ‘90s, and “Handheld Andrew,” which predated but anticipated the network- and location-based services emerging in the industry today. Futhey also will discuss her work at Duke with National LambdaRail, a national optical research network owned and operated by higher education, and the iPod First Year Experience, which provided Duke’s Class of 2008
with iPods for academic and general campus use.
DIANA OBLINGER, PH.D. Vice President, Educause
TUESDAY, JULY 26 8:30-9:45 A.M.
FROM A DIFFERENT PERSPECTIVE
Generational differences and dissimilar expectations often cause faculty, administrators, and staff to
view programs and services differently than learners. This may be especially true when it comes to
information technology. The mismatch of expectations may be particularly acute between the Net
Generation and Baby Boomers, however, there are some surprises. Oblinger will explore the different
perspectives of students, faculty, administrators, and employers as well as the implications for college
and university practices and programs.
LEV S. GONICK, PH.D. Vice President for Information Technology Services and CIO, Case Western Reserve University
WEDNESDAY, JULY 27 8:30-9:45 A.M.
FROM THE DIGITAL CAMPUS TO THE CONNECTED CITY
Most great universities reside within a broader city ecosystem. The long-term well-being of our universities is dependent on the health of the cities within which they reside. How can campus technologists
provide university and civic leadership the means to meet the goals of good neighbors, contributing
to the vitality of the inner city? OneCleveland has been informed by a mission to be a big, bold
21st Century, community-oriented project that delivers advanced information technology capabilities
to achieve community priorities for economic development, learning, job training, research support,
preeminence, and distinction.
BARBARA WHITE, ED.D. CIO and Associate Provost, The University of Georgia
THURSDAY, JULY 28 8:30-9:45 A.M.
ORCHESTRATING THE IT ENTERPRISE: THE GOOD, THE BAD, AND THE UGLY
The ability to plan, develop, implement, and manage enterprise-related initiatives requires the organization to begin with the “never ending” end in mind. This includes identification of the institutional goal,
and the critical building blocks leading to the enterprise. White will address the building blocks
required for successful ERP initiatives, including the organization’s strategic readiness, change drivers,
strategic planning, knowledge-centric attributes, and leadership, with examples of “the good, the bad,
and the ugly.” Central to White’s remarks is the assumption that enterprise planning and deployment
is not an IT issue; successful enterprise initiatives are an organizational issue requiring cooperation
and collaboration from all entities.
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GENERAL SESSION PANELS
TUESDAY, JULY 26 4:00-5:15 P.M.
COMING FACE2FACE WITH SYNCHRONOUS LEARNING
MODERATOR: Judith V. Boettcher, Ph.D., Designing for Learning and University of Florida
Tools for online instruction and collaboration have progressed to the point where distance educators
may begin to feel like they are back in the good old-fashioned face-to-face classroom. Soon,
asynchronous tools will no longer be the mainstays of online courses—rather, they will be useful,
supplemental resources. But are the synchronous technologies advanced enough to make us feel
truly there yet?
PANELISTS:
Bart Collins, Ph.D., Director, Instructional Development Center, Purdue University
Wayne P. Pferdehirt, Director, Engineering, Distance Degree Programs
University of Wisconsin, Madison
Jonathan Tyman, Ph.D., Manager, Digital Video, Internet2, Ann Arbor
WEDNESDAY, JULY 27 5:00-6:15 P.M.
EMERGING TECHNOLOGIES—WHAT’S ON THE HORIZON?
MODERATOR: Howard Strauss, Manager of Outreach, Princeton University
Diebold has ATMs with biometric access. The 2005 Infiniti FX offers a vision system that warns you
if you drift out of your lane. Telephone companies are about to provide video-on-demand via TVIP
that will exceed anything that cable TV can do. High-end collaboration tools, wireless voice and
video convergence, integrated multimedia, invisible computing, remote sensing systems, real mobile
computing, and many more applications are now available—though not usually in higher education.
Join a lively discussion about advanced technologies and how they will fit into our campuses. The
horizon is closer than you may think.
PANELISTS:
Lev S. Gonick, Ph.D., Vice President for Information Technology Services & CIO
M.S. Vijay Kumar, Ph.D., Assistant Provost and Director of Academic Computing, MIT
Krishna P.C. Madhavan, Ph.D., Research Scientist, Purdue University
THURSDAY, JULY 28 11:30 A.M.-12:45 P.M.
TECHNOLOGY IN EDUCATION—PAST, PRESENT, AND FUTURE
MODERATOR: Victor Edmonds, Ph.D., Director, Educational Technology Services, UC Berkeley
Join the members of the Syllabus Conference Board for reflections and visions of how technology in
higher education is impacting teaching and learning, our systems, and our infrastructures. Integrating
audience comments and an audience response system, this panel will weave the many themes of
the conference into reflections and summaries that you can share with your colleagues, and project
visions for the future.
PANELISTS:
Judith V. Boettcher, Ph.D., Designing for Learning and University of Florida
Lois Brooks, Director of Academic Computing, Stanford University
Kathy Christoph, Director of Academic Technology, University of Wisconsin, Madison
Phillip D. Long, Ph.D., Senior Strategist, Academic Computing Practice, MIT
William H. Riffee, Ph.D., Associate Provost, Distance, Continuing and Executive Education
University of Florida
Howard Strauss, Manager of Outreach, Princeton University
Frank Tansey, Ph.D., Merritt Group
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Syllabus2005 SPOTLIGHT ON INNOVATION, INTEGRATION & COLLABORATION July 24-28, 2005
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TRACK DESCRIPTIONS & AT-A-GLANCE
TRACK 1
HIGH-TECH TOOLS FOR ADMINISTRATION
These in-the-trenches sessions are designed for
higher education administrators and staff who
implement and use administrative tools in their
functional areas. Sessions are appropriate for
administrative staff, managers, and department heads.
SUNDAY, JULY 24
TRACK 2
MONDAY, JULY 25
IT AND COMPUTING IN THE INSTITUTION
8:30-9:30 a.m.
This track covers the planning and implementation
of institution-wide IT systems along with relevant
tools, resources, and strategies. Appropriate for IT
directors and managers, CIOs, CTOs, and computer
center directors.
TRACK 3
INSTITUTIONAL STRATEGIES –
THE VIEW FOR THE VISIONARY
These sessions feature technologies on the horizon,
tools, trends, leadership, and best practices to
inform executives charged with guiding the future
of academic institutions. Especially appropriate
for high-level administrators, deans, presidents,
vice presidents, provosts, CFOs, chief academic
officers, and institutional research directors.
TRACK 4
TEACHING WITH TECHNOLOGY
This track focuses on delivering education to the
student, both on campus and online, and examines
technology in classrooms, lecture halls, and labs.
Sessions feature examples of the best applications
of technology for instruction and assessment, along
with discipline-specific faculty case studies.
Appropriate for faculty who teach with technology.
9:00 a.m.-12:00 p.m.
9:00 a.m.-12:00 p.m.
& 1:30-4:30 p.m.
12:00-1:30 p.m.
1:30-4:30 p.m.
9:30-10:30 a.m.
10:45-11:00 a.m.
11:00-11:45 a.m.
11:45 a.m.-1:00 p.m.
1:00-2:00 p.m.
2:15-3:15 p.m.
3:30-4:30 p.m.
4:30-4:45 p.m.
INSTRUCTIONAL DESIGN –
CURRICULUM AND COURSE DESIGN
8:30-9:45 a.m.
10:00-11:00 a.m.
11:00 a.m.-1:30 p.m.
1:30-2:30 p.m.
2:45-3:45 p.m.
4:00-5:15 p.m.
5:15-7:00 p.m.
6:00-7:00 p.m.
supporting faculty or creating online programs will
KEYNOTE: Tracy Futhey, V.P., Information Technology &
CIO, Duke University
Buses to UCLA
UCLA WELCOME: Ruth Sabean, Assist. Vice Provost &
Director, Educational Technology, and Judith L. Smith,
Ph.D., Vice Provost, Undergraduate Education
KEYNOTE: Jim Davis, Ph.D., Associate Vice Chancellor,
Information Technology, UCLA
Lunch
M1, M2, M3, M4, M5, M6
M7, M8, M9, M10, M11, M12
GENERAL SESSION: J. Fraser Stoddart, Ph.D.
Fred Kavli Chair, NanoSystems Sciences and Director,
California NanoSystems Institute (CNSI), UCLA
CLOSING REMARKS: Ruth Sabean
KEYNOTE: Diana Oblinger, Ph.D., Vice President, Educause
T1, T2, T3, T4, T5
Exhibit Hall Open/Lunch/Poster Sessions/
Technology Classrooms
T6, T7, T8, T9, T10
T11, T12, T13, T14, T15
PANEL: Moderated by Judith V. Boettcher, Ph.D.
Designing for Learning and University of Florida
Exhibit Hall Reception
WEDNESDAY, JULY 27
8:30-9:45 a.m.
2:10 p.m.
2:30-3:30 p.m.
3:45-4:45 p.m.
5:00-6:15 p.m.
Instructional designers and those charged with
Lunch
S6, S7, S8, S9
TUESDAY, JULY 26
10:00-11:15 a.m.
11:15 a.m.-2:30 p.m.
TRACK 5
S2, S3, S4, S5
S1
especially appreciate this track focused on designing,
KEYNOTE: Lev S. Gonick, Ph.D., Vice President
for Information Technology Services & CIO
W1, W2, W3, W4, W5
Exhibit Hall Open/Lunch/Poster Sessions/
Exhibit Hall Raffle
W6, W7, W8, W9, W10
W11, W12, W13, W14, W15
PANEL: Moderated by Howard Strauss
Princeton University
producing, and implementing technology-enhanced
THURSDAY, JULY 28
instructional programs, effective curriculum, and class-
8:30-9:45 a.m.
room tools. Appropriate for instructional designers
and implementers, curriculum developers, Web
designers, and instructional media specialists.
KEYNOTE: Barbara A. White, Ed.D., CIO & Associate
Provost, The University of Georgia
10:00-11:15 a.m.
Th1, Th2, Th3, Th4, Th5
11:30 a.m.-12:45 p.m. PANEL: Moderated by Victor Edmonds, Ph.D.,
UC Berkeley
Sessions and speakers are subject to change.
For current schedule, visit www.syllabus.com/summer2005.
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SUNDAY SEMINARS SUNDAY, JULY 24
9:00 A.M.-4:30 P.M.
HALF DAY SESSIONS
9:00 A.M.-12:00 P.M.
LUNCH 12:00
P.M.-1:30 P.M.
HALF DAY SESSIONS
1:30 P.M.-4:30 P.M.
S1
S2
IT LEADERSHIP: IT’S ABOUT “HOW,” NOT “WHO”
LEVERAGING THE NEXT-GENERATION CMS
JENNY COBB, Principal, JTC Consulting
KATHLEEN BENNETT, Web Instructional Technologist,
Innovative Technology Center, University of Tennessee,
Knoxville
Leadership is not just for people at the top. Everyone in your
IT organization can learn to lead by discovering his or her
potential to influence other people to strive willingly and
enthusiastically toward achieving a collective goal.
Leadership, when viewed as an activity, embodies the skills
and abilities to help people do a better job through coaching,
facilitating, and creating environments that support
community involvement in the aims of the organization.
Building on Cobb’s “Best Leadership Strategies for IT” article (Campus Technology, November 2004), this interactive
seminar will highlight strategies for improving your leadership effectiveness and ideas for creating work environments
that sustain distributed leadership practices.
PATRICIA MCGEE, Ph.D., Assistant Professor of
Instructional Technology, University of Texas,
San Antonio
VERONICA DIAZ, Ph.D., University of Arizona
Course management systems (CMS) are both the bane and
the promise of universities challenged with controlling costs
and providing effective and efficient tools to instructors and
students. And yet, the CMS still doesn’t quite meet the
administrative, instructional, or knowledge management
needs of users. This workshop will help participants analyze
their current CMS usage, identify the must-have features of
the next-generation CMS, and introduce the variety of plugins and add-ons that can expand CMS functionality now.
FULL DAY
FULL DAY SESSIONS
IT & COMPUTING IN THE INSTITUTION
S6
A TABLET PC FOR THE CLASSROOM
TOM FARRELL, Associate Professor, College of Business
and Information Systems, Dakota State University
Come explore the features of Tablet PCs and learn how you
can use them to take advantage of your existing computing
knowledge and expand your horizons for teaching and learning. Participants will try out many of the features of the
Tablet PC, with Office 2003 and wireless projection. We also
will explore various Tablet vendors and styles as well as
many of the rich features of the Tablet operating system,
including alternate methods of input. The workshop also will
offer examples of paperless grading as well as third-party
add-on products for the Tablet PC.
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INSTITUTIONAL STRATEGIES:
VIEW FOR THE VISIONARY
INSTRUCTIONAL DESIGN:
CURRICULUM & COURSE DESIGN
S3
S4
S5
SUSTAINABLE SUCCESS: ALIGNING ONLINE
PROGRAM DEVELOPMENT WITH INSTITUTIONAL
PRIORITIES
AN ONLINE PRACTITIONER’S VIEW OF LEARNING
ASSISTANCE STRATEGIES
NEW PRINCIPLES OF INSTRUCTIONAL DESIGN
LAURA J. EVANS, Ed.D., Dean, Evelyn T. Stone University
College & Vice Provost, Continuing Education,
Roosevelt University
FRANK L. CHRIST, Emeritus, California State University,
Long Beach
JUDITH V. BOETTCHER, Ph.D., Designing for
Learning and University of Florida
Learn, through useful examples, of how one online instructor has integrated both sound pedagogical practices and
learning assistance strategies into online course activities.
The workshop will examine course readiness; sense of place
and community; transitioning F2F (face-to-face) teaching to
an online mode; integrating student learning assistance and
JIT (just-in-time learning design) tutorials; enriching a
course with virtual visiting scholars, former students, and
“real world” exercises; and improving subsequent courses
through student feedback and end-of-course evaluations.
Lead by a veteran instructional designer, this
workshop provides an opportunity for both faculty and
administrators to identify and consider key principles
and issues of ID (instructional design). Whether you’re
planning online courses or blended on-campus courses,
this exploration of guiding principles and current issues
will help you make effective choices. Participants
will examine the latest principles of instructional
design, focusing on program effectiveness and student
engagement. Attendees are encouraged to bring
questions, best practices, and their own favorite
learning principles to share in discussions.
