FINAL REPORT
MAY 1997
Task Force Members:
Loren Koepsell, chairperson
Charles Brown
Tim Chamberlain
Richard Swanson
Ronelle Thompson
Arlen Viste
As the twenty-first century approaches, it is evident that technology has changed higher education permanently. New technologies have broadened communication, supported research, and enhanced teaching across college campuses. Augustana has embraced many available technologies both in and out of the classroom. Although funds have not been plentiful, the college administration has provided an atmosphere of encouragement and support. Augustana's progress in the area of technology is an indication of the entrepreneurial spirit demonstrated by many of the faculty and staff committed to technology.
This report provides a brief summary of current uses of technology across Augustana and outlines a plan for the next five years in each major area. A series of surveys gathered input from current faculty, staff, students, and recent alumni relating to technology issues on the campus.
Faculty surveys confirmed that this group demonstrates the broadest range of abilities with and expectations for the use of technology. Many of the faculty have appropriate computer equipment and software. There are, however, those faculty with personal expertise in technology who need hardware and software resources to support and expand their use. At the other end of the spectrum are those faculty with only limited knowledge of technology who need further education and training to develop their use. This report outlines a deliberate plan to encourage faculty with expertise in technology to work with their colleagues who need help in this area. In addition there is a recommendation that funding be earmarked each year for innovative uses of technology, an attempt to insure that our technology leaders are provided with the resources to keep leading.
Survey responses from current students requested increased assistance in using computer labs on campus and more technology available in the dorms whether through the installation of labs or the wiring of individual rooms. Responses from recent Augustana graduates offered specific suggestions for broadening student use and knowledge of technology during their college experience. Specifically, alumni suggested that more informal workshops dealing with hardware, software, and the Internet be offered, that technology be brought to the residence halls, and that students be encouraged by advisers to participate in computer education experiences.
The college administrative functions are well-supported with the basic CARS system, however, a number of new modules need to be purchased to better support departments. Plans have been made to add the Human Resources module for next year. In addition, the Advancement module needs to be purchased to better support the college's efforts in this area. All CARS users need to be migrated from dumb terminals to personal computers within the next three years to support the changing platform of this software and to enhance departmental capabilities. The computer system supporting the CARS software will need to be upgraded within the next two years.
The library demonstrates an area where technology has offered opportunities for cooperation among institutions of higher education. Augustana library's participation in the South Dakota Library Network benefits Augustana users, as well as all library users in the area. Augustana librarians will play leadership roles as SDLN evaluates options for migrating from its current software within the next two years. The increased availability of information in multimedia formats will require state-of-the-art technology to meet expectations of library users.
Augustana's communication system needs to evolve into a digital environment to support current as well as new communication methods. This will require replacing an aging telephone switch and upgrading wiring. A digital environment will accommodate expanded video capabilities both on and off campus.
Supporting Augustana's technology, whether hardware or software issues is essential. As survey responses from the faculty and alumni demonstrated, purchasing equipment and software is only a small part of making technology work for the campus. A cadre of knowledgeable staff need to be available to assist campus users, regardless of the individual user's level of ability, with their technology questions. A new "helpdesk" format is proposed for broad campus support.
Augustana's mission has meant that technologies have been embraced, as funding has been available, that enhance and support the teaching, learning, research, and services of the college. The Technology Task Force members present this report as a guide to campus decision-making and prioritizing for the next five years.
During the 1992-93 academic year the Technology Task Force (TTF) prepared a five-year plan for technology development at Augustana. Their report was presented to the campus for feedback and refinement and subsequently endorsed by President Ralph Wagoner. The TTF report has served as the blueprint for technology decisions at Augustana since that time. Appendix A contains a list of accomplishments that correspond to the original TTF report.
Four years is a whole generation in the computer field. Although the TTF report includes plans through the 1997-98 academic year, the Information Systems Committee (ISC) believed it was time to prepare a new planning document. A new task force (TTF2) was created including Charles Brown, Tim Chamberlain, Loren Koepsell, Richard Swanson, Ronelle Thompson, and Arlen Viste.
The members of the new task force felt it would be helpful to gather input from a broader constituency. It was decided to hold a Tech Fair for all college employees to provide an opportunity for faculty, administrators, and staff to see first-hand the latest technologies being used on campus. The day-long fair was held in January 1996 and was attended by a cross-section of the college community.
The new task force also decided that it would be helpful to survey staff, administrators, faculty, students, and alumni to determine their perspectives on currently available technologies and their future needs. In the case of the alumni, the campus Advancement office provided student workers to make individual calls to a random group of recent graduates.
Faculty surveys confirmed that this group demonstrates a broad range of abilities with and expectations for the use of technology. Many of the faculty have appropriate computer equipment and software. There are, however, those faculty with personal expertise in technology who need hardware and software resources to support and expand their use. At the other end of the spectrum are those faculty with only limited knowledge of technology who need further education and training to develop their use.
Faculty are eager to have the capability to work with Web resources, to make CD-Rom teaching tools available to students, and to use presentation software for classroom work. Some of those who are most eager are, by their own admission, teachers who have not yet used any of these resources, but who have become intrigued by what they have heard. Others have found many useful technological resources and are enthusiastic about finding and using more.