S7
S8
S9
IT PLANNING: A VISION FOR TECHNOLOGY
FUTURES
R2D2 ON THE BLEND: A GALAXY OF ONLINE
LEARNING STYLE STRATEGIES
ADDRESSING THE 21ST CENTURY LEARNER
M.S. VIJAY KUMAR, Ph.D., Assistant Provost and
Director of Academic Computing, MIT
CURTIS J. BONK, Ph.D., Professor, Department of
Counseling and Educational Psychology & Adjunct,
Instructional Systems Technology, Indiana University
KAREN GERSTEN, Ed.D., Associate Dean,
Evelyn T. Stone University College & Managing Director,
Distance Learning, Roosevelt University
Creating online programs is relatively easy; sustaining highquality online programs is a challenge. Seminar leaders will
guide participants through the essential elements of strategic planning for online programs and involve participants in
evaluating varied approaches and models. Academic standards, quality assurance, and student engagement are core
elements of planning online programs. Related issues, such
as institutional support, faculty engagement, and budget
models will be considered, along with discussions of tools
that inform decision-makers and assessment.
Take a look far down the road: How will your institution plan
for the impact of new technologies? Will your institution be
ready to understand and influence the transformations in
programs and practices as a result of the opportunities presented by a rapidly advancing technology environment and
build services to support them? This seminar will consider
the IT planning process in light of emerging technology. It
will engage and inform higher education executive leadership as well as all others involved in technology planning
and policy issues.
In this workshop, you will explore a new universe: several
different models and definitions of blended learning.
Participants will consider the advantages and disadvantages
of each of more than two dozen different examples of blended learning in use today in actual courses. The presenter will
propose the ‘R2D2’ model for addressing online learning
styles, including techniques for auditory, reflective, visual,
and hands-on learners. Importantly, this session will include
practical strategies that can be incorporated directly into
your own virtual classes.
MICHAEL RODGERS, Ph.D., Professor of Chemistry,
Southeast Missouri State University
DARLA RUNYON, Assistant Director/Curriculum Design
Specialist, Center for Information Technology in
Education, Northwest Missouri State University
DAVID STARRETT, Ph.D., Director, Center for
Scholarship in Teaching and Learning, Interim Dean,
School of University Studies, Southeast Missouri
State University
ROGER VON HOLZEN, Ed.D., Director, Center for
Information Technology in Education, Northwest
Missouri State University
The 21st Century learner is immersed in the technologies
that impact so many aspects of their lives. These
learners multitask, expect instant gratification, are
visually oriented, and communicate via e-mail and chat in
a virtual new language. In this workshop we will help
participants understand who these new learners are and
how we can adjust the ways we teach in order to keep
pace. Interactive computer-based materials will be used
to demonstrate the many new learning options for the
21st Century learner.
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A DAY AT UCLA MONDAY, JULY 25
Syllabus2005 is pleased to offer a day on the campus of the University of California,
Los Angeles, one of America’s most comprehensive universities and a premier center
for teaching, research, and service. UCLA is a world-renowned public research university, boasting five Nobel Laureates on its faculty, and four alumni laureates.
Founded in 1919, UCLA offers 125 undergraduate majors in five academic divisions
and 200 graduate degree programs. Its library is ranked among the top 10 in the
U.S., with 7.6 million volumes. UCLA has launched several new interdisciplinary
initiatives, including its Center for Society and Genetics, and its partnership with the
California NanoSystems Institute.
Included in your registration, this field trip to UCLA affords you the opportunity to see
and experience the latest education technology in action, as well as hear from some
of the leading scholars on technology in higher education.
10:45 A.M.
INTRODUCTION Ruth Sabean, Assistant Vice Provost and Director, Educational Technology
WELCOME TO UCLA Judith L. Smith, Ph.D., Professor, Physiological Science, Dean, Honors & Undergraduate Programs & Vice Provost,
Undergraduate Education
KEYNOTE: FINDING THE INSTITUTIONAL IT SWEET SPOTS AT UCLA
Jim Davis, Ph.D., Associate Vice Chancellor, Information Technology
11:45 A.M.-1:00 P.M.
LUNCH Dixon Court South
HIGH-TECH TOOLS FOR ADMINISTRATION IT & COMPUTING IN THE INSTITUTION
1:00 P.M.2:00 P.M.
2:15 P.M.3:15 P.M.
M1
M2
M3
BEYOND THE STUDENT PORTAL:
PROVISIONING ADVANCED
STUDENT SERVICES
FEDERATED IDENTITY MANAGEMENT
AT UCLA
WEAPONS OF BLENDED INSTRUCTION
ERIC J. SPLAVER, CIO, College Computing
ALBERT WU, Manager, Technology Infrastructure
Group, Administrative Information Systems
MICHELLE LEW, Associate Director &
SUSAN PHARES, Instructional Designer,
Office of Instructional Development;
PAULA ZESZOTARSKI, Ph.D., Office of
Undergraduate Evaluation & Research
M7
M8
M9
INNOVATIVE USES OF TECHNOLOGY IN
STUDENT AFFAIRS
HOT (POLICY) TOPICS: PRIVACY,
SECURITY, P2P ...?
MARTIN BJEL, JONATHAN CURTISS,
LARRIN DEVEREAUX, KATHLEEN O’KANE,
MICHELE PEARSON, JOHN TALBERT
(inter-departmental presentation)
KENT WADA, Director, IT Policy, Office of
Information Technology
DYNAMIC MODELS FOR SAVING, FINDING,
AND REUSING LEARNING CONTENT: THE
UCLA LIBRARY'S ROLE IN INFORMATION
STEWARDSHIP
TERRY RYAN, Associate University Librarian,
UCLA Electronic Library
3:30-4:30 P.M.
GENERAL SESSION: NANO TOYS AND NANO ART: HOW FUN AND BEAUTY INSPIRE CREATIVITY
J. Fraser Stoddart, Ph.D., Fred Kavli Chair, NanoSystems Sciences and Director, California NanoSystems Institute (CNSI)
4:30-4:45 P.M.
CLOSING REMARKS Ruth Sabean
4:45-6:00 P.M.
BUSES RETURN TO RENAISSANCE HOTEL
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KEYNOTE
JIM DAVIS, PH.D. Associate Vice Chancellor, Information Technology
FINDING THE INSTITUTIONAL IT SWEET SPOTS AT UCLA
The marriage of autonomy to connectedness is a defining principle for the deployment of IT. Finding the
IT sweet spots merges vision, technology, culture, and process. Davis will describe UCLA’s priorities and
approaches to harnessing and driving change in order to realize the full potential of technology in all
aspects of campus life. He will argue that approaching a sweet spot ‘backwards’ can be productive.
GENERAL SESSION
J. FRASER STODDART, PH.D. Fred Kavli Chair, NanoSystems Sciences and Director, California NanoSystems Institute (CNSI)
NANO TOYS AND NANO ART: HOW FUN AND BEAUTY INSPIRE CREATIVITY
How can objects like an abacus or a necklace be built on a length scale of one-billionth of a meter?
How can these nanoscopic objects be transformed into tiny switches that might just make their way into
computers the size of a grain of salt one day? How does Norse mythology, Italian Renaissance art, and
Japanese Shinto culture provide the inspiration that could lead to the creation of some of the tiniest
machines imaginable? Stoddart will address these questions and more.
t,
ES:
RY
ON
rian,
UCLA GUIDED TOUR
M4
M5
M6
UCLA’S EXPERIENTIAL TECHNOLOGIES CENTER
TECHNOLOGY FOR UNDERGRADUATE EDUCATION:
NEW RESEARCH ENVIRONMENTS AND
INSTRUCTIONAL METHODS
VISIT & OVERVIEW: UCLA MEDIA,
PERFORMANCE AND ENGINEERING
RESEARCH CENTER
DEBORAH ESTRIN, Ph.D.; WILLIAM KAISER, Ph.D. &
KAREN KIM, Ph.D., Center for Embedded
Networked Sensing
JEFF BURKE, Assist. Researcher, School of Theater,
Film & Television and Executive Director, Media,
Performance and Engineering Research Center
M10
M11
M12
MEDIA EXPERIENCE BEYOND THE KEYBOARD,
MOUSE, AND SCREEN: PERVASIVE COMPUTING &
MEDIA-RICH ENVIRONMENTS
ONLINE ASSESSMENT AND FEEDBACK
STRATEGIES FOR DYNAMIC INSTRUCTIONAL
IMPROVEMENT AND STUDENT LEARNING
UCLA VISUALIZATION PORTAL A LINK TO OTHER TIMES AND PLACES
JEFF BURKE, Asst. Researcher, School of Theater,
Film & Television & Exec. Dir., Media, Performance &
Engineering Research Ctr.
SALLY KRASNE, Ph.D., Assoc. Professor &
ANJU RELAN, Ph.D., Director, Instructional Design &
Technology, Geffen School of Medicine
DIANE FAVRO, Ph.D., Professor, Architecture and
Urban Design
NDING,
: THE
ATION
PIETER LECHNER, Lead Presenter,
Visualization Portal
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CONCURRENT SESSION SCHEDULE
TUESDAY, JULY 26
10:00 A.M. - 11:00 A.M.
IT & COMPUTING IN THE INSTITUTION
T1
T2
NEXT GENERATION E-RECRUITMENT
FROM CAMPUS HOT SPOT TO CAMPUS-WIDE
HOT ZONE
JAMES MARAVIGLIA, Cal Poly San Luis Obispo
STEVE LA, California State University Long Beach
CARL WEISMAN, 5G Wireless Solutions, Inc.
11:00 A.M. - 1:30 P.M.
LUNCH & EXHIBIT HALL OPEN (see pg. 12 for details)
1:30 P.M. - 2:30 P.M.
2:45 P.M. - 3:45 P.M.
T6
T7
A FRIENDLY ONE-STOP SHOP FOR OBTAINING
STUDENT INFORMATION
A SCALABLE KNOWLEDGE BASE:
THE E-LIBRARIAN 2.0 PROJECT
GLORIA P. CRAIG, Ed.D., KEITH BAKER &
TAMMY YOUNG, South Dakota St. University
ELOISA GOMEZ BORAH & TIM CARLSON, UCLA
T11
T12
PANEL: ORACLE/PEOPLESOFT…A ROADMAP TO
THE FUTURE OF HIGHER EDUCATION
BALANCING THE NEED FOR IMPROVED
INFORMATION SECURITY WITH ECONOMIC
REALITY AND THE DISTRIBUTED WORKFORCE
MODERATOR: FRANK TANSEY, Ph.D.
The Merritt Group
WEDNESDAY, JULY 27
10:00 A.M. - 11:15 A.M.
11:15 A.M. - 2:30 P.M.
LUNCH & EXHIBIT HALL OPEN (see pg. 12 for details)
JAMES TILL, Xythos Software
WAYNE WILSON, University of Michigan Medical School
W1
W2
PANEL: THE SAVINGS OF SPENDING…
CONSIDERING THE CASE FOR
E-PROCUREMENT MODERATOR: FRANK TANSEY,
THE UNIVERSITY OF TENNESSEE DIGITAL
MEDIA SERVICE
D. RENEE SMITH, University of Tennessee
Ph.D., The Merritt Group
W6
W7
TBA
WEB-BASED PORTAL IMPLEMENTATION AT
COLUMBUS STATE UNIVERSITY: A CASE STUDY
2:30 P.M. - 3:30 P.M.
BHAGYAVATI, Ph.D., Columbus State University
3:45 P.M. - 4:45 P.M.
THURSDAY, JULY 28
10:00 A.M. - 11:15 A.M.
W11
W12
DATA WAREHOUSING 101
WHAT’S YOUR PERVASIVE WLAN PLAN?
RORY J. WEAVER, Utah State University
NATE WALKER, Meru Networks
MICHAEL RUIZ, Hobart and William Smith Colleges
TH1
TH2
CRM BEST PRACTICES FOR STRATEGIC
ENROLLMENT MANAGEMENT AND RETENTION
LEARNING MANAGEMENT SYSTEMS:
THE BENEFITS OF ADOPTING A NEW
GENERATION CMS
DANIEL SEARS, Talisma Corp.
BYRON BROWN, Michigan State University
CHRISTOPHER CLAPP, CyberLearning Labs
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T3
T4
T5
HIGHER EDUCATION TECHNOLOGY, TEACHING &
LEARNING: VIEW FROM SENIOR
ADMINISTRATORS’ OFFICES
REAL-TIME TOOLS FOR RIGHT-NOW LEARNING
BETTER INFORMATION IN A MORE TIMELY
FASHION - EMBEDDED ASSESSMENT IN
PACE UNIVERSITY’S NACTEL PROGRAM
REBECCA LAWSON, Lansing Community College
ERIC BASSETT, Eduventures
DAVID SACHS, Ph.D., Pace University
MATTHEW V. CHAMPAGNE, Ph.D., Iota Solutions
T8
T9
T10
THE ROLE OF DIGITAL CITIZENSHIP IN THE
HIGHER EDUCATION ENVIRONMENT
INCORPORATING RICH MEDIA INTO DISTANCE
EDUCATION – MOVING BEYOND EARLY ADOPTERS
TO ACHIEVE CAMPUS-WIDE APPEAL
ONLINE RPCS (ROLE-PLAYING COURSES):
INSTRUCTIONAL DESIGN IN THE INFORMATION AGE
FARHAT J. (MEENA) LAKHAVANI
Carnegie Mellon University
ROD RIEGLE, Ph.D., Illinois State University
JAMES A. DIAS, Sonic Foundry
T13
T14
T15
EVOLVING TECHNOLOGIES FOR
ADMINISTRATIVE AND ACADEMIC SERVICES:
CONVERGENCE OF SERVICES
A COMMUNITY OF PRACTICE: INTEGRATING
INFORMATION AND COMPUTER LITERACY AT
PURDUE UNIVERSITY
ELECTRONIC LEARNING FOR STUDENTS WITH
DISABILITIES IN HIGHER EDUCATION:
ISSUES AND SOLUTIONS
SUE HENDERSON & NAVEED HUSAIN
Queens College
ALEXIUS SMITH MACKLIN, Purdue University
MELISSA DARROW ENGLEMAN, Ed.D., East Carolina
University
W3
W4
W5
INTER-INSTITUTIONAL ONLINE CLASS-SHARING
TO PROMOTE DIVERSITY
“MAPAGRAMS”: A PROTOTYPE FOR WEB-BASED
INSTRUCTIONAL CONTENT DEVELOPMENT
PANEL: UPDATE ON E-PORTFOLIOS: SIGHTS,
SOUNDS, AND ASSESSMENTS
RAY SCHROEDER & SHERRI MCCURDY
University of Illinois, Springfield
JONATHAN BLAKE, Vanderbilt University
MODERATOR: JUDITH V. BOETTCHER, Ph.D.,
Designing for Learning and University of Florida
W8
W9
W10
THE H2O PROJECT
AVOIDING A DIGITAL DARK AGE WITH PDF: HOW
COLLEGES & UNIVERSITIES CAN STOP THE
LOSS OF DIGITAL ASSETS TO TECHNOLOGICAL
OBSOLESCENCE
AN ALTERNATIVE PARADIGM FOR ONLINE
LEARNING: USING THE SCIENCE OF LEARNING
TO CREATE DYNAMIC ONLINE INSTRUCTION
HAL ROBERTS & MOLLY KRAUSE
Harvard Law School’s Berkman Center for
Internet & Society
ALI HANYALOGLU, Adobe Systems
BRIAN HARRIS, Loma Linda University
KATHY J. SCHMIDT, Ph.D., University of Texas, Austin
MICHAEL SULLIVAN, Ph.D., University of Texas,
Brownsville
W13
W14
W15
INSTITUTIONAL REPOSITORIES:
CROSSINGTHE CHASM(S)
NETWORKED INTERACTIVITY AND CLASSROOM
ENGAGEMENT USING PERSONAL RESPONSE
SYSTEMS: "CLICKERS" IN THE CLASSROOM
AT USC
EXTENDING INSTRUCTIONAL USES OF BLOGS
TO THE CAMPUS: A CASE STUDY
BOB GERRITY, Boston College
GREG TANANBAUM, Berkeley Electronic Press
LEILA HUDSON, Ph.D. & STUART GLOGOFF
University of Arizona
RICHARD M. LACY, JUDE A. HIGDON & SUE GAUTSCH
University of Southern California
TH3
TH4
TH5
INSTRUCTIONAL TECHNOLOGY COUNCIL (ITC)
NATIONAL SURVEY RESULTS: THE STATUS OF
DISTANCE EDUCATION IN THE U.S.
E-PORTFOLIO PLATFORMS FOR LEARNING &
ASSESSMENT
INTERACTION DESIGN TECHNIQUES INFORM
DIGITAL TEACHING LIBRARY IMPLEMENTATION
TU TRAN, Ph.D., JUDE A. HIGDON & KENNETH YATES
University of Southern California
ERIKA ROGERS, Ph.D.; MARY SOMERVILLE, PH.D. &
DAVID GILLETTE, PH.D.
Cal Poly San Luis Obispo
FRED LOKKEN & TRAVIS SOUZA
Truckee Meadows Community College
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EXHIBIT HALL
The Syllabus2005 Exhibit Hall is where attendees gather to see the latest products and services from
technology vendors. The interactive environment offers lively discussions on cutting-edge technology,
networking opportunities, poster sessions, and technology classrooms that offer detailed product
demonstrations and explanations.
SCHEDULE AND SPECIAL EVENTS
TUESDAY, JULY 26
WEDNESDAY, JULY 27
11:00 a.m.-1:30 p.m. Exhibit Hall Open
11:15 a.m.-2:30 p.m. Exhibit Hall Open
11:00 a.m.-12:00 p.m. Poster Sessions
11:15 a.m.-12:15 p.m. Poster Sessions
12:00-12:45 p.m.
MatchWareTechnology
Classroom
12:15-1:00 p.m.
MatchWareTechnology
Classroom
12:50-1:15 p.m.
r-smart Technology Classroom
1:05-1:30 p.m.
Technology Classroom
5:15-7:00 p.m.
1:35-2:00 p.m.
6:00-6:25 p.m.
2:10 p.m.
Exhibit Hall Raffle
6:30-7:00 p.m.
POSTER SESSIONS
Offering lively discussion and peer learning opportunities, these sessions provide a graphic look at presentations and papers on technology applications and best practices. Poster presenters will be on hand
for Q & A and detailed informal discussion. Plans are for 25 poster sessions per day. Look for details on
the Web at www.syllabus.com/summer2005.
TECHNOLOGY CLASSROOMS
TUESDAY 12:00-12:45 P.M.
FLASH AND WEB DESIGN MADE EASY
TUESDAY 12:30-12:55 P.M.
THE R-SMART GROUP
WEDNESDAY 12:15-1:00 P.M.
MIND MAPPING: VISUAL LEARNING AND THINKING
GOLD SPONSOR
EXHIBITORS
SPONSORS AND EXHIBITORS (AS OF 3/2/2005)
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GENERAL INFORMATION
ATTENDEE NETWORKING
Interested in networking with other paid attendees? Then be
sure to check the attendee networking box when you register.
We will provide you and other registrants with the names,
titles, institutions, and e-mail addresses of fellow attendees so
that you can communicate before and after the conference.
HOTEL INFORMATION
WEATHER AND DRESS
Renaissance Hollywood Hotel
1755 North Highland Avenue
Hollywood, CA 90028
323-856-1200
www.renaissancehollywood.com
A special room rate of $169 single/double has been reserved
for Syllabus2005 attendees. Attendees must book their
accommodations by June 30, 2005, to receive the discount.
After that date regular room rates will apply. Rooms at the special rate are available from July 18-31, based on availability.
To make reservations, call 1-800-HOTELS-1 or 323-856-1200
and mention that you are with the Syllabus conference to
receive the group rate. You may also reserve through the
Hotel and Travel page on our Web site,
www.syllabus.com/summer2005.
PARKING
Valet parking is available at the hotel at a cost of $22 a night
with in-and-out privileges. Self-parking is available at a cost of
$15 a night with in-and-out privileges.
SHUTTLE SERVICE & DIRECTIONS
The hotel is 13 miles from the Los Angeles International
Airport and 8 miles from Burbank Airport. Transportation will
need to be arranged by shuttle, taxi, or rental car. For rental
car, see the information on this page on discounts with AVIS.
For all other transportation arrangements, please visit
www.lawa.org for LAX ground transportation information or
www.burbankairport.com for Burbank ground transportation
information. Directions to the hotel can be found on the hotel
website at www.renaissancehollywood.com.
Temperatures inside the meeting rooms can vary greatly and
are often cool, so plan your attire accordingly. Dress for the
conference is business casual. Los Angeles has moderate
temperatures in July with an average high of 84ºF and an
average low of 65ºF. Rainfall during this time of year
is an average of .01 inches.
ENTERTAINMENT
The conference hotel is located at the corner
of Hollywood Boulevard and Highland Avenue,
in one of the hottest new entertainment complexes in Los Angeles. Outside the conference
venue you’ll find the legendary Hollywood
Walk of Fame, with handprints and footprints
of the stars. In addition, you’ll find some of Los
Angeles’ most popular restaurants, nightclubs,
theaters, and entertainment venues located
nearby. Other entertainment options include a
trip to Universal Studios (www.universalstudios.com), which is
just a short Metro ride away, or a concert under the stars at
the Hollywood Bowl (www.hollywoodbowl.com), one of the
world’s largest natural amphitheaters. Visit www.hollywoodandhighland.com to learn how to make the most of your
free time while at Syllabus2005.
AIR TRAVEL DISCOUNTS
American Airlines is offering discounts from any published
domestic fare for travel to Los Angeles or Burbank between
July 21 and July 31, 2005. Mileage members can receive
full credit for all American miles flown to attend this conference. To take advantage of these discounts, please call toll
free, or have your travel agent call American Airlines at
1-800-433-1790 and reference #A6975AC. (Reservations
must be made by phone to receive the discount). Book early
to receive the best discount.
SYLLABUS2005 CONFERENCE
PROGRAM ADVISORY BOARD
Victor Edmonds, Ph.D., University of California,
Berkeley (Chair)
Judith V. Boettcher, Ph.D., Designing for Learning
and University of Florida
Lois Brooks, Stanford University
Kathy Christoph, University of Wisconsin, Madison
Phillip D. Long, Ph.D., MIT
William H. Riffee, Ph.D., University of Florida
Ruth Sabean, UCLA (Campus Host)
RENTAL CAR DISCOUNT
AVIS Rent-a-Car is offering a special discount on any size car
rental for Syllabus2005 attendees. To receive the discounted
daily and weekly rates, simply call AVIS at 1.800.331.1600
and use AVIS Worldwide Discount #D005872.
Howard Strauss, Princeton University
Frank Tansey, Ph.D., Merritt Group
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REGISTRATION INFORMATION
HOW TO REGISTER
REFUND & CANCELLATION POLICY
ONLINE: www.syllabus.com/summer2005
PHONE: 1.800.280.6218 (8:00 a.m.-5:00 p.m. PST)
FAX: 1.541.346.3545 (credit card payment only)
MAIL: Syllabus2005 Registration
1277 University of Oregon
Eugene, OR 97403-1277
ON-SITE: You may register for the conference on-site.
However space is limited and admission cannot be
guaranteed.
A 100% refund less a $50 processing fee will be
given for all cancellations requested before June 24.
After June 24, no refunds will be given; however, all
registrations are transferable to colleagues and
associates with written authorization from the
original registrant.
REGISTRATION DEADLINES
EARLY REGISTRATION DISCOUNT DEADLINE: JUNE 10
REGULAR ONLINE REGISTRATION DEADLINE: JULY 21
After July 21, please register on-site.
Registration will be limited to space available.
REGISTRATION QUESTIONS?
PHONE: 1.800.280.6218 (8:00 a.m.-5:00 p.m. PST)
E-MAIL: [email protected]
WEB: www.syllabus.com/summer2005
Syllabus2005’s federal tax ID number is
95-4758348.
Syllabus2005 is a division of 101communications.
SECURE WEB REGISTRATION
GROUP PACKAGES & DISCOUNTS
When five or more people from a single school or
organization register at the same time, you can realize great savings. Early bird savings apply! (See
chart below for details.)
Rest easy—online registration at
www.syllabus.com/summer2005 is secure.
Our secured server environment keeps your
information private.
REGISTRATION PACKAGES
B E SUT E
VA L
NO PRICE INCREASE
FROM 2004
GOLD PACKAGE
All 5 days
Sunday Seminars
Day at UCLA
All Conference Sessions
Keynotes & General Sessions
Access to Exhibit Hall
Poster Sessions
Lunch Sun. – Wed. & Breaks
ALL FOR ONLY $795
A $200 savings through June 10
SILVER PACKAGE
Mon. – Thurs. Only
Day at UCLA
*ADD SUNDAY
SEMINARS FOR
ONLY $100 PER
PERSON!
Poster Sessions
Lunch Mon. – Wed. & Breaks
ALL FOR ONLY $645
A $150 savings through June 10
SPECIAL GROUP PRICING PLANS!
Silver Package (Mon. – Thurs. Only*)
Day at UCLA
Poster Sessions
Lunch Mon. – Wed. & Breaks
14
5 PAK GROUP RATE
UP TO 5 DELEGATES ONLY $2,750
A $750 savings though June 10
10 PAK GROUP RATE
UP TO 10 DELEGATES ONLY $4,500
A $1500 savings though June 10
To register your group, or for more information call
Sara Ross at 1.972.506.9027.
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REGISTRATION FORM
STEP 1. TYPE OR PRINT Your Name, Address, Phone Numbers, and E-mail ID
Very Clearly.
First Name
Last Name
Title
Institution
Mailing Address
City
State/Province
Zip/Postal Code
Country
Day Phone
Fax
E-mail*
*Required! (Please print this ID very clearly. We do last minute confirmations
and announcements via e-mail.)
Your e-mail address is used to communicate with you about your Syallbus2005
registration and future Syllabus2005 conferences. As a registered attendee you may
receive relevant eNewsletters from Syllabus2005, a 101communcations event. By providing your e-mail address you are also granting Syllabus2005 permission to contact you
regarding other products and services of 101communications and/or carefully selected
outside companies. Please indicate those you DO NOT wish to contact you:
Other IT products/services from 101communications
Carefully selected outside companies
Attendee Networking – yes, I want to participate (See page 13 for details)
STEP 2. CHOOSE YOUR REGISTRATION PACKAGE
REGISTRATION PACKAGES
EARLY BIRD
REGULAR
Through June 10
After June 10
$795
$645
$995
$795
GOLD (ALL 5 DAYS)
SILVER (MON-THUR)
For group registrations, please call Sara Ross at 1.972.506.9027
GROUP 5 PAK* (MON-THURS)
GROUP 10 PAK* (MON-THURS
$2,750
$4,500
$3,500
$6,000
*Sunday Seminars can be added for $100 per person
STEP 3. PLEASE ANSWER the following questions to complete your registration.
Please tell us where you work:
4-year college/university
2-year college
Vocational institution
Other (please specify) _____________________
How did you hear about Syllabus2005?
Received brochure in the mail
(Please indicate four-digit code on mailing label _____ )
Saw brochure in Campus Technology
Campus Technology eNewsletter
Campus Technology Web site
101communications Web site
From colleague/co-worker
My association sent me
Other publication
Please indicate your primary role:
Top Level Non-IT Executive (Chancellor, Provost, President, CAO, etc.)
Top-Level IT Executive (VP, CIO)
IT Director / Manager - Academic Computing
IT Director / Manager - Administrative Computing
Administrative Mgmt (Dean, Dept. Chair, Director)
Faculty Member (Professor, Adjunct, Instructor)
Media/Library Services
Other—please indicate title _____________________
Do you recommend, specify, or approve the acquisition of technology
products and services?
Yes
No
STEP 4. SEND IN YOUR REGISTRATION
MAIL registration with full payment to: Syllabus2005, 1277 University of Oregon,
Eugene, OR 97403-1277 or, if you use a credit card, FAX your registration to:
1.541.346.3545.
You may also register ONLINE through our secure Web site at
www.syllabus.com/summer2005.
If you would like to use a Purchase Order to register, please contact Dena
Fisher, Conference Services coordinator at 1.800.280.6218 or 1.541.346.3537 to
make arrangements.
TOTAL FEE $ ______________________
CHECK ENCLOSED (payable to 101communications/Syllabus2005)
CREDIT CARD
Visa
MasterCard
Number
Expiration Date
Your Signature for Credit Card
Address if Different From Above
AMEX
Discover Card
STEP 5. SELECT YOUR SESSIONS ONLINE
After receiving your confirmation code, you may go to the registration page at
www.syllabus.com/summer2005 and enter your code. Then select the conference sessions that you are interested in attending. This will help us in planning
logistics; however, it is not binding nor required.
TRANSFER/CANCELLATION POLICY
You may substitute another person in your place any time prior to the event. If
you must cancel, your fee will be returned, less a $50 cancellation fee, so long
as your cancellation is in writing and postmarked no later than June 24, 2005.
Cancellations made after June 24, 2005 as well as "no shows" are liable for the
full registration fee.
QUESTIONS? Registration Information: 1.800.280.6218 or 1.541.346.3537 •
E-MAIL: [email protected] • WEB: www.syllabus.com/summer2005
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SPOTLIGHT ON
12th ANNUAL CONFERENCE AND EXHIBITION
INNOVATION, INTEGRATION & COLLABORATION
July 24-28, 2005
PRESENTED BY
Los Angeles, CA
Featuring a day at UCLA
Join us at the 12th annual Syllabus conference, where
each day is a virtual case study of technology challenges
and solutions in higher education.
Expand your horizons
Network with peers
Broaden your knowledge
Spark your creativity
Experience the education and enrichment
for yourself this summer.
REGISTRATION NOW OPEN!