The professional activities of faculty and staff at Augustana have readily incorporated a number of new technologies over the past several years. Many use e-mail and file transfer protocols to share information and news with colleagues in other institutions and for some, in other countries. The ability to access the Augustana network, including the World Wide Web, from individual offices, as well as from home or elsewhere has broadened possibilities for professional involvement. In addition, professional activities have been supported by the widespread availability of fax machines and voicemail across the Augustana campus. A number of additional technologies, like the newly-installed satellite downlink, are being made available to further support professional activities.
Research activities have also been enhanced by the library's support of online database searching and more recently, by the ability of users to access many library resources from their office and home computers.
Faculty agreed that advances in technology must reshape the way they teach. It is understood that students need to have advanced technology available to them. Some of the desire for technological advancement in teaching is shaped by an expectation that the technological environment at Augustana ought to be like the technological environment students will encounter when they leave. An education that ignores technology runs the risk of being irrelevant.
It is necessary to work deliberately to increase awareness among the faculty of what could be done with technology. Without such increased awareness, the vague notion that "there are things we could use, if only we knew what they were" will persist, and the uneven use of technology across campus will continue, perhaps becoming more uneven. More opportunities for interdisciplinary implementation of technology may prove beneficial.
Over the last few years there has been discussion about setting up a train-the-trainer model. While this already happens informally, it is time to make this a more formal process. Ideally one "technology expert" would assist up to ten colleagues who have offices nearby. The detailed formal training would concentrate on preparing technology experts who could answer questions and pass information on to colleagues.
As the IS Committee reviews future requests for purchases the committee may choose to make such purchases contingent on faculty members agreeing to become a technology expert in their department or physical area and/or agreeing to provide colleagues with informal workshop opportunities to share their expertise. In addition, each year the IS Committee will earmark a portion of its funding for innovative uses of technology in an attempt to insure that our campus technology leaders are provided with the resources, whether hardware or software, to keep leading.
To support the teaching goals of the faculty, the number of computers in the teaching labs must be increased to 25-30 to provide each student in an average-sized class with an individual workstation. In addition, it is essential that video/data projectors be made available in sufficient quantity to adequately support classroom use of technology, whether in or out of the computer labs. Students as well as faculty are in need of these projectors to make presentations and teach computer-based curriculum. The number of conferences, workshops and meetings being held on campus continues to grow and the media needs for these events grows as well.
There is clearly demand for more computer equipment for checkout, specifically loaner laptop computers and projection units. We need to purchase smart carts, portable projection units, and additional laptops (both Windows and Macintosh). At some point, laptops may become the unit of choice for faculty office purchases to encourage and support movement from office to classroom to home to professional activity.
To effectively broaden the way faculty use technology in their teaching and research it is essential that changes be instigated by the faculty with the support of their academic departments. To this end, the academic dean and division chairs, have proposed the development of a technology plan to take the faculty into the next century. The plan outlines a paradigmatic shift that will move computers from simple productivity tools to integral components in a technological classroom.
The proposal recognizes that to accomplish a shift in the role of technology, each department must develop a measurable technology plan that outlines ways in which computer technology can be integrated into departmental research and teaching. It will be essential that any such plans are reviewed on a regular basis to reflect changes in technology. Faculty development must be a key component of any of these departmental plans. As faculty make the commitment to further integration of technology, it is essential that the institution provide the resources necessary to support their endeavors.
Technology allows faculty opportunities to increase student participation in active learning. Augustana has done well in providing computer labs in which hardware and software are upgraded on a regular basis. We have perhaps done less well with respect to the range of supported software available. Standardization and focus are positive aspects of the supported software. However, the choice of software provided is always in tension with what students and alumni may perceive as a need for a wider range of software that they may encounter in job situations after graduation.
In some academic areas, research and writing are moving to a more collaborative style. In other areas, the image of the single independent scholar or creative genius is still dominant. To the extent that collaboration and interdependence are on the rise, it may be that technology can facilitate the implied interactions. A number of faculty have established on-campus lists of students to facilitate communication and discussion. Externally on the Internet, listservs and Usenet News groups provide such asynchronous interaction among dispersed users who share some common interests.
With respect to the actual writing of papers, it is obvious that in the current environment word processing plays an important practical role. The technology supports and enhances the writing process, facilitating editing and rewriting. Writing successive drafts of the paper, with adequate time for reflection between drafts, can substantially enhance the result. If the writing is cooperative, passing drafts back and forth among group members can further improve the final result.
Access to the Internet, and particularly the World Wide Web, are examples of such technology features which have been on the rise in the last 3-5 years. Despite some growing pains, they are likely to continue to expand dramatically for at least several more years. One of the emerging issues has to do with procedures for charging for access. Specifically, what happens if the billing to institutions such as Augustana is by the megabyte, rather than by potential bandwidth of access?
In the survey of recent graduates, there seems to be an interesting sub-theme that some graduates wish that they had been required to take more computer-related work in areas that they now see as related to their career. There is of course the C component general education requirement, provided that it is taken seriously both by the faculty and students.
For some students, active learning may be enhanced by having convenient access to the Internet from their rooms, on their own computer which is connected to the campus network backbone. With such an arrangement, the student can become actively engaged in exploration and learning when the spirit moves, even if the weather is -10 F outside and the campus is closed down, or if the campus computer labs are all full. Active learning is not limited to the classroom in the presence of the professor.