REGISTER BY JUNE 10 AND SAVE UP TO $200
REGISTER TODAY:
WWW.SYLLABUS.COM/SUMMER2005
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A Wealth of Overlapping Solutions
THE CONCEPT OF MANAGING IT assets via software is still fairly new
to much of higher education, just as several years ago, it was an
emerging concept for many businesses. But an ever-expanding
range of asset management tools are now available to campus IT
professionals. In general, solutions that can be used for IT asset
management may be grouped into several classes: a) large systems
for traditional fixed asset management, b) targeted solutions for
managing IT assets specifically, and c) systems that do both.
From the ERP side. For managing buildings and associated elements, most schools of any size use some sort of facilities management software, often as part of a larger ERP suite. Oracle/
PeopleSoft (Oracle Enterprise Asset Management, and now PeopleSoft EnterpriseOne Asset Management, as well; www.peoplesoft
.com), SAP (www.sap.com), and Sungard SCT (Enterprise Data
Warehouse; www.sungardsct.com) all offer products in this category. While it’s possible to track IT assets using modules from these
products, they’re generally designed from a financial perspective
and intended for fixed asset tracking and management. They may
not have the capacity and level of detail required to manage campus IT assets well.
From facilities to IT assets. But according to Gartner analyst
Michael Bell (www.gartner.com), a few software companies with
good penetration on the facilities management side are reaching
out to include IT asset management. Bell cites MRO Software’s
Maximo solutions (www.mro.com) as one example. In February,
MRO launched Maximo Enterprise IT, which highlights IT asset
management. One challenge: Purchasers of Maximo Enterprise IT
and other Maximo solutions tend to be from completely different
departments: IT vs. facilities management.
IT network, security, and asset control. Further along on the
asset management continuum are solutions that specifically
address IT asset management, usually including remote-control network management features, as well. LANDesk (www.landesk.com),
NetSupport (www.netsupportsoftware.com), and AMX Meeting Manager (www.amx.com) are three in this category; some such products
have modules with asset-tracking features, or they allow you to add
Wayne Bussell is the system administrator for computer labs and classrooms, an
IT asset management suite, NetSupport
(www.netsupportsoftware.com), and
remote system management provided by
NetSupport Manager, are saving the
school both time and money. Even better, the savings started almost as soon as
the products were installed.
Roughly four years ago, Bussell says,
the school was running only Apple
Macintosh computers. After a big push
to move to PCs, he says, “there was no
way I could visit every machine and do
asset-tracking features,
security, and other
specialties. LANDesk
(spun off from Intel
several years back)
includes modules
tailored specifically
for security, as well
as the more complex aspects of
asset management.
From the business world. Other IT asset management solutions,
largely used by the corporate sector to date, come from companies
such as Peregrine Systems (Asset Tracking; www.peregrine.com),
Computer Associates (Unicenter Asset Management; www.ca.com),
BMC Remedy (which acquired Marimba Software last year, adding
new capabilities to its Asset Management suite; www.remedy.com),
OpsWare (Asset Tracking Edition; www.opsware.com), and Altiris
(Asset Management Suite; www.altiris.com). The Altiris product, like
some others, is part of a complete IT asset management solution.
Fixed and IT asset management. Combining both traditional
fixed asset management capabilities, and IT-specific asset management solutions, is Sunflower Systems (www.sunflowersystems.com). Sunflower also offers a module for managing mobile
assets, useful for tracking items such as laptops, tablets, or PDAs
on campus.
More overlap. Other types of software solutions—such as help
desk solutions—overlap with IT asset management. Also, traditional configuration and system management tools can be used for
managing IT assets. Those include Microsoft Systems Management
Server (SMS; www.microsoft.com/smserver), Novell ZENworks
(www.novell.com/zenworks), Novadigm (www.novadigm.com),
BMC Marimba (www.marimba.com), and some smaller players.
Looking at even more product overlap, the Altiris Management
Suite also could be included here, as could LANDesk. Bottom
line? Think convergence.
the upgrades necessary; I had to find
something to automate it.”
Using NetSupport, installed in 2003,
Bussell is currently managing 85
machines, and really likes the features
and control it gives him. For example,
the inventory control module can collect
a complete software and hardware
inventory from each computer. Bussell
says savings were realized almost
immediately: “Our return on investment
was within a month.” The original cost
of the entire suite: about $4,600 for 75
licenses.
After installation, the system works by
creating a client installer package that
immediately polls every machine on the
network, returning asset data such as system name, manufacturer, memory size,
serial number, workgroup, processor,
network adapter, printers, hard drive size
and available space, USB connectors,
and much more. The software also can
perform tasks like deleting files, or sending executable files for users to run.
The school maintains state-of-the-art
IT equipment, Bussell says, and managing assets closely has helped his staffers
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changes, such as if a memory module has
been removed, a machine is down, or if
someone has removed or added software.
With LANDesk, he says, he no longer
needs to write and execute login scripts to
monitor the network. Instead, the product
auto-monitors not just Windows, but
Linux devices, printers, and just about
anything that LANDesk can install a
monitoring agent on, even Mac OS X.
do that and still save money. For example,
he’s been able to monitor a specific group
of computers from the same manufacturer, to gauge how they are holding up.
That, he says, “helps us to evaluate our
next purchase.” Another module in the
suite allows him to monitor Internet use
on each computer in the lab, both by
tracking Web usage and blocking select
URLs. Still another selling point for him,
he says, is the ability to distribute files to
a specific machine or machines, since
instructors often have material on a flash
drive or disk that they want distributed.
NetSupport Manager and DNA (enterprise systems management software)
have that capability.
“Any time you can automate something,” Bussell concludes, “you’re better
off. For us, this solution has met expectations and more.”
At Dartmouth
College, enterprise
administrators use
remote network
management and
basic asset tracking,
combined, to
“know where every
share and folder” is.
Management/Security Merge
The LANDesk (www.landesk.com) product line from the vendor of the same name
is one example of software that not only
blurs the lines between asset management
and traditional network management
tools, but also the line between those
tools and security products. Beefing up
security was a big driver for Dartmouth
College (NH) administrators when they
selected LANDesk, although the school
is also using the product for remote network management and basic asset tracking. Enterprise administrator Timothy
Chiacchira says he runs three LANDesk
modules: Management Suite, Patch Manager, and Security Suite. With these modules in place, he says, “I know every
share, every folder; who has a guest
account; even if there’s a remote share on
a drive, which could indicate a hacker.”
But Chiacchira says he uses LANDesk
primarily for distributing new versions of
operating systems and other software,
and for standardizing computer hardware
through monitoring. All 1,200-plus
administrative computers at Dartmouth
are monitored by the system, including
central servers; and though faculty and
student systems are not currently covered
by the asset management capability,
installing LANDesk on student comput-
32
ers is in the works, says Chiacchira,
chiefly to help track who’s running what.
With LANDesk, he says, “We can standardize the OS build, along with what
software we support, and make sure
every system conforms.” He links up
LANDesk to a Microsoft SQL Server
backend for data storage; LANDesk can
also be used with an Oracle database.
The product also includes an asset management module that can be used for
tracking IT assets in detail, including
depreciation, users, contracts, and maintenance agreements.
Before LANDesk (and before Chiacchira), Dartmouth used various less formal methods to track installed software.
IT administrators knew their machines
and which client was linked to which
machine, Chiacchira says, but the school
didn’t necessarily know exactly what
software was on what machine, nor could
IT administrators block installation of
certain products, as they do now on the
LANDesk-managed machines. Chiacchira and his staff can also detect machine
The Ultimate ROI
The savings are clearly there, but measuring the direct ROI of an effective IT
asset management program can be difficult, say campus technologists. According to the University of Minnesota’s
Gregory, one way that the ROI of an asset
tracking implementation can show up is
as “value-added benefits.” That includes
gains in areas such as classroom uptime,
equipment ease-of-use, remote solutions
to classroom problems, reports and trend
analysis of technology use, remote shutdown and lockout of classrooms, help
desk capability, and theft prevention. Of
course, the ultimate measure of success
is the degree of faculty and student satisfaction, Gregory points out, which has
long-term strategic and financial impact.
Many schools are just starting to realize that good practices in managing and
securing technology assets can provide a
big payback. Increasingly complex networks and bigger and bigger IT budgets
mean that there’s more to keep track of,
more dollars at stake, and more time and
staff spent tracking assets. Vendors, for
their part, are offering progressively
sophisticated solutions in response,
including suites of products with various
types of tracking and management modules to choose from. In short: Today,
whether you’re looking at managing a relatively small amount of equipment in a
single department, or an entire institution’s technology investment, products
for IT asset management are out there. It’s
time to assess your need, build your short
list, and start saving staff hours, money,
and downtime.
Linda Briggs is a freelance writer
based in San Diego, CA.
Project1
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B USI N ESS I NTE LLIG E NCE TECH NOLOGY
W
ho would have thought that a state funding crunch would have spurred
campus administrators to uncover millions of dollars in “found” revenue,
via business intelligence (BI) software? Surely not officials at the University of Minnesota, where funding for higher education is at an alltime low. In fact, over the last 30 years, the state of Minnesota has
dropped from sixth to 26th out of 50 in percentage of municipal budget support
for public colleges and universities. Overall, funding has declined by $100 million
since 2003, and during the current fiscal year, state appropriations will provide
only 22 percent of the university’s total revenue. It’s no wonder officials at the university had been tasked with the unenviable challenge of developing new and
sustainable revenue streams to ensure the school’s future.
It was back in 1997 that university officials first responded to worsening conditions by investing an undisclosed amount in a plan to uncover new revenue streams
and curtail inefficiencies across the board. In an effort to snuff out redundancies
that were presenting a significant drain on resources, administrators implemented
an Enterprise Resource Planning (ERP) system, and a new strategy to distribute
responsibilities for day-to-day decisions across administrative levels and departments. Then, to make sense of the data that the new ERP system presented,
As ERP systems spark a deluge of data on
campuses nationwide, savvy schools
are turning to business intelligence
software to make sense of it all.
By Matt Villano
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and shape the information exactly as
they wished, officials invested in business intelligence software from Cognos
(www.cognos.com).
Over the next few years, campus officials set up different programs in the BI
software to track unbilled tuition, grant
maturity cycles, student matriculation
and performance, course management,
and a host of other data sets across campus. The software did its job masterfully. Earlier this year, school officials
announced significant cost savings and
business process efficiencies across the
board. They unveiled increased matriculation rates, and cut selected courses
that weren’t drawing a minimum num-
Defining BI
IN A NUTSHELL, Business Intelligence (BI)
software enables users to obtain enterprisewide information more easily. These products are considered a step up from typical
decision support tools because they more
tightly integrate querying, reporting, OnLine
Analytical Processing (OLAP), data mining,
and data warehousing functions. They frequently are used in conjunction with Enterprise Resource Planning (ERP) systems,
such as Oracle/PeopleSoft, SAP, or SCT
Banner.
There are a variety of products that claim
BI capabilities, but the bottom line is that
they should enable users to obtain all of the
information they desire from their organization’s databases, provided those users are
allowed access to certain information. All of
the information is presented in sensible,
easy-to-read formats, most frequently over
the Internet or via e-mail. The result, of
course, is a more comprehensive and targeted search of available data, and the incorporation of that information into reports to
assist in decision-making of all kinds.
BI software is available in a variety of
flavors—or cubes—designed to cull data
from just about every area of university
operations including Finance, Administrative Systems, Payroll, Grant Management,
Admissions, Human Resources, Student
Services, and more.
36
ber of students. And then there was a
surprising bonus: School officials identified nearly $5 million in unbilled
tuition during the implementation of a
student financial system, most of which
they recovered on the spot.
“To say we have been shocked by the
results of the [business intelligence] software would be an understatement,” says
Susan Grotevant, director of the Information Management Systems department. “It has single-handedly helped us
get a grasp on our [student, finance,
admission and course data], and make
the most of an otherwise depressing
funding situation.”
Grotevant isn’t the only one to discover the virtues of BI; as universities continue to spend larger and larger sums of
money on ERP systems to digitize data,
the need for similar software packages to
make sense of the digitized data and use
that data to achieve business goals, has
gone through the roof. The logistics of
this relationship are simple: As ERP systems such as Oracle (www.oracle.com),
PeopleSoft (acquired by Oracle;
www.peoplesoft.com), SAP (www.sap
.com), and SCT Banner (www.sungardsct.com) spark a deluge of information,
BI helps make sense of it all. And while
critics joke that the very notion of “business intelligence” is an oxymoron, in
many cases, BI software quite literally
becomes the essential tool that enables
administrators to find the proverbial
needles in their haystack of numbers
and figures.
Mining (and Analyzing)
the Haystack
When the University of Minnesota purchased its ERP system from PeopleSoft,
the underlying principle that guided the
development of the ERP modules was
that instructional revenues should follow
costs. Under an internally designed plan
dubbed Incentives for Managed Growth
(IMG), the administration provided
financial incentives to individual colleges at the university, to offer new
courses and enroll additional students. In
return, the school kicked back 75 percent
of the net tuition revenues to the college
of instruction, and 25 percent to the college of enrollment.
Previously, the university had managed all of these financial planning and
recruitment decisions centrally; a scenario that, unhappily, allowed for cost
overruns and sometimes sizeable miscalculations. The adoption of the new
IMG system, however, required colleges
to make their own decisions, as it also
created an information-rich decision
environment that could reach to the lowest levels of the organization. Suddenly,
colleges and departments realized that
they had the ability to change revenue
and educational outcomes by the types
of decisions they made. In order to do
this, they needed more concrete financial and enrollment data, and they needed it fast.
The data wasn’t exactly readily accessible, however. First, college and department heads needed to transcend
information silos to reconcile and integrate financial and student data from
multiple legacy and ERP systems. Next,
they needed to aggregate and organize
this financial and enrollment information in a way that facilitated analysis
necessary for decision-making. Finally,
they needed to get the financial and
enrollment information out of ERP systems and off of paper-based reports, into
a format that could be downloaded,
manipulated, and easily integrated
using ordinary desktop applications.
“Historically, people would ask one
question about how much a particular
course cost to run, and you’d do a report.
They’d ask another question about how
much another course cost, and you’d do
another report,” says Grotevant, who
remembers those reports as huge printouts of unintelligible charts and statistics. “Once we embraced the [new
management philosophy], it became
clear we were going to need to completely re-evaluate the way we had used our
data in the past.”
Grotevant says that she selected the
PowerPlay software package from Cognos because of the way department
heads could customize it. The customizable programs were known as “cubes,”
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and during the first few years of the
implementation, she and her colleagues
used one cube to better understand how
tuition revenues are earned. By analyzing data about course enrollment and
student behavior/matriculation, colleges
had the opportunity to recognize that
admitting higher numbers of less-qualified students (who generally take fewer
courses and make greater demands on
student services such as advising) was
not the best means for meeting higher
net tuition revenue targets.
But the benefits from BI didn’t stop
there; better analysis and other cubes
money with a combination of letters and
phone calls outlining the glitch. Save for
a few cases, most of the money was
recovered without incident, a savings
that Grotevant says “more than paid for”
the school’s investment in Cognos, right
out of the gate. Slowly but surely, by
investigating inefficiencies and seeking
to cut costs, the business intelligence
system was doing the job.
Today, Grotevant says the university
has parlayed its Tuition cube alone into
revenues that have increased by $187
million, or 76 percent, since 2000. Other
cubes have yielded similarly breathtak-
“In this day and age, I don’t
know how any institution can
manage without making the
best of the information it has.”
–Susan Grotevant,
University of Minnesota
offered the colleges additional opportunities to increase net revenue, including
using gift aid more strategically to
attract and retain students of higher
ability; requiring higher minimum
course loads; developing tools to help
advisors and instructors identify and
counsel students in academic trouble;
managing class sizes; understanding
and managing tuition discounting; and
gaining a better sense of what type of
student succeeded at the university. At
the end of the day, BI provided college
and department officials with the information they needed to provide a higherquality undergraduate experience.
Then of course, there was the unexpected: When they investigated data
about tuition payments, school administrators uncovered flaws that, for years,
had existed in the PeopleSoft student
financial system implementation, and
the discovery resulted in uncovering
more than $5 million in unbilled tuition.
The university set out to recover this
38
ing results—the Course Enrollment
cube, for instance, has enabled the
school to tailor its course offerings to
general student interests and eliminate
courses with sagging interest, again
reducing costs. In order to forecast the
number and types of courses needed
down the road, future plans for
improvement in the area of course management call for extracting preference
information from the school’s Advisement and Academic Progress System
(APAS), as well.
“I don’t see my job as providing
reports, but instead, as providing the
resources for people who use information to make decisions,” Grotevant says,
adding that the school also is developing new cubes for Human Resources
and Student Aid. “In this day and age,
with funding and other issues constantly nagging at schools like ours, I don’t
know how any institution can manage
without making the best of the information it has.”
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Reinventing Admissions
The University of Minnesota isn’t the
only school using business intelligence
to examine and drive admissions decisions; two schools in Florida are doing it,
too. At Florida State University in Tallahassee, for instance, BI tools from Business Objects (www.businessobjects
.com) have changed the admissions
process completely. In the past, the
school employed an admissions model
that provided every interested student
with the same amount of marketing literature. Recently, by incorporating data on
characteristics such as hometown, high
school GPA, and more, the school began
to get smarter about how it spends its
marketing money, conserving resources
for those students who are most likely to
actually enroll.
Today, according to Rick Burnette,
director of Student Information Management, the results of the $200,000
investment in BI speak for themselves.
For starters, the school has increased the
size of its freshman class by more than
1,500 since 1999, a rise of roughly 35
percent. Secondly, in the same period of
time, FSU has increased the average
SAT score of its incoming freshman by
55 points, to 1201. Finally, the school
has grown the number of minority students on campus by approximately 10
percent.
“We came from an environment
where we had static data and we couldn’t lift it off of the page,” says Burnette,
looking back. “But, from dumb statistics you can get dumb conclusions, at
least that’s what we thought until Business Objects came along.”
Down the road, at Tallahassee Community College (FL), officials relied
upon BI software from SAS (www
.sas.com) to unlock data about their
admissions process. Starting in 2003,
administrators switched the admissions
process from a voluntary advising system for first-time students, to a one-onone program that included software to
track how students handled the transition to the school. How many hours of
classes did they take? How frequently
did they drop classes? What was their
average GPA? By pulling in statistics
from a variety of systems, officials were
able to answer questions like these, and
correlate those answers to broader, overarching trends.
So far, says Barbara Sloan, vice president for Academic Affairs, the amount
of useful data has been staggering.
While they have yet to incorporate this
data into formal policy changes, Sloan
<285
has been able to get a general sense of
how courseload corresponds to performance, and how dropping classes may
actually hinder a student’s ability to
learn. She predicts that over time, the
school will be able to use the information to target its recruitment and admissions resources, to make students more
successful. With a few minor changes,
she says the school also should be able
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39
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to break even on its initial $200,000
investment, despite an annual $75,000
fee to keep the system going.
“As a dynamic institution that needs
to keep up with change, we must have
relevant information at our fingertips,”
automatically and delivered through an
electronic portal. In addition, another
10,000 reports are run monthly on an ad
hoc basis, as users need to research particular financial data.
“This is now all transactional report-
group uses the information to determine
loads on the system so they can plan for
periods of high demand. Elsewhere on
campus, technologists utilize a similar
function of the software to track which
students sign up for tickets to athletic
“We came from an environment where we had
static data and we couldn’t lift it off of the page;
from dumb statistics you can get dumb conclusions.”
–Rick Burnette, Florida State University
she says. “In this day and age, it’s high
time to make decisions on hard data, not
just anecdotal information.”
Other Applications
There are other creative ways to implement BI. At Rensselaer Polytechnic
Institute (NY), officials use software
from Hyperion Solutions Corp. (www.
hyperion.com) to drill down into data
sets, delivering up-to-date information
about how much money researchers have
remaining on their grants. Ora Fish,
Data Warehouse program manager, says
users also implement BI to coordinate
financial information in preparing quarterly financial statements. She adds that
the biggest challenge has been getting
users to embrace the new technology,
since they are so accustomed to the
labor-intensive method of “green bar”
reports for similar data.
To handle similar tasks, technologists
at Yale University (CT) also use Hyperion software, and they teaming it with
reporting tools from Oracle. There,
Laura Craft, director of the Office of
Information Management, says an
$800,000 investment in a new system
has replaced what Yale employees
called the Rainbow Reports (named for
the colored sheets of paper on which
they were printed) that were run off the
mainframe and manually distributed.
Today, via Hyperion, nearly 10,000
reports (mostly financial) are generated
40
ing,” Craft asserts. “Reports are so easy
now that after every batch, we have our
people ask themselves: Are these the
right transactions? Did they hit the right
accounts? Is everything in compliance?
[Business Intelligence] is a great way of
understanding all of those issues, and
then some.”
At the University of Notre Dame
(IN), where Craig Brummell, director of
ERP programs, uses software from
Business Objects, officials are optimizing administrative systems reporting
through a massive ERP effort dubbed
Renovare. The endeavor ultimately will
enable the school to implement more
robust information in every facet of university operations, including tuition
flow, endowment funds, and human
resources data on staffing. Then, there’s
the University of Illinois, where Director of Data Warehousing Andrea
Ballinger has overseen an expenditure
of $1 million on Business Objects software to build other HR-specific cubes,
including one where employees can
access a checkbook balance of their
paid time off.
Information Systems people are using
BI, too. At DePaul University (IL),
Senior Data Warehouse Analyst Russell
Patterson says he and his colleagues use
BI software from Informatica (www.
informatica.com) to keep track of how
many faculty and staff members are
using the department’s Web portal. The
events, and how many of the students
who sign up for tickets actually use
them to attend.
“For us, business intelligence is
incorporated to justify things such as
our portal or athletic fees,” Patterson
explains, adding that DePaul had used
PeopleSoft’s BI functions for a while,
but deployed Informatica last year. “It’s
a valuable part of making sure we on
campus continue to have the things that
all of us appreciate.”
The Payoffs
As Patterson implies, quantifying ROI
for BI implementations can be difficult,
since financial impact is frequently hard
to gauge. Only in rare instances such as
the University of Minnesota’s case, can
a school tab a specific figure as a result
of BI. (At Minnesota, administrators plan
to use BI to save even more money down
the road.) At other schools, though benefits have been plentiful, they’ve been
harder to quantify.
Brummell at Notre Dame says that for
him, after years of using various reporting tools for disparate data, simply
agreeing on a standard institutional
reporting tool qualified as a success. (At
Notre Dame, as at many other schools, it
is BI software that enables users to
replace voluminous, paper-based greenbar reports with customized, targeted,
Web-based documents that lay out data
in a sensible and easy-to-read fashion.)
0505ct_BusIntell
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“The whole process of business intelligence is an iterative one,” he says.
“Simply having this as an option has
opened doors we never dreamed of
opening.”
At the University of Miami (FL), for
instance, where officials recently
purchased BI software from MicroStrategy (www.microstrategy.com), Daniel
Thomas, director of the Database group,
doesn’t even try to figure out return on
investment. Instead, Thomas focuses on
the practical ramifications of the new
system, noting that his people aren’t
requesting more reports, but instead,
they are requesting “smarter” ones.
Fish at RPI quantifies return on
investment in redirected personnel
hours as job expectations change and
decision-makers get
accustomed to information availability.
Whereas users formerly spent days
each month sifting
through
reports,
they now spend
hours, mostly scrolling through prepackaged reports
delivered electronically. She says that
RPI has gone so far
as to create a layer
of business metadata to make the BI
system even more
intuitive for ad hoc
reporting and analysis on almost a daily basis, and has hired
a new staffer whose sole responsibility
is to address campus reporting and analytical needs.
“The cultural changes that the new
technology brings to the campus rollout
strategy were carefully planned and
executed,” she says. “The rollout strategy recognized the need for people to
acquire new job skills and make other
adjustments before [business intelligence] could succeed.”
At Yale, Craft prefers to focus on the
environmental impact of BI. Before
implementing the software, Craft chronicled the time spent each month generating reports. Once the reporting system
was up and running, she took another
log, and calculated how much time faculty and staff members saved when they
no longer had to sit there printing out reports, putting in parameters, and so on.
In any given month, she says, users save
“days” worth of time. What’s more, she
adds, people who in the past were supposed to look at reports but did not, now
take the time to check things out and
investigate the data that’s available to
them, because the reports are more relevant and easier to read.
Others echo these sentiments as well.
At the University of Wisconsin, which
recently implemented BI software from
Informatica, David
Hart, special assistant to the associate
VP, says that all 13
schools in the state
system have experienced similar benefits in usefulness
and adoption from
users gaining a better understanding of
their data. For Hart,
perhaps the biggest
boon from BI has
been the knowledge
that deans and other
users who previously didn’t get useful
information in a
variety of areas
now see precisely the bits of data they
need, empowering them with appropriate facts, and inspiring them to act
decisively.
“If a dean has the right information to
make a decision in a timely fashion,
what’s the ROI on that?” Hart asks. “In
the end, we’ve probably made the most
money on those types of situations. I
don’t know about you, but that’s what I
call success.”
“With BI,
University of
Minnesota
officials identified
nearly $5 million
in unbilled tuition,
most of which
they recovered
on the spot.”
Matt Villano is senior contributing editor of Campus Technology.
41
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SPECIAL SE R I ES TECH NOLOGY AN D TH E CEO
[Part
1]
President to President
THE ACCELERATION OF NEW TECHNOLOGY has outpaced
the ability of many CEOs to keep abreast of it, and more importantly, to effectively channel their perspective on technology advances
and solutions, in order to advance their respective institutions. Three
years ago, at an annual program for new presidents sponsored by a
high-level higher education association, several new CEOs mentioned that one of the most complex issues they have to address is
the use of technology on their campuses. Most participants
acknowledged that they lacked sufficient knowledge to appropriately address comprehensive issues dealing with technology.
Not long after that meeting, based on actual discussions among
college presidents, SunGard SCT (www.sungardsct.com) facilitated
a year-round dialogue on the topic of technology in higher education.
Ensuing roundtable discussions led to the formulation of topics,
which later comprised chapters. Now, thanks to the vision of SunGard SCT, the corporate sponsor of this new presidents program, a
tree has grown from that small acorn. The book, President to President: Views of Technology in Higher Education (SunGard SCT,
2005) is the end product.
It is important to note that President to President is not an indepth look at technology, per se. Rather, the book is intended as
a user-friendly guide written by and for college presidents, tantamount to a presidential chat room. Each of the 10 presidential
authors has addressed his or her topic in a clear, succinct and, we
believe, helpful manner. Chapters include:
• “Technology & Organizational Strategy/Mission/Vision,” Dr. Michael
K. Townsley, former president, Pennsylvania Institute of Technology, Media, PA
• “Continuing Technology Evolution,” Dr. Laurence W. Mazzeno,
president, Alvernia College, Reading, PA
• “Attract, Serve and Retain Students, Faculty and Staff,” Dr. Rosemary
Jeffries, president, Georgian Court University, Lakewood, NJ
• “Wireless Networks and Associated Costs/Issues,” Dr. David R.
Black, president, Eastern University and Seminary, St. Davids, PA
• “Accountability and Institutional Effectiveness,” Dr. John L. Ewing,
Jr., president, Mount Union College, Alliance, OH
• “The Role of Portals in Higher Education,” Dr. Jake B. Schrum, president, Southwestern University, Georgetown, TX
• “IT Security,” Dr. Thomas Meier, president, Elmira College, Elmira, NY
• “Integrate Disparate Systems and Unify Your Digital Campus,” Dr.
Earl D. Brooks, II, president, Tri-State University, Angola, IN
• “The New Learning Age and the Management of Online Curricula,”
Dr. Walter D. Broadnax, president, Clark Atlanta University,
Atlanta, GA
• “Deploy Comprehensive Administrative Solutions,” Dr. William T.
Luckey, president, Lindsey Wilson College, Columbia, KY
Some 1,500 private college presidents throughout the US have
received President to President this spring through the generous
support of SunGard SCT. Now, as the editors of the work, partnering with SunGard SCT and Campus Technology, we bring this
exchange of presidential views to you, over coming issues.
—Marylouise Fennell, Ph.D. and Scott D. Miller, Ph.D.
Marylouise Fennell is coordinator of the New Presidents Program,
and senior counsel, Council of Independent Colleges (www.cic.edu).
Scott D. Miller, president of Wesley College (DE), is chair of the
program. They are co-editors of President to President: Views on
Technology in Higher Education, published by SunGard SCT.
43
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Page 44
PRESIDENT
TO
Strategy,
Mission & Vision
[Part 1]
In the first part of our series, a frank discussion
about why presidential leadership is key to
the use of technology in colleges and universities.
by Michael K. Townsley
f colleges and universities are
havens of reflection and restraint
where change is glacial and all systems exist to serve the institution,
high technology is a revolutionary temptation—a promise of control to students,
faculty, and presidents—that offers the
same regard for academic tradition that
the iconoclast offers the town church.
Most presidents recognize the obsolescence of their institutions’ mission
statements and strategic plans amid
the self-serving, high-speed, high-tech
movement. Students at colleges large and
small won’t tolerate lengthy queues, ad
nauseum policies and procedures, or
educational services that treat them as
arm’s-length objects rather than keypunching participants in their educations. They, along with faculty and
administrators, want more control over
decisions that affect their lives—a more
transparent learning and working environment that is ever more accessible and
responsive to their input.