Technological advances in the residence halls will give students more access to the world outside of campus. Cable television and Internet/LAN access whether from individual rooms or from computer labs in the residence halls will give students new ways to access an immense amount of information. Specifically, in-room network access will allow students who have their own computers to connect to the campus network and give them the same access to software that they would have in a computer lab. As a side benefit, the congestion in the teaching computer labs, a common complaint by many students, will decrease.
The students that responded to the TTF2 survey had some definite ideas regarding how to provide better computer support for students. As Figure 1 shows, students felt the primary way to improve support would be to provide open, non-credit computer-related workshops. 22 of the respondents were generic in their responses while 10 students specifically referred to the need for e-mail instruction. Along this same line, the students felt that additional instruction during the NSO sessions would give students a better foundation to support the campus technology demands.
One aspect of a new approach to providing support for technology at Augustana includes centralizing student lab assistants so that users have one phone number to call for immediate help. If the assistant is unable to answer the question over the phone, the assistant will go to the user to provide in-person support.
Last year the campus began a process of identifying and installing a single identification card for student use across campus--food service, residence hall access, library privileges. The ID system that was selected is also able to support a broader range of uses including as a vending card and/or debit card.
Information about campus events and activities is currently shared via the Mirror, posters, flyers in mailboxes, and e-mail to limited groups of students. Community members must rely on the various media organizations, radio, television, or newspaper including information from press releases in their coverage.
A single vending/identification card that could be used for services on campus, as well as off campus would simplify student life. All campus services that require payment and/or admission should be accessible by presenting such a card: vending machines, copy machines, washers and dryers, long-distance telephone services, food services, and card-key door access to list a few. In addition, it would be beneficial if arrangements were made with a local bank to extend the usage of this card to the Sioux Falls community allowing students to use it as a debit card.
As we integrate the Internet and its tools into the academic program we need to also consider how to use these tools to better communicate with our faculty, staff, students, friends, and alumni. By placing the campus calendar and schedule of campus events on the web we can make them readily available to all of these constituencies to access at their convenience. We also need to use the Internet to make campus publications more easily and more cost effectively available to friends of the college both on and off campus. We need to give serious consideration to using the Internet to extend KAUR programming of special events to those areas of the country that cannot receive the radio station's signal. While many of these activities will enhance off-campus communications, they will also strengthen campus life through improved communication.
Since 1988 Augustana's administrative computing systems have been run on a third-party software system written by CARS Information Systems (CARS). Since this application was written for the Unix operating system it has allowed us to upgrade, and even completely replace our computer hardware with little or no software conversion. CARS software is constantly evolving and each year we have to determine which if any of the new applications we want to add to our campus software suite.
As we look at the future administrative computing needs of the campus it is apparent that we will want more of the CARS modules installed/upgraded. One of our first implementations will be a Human Resources module. Currently the only CARS Human Resource module we use is the Payroll Module. We realize that along with our students, our staff is our most valuable resource. The Human Resources module provides comprehensive information support for the institution's Human Resources needs: applicant tracking, salary and benefits administration and planning, position management, organization reporting, in addition to the payroll.
There are a number of CARS modules that might benefit our Advancement Office. Currently we have the Alumni/Development module which serves as the foundation for the CARS Advancement system by providing constituent management, donor accounting, and general ledger posting. As soon as possible we plan to install the Campaign Management module which will provide comprehensive functionality in campaign planning, implementation, and reporting. We need to evaluate the capabilities of the Planned Giving and the Prospect Research/Grantsmanship modules to determine if they will provide functionality important to our long-term advancement objectives.
We still require students to come to the Registrar's office to register for classes each semester. There are other options currently available. As we look to the future and review our advising system we will need to determine what type of registration best suits Augustana's needs. Open for consideration, are the possibilities of having faculty register students during the advisement process or having the students register themselves.
The Admissions Office, the Financial Aid Office, the Registrars Office, the Advancement Office, the Student Services Office, the Business Office, and the Career Center all have large quantities of records that need to be archived for an extended period. It is important that these archived records are stored in such a way to allow for easy retrieval. As the volumes of paper grow it is imperative that we consider alternatives for storage and retrieval of this information. We need to determine if the Imaging modules available through CARS are sufficient for our needs in these areas or, if they are not, we need to find other resolutions to meet our imaging needs.
For years the CARS system has served as a repository for our institutional information. The primary means of access to this information has been through standardized reports or queries, or by asking the MIS staff to customize a report/query. As our user needs and skills have advanced it has become apparent that we need to extend additional access capabilities to the user level. To do so, it is important that we provide the necessary query software, training, and equipment to support this access.
CARS is moving from a system using dumb terminals to access a central system, to a client/server platform. With this new model it is important that we replace our dumb terminals with medium-to-high end personal computers. Personal computers connected to the campus backbone will provide local access to personal productivity software, graphically-based Internet access, and a host of other resources that are not currently available. This new environment will allow better use of the campus intranet to exchange documents, schedules, and correspondence. For those administrators, admission counselors, advancement staff, and others who travel extensively, we will want to consider providing personal computers in the form of laptops that could go on the road with them. A laptop would allow users to update records and make notes of contacts after the visits of the day. With a modem, selective information could be uploaded back to Augustana, for timely processing before the administrator returns to campus.