Savvy presidents recognize the potential of technology to enhance mission,
improve educational services, and provide flexibility to decision chains. Harnessing the high-tech pace, and
coordinating technology with mission
and strategy, require more than just a
huge information technology (IT) invest-
I
44
ment. A fiscally responsible and forwardthinking leadership will reorganize operations, reevaluate market position, and
press their institutions to utilize technology wisely. According to George Keller,
speaking in Academic Strategy (John
Hopkins Press, Baltimore, 1983), “Presidents who do not look ahead, who do not
plan, become prisoners of external forces
and surprises most often unpleasant.”
Six Conditions to High
Technology Management
Condition I: Technology is a given.
Whether to invest is no longer the issue.
It is the rare institution that has not made
a substantial IT investment. The chart on
page 45 displays the impact investments
in technology have had on higher education between 1988 and 1996. Note that
“equipment” encompasses all purchases
treated as capital (depreciated), and so
includes technological equipment as well
as desks and furniture.
That the gap between equipment and
building additions grew for the period
(except around 1993 when the stock
market declined) suggests a departure
from the expected consistent growth
relationship between equipment and
building additions, and an increase in
higher education’s investment in technological equipment.
Condition II: Effectiveness and efficiency criteria must be set and met.
Efficiency can be defined as the per-unit
(e.g., student or some other quantifiable
measure) operational costs (e.g., staff,
maintenance, depreciation) associated
with a technology service. Effectiveness
refers to the fit between the technology
service and strategic goals. IT systems
cannot be deemed effective and efficient
merely because the central processing
unit has been plugged in. Recall the
sweeping replacement of typewriters
with word processors in the 1980s: Managers assumed a unit-per-unit swap—i.e.,
one CPU for each typewriter—and failed
to anticipate the additional and ongoing
cost of software, printers, cables, monitors, surge protectors, and user training,
until the bills were on their desks and the
typewriters already in the dumpsters.
Once the initial and ongoing monetary investment in technology is figured,
leaders must ensure the IT service will
support academic processes, administrative processes, and communications—
each division representing a complex
piece of a larger strategic puzzle. Is the
technology service reducing cost-perstudent ratios, and is it reliably delivering results that meet the strategic goals
of the college?
Condition III: Technology must serve
the ultimate user: the institution.
Spreading technology around campus
will not automatically yield operational
efficiency or strategic value. Upon its
installation, a computer will not serve
any purpose beyond that of its immediate user. Without a strategy guiding
their purchase, implementation, and
0505ct_Presidents
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Page 45
T O PRESIDENT
use, computers can become toys, or
vehicles for empire building or day trading, or they may simply collect dust for
lack of defined uses and savvy users.
An article in Business Officer, the official publication of the National Association of College and University Business
Officers (www.nacubo.org), asserts that
integrate, not duplicate. High-tech gadgets and streamlined procedures are in
demand by students who require immediate results and fingertip control. Leaders
must support and guide IT departments in
the complex task of blending various
stitches of information into a seamless,
instantaneous bond between student and
confirm degree requirements, plugging
selections into computers, paying at the
financial aid office—they may as well
be standing in registration lines.
Condition V: Technology should improve flexibility and reduce complexity.
You can think of a high-tech system as
your best friend: It is there when you
“Without task force input…the president will be the
author of an uncoordinated technical strategy that
will fall short of institutional goals.”
need it, ever responsive to your personal
needs. Or you can see it as an insidious,
unfathomable, unreliable distraction that
fails when you need it most. Neither perspective is always true, but the latter in
even small doses could ruin the credibility of a tech system and undermine large
time and money investments.
Presidents—like students, parents, alumni, staff, faculty, and administrators—
have experienced the frustration of making demands on a computer ill-equipped
to respond quickly, accurately, or
at all. Increasing the flexibility of
systems and minimizing com$13,000
plexity for users make for tedious
equip
work for the IT professional: In
build
$11,000
building a user-friendly system,
he must forsake basic design for a
$9,000
comprehensive system that anticipates various (sometimes con$7,000
tradictory) uses by variously able
users. Regardless of the difficulty
of the task, the president must set
$5,000
the invaluable expertise of the IT
professional to designing a sys$3,000
tem for users that by its efficient
88
89
90
91
92
93
94
95
96
nature at the user level will meet
the needs and enhance the proCHANGE IN INVESTMENTS: BUILDING, EQUIPMENT & TOOLS
ductivity of the institution.
1988 TO 1996
Condition VI: Efficient/effective
use of technology requires
Source: Table 356, Additions to physical plan value of degree-granting institutions, by type of addition and
changes to structure, processes,
control of institution (millions of dollars); Digest of Education Statistics, National Center for Education Statistics, 2002; nces.ed.gov/programs/digest/d02/index.asp.)
policies, and delivery of services.
senior leaders must be involved with the
president in developing IT strategies
because of their capacity to allocate
resources, determine policy, and approve
procedures. Without task force input—
without discussion and agreement on IT
purchases, implementation dates, upgrade forecasts, and monitoring strategies—the president will be the author of
an uncoordinated technical strategy that
will fall short of institutional goals.
Condition IV: Technology should
schedule. IT departments must keep pace
with student expectations by implementing technologies that bypass, not replicate, existing service capabilities.
Online registration is one example of
how streamlining can go wrong. If
course descriptions, class assignments,
degree audits, and registration processes are not integrated, students cannot
quickly develop optimum schedules.
The result: students leafing through
course catalogs, calling counselors to
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plan lessons, and view and present lectures in the classroom or online. Strategically designed IT streamlines delivery
of services so that students can make
efficient use of their time and money.
Strategically designed IT simplifies
operations so that administrators and
faculty can cost-effectively monitor and
provide for students as they pass from
admissions to graduation to alumni
status.
As the wheels of progress turn ever
faster, presidents have access to nearmagical technologies at reasonable cost.
IT represents a major expense stream
“IT departments must keep pace with student
expectations by implementing technologies that
bypass, not replicate, existing service capabilities.”
William F. Massy, president of the Jackson
Hole Higher Education Group and professor emeritus at Stanford University, in a
presentation to the National Commission
on the Cost of Higher Education
(www2.nea.org/he/cost.html), said that
colleges and universities would not see
changes in the unit cost of IT until they
make a “paradigm shift” in the way they
deliver services. Massy challenges presidents to increase the efficiency and effectiveness of their IT systems and bolster the
strength and productivity of their institutions in an increasingly technology-savvy
market of for-profit and not-for-profit
competitors.
The paradigm shift in operations,
delivery systems, or both (a massive
undertaking) offers presidents a chance
to turn traditionally structured institutions into interactive learning webs
wherein each student
student,
student
faculty, faculty
administration link yields greater knowledge
within and outside the classroom. Outside the one-way teacher
student
information flow, the institution swells
46
with expertise gained when members of
the college community inform one
another.
As espoused by Michael H. Zack
(whose research and publications have
focused on the use of information and
knowledge to increase organizational
performance effectiveness) and others,
the paradigm shift from traditional to
knowledge-based enhances the “economy, innovation, and competitive positioning” of the institution, and depends
largely on the efforts of a motivated
president with support from the board,
senior administrators, faculty, staff, students, and even alumni.
Conclusion
“Any sufficiently advanced technology
is indistinguishable from magic.”
—Arthur C. Clarke.
Information technology offers too
many exciting and relatively inexpensive opportunities for higher education
to ignore: Strategically designed IT
helps students and faculty maximize
academic advisement, schedule classes,
that can, if managed correctly, yield significant improvements in productivity.
Competition for students will challenge
colleges and universities to deliver
faster, more flexible, and broader services to students without driving net
revenues into the red. Sensitivity to
changes in the way competitors, students, faculty, administrators, and the
public use technology will help proactive presidents choose and fund (and IT
professionals refine and test) systems
that will promote the best interplay
among technology, operations, services,
revenue, expenses, and strategy—for
the ease of users and the good of the
institution.
Dr. Michael K. Townsley is the author of
The Small College Guide to Financial
Health (NACUBO, 2002), and is former
president of the Pennsylvania Institute
of Technology. He is a consultant for
New Hampshire-based Stevens Strategy
(www.stevensstrategy.com), specializing
in the development of strategy for colleges, universities, and schools.
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IMAGE
MANAGEMENT
No one doubts that document imag-
Tighter links between
document imaging and
document management
solutions, plus DI’s growing
role in online processing, are
improving student services
efficiency. By Jennifer Jones
Avner Levona
and increasing administrative
ing’s strongest appeal to date lies in the technology’s promise to eliminate paper and free
up real estate—a proposition that soundly resonates with budget makers. In fact, finance
officials over the years have consistently loosened the purse strings for limited DI endeavors, and homegrown scanning and archiving
solutions now punctuate various departments
of many campuses. But DI is fast becoming
far more than just a way to archive paper
vaults and vanquish vast stores of backlogged
student records. Tighter links between DI and
document management solutions, and DI’s
increasing role in many online processing
efforts, are now yielding improved student services and administrative efficiencies.
At New Orleans’ Tulane University—
below sea level and continually facing the
danger of flooding—administrators have
every reason to want paper documents out of
cardboard boxes, off the floors, and into an
imaged format. Yet, like many institutions
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across the country, Tulane is approaching document imaging (DI) not solely as
an exercise in paper reduction, but also
as a way to revamp paper-intensive
processes.
“Five to 10 years ago, DI was just a
way to pursue a paperless environment,”
says Mike Britt, Tulane’s director of
Document and Visual Communications.
“There was very little data management
built into the process. But we now have
some really progressive thinking around
data imaging.”
Working with Xerox Global Solutions (www.xerox.com), Tulane currently has major departmental DI solutions
in its Payroll, Accounts Receivable, and
Registrar’s offices. Within Payroll, for
instance, the staff’s monthly timesheets
are imaged and stored, thus eliminating
the department’s need to hang on to
signed versions of these documents. But
Tulane officials want to build on these
basic applications.
“We’re evaluating the needs we have,
once the document is imaged,” says
Britt, “and we’re looking at things such
as how we want to connect imaged documents to forms completed online.
We’re also looking at ways to take from
electronically-completed forms data
that typically goes into a database, and
save that in a format such as a PDF. This
Park University: Buy-in for Enterprise-wide DI
PARK UNIVERSITY’S (MO) ENTERPRISE-WIDE document imaging
initiative began with a new president’s vow to improve student services, and a senior official charged with making sure all departments were ready for the new system—envisioned from the get-go
as far more than an archiving mechanism.
According to Dorla Watkins, VP of Finance and Administration
for the university, “We took on this enterprise-wide document
imaging initiative to better serve our customer base. We knew, for
instance, that we were not processing applications in a timely
manner, and every time we fail to process an application in a
timely manner, we leave money on the table.”
So, just over three years ago, then-new president
Beverley Byers-Pevitts unfurled a strategic plan
around business process and system gains, and
the institution devised a plan to standardize the
way student records are compiled and shared
across departments. Immediately, Byers-Pevitts
decided to put the school’s chief financial officer in charge of DI deployment—a move that
proved shrewd, given that this individual had
greater authority across campus departments than
did the CIO, and those department heads would all have
to buy into the new system if it—and the strategic plan—were to
succeed. According to Craig Haskins, Xerox Global Services VP, Public
Sector: “Other universities may have executives leading their DI initiatives, but those executives tend to be CIOs. That’s not a bad thing, but
those efforts tend to have a build-it-and-they-will-come feel.”
Not so at Park, where it quickly became clear that users would be
ready long before the DI system was in place. Early on, Watkins and
a team of about 30 DI taskforcers assembled and began approaching staff across the university, both to root out problems and kick off
a vigorous campaign to sell all departments on the new system.
“We wanted to make sure the workflows were the same for every
department at all campus centers across the country—42 campus
centers in 22 states,” says Watkins. To meet the ambitious goal, Park
hired Xerox Global Services, which will finish building out the system
this summer. The four-phase installation, launched in the Park Uni-
50
versity Admissions office with delivery of a new DI/document management system, initially spanned 15 campuses and integrated
imaged paper documents with electronically-submitted documents.
Soon after, Park and Xerox executives met with departmental staff to
target any business-process bottlenecks, and to attack barriers to
integration. The second phase of the effort also involved installation
of common systems across 25 campus locations.
“Our goal is to have one university, where each department is talking to the others, and everyone knows how the work they are doing
today will impact the work of someone else tomorrow,” says Watkins.
“If you have a lot of paper-based processes, this doesn’t
happen. The paper leaves your desk, and you don’t care
where it goes next.”
The initiative is now in its third phase, and Xerox
is installing an electronic forms component. This
module will tie into Park’s student information
system, and allow university officials to match
data from electronic forms and against existing
student databases. Next in line is the creation of
an online repository that will speed up the approval
of adjunct professors, and serve as an online hub via
which professors will be able to collaborate.
Always cognizant of the fact that users bristle when too many
changes are thrown at them too quickly, Park administrators sought
user input from the start. “We held knowledge exchange workshops
so that we could be proactive in areas that had not been exposed to
data management,” explains Watkins. During the workshops, university administrators and department staff tracked the flow of each document that filtered through each office. “We would work through
every piece of paper and its route, asking ourselves whether we really needed this particular document,” she adds.
Watkins credits the workshops and Park’s top-down approach
to DI as pivotal to the success of the university’s enterprise-wide
DI push. “We drove home the message that we are committed to
this, instead of just saying, ‘Trust me, it’s going to be great.’ We
admitted upfront that yes, we are going to stumble along the way,
but we are going to stumble together.”
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DOCUM ENT IMAGING
way, the forms that never made it to paper
are stored as documents in the document
system,” he adds.
business processes was much more
important.” (For more on DI at Park University, see page 50.)
Paper Problem,
or Broken Process?
Out of the COLD, and into
Document Management
Like Tulane, most college and university administrators now realize that, as in
large corporations, there is a serious
document management systems contain
scanners and other peripheral devices
for document imaging, plus serverbased programs for manipulating the
information.) Some of the bigger players in the “bundled” document imaging/management space include Xerox,
Canon (www.canon.com), HewlettPackard (www.hp.com), and IBM
(www.ibm.com). Another category of
DI players comprises companies leaning decidedly more toward document
and content management. (Ordinarily, a
content management system centers on
the functions needed to manage the content of a Web site. Included in such solutions might be indexing and retrieval
methods, along with Web-based publishing tools and programs that allow
users to track revisions.) EMC’s Documentum
(www.documentum.com),
Mindwrap, FileNet (www.filenet.com),
and a host of other companies (with
Once relegated to mostly static applications such as computer output to laser
disc (COLD) archiving, DI product
implementations now tend to
include data management functionality. Robust additions to
DI include modules to impose
workflow patterns across deAccording to Gartner analysts, paper glut
partments or to inject security
is a signal that your system is broken.
measures, so that only privileged users have access to cerneed to get rid of paper. But according tain documents.
“After all, it’s what you do with a docto Peter Grant, a Gartner analyst
(www.gartner.com), the problem goes ument after you make it electronic that
beyond paper glut. “We’ve been bang- really provides the payback,” observes
ing on enterprises and universities with Ralph Gammon, editor of the bimonthly
the notion that paper is a sign of a bro- Document Imaging Report (www.docuken system.”
mentimagingreport.com). “In fact,
Though fully tuned in to such warn- document imaging’s fundamental
ings, some institutions are reluctant to mission was never really to eliminate
recognize their paper problems as a paper. Even the earliest implementasymptom of broken process. Yet, paper tions of document imaging systems
At Tulane, administrators are looking at
that bogs down operations in key student had workflow components.” Hardconnecting imaged documents to forms
services offices such as Admissions and ware and software workflow compocompleted online.
Financial Aid, and in administrative out- nents offer interfaces that allow users
posts such as Accounts Payable and responsible for certain tasks in a
Human Resources, is usually a prime business process to access common plat- solutions billed as ways to strengthen the
indicator of larger process problems, forms and applications. For the most ties between a Web presence and back
says Grant.
part, however, these components have office processes) fit this bill.
Savvy schools, however, are indeed gone underutilized as organizations have
In its move to an enterprise-wide DI
looking for ways to root out and remedi- focused on paper elimination.
adoption, the University of St. Thomas
ate broken business processes, and in
Jim Small, president of document (MN) was especially concerned about
many cases, they are turning to DI for imaging provider Mindwrap (www.mind- workflow and document management.
wrap.com), explains, “Data The university—an independent instituimaging started as an archiving tion of 11,000-plus students—wanted to
mechanism. But once organiza- roll out its DI initiative in Undergradutions started to build collections ate Enrollment, then expand the initiaof documents, those collections tive from there.
Eliminating paper was a boon for Park
Tony Wilkerson, manager of UST
began to have intrinsic value.”
University, but streamlining business
Mindwrap is among a slew of Document Management and Reporting,
processes was the bigger coup.
vendors now serving schools explains that the DI initiative could have
with DI solutions that bundle in been hatched in any area of the campus,
necessary fixes. Dorla Watkins, VP of document management capabilities. but “Undergraduate Enrollment is our
Finance and Administration for Park (Document management features can fastest-moving department, since there
University (MO), maintains, “Getting allow users to create electronic docu- is such competition for students out
rid of the paper was and is of great ben- ments, or capture hard copies and store there. It also represents a large chunk of
efit to us. But having a way to process or manipulate the documents within our documents.” UST selected Mindstudents more effectively and streamline large enterprise systems. Often, bundled wrap’s Optix solution, and since that
DI ALERT
DI ALERT
DI ALERT
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time has used DI to capture the paper
components of student application files
and workflow modules, to move student
files electronically among admissions
personnel and counselors charged with
deciding the fate of applications for
enrollment. Because Optix is a bundled
solution with information capture, doc-
DI Tips from the Trenches
BEFORE YOU TAKE ON that broad-scale
document imaging project, heed this
sage advice:
Sell the idea at the highest levels.
“Make sure you have a very strong member of the senior leadership team committed to the project and aware of the
impact it will have on the entire university.” —Dorla Watkins, VP Finance and
Administration, Park University (MO)
Scope out your system’s parameters.
“How much of the system will the institution use? How much of the institution
will use it? Will this be something mostly
for users in one department? Will use be
campuswide, but limited to student
records? Or will this be a system the
whole university will use?” —Tony Wilkerson, manager of Document Management
and Reporting, the University of St.
Thomas (MN)
Inventory existing DI systems (and
legacy systems that will feed DI systems)
that may have an impact on a DI rollout. “If
there are no document management or
workflow systems in place, DI would be a
great way to start. But most universities—
especially bigger universities—have older
legacy systems that may not integrate with
the new DI system, and that is going to be
a factor.” —Rich Diaz, manager, Digital
Imaging Group, the University of Maryland
Decide how far back the effort will
reach. “We decided up front that we
would do imaging and build only a data
repository and backup repository; we
decided against backfile conversion [of
student data] because of escalating
cost.” —Mike Britt, director of Document
and Visual Communications, Tulane University (LA)
52
DI ALERT
ument imaging, and document
management
capabilities,
users can build electronic
Web processes drive the need for document
information based on docurouting, which means data management.
ments maintained in their
So, why not get off paper entirely, with DI?”
native file formats. Document
imaging capability allows
users to scan hard copies, and index, to the Internet, is further increasing
store, and annotate electronic docu- interest in DI, observes Mindwrap’s
ments. Document management func- Small. “One of the big advantages of DI
tions allow centralized control over is the technology’s ability to combine
users’ access to electronic documents in paper and electronic forms generated on
the system, and also allows for version the Web.”
control and document handling. UltiBut the adoption of document imagmately, the increased ability to push stu- ing does not always come first, notes
dent files simultaneously to various Britt at Tulane. “In many cases, we’re
members of UST’s admissions commit- seeing the reverse. It’s often not so
tee triggered a fundamental change in much that imaging is helping to move
the university’s admissions procedures. processes to the Web, but that Web
“In the old days, we didn’t have a processes are creating the need for a
quick-admit process. All the files went document routing system, which then
through the committee. The process gets you into data management. And as
started with someone physically making long as you’re pursuing data managea file folder, indexing it, and pulling it ment, why not get off paper entirely,
out every time we got a document,” with DI?”
Wilkerson says. Now, with all
of the elements of a student file
immediately scanned, admissions counselors are able to run
applicants against predeterEnterprise-wide DI may not be the limit:
mined criteria in a database,
Xerox has had interest from a coalition of
cull out candidates who meet a
community colleges looking to pursue a
particular standard or stanshared DI infrastructure.
dards, and do a quick admit via
a provisional letter. This is
done well before a UST department Countering the
chair makes a final decision and issues Piecemeal Approach
the student’s formal acceptance.
When it comes to DI adoption, many
institutions face a messy reality: piecemeal DI applications peppered across
The Web Drives DI
With its admissions process sufficiently offices and departments with little to no
streamlined and automated, UST will coordination.
Says Britt, “At Tulane, we did not
now use DI to build out its online admissions initiative. “We do allow students have a single solution. We had departto apply online,” says Wilkerson. “But mental solutions in our Payroll,
right now, those applications come in as Accounts Receivable, and Registrar’s
a whole bunch of lines of text. It’s not offices. Then we had some limited
pretty. The admissions counselors pre- applications in our Document and Visufer online applications to look like their al Communications organizations.
paper counterparts, and we’re going to Finally, our copy centers and some of
our other departments were just relying
make that happen.”
Indeed, widespread adoption of on multifunction scanners and e-mail to
online admissions procedures and, in take care of their needs.”
And at the University of Maryland,
general, the flight of campus functions
DI ALERT
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scattered DI empires permeated the
campus before officials there recently
brought on Mindwrap to deploy a DI
system in the school’s Admissions
department. “We are very decentralized,
and many of our departments—our
Financial Aid office, for instance—had
built DI systems for different reasons,”
recounts Rich Diaz, manager of UMD’s
Digital Imaging Group. “Some have just
been using the technology to empty file
cabinets, and are not using any workflow procedures,” he continues. “But
our Admissions office has emerged as
an example of how business processes
can benefit from document imaging,
since their whole process has been put
into workflow. Now, once applications
are received and scanned, they are
imported into workflow processes,
which start by separating international
and domestic applications,” says Diaz,
who adds that international applications
are automatically routed for requisite
scrutiny. “Then, indexing capabilities
allow simplified routing of information
between admissions employees charged
with certain tasks involved in student
admissions.”
Along with the decentralized nature
of many colleges and universities, the
affordability of rudimentary DI solutions also led to the development of disparate systems scattered among
departments, some industry experts
agree. “The top three big guys—Xerox,
IBM, and HP—are offering solutions
based on server capabilities, software,
and middleware, to glue it all together.
These are solutions targeted mostly
toward
university
administrative
offices. Other companies are just selling
[cheaper, more basic] software and
solutions geared toward departments or
smaller universities,” says Gartner’s
Grant.
Despite the pervasiveness of DI fiefdoms, there is now a decided trend
toward a more centralized, enterprisewide approach. And there is evidence of
consolidation on an even grander scale,
since Xerox has lately had interest from a
coalition of community colleges looking
to pursue a shared DI infrastructure.
In the End…
Even the pursuit of enterprise-wide DI
still hinges on internal marketing—selling top administrators on the technology—and that comes down to the
obvious. “For many, document imaging
is really a straightforward exercise in
moving paper documents into digital
format. Almost everyone understands
that,” says Tulane’s Britt. “And for us,
living in a city this far below sea level,
any move to get paper off the first two
floors of a building is probably a good
idea.”
Jennifer Jones is a freelance writer
based in Vienna, VA. She has covered
information technology for InfoWorld,
CIO magazine, Network World, and
Federal Computer Week.
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CT at the Show
Datatel’s “Exercise on Collaboration” draws users to the nation’s capital.
Datatel Users Head to DUG
Tuned in and tuned up
Almost 2,000 representatives from roughly 350 institutions convened
in Washington, DC this past March at DUG 2005, the annual Datatel
Users’ Group conference. Since 1982, when 11 IT users from seven
higher education institutions forged the group, Datatel has billed the
conference as an exercise in collaboration—an idea underscored this
year by keynote speaker Boris Brott. A veteran conductor and director
of world-class orchestras, including the New York Philharmonic and
the Royal Ballet, Brott coaxed DUG attendees to “harmonize” efforts
to attain business goals.
Collaboration and expectation
Datatel President, CEO, and soon-to-be Chairman Russ Griffith
set the tone of the DUG in his opening remarks: “With mutual
trust, we can collaborate and succeed beyond our expectations.” Datatel considered DUG input in its development of
Colleague Release 18 (now in beta), which supports database
independence—including the option of integrating Microsoft’s
SQL server. After his remarks at the opening general session,
Griffith told Campus Technology, “The technology of Release
18 supports our strategy to provide choices to our clients
while protecting their investments in business applications.”
Busy users make the show click
DUG users kept tabs on business back home in between
sessions. The users themselves programmed more than half of
the conference’s 250 sessions. General topics included electronic
student records management, paperless purchasing, and
workflow. Technical session topics ranged from directory services
and identity management solutions, to text messaging and
generating reports with PERL.
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CTSolutions
The latest releases, services, and new product versions
Mini Storage Device
Are you transferring data from one computer to the next? Need a good storage companion?
Kanguru Solutions recently released the newly redesigned Quicksilver external hard drive.
The sleek and sturdy exterior allows for improved heat dissipation during prolonged use,
and can withstand up to 200 Gs of shock, say company spokespeople. Quicksilver can
also stand vertically or horizontally, and can fit into any small space. In addition, it can transfer data with a 7200RPM drive, and 400GB of storage capacity. Available in both USB 2.0
and FireWire/USB 2.0. Priced at $119.95 for the 80GB USB model and $559.95 for the
400GB USB/FireWire Combo model. www.kanguru.com.
Disk-to-Disk Backup
The ATAbaby disk-based storage solution from Nexsan uses the latest
advancements in Advanced Technology Attachment (ATA) technology to help expand storage capacity and improve business continuance. Ideal for small-to-medium campus environments, with up to 1.2
terabytes of storage in a single unit, ATAbaby provides RAID protection in a compact package.
Use for primary storage, disk-to-disk backup, or improved workflow. Street Price: $1,900 to $2,500. www.nexsan.com.
Driver Support
The latest version of Bitlogix NetControl, a software-based
media control system, offers driver support for the XG-MB70X
DLP projector from Sharp: Users can access and control the projector over a computer network. The best part is that users who
use both NetControl and Sharp’s XG-MB70X DLP projector will
not need an additional Ethernet control interface. An additional
bonus is anti-theft control, and event scheduler. NetControl will be
offered soon on other projectors, such as those from EIKI, Epson,
Hitachi, and Panasonic. Prices start at $1,073 (based on number of users and devices purchased). www.bitlogix.com.
55
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Upcoming Events
May 2005
MAY 15 - 18
CUMREC 2005
Achieving New Heights
(www.cumrec.org)
Keystone, CO
MAY 24 - 25
2005 Ed Tech Industry Summit
Celebrating Our Past, Envisioning Our Future
(www.siia.net/events/prereg.asp?eventid=436)
Universal City, CA
June 2005
JUN 1 - 3
Council of Independent Colleges
CIC 2005 Workshops for Department
and Division Chairs
(www.cic.edu/conferences_events/index.asp)
Pittsburgh, PA
JUN 1 - 3
WeTEC
The Wireless Community & Mobile
User Conference
(wetec.csumb.edu/WeTEC_conference.htm)
Monterey, CA
JUN 1 - 3
Eduventures
Competing in Higher Education
(www.eduventures.com/events/che.cfm?pubnav
=conferences)
Boston, MA
JUN 4 - 10
InfoComm05
Where Data, Video, Information Technology and
Audiovisual Systems Converge
(infocomm05.expoexchange.com)
Las Vegas, NV
JUN 6 - 8
Educause
Southeast Regional Conference 2005
On Stage with IT: You Need More than
a Good Script
(www.educause.edu/SERC05)
Atlanta, GA
56
JUN 15 - 16
National Learning Infrastructure Initiative
NLII 2005 Summer Focus Session
(www.educause.edu/2005SummerFocusSession/1657)
East Lansing, MI
JUN 26 - 30
Educause
Leadership Program 2005
(www.educause.edu/L051)
Boulder, CO
JUN 26 - 30
Cornell University/Educause
Cornell Institute for Computer Policy
and Law Annual Seminar
(www.sce.cornell.edu/exec/cpl.php)
Ithaca, NY (Cornell University Campus)
July 2005
JUL 9 - 12
National Association of College and
University Business Officers
NACUBO 2005 Annual Meeting
(www.nacubo.org)
Baltimore, MD
JUL 10 - 14
Educause
Instructional Technology Leadership
Program 2005
(www.educause.edu/ITL05)
State College, PA
JUL 15 - 17
Council for Advancement and Support
of Education (CASE)
2005 Annual Assembly
(www.case.org)
Miami Beach, FL
JUL 17 - 21
The Association for Communications Technology
Professionals in Higher Education
ACUTA 34th Annual Conference & Exhibition
(www.acuta.org)
Kissimmee, FL
JUL 23 - 27
Society for College and University Planning
SCUP 40th Annual International Conference
and Idea Marketplace
(www.scup.org/annualconf/40)
Washington, DC
JUL 24 - 28
Syllabus2005
Spotlight on Innovation,
Integration & Collaboration
(www.syllabus.com/summer2005)
Los Angeles, CA
August 2005
AUG 3 - 5
21st Annual Conference on Distance
Teaching & Learning
(www.uwex.edu/disted/conference)
Madison, WI
AUG 5 - 10
Seminars on Academic Computing 2005
(www.educause.edu/conference/sac)
Snowmass Village, CO
AUG 14 - 19
The Data Warehousing Institute
TDWI World Conference Summer 2005
(tdwi.org/education/conferences/main.
aspx?pageName=upcoming_conf)
San Diego, CA
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0505ct_index
4/18/05
4:38 PM
Page 57
Index
This index is provided as a service. The publisher assumes no liability for errors or ommissions.