The amount of material printed on campus has increased dramatically over the last few years. Many predicted that as computers and electronic communications evolved we would see a decrease in the demand for printed materials. The opposite has happened. The ease of editing and distributing documents has increased the number of times materials are printed or copied. At the same time, the demand that high quality printers be readily available has increased. Dot matrix printers are no longer widely acceptable. Low-resolution inkjet/laser is still sufficient for basic text, but we have moved to a higher-resolution inkjet/laser to support graphics. The next step will support high-resolution color printing. As the demand for more feature-rich printing grows and as copiers become more network friendly, it will be important for Augustana to explore ways to merge its printing and copying functions. Electronic access to the printing/copying features may prove cost beneficial while supporting enhanced features.
Admission and Advancement have an interest in exploring the use of telemarketing technologies. CARS has current developmental activity in this area that we will want to monitor, especially if it includes or supports autodial hardware and software.
As we expand the capabilities available on our CARS system and as the system ages, we will need to replace the hardware portion of this system. We generally expect a life of four to five years on these systems. Our current system was installed in 1993, meaning we need to plan for its replacement in 1998.
In the spring of 1996 the library received a tremendous gift from the Arthur Vining Davis Foundations in the form of a $150,000 grant for library technology. As a result, the computer lab was completely upgraded and now has sixteen Pentiums (four multimedia) and four multimedia Macs. The network hub was replaced to increase capacity and staff workstations were all upgraded. Dot matrix printers were replaced with HP DeskJets to accommodate the need for graphics printing from the Internet and other full-text information sources. The public workstations were upgraded to the current configuration of 10 Pentium workstations. A satellite dish was installed on the library's roof and the downlink implemented. One of the library's classrooms was converted to a downlink site.
The library is a member of the South Dakota Library Network (SDLN), a statewide automated library system of over 40 member libraries with more than 4 million items in its shared database. SDLN uses the PALS software on a Unisys mainframe computer. SDLN users have been enthusiastic about a new Web version of PALS. In addition the library continues to implement electronic resources which are accessible to users from the campus network and the library's home page. This has resulted in increasing use of library resources from outside the library building.
The PALS software will be phased out over the next 3-5 years. As a result, SDLN is in the early stages of identifying a new automation vendor. There are a number of library automation systems from which SDLN will be able to choose, all of which offer opportunities to use new computer technologies including graphical user interfaces (GUI), multimedia applications, distributed networking, and client/server architecture (ANSI Z39.50).
Although member library fees cover the operating costs of SDLN, the network will be seeking state support for the needed upgrade of hardware and software. The estimated cost of the upgrade is $1,850,000, of which $850,000 is estimated to be covered by network reserves and member libraries. Capital improvement funds of $1,000,000 will be requested from the state.
It is anticipated that video distribution will become an issue for the library as well as the rest of the campus within the next three years. A number of information resources and electronic products are in development which utilize video/multimedia technology. The library will need to acquire multimedia equipment appropriate to enable use and support of these products. In addition, after the satellite downlink has been established, and videoconferencing has been implemented, we will want to investigate the viability of satellite uplink.
There are a number of other administrative services provided on campus that need to be reviewed to determine if we have identified the most efficient, cost-effective method of providing them: fax, print, and telephone services to list a few of the most heavily used. Rather than individual fax machines and printers we need to study the possibility of centralizing these services and using our network technology to make these services accessible from desktop computers. Our current telephone switch is over ten years old. As we plan to integrate new services requiring use of telephone lines, such as videoconferencing, it is essential that we replace our current switch to support these services.
A number of Augustana administrative departments have information linked to the Augustana homepage. Prospective students can request information and the Admission department is currently receiving a small but steady stream of requests via the WWW. Other departments having adopted this technology include Financial Aid, the Library, and the Center for Western Studies.
The World Wide Web has already established itself as an important information tool through the Augustana homepage. Students, faculty, staff, administration, perspective students, and the general public can now gain information about many campus activities electronically. Many individual students, faculty, and staff also have their own homepages displaying their interests and creativity.
We should plan to expand our Admission presence on the Internet providing convenient on-line forms by which a student can request information by selecting from a menu of choices, see the Augustana Viewbook, and eventually complete an on-line application. Communication with several related campus offices should be enabled on-line: Financial Aid, Business Office, Residence Life, Chapel, and individual academic department chairs.
Soon many campus departments, such as the Mirror, Career Center, Public Events, alumni will have online access allowing people to obtain information about their activities and services. For example, on the Career Center homepage, information about part-time jobs, graduate schools, and companies coming to campus might be available. Students, whether current or potential, alumni, donors, and community members will have ready access to a current schedule of campus activities--concerts, lectures, workshops, athletic events, etc.
A Video Task Force was formed by the IS Committee during the 1996-97 academic year to develop a plan for implementation of video capabilities on the Augustana campus. The task force has identified distinct yet interrelated video networks. These video networks include, desktop videoconferencing, satellite distribution, video distribution, large-scale video conferencing, cable TV, and surveillance system.
A frequent request by faculty is for increased data projection capabilities in computer labs and classrooms. IMS currently has two data projectors that are heavily scheduled and most often used in the computer labs. One-on-one videoconferencing capability would be useful for two identified applications--observing field instruction of student teachers and enabling students to interview with prospective employers.
The satellite dish recently installed on the library roof has opened the door to new possibilities in the area of video programming. Currently, the library's IMS houses a receiver that can distribute video to Room 111 (max occupancy 30) in the lower level of the Library. IMS schedules and delivers TV/VCRs for use on campus, but other models need to be explored. The networked distribution of video programming to classroom settings is a concept that has been around for a long time, but is not universally popular with users. This technology is expensive and successful implementation would require the commitment of faculty. Copyright compliance and staffing are issues that would need to be addressed.