COLLEGE/UNIVERSITY INDEX
Alvernia College (PA) . . . . . . . . . . . . . . . 43
Benjamin Franklin Inst. of Technology (MA) 22
Boston College (MA) . . . . . . . . . . . . . . . . 4
California State Polytechnic U-Pomona 14
California State U-Chico . . . . . . . . . . . . . 4
California State U-Monterey Bay . . . . . 14
Case Western Reserve University (OH) 14
Clark Atlanta University (GA) . . . . . . . . 43
Cornell University (NY) . . . . . . . . . . . . . . 8
Dartmouth College (NH) . . . . . . . . . . . . 32
DePaul University (IL) . . . . . . . . . . . . . . 40
Eastern University and Seminary (PA) . 43
Elmira College (NY) . . . . . . . . . . . . . . . . 43
Florida International University . . . . . . . . 8
Florida State University . . . . . . . . . . . . . 38
George Mason University (VA) . . . . . . . . 4
Georgian Court University (NJ) . . . . . . 43
Gettysburg College (PA) . . . . . . . . . . . . . 4
Harvard University (MA) . . . . . . . . . . . . 22
Indiana University . . . . . . . . . . . . . . . . . . 8
Illinois Virtual Campus . . . . . . . . . . . . . . 23
Lehigh University (PA) . . . . . . . . . . . 16, 18
Lindsey Wilson College (KY) . . . . . . . . . 43
Louisiana State University . . . . . . . . . . . . 8
Michigan State University . . . . . . . . . . . . 8
Mount Union College (OH) . . . . . . . . . . 43
National Taiwan Normal University . . . . 10
Northwestern University (IL) . . . . . . . . . 4
Park University (MO) . . . . . . . . . . . . 50-52
Pennsylvania Institute of Technology 43, 46
Princeton University (NJ) . . . . . . . . . . . . 8
Purdue University (IN) . . . . . . . . . . . . . 22
Rensselaer Polytechnic Institute (NY) 39
San Joaquin Delta College (CA) . . . . . . . 8
Southwestern University (TX) . . . . . . . . 43
Stanford University (CA) . . . . . . . . . 28, 46
State University of New York . . . . . . . . . . 8
Tallahassee Community College (FL) . . 38
The Hong Kong Polytechnic University . 10
The Ohio State University . . . . . . . . . . . . 8
The University of Hong Kong . . . . . . . . 10
Tri-State University (IN) . . . . . . . . . . . . 43
Tulane University (LA) . . . . . . . . . . . 49-53
University of Alaska-Anchorage . . . . . . . 8
University of Arizona . . . . . . . . . . . . . . . . 8
University of Arkansas . . . . . . . . . . . . . 10
U of Bundeswehr-Munich (Germany) . 10
University of California system . . . . . . 28
University of California-Berkeley . . . 4, 8
University of Florida . . . . . . . . . . . . . . . . 6
University of Hawaii . . . . . . . . . . . . . . . . 8
University of Illinois . . . . . . . . . . . . . . . 40
University of Maryland . . . . . . . . . . 52-53
University of Massachusetts . . . . . . . . 58
University of Miami (FL) . . . . . . . . . . . 41
University of Minnesota . . . 8, 30, 34, 38
University of Minnesota-Twin Cities . . 30
University of Notre Dame (IN) . . . 18, 40
University of Phoenix . . . . . . . . . . . . . . . 6
University of St. Thomas (MN) . . . 51-52
University of the South (TN) . . . . . . . . 30
University of Wisconsin . . . . . . . . . . . . 41
Wesley College (DE) . . . . . . . . . . . . . . 43
West Georgia Technical College . . . . . . 6
Yale University (CT) . . . . . . . . . . . . . . . 39
ADVERTISER INDEX
Adobe . . . . . . . . . . . . . . . . . . . . . . . . . . C3
www.adobe.com/teachtogetherbetter
Campus Management Corp. . . . . . . . . . 17
www.campusmanagement.com
CDW-G . . . . . . . . . . . . . . . . . . . . . . . . . C2
www.CDWG.com
Datatel. . . . . . . . . . . . . . . . . . . . . . . . . . 11
www.datatel.com/ IAmDatatel
Dell . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
www.dell.com/hied/campustech
E&I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
www.eandi.org
Electrovaya. . . . . . . . . . . . . . . . . . . . . . 38
www.electrovaya.com
Firetide . . . . . . . . . . . . . . . . . . . . . . . . . 19
www.firetide.com/campus1
Fortres Grand . . . . . . . . . . . . . . . . . . . . 53
www.fortres.com/ct
Gateway . . . . . . . . . . . . . . . . . . . . . . . . C4
www.gateway.com/edu/cmpst
GovPlace. . . . . . . . . . . . . . . . . . . . . . . . 39
www.govplace.com
HP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
www.hp.com/buy/ HEDmag2
IBM . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
www.thinkpad.com/hied/g268
InFocus . . . . . . . . . . . . . . . . . . . . . . . . . . 7
www.infocus.com/education
Microsoft . . . . . . . . . . . . . . . . . . . . . . . 35
www.microsoft.com/collaborate
Mirapoint . . . . . . . . . . . . . . . . . . . . . . . 42
www.mirapoint.com
NetSimplicity . . . . . . . . . . . . . . . . . . . . 23
www.trymrm.com
NetSupport . . . . . . . . . . . . . . . . . . . . . . 33
www.netsupport-inc.com
Qarbon . . . . . . . . . . . . . . . . . . . . . . . . . 41
www.qarbon.com/download
SAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
www.sas.com/samepage
SunGard SCT . . . . . . . . . . . . . . . . . . . . 21
www.sungardsct.com/alaska
TouchNet. . . . . . . . . . . . . . . . . . . . . . . . . 5
www.touchnet.com
COMPANY INDEX
Altiris . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Amazon . . . . . . . . . . . . . . . . . . . . . . . . . 19
AMX . . . . . . . . . . . . . . . . . . . . . . . . . 30-31
Apple . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Arel Communications and Software . . 10
Bitlogix . . . . . . . . . . . . . . . . . . . . . . . . . 55
Blackboard . . . . . . . . . . . . . . . . . . . . . . 18
BMC Software . . . . . . . . . . . . . . . . . . . 31
Business Objects . . . . . . . . . . . . . . 38, 40
Call Center Scheduler . . . . . . . . . . . . . . 25
Canon . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Centra . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Cisco . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Cognos . . . . . . . . . . . . . . . . . . . . . . . . . 36
Computer Associates . . . . . . . . . . . . . . 31
Datatel . . . . . . . . . . . . . . . . . . . . . . . 10, 54
eBay . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Elluminate . . . . . . . . . . . . . . . . . . . . . . . 23
EMC . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Endeavor Information Systems Inc. . . . 18
Erlang . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Ex Libris . . . . . . . . . . . . . . . . . . . . . . . . 18
FileNet . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Gartner . . . . . . . . . . . . . . . . . . . . . . 31, 51
Geac Library Solutions . . . . . . . . . . . . . 18
Gracenote CDDB . . . . . . . . . . . . . . . . . . 19
Horizon Wimba . . . . . . . . . . . . . . . . . . . 23
HP . . . . . . . . . . . . . . . . . . . . . . . 31, 51, 53
Hyperion Solutions Corp. . . . . . . . . . . . 39
IBM . . . . . . . . . . . . . . . . . . . . . . . . . 51, 53
Informatica . . . . . . . . . . . . . . . . . . . . . . 40
Intel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
© 2005 by 101communications LLC. All rights reserved. Reproductions in whole or part prohibited except by written permission. E-mail requests to Claudia Linh at [email protected]. The information in this magazine has not undergone any formal testing by 101communications LLC and is distributed without any warranty expressed or implied. Implementation or use
of any information contained herein is the reader’s sole responsibility. While the information has been reviewed for accuracy,
there is no guarantee that the same or similar results may be achieved in all environments. Technical inaccuracies may result
from printing errors, new developments in the industry and/or changes or enhancements to either hardware or software components. We assume no liability for unsolicited materials. Mention of products and services is for informational purposes only
and constitutes neither a recommendation nor an endorsement by the publisher. CAMPUS TECHNOLOGYTM is a trademark of
101communications LLC. All other trademarks mentioned belong to their respective owners.
CAMPUS TECHNOLOGYTM (ISSN: 1089-5914, USPS: 0012-499) is published 12 issues per year, January through November
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Innovative Interfaces Inc. . . . . . . . . . . . 18
Kanguru Solutions . . . . . . . . . . . . . . . . 55
Konfabulator . . . . . . . . . . . . . . . . . . . . . 19
Kobabora . . . . . . . . . . . . . . . . . . . . . . . . 22
KoolToolz . . . . . . . . . . . . . . . . . . . . . . . . 25
LANDesk . . . . . . . . . . . . . . . . . . . . . 31-32
Macromedia . . . . . . . . . . . . . . . . . . . . . 22
Mandarin Library Automation . . . . . . . . 18
Marratech . . . . . . . . . . . . . . . . . . . . . . . 22
MediaMan . . . . . . . . . . . . . . . . . . . . . . . 19
Microsoft . . . . . . . . . . . . . . . . . . . . . . 8, 32
MicroStrategy . . . . . . . . . . . . . . . . . . . . 41
Millenium ILS . . . . . . . . . . . . . . . . . . . . 25
Mindwrap . . . . . . . . . . . . . . . . . . . . 51-52
MRO Software . . . . . . . . . . . . . . . . . . . 31
NetSupport . . . . . . . . . . . . . . . . . . . 31-32
Nexsan . . . . . . . . . . . . . . . . . . . . . . . . . 55
Nortel . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Novadigm . . . . . . . . . . . . . . . . . . . . . . . 31
Novell . . . . . . . . . . . . . . . . . . . . . . . . . . 31
OpsWare . . . . . . . . . . . . . . . . . . . . . . . . 31
Oracle/ PeopleSoft . . . . . . . 30-31, 36, 40
Peregrine Systems . . . . . . . . . . . . . . . . 31
Polycom . . . . . . . . . . . . . . . . . . . . . . . . . 15
Portage Communications . . . . . . . . . . . 25
Power to Learn . . . . . . . . . . . . . . . . . . . 22
r-smart group, the . . . . . . . . . . . . . . . . . 8
SAP . . . . . . . . . . . . . . . . . . . . . . . . . 31, 36
SAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
SBC Communications . . . . . . . . . . . . . . 10
Sirsi Corporation . . . . . . . . . . . . . . . 16, 18
Sprint . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Student Monitor . . . . . . . . . . . . . . . . . . 12
Sunflower Systems . . . . . . . . . . 28, 30-31
Sungard SCT . . . . . . . . . . . . 18, 31, 36, 43
Sun Microsystems . . . . . . . . . . . . . . . . . 15
Symphoniq Corporation . . . . . . . . . . . . 10
Tandberg . . . . . . . . . . . . . . . . . . . . . . . . 10
The Library Corporation . . . . . . . . . . . . 18
Voxwire . . . . . . . . . . . . . . . . . . . . . . . . . 22
VTLS Inc. . . . . . . . . . . . . . . . . . . . . . . . . 18
WebCT . . . . . . . . . . . . . . . . . . . . . . . 10, 18
WebEx . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Westbay . . . . . . . . . . . . . . . . . . . . . . . . 25
Xerox . . . . . . . . . . . . . . . . . . . . . . . . 50-53
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57
0505ct_topten
4/18/05
3:02 PM
Page 58
To p 1 0 C o u n t d o w n
Ten IT Commandments
A veteran technology prez
hands down his
Top Ten Commandments
for strategists.
While many of us know Jack M.
Wilson as the 25th president of
the University of
Massachusetts
system, in his
prior role of VP for
Academic Affairs
and founding CEO
of UMassOnline,
he was at the helm of one of
the largest and most successful
online distance education programs in the country. A nationally and internationally recognized activist for higher education reform, Wilson has led
major technology initiatives in
both academia and industry,
and has served on numerous
advisory councils, boards, and
task forces. His research and
activities have attracted over
$23 million in funding, and his
professional communications
have included prolific scholarly
writings and more than 200
invited lectures—many of which
draw on his experience at the
crossroads of technology and
higher education.
Want to be considered for Campus
Technology’s Top 10? Send your
countdown and a brief background/bio
summary to [email protected]
58
10
Consider technology an important part of your plan.
There is no longer any way to do good scholarship without technology.
There is no longer any way to teach good scholarship without technology.
Technology is here to stay!
9
Keep an eye on true program needs.
Develop a balance between synchronous and asynchronous distributed learning.
Don’t design an asynchronous learning environment so that all interactions are
defined as between student and instructor.
Don’t always keep the instructor at the center.
8
Avoid pilots that linger.
Design for a large scale; use pilot projects only as a prelude to scaling up.
It is easy to design innovative educational experiences that work for small
groups.
It is harder to address the needs of the 1,000 students taking Calculus I at a large
research university.
7
Be cost conscious.
Cost is an important aspect of quality.
There is no lasting quality if there has been no attention to cost.
There are too many examples of high-quality, expensive solutions.
6
5
Count on Moore’s law: “What is hard today is easy tomorrow.”
Computer processing and bandwidth have consistently improved.
Be confident that processing power and bandwidth will continue to improve.
4
Do systematic redesigns.
Avoid incremental add-ons.
Simply adding a few computer experiences to everything else costs more, is
more work for the faculty, and adds to the students’ burden.
Remember that true innovations change rather than modify systems.
3
2
1
Recognize the intrinsic educational value of technology.
Helping students learn better is but one value.
Benchmark your plans.
Build upon existing examples.
Don’t merely “automate” the lecture or classroom experience.
Find the best examples, and build upon them.
Build upon research results.
Identify research that informs design.
Don’t try to reinvent the wheel.
Restructure around the learner.
Never overemphasize technology.
Never underemphasize it.
4/15/05
12:12 PM
Page 1
Adobe® Acrobat® 7.0
Project1
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©2005 Adobe Systems Incorporated. All rights reserved. Adobe, the Adobe logo, Acrobat, the Adobe PDF logo and Better by Adobe are either registered trademarks
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Project2
4/11/05
3:50 PM
Page 1
Return on investment
Gateway Recommends Microsoft® Windows® XP Professional
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changes in PC technology in years. It gives you better return
All told, it has a lower cost of ownership over the life of the PC.
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Trademarks used herein are trademarks or registered trademarks of Gateway, Inc. in the United States and other countries. Intel, Intel Inside, the
Intel Inside logo and Pentium are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. Microsoft and Microsoft XP are registered trademarks of Microsoft Corporation. Not responsible for typographical errors. Ad Code: 126111

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