A plan has been approved by the Board of Regents to wire the dorms for video and data over a two year period. Both commercial and closed circuit TV systems will be installed for use in the dorms. A number of faculty members have expressed an interest in having cable in their offices or classrooms. Although the Humanities building is wired for video (coax), it is not currently being used.
A phased installation of a campus surveillance system will begin in the summer of 1997 with an initial camera for the Bergsaker parking lot and a base system in Campus Safety.
Substantial funding is needed to take large-scale videoconferencing to the level of two-way interactivity. A variety of turnkey systems are available, but the marketplace itself is in flux because the technology is advancing so rapidly. More study needs to go into evaluating the potential uses of an interactive videoconferencing system.
Additional data projection units need to be purchased each year to enhance this capability on campus. After all the computer labs have been equipped, it will be necessary to begin replacing the original units. Creating a small desktop videoconferencing lab of up to eight pc's in the new Madsen Center would provide access to videoconferencing capabilities and serve as a model for other applications.
The satellite downlink signal should be expanded to the Commons 3-in-1 and GSC Alumni Auditorium as early as possible. In subsequent years, one or two classrooms or forums in each classroom building should be wired and equipped for video. Augustana needs to continue a deliberate investigation about a larger video distribution system and the desirability of this technology for our campus. Field trips to observe existing video distribution systems might be helpful. The cost/benefit compared to buying TV/VCR/pc setups for multiple classrooms must be determined. New systems allowing distribution of digitized video should be investigated and monitored for their appropriateness.
It is assumed that offices and classrooms in the Madsen Center will be wired for cable TV during construction. The need for cable TV in other buildings should be determined in consultation with faculty and possibilities for expanding access explored with the chosen vendor.
There is a need to identify and expand the surveillance system to include other parking lots and key areas such as the 24-hour computer labs, music practice rooms, and the ATM in the Commons.
Large-scale videoconferencing for Augustana would require identifying outside expertise. This could be done in the form of a site visit to a "state-of-the-art" facility and/or through the use of a consultant.
For years Information Systems (IS) has worked under the model where if you need help on CARS you call MIS, if you are a student seeking help you ask a lab assistant, or if you need help with anything else you call whomever you are comfortable with in the rest of IS. As the complexity of the IS function has increased the level of service provided by this model has degraded. We have switched from having several IS generalists, to having specialists in various areas. While this switch has caused some minor confusion within IS, it has caused major confusion outside of IS. Users are simply not sure who they should be calling and on what they can expect to receive support. Because of this, and because of the need to provide better support to students as the typical student user moves from the academic labs to accessing computer resources from the residence halls, we propose a new model of support.
Since 1994 up to three slots in every off-campus technology workshop have been reserved for Augustana staff. This has provided opportunities for staff to enhance their technology skills and should definitely be continued.
The new model of technical support will be based around a help desk philosophy. The help desk will be the contact point for all non-CARS related computer support questions. When possible, the help desk will solve problems over the phone, or by assisting drop-in users. When not possible, the help desk, using their regular and student staff will visit the user's office/room, or will dispatch other IS technical staff. The student staff will be composed primarily of former computer lab assistants. As this model evolves, the need for and availability of lab assistants in the academic labs will disappear. Consolidating all of the IS staff in a single building would greatly simplify the coordination of issues between the help desk and other IS technical areas. As a cadre of campus "technology experts" are identified, it will be understood that these individuals are given priority in support from the IS staff.
The IS staff needs to work with administrative leaders to determine departmental training needs. Each department needs to define the minimum level of technology expected of its staff members. Efforts need to be made to provide existing staff with the training to bring them to this minimum. Additionally, determinations need to be made regarding new employees. Either we include these minimum standards as part of the hiring decisions, or we need plans to provide the necessary ongoing support and training. In addition to the minimum level of technology understanding, most departments will need to identify individuals to be brought to intermediate and/or advanced levels. These individuals will serve as the departmental resource persons. IS can train the trainers, who in turn help the end users to internalize the capabilities which the technology provides. It is possible that IS will create a listserv for these individuals to share tips with each other.
IS needs to do a better job of using technology itself as a tool for disseminating technical help. The IS Department has many technical and training documents that could be easily distributed over the WWW. These documents, plus others that should be written, need to be made readily accessible to Augustana users. Special efforts should be made to assure that all applications listed on the "supported applications" list have training, documents containing frequently asked questions (FAQ), and support documents written for them. The WWW could also be used to allow students and staff to pose technical questions. These technical questions could be answered, and added to the FAQ, for others who may have similar questions.
We need to provide a technical library (either electronically or in print) where users can go to check out manuals that go beyond how to use the basic features of the software. Training and online help can assist the novices in getting started and performing the basic operations, but often even the experts need assistance with the more advanced applications. It is essential that we provide the resources to allow these people to use applications to their fullest extent.
Faculty and staff technology development activities need to find a permanent home. Over the last three years, the Center for Technology and Learning (CTL), which has been charged with providing both on- and off-campus technology workshops, has gone from the Department of Education, to the Associate Academic Dean, to IS, and may be moving again. It is important that this staff development area find a permanent home so that long-range plans regarding staff development can be implemented.
Augustana needs to make a conscious commitment to providing a wide array of continuing education opportunities for all employees to develop and enhance their technological skills. Technological experts in buildings and departments will be helpful, but employees whether faculty or secretaries, need ongoing and varied educational sessions.
Augustana's technological environment is enriched by those who are leaders and independent learners in this area. As this plan evolves, it will be essential to encourage and support these individuals even as we attempt to broaden the base.
The plan outlined here will provide direction for the next several years as funds are allocated and decisions made regarding technology at Augustana. We recognize that this plan will need to be constantly evaluated in light of new developments in the area of technology, as well as overall institutional priorities. The students, faculty, and staff of Augustana expect and deserve the best technology we can provide to support and enhance the atmosphere of learning and working together. We cannot, however, ever afford to embrace technology for the sake of technology.
The following timeline summarizes the main goals of the technology plan on an annual basis with estimates provided of the associated financial obligations.
| 1997-98 Academic Year | Estimated Cost |
| Replace 1/8 of the existing personal computers ($2000 each) | $156,000 |
Increase the number of personal computers by 5%
($2,000 each)
|
$62,000 |
| Upgrade 1/8 of the existing 625 personal computers ($500 each) | $39,000 |
| Upgrade campus printing | $15,000 |
| Enhance key card capabilities | $25,000 |
Expand the campus data/video network
|
$135,000 |
Upgrade central systems
|
$50,000 |
Administrative system upgrades
|
$25,000 |
Enhance academic presentation equipment
|
$30,000 |
| Total 97-98 | $537,000 |
| 1998-99 Academic Year | Estimated Cost |
| Replace 1/8 of the existing personal computers ($2000 each) | $164,000 |
Increase the number of personal computers by 5%
($2,000 each)
|
$66,000 |
| Upgrade 1/8 of the existing 656 personal computers ($500 each) | $41,000 |
| Upgrade campus printing/start integration with campus copying | $25,000 |
| Enhance key card capabilities | $25,000 |
| Dean/Division Chairs plan to move faculty to next century | $30,000 |
Expand the campus data/video network
|
$185,000 |
Administrative system upgrades
|
$150,000 |
Enhance academic presentation equipment
|
$40,000 |
| Total 98-99 | $726,000 |
| 1999-00 Academic Year | Estimated Cost |
| Replace 1/8 of the existing 689 personal computers ($2000 each) | $172,000 |
Increase the number of personal computers by 5%
($2,000 each)
|
$66,000 |
| Upgrade 1/8 of the existing 689 personal computers ($500 each) | $43,000 |
| Continue printing/copying integration | $40,000 |
| Dean/Division Chairs plan to move faculty to next century | $40,000 |
Expand the campus data/video network
|
$110,000 |
Upgrade central systems
|
$20,000 |
Administrative system upgrades
|
$100,000 |
Enhance academic presentation equipment
|
$40,000 |
| Total 99-00 | $631,000 |
| 2000-2001 Academic Year | Estimated Cost |
| Replace 1/8 of the existing 722 personal computers ($2000 each) | $180,000 |
Increase the number of personal computers by 5%
($2,000 each)
|
$72,000 |
| Upgrade 1/8 of the existing 722 personal computers ($500 each) | $45,000 |
| Continue printing/copying integration | $50,000 |
| Dean/Division Chairs plan to move faculty to next century | $50,000 |
Expand the campus data/video network
|
$116,000 |
Administrative system upgrades
|
$150,000 |
Enhance academic presentation equipment
|
$40,000 |
| Total 00-01 | $703,000 |
| 2001-2002 Academic Year | Estimated Cost |
| Replace 1/8 of the existing 758 personal computers ($2000 each) | $190,000 |
Increase the number of personal computers by 5%
($2,000 each)
|
$78,000 |
| Upgrade 1/8 of the existing 758 personal computers ($500 each) | $47,500 |
| Complete printing/copying integration with replacement of central copier | $150,000 |
| Dean/Division Chairs plan to move faculty to next century | $50,000 |
Expand the campus data/video network
|
$109,000 |
Upgrade central systems
|
$25,000 |
Administrative system upgrades
|
$150,000 |
Enhance academic presentation equipment
|
$40,000 |
| Total 01-02 | $839,500 |
It has been almost four years since the first Technology Task Force (TTF I) completed a five-year plan for technology at Augustana. A new task force (TTFII) has been formed to update that initial plan and prepare a plan for the next five years. This status report serves to enumerate the accomplishments that have been achieved from the goals set out by TTF I. These accomplishments are Augustana accomplishments, not simply Information Systems (IS) accomplishments. The following update matches the headings in the initial TTF report:
Recommendations - It was proposed that the existing low-speed data communication network be completely replaced with a high-speed data communication network. The high-speed network was to extend to every office, classroom, and residence hall room. This network was to provide connectivity to the library's CDS, advanced printing equipment, facsimile servers, and modem servers. Each building was to be connected with a very high-speed backbone. Additional considerations included video transmission to every room, a new distributed telephone switch, security cameras, and a campus-wide key-card security system.
Accomplishments - The conversion of the low-speed network to a high-speed network is underway. At this time, 400+ high-speed connections have been installed. Both the short- and long-range plans include additional conversion efforts. With the demand for graphical World Wide Web (WWW) access, more elaborate e-mail/scheduling software access, and CARS client server stations, this conversion may need to be accelerated. The library's CDS have been added, and planning/investigation is going on for adding modem and facsimile servers. A campus-wide unicard task force is investigating key-card security issues (along with other key-card issues). A very high speed network backbone (100 MBit) has been installed.
Still to be Accomplished - Little, or nothing has happened with regard to connectivity to advanced printing equipment, video transmission to every room, and a new distributed telephone switch.
Recommendations - It was proposed that we adhere to a set of campuswide standards for hardware and software purchases. Teaching labs were considered a must, with at least one Mac lab and one IBM-compatible lab equipped with a minimum 30 stations. The teaching labs were also to be equipped with stationary, high-quality projection equipment. Every employee who has need for a computer was to be provided with one. These computers were to be retained for a maximum of five years.
Accomplishments - The IS committee continues to set the standards for both hardware and software. The teaching labs continue to operate, but currently none of these labs has more than 15 computers. The plans for the new Social Science building include a 60-computer lab that will have a partition to allow for two 30-computer labs. This summer two of the teaching labs will be equipped with stationery projection equipment. The computers in the teaching labs are all less than four years old. Every employee who has requested a computer has been given one--many of these computers, however, are incapable of running current software or providing access to the world wide web (WWW).
Still to be Accomplished - Currently, of the 625 computers used on this campus, 233 are more than five years old.
Recommendations - It was proposed that we replace the nine public access terminals and the twelve staff 286s with systems capable of supporting client-server applications. Instructional Media Service (IMS) needed to replace heavily used items including VCRs, camcorders, monitors, slide projectors and overhead projectors, and add support equipment for new technologies such as video projectors, laserdisks, CD-ROMS, and color LCD panels. A local area network (LAN) was need to support internal activities, as well as instructional activities involving electronic sources and methods of searching.
Accomplishments - Last spring the library received a tremendous gift from the Arthur Vining Davis Foundations in the form of a $150,000 grant for library technology. As a result, there have been significant changes in the library's technological capabilities during the past eight months. The first step of the implementation plan was to completely upgrade the computer lab located in the lower level of the library. Sixteen Pentiums (four multimedia) and four multimedia Macs were installed over the Spring Break.
The next phase of implementation focused on removing all 286 technology from the library. In preparation for the increased number of network connections, the network hub was replaced to increase capacity. In May and June the library staff workstations were all upgraded to either Pentium (13) or 486DX (6) level. Currently, the library has one remaining 386 being used as a time clock for workstudy students. The library also acquired a scanner, a Pentium laptop, and an HP5siMX laser printer. Most of the dot matrix printers have been replaced with HP DeskJets to accommodate the need for graphics printing from the Internet and other full-text information sources.
In late August and early September, the public workstations were upgraded to the current configuration of 10 Pentium workstations--two multimedia/Netscape, four Netscape, and four CD-ROM. Four Pioneer 624 disk changers were also installed. All VT-100 terminals were eliminated. We are anticipating a Web version of the SDLN/PALS software scheduled to be released in early 1997. A router for SDLN traffic is in the process of being installed in the library. A black box device (TopSpin) still needs to be installed . This device will allow researchers to launch CD-ROM applications from a variety of platforms--Windows, Unix and/or Novell. Satellite downlink capabilities have been installed.
Still to be accomplished - The main areas of need that remain fall into three categories. 1)IMS - The satellite downlink has been installed, but other installation issues remain to be resolved. Funding needs to identified to carry videoconferencing capability to other sites on campus in the future. IMS is experiencing a high demand for video/data projection equipment for lab and classroom use. IMS continues to need an annual source of funding to replace an aging inventory of equipment. 2) Win95 capability--This becomes an issue for library staff in Spring 1997 when new PALS workstation software (version 11) will become available. The newer version will require Win95 and TCP/IP capabilities. Support for the current PALS software will end one year from the release date of version 11. There are six staff workstations that will need to be replaced in the next 6-15 months. 3) Network support-As the library has implemented more and more network-based resources and applications, the demand for network support has grown exponentially. The network staff are conscientious, but there is a concern that maintenance of the network is very time consuming and timely support is increasingly difficult to obtain.
Recommendations - It was proposed that we convert from CARS to CARS II to take advantage of the enhanced query capabilities, the system upgrades, and the transaction logging. Planning and preparing for client-server technology was considered to be an important part of the CARS future. This involves replacing dumb terminals with workstations connected to the high-speed network.
Accomplishments - The conversion to CARS II has been completed. We continue to work on implementing all of the functions available in CARS II. A number of the administrators/staff have converted to personal computers. The Academic Affairs office is connected to the high-speed network, as are parts of the Advancement, Business Office, Admissions, Financial Aid, Student Services, Career Center, Campus Safety, and Human Resource Offices.
Still to be Accomplished - While the conversion to workstations has begun, we still have 60 users connected to CARS using dumb terminals on the low-speed network. Before we can make full use of the client-server technology now becoming available in CARS all of these units will need to be converted.
Recommendations - It was proposed that we provide for an eventual complete replacement of our telephone switch. In the interim it was felt that a voicemail system should be added to our existing switch, that we should lay extra fiber strands to support a new distributed switch whenever we are connecting a building to the backbone, and that we should convert our off-campus lines from analog to digital whenever the financial payback warranted such a conversion.
Accomplishments - A voicemail system has been implemented. Additional fiber strands to support a distributed switch are being laid as we connect buildings to the backbone. Some of our local loops have been converted from analog to digital, and we will convert more as the financial payback warrants.
Still to be Accomplished - Up to this point we have not made any plans to replace the telephone switch, nor have we set aside any of the approximately $300,000 that will be necessary to purchase a replacement system.
Recommendations - It was proposed that we set up a video-distribution system that could transmit video signals from a central distribution center to classrooms equipped with video receivers. It was also proposed that we add satellite downlink capabilities and videoconferencing capabilities--possibly through the state's rural development telecommunications network (RDTN).
Accomplishments - Satellite downlink has been procured and is installed. A task force has been formed to prepare a long-range integrated video plan for the campus.
Still to be Accomplished - Everything
Recommendations - It was proposed that we upgrade fire and security systems. These systems need to be point addressable and individually monitored. Close-circuit monitoring is needed in several areas. We need to expand the key-card system to include more buildings and inside doors. The physical plant needs to be included on the campus network. A public address system for the campus should be considered. Heating and air conditioning systems need to be upgraded--these upgrades need to include built-in monitoring and control points to isolate equipment failure.
Accomplishments - Close-circuit cameras have been set up in Tuve and Solberg. Some modest expansion has been done of the key-card system. Physical plant has been connected to the high-speed network. A front-end monitor/control device has been procured to support enhanced heating and air conditioning monitoring, but appropriate heating and air conditioning systems have not been installed in the buildings. Some improvements have taken place to support improved monitoring of energy use.
Still to be Accomplished - The fire and security systems have not been updated. Many additional close-circuit cameras are needed. Continued expansion of the key-card is needed. The physical plant needs additional connections to the high-speed network. Heating and air conditioning systems need to be updated. These updated systems will provide built-in monitoring and control points, and diagnostics for equipment failure.
Recommendations - It was proposed that we improve communications with prospective students and alumni. A need to allow both groups to access campus resources electronically was identified. This electronic access should include information about programs, special events, financial aid, scholarships, job fairs, as well as allowing for online admission applications.
Accomplishments - An institutional homepage, and several departmental homepages have been created to allow "outsiders" access to Augustana information. Admissions is currently developing a page that will support electronic applications for admissions.
Still to be Accomplished - The institutional and departmental homepages are still in their infancy (with a couple of exceptions). Much design and development work needs to be done on these before they will become a good resource for institutional-wide information.
Recommendations - It was proposed that we create an endowment/plant fund. The proceeds of this fund were to be designated to support new equipment purchases, and the replacement of obsolete equipment. This fund was to be initially created from capital campaign dollars, with subsequent funding coming from a combination of gifts and student tuition dollars. A long-term goal of $5 million was set for this fund.
Accomplishments - In the 95-96 school year, 1% of student tuition was designated for technology. This 1% will be retained for subsequent years. These funds were used for technology purchases, not placed into an endowment/plant fund.
Still to be Accomplished - The endowment/plant fund, with appropriate resources, still needs to be established.
Recommendations - It was proposed that selected residence halls be networked, and that a computer be provided in each room. The students were to pay a fee based on if they used just the connection, or both the connection and the computer.
Accomplishments - East Hall has been completely wired for two years. Currently, five of the connections, outside of the computer lab, are being used. Tuve, Granskou, and Bergsaker have had fiber run to the building, and a computer lab has been connected to the high-speed network. Solberg also has fiber to the building, but no computer lab. In March a task force presented a four-year plan for wiring the rest of the residence halls to the BOR. The BOR endorsed the plan and asked that the administration considering expediting the installation. The current schedule calls for wiring Bergsaker and Stavig in 97, and Tuve, Solberg, and Granskou in 98.
Still to be Accomplished - Implementation of the wiring plan.
Recommendations - It was proposed that students should master a general set of technology-related skills including word processing, spreadsheets, e-mail, and database searches, along with technology skills specific to their major.
Accomplishments - This is a difficult one to measure. The New Student Orientation (NSO) has been expanded to include word processing and e-mail training, the number of C component courses continues to expand, and the number of faculty using technology in their courses also continues to expand, but it is not clear if that translates to mastery of the described skills.
Still to be Accomplished - Currently, there are no plans to implement any type of graduation requirement beyond the current C component. The integration of technology into the standard curriculum has increased dramatically over the last few years. At this time the faculty seems content to continue this trend rather than defining a standard set of skills.
Recommendations - It was proposed that new employees would be expected to have technology skills appropriate to the position for which they are hired. It was felt that implementation of technology-related processes in the classroom should be considered for faculty promotion and tenure.
Accomplishments - There are more jobs at Augustana than ever before that include technology skills as part of the requirements. The Dean feels that innovative uses of technology are important components of tenure-review and promotion processes.
Still to be Accomplished - An overall review of both the minimal technology proficiencies and the ideal technology proficiencies still needs to be accomplished. After such a review has been conducted, appropriate staff development workshops need to be developed to bring the current staff to these defined levels.
Recommendations - It was proposed that we should commit to providing training to current and future employees. A technology committee was to be formed, and tasked with: 1. Determining campus-wide software standards, 2. Developing and administering an annual training budget, 3. Developing and implementing a three-year training plan, 4. Evaluating training workshops, 5. Encouraging ongoing commitment from supervisors for technology training, and 6. Coordinating department-specific training.
Accomplishments - The campus-wide technology committee has been created. It has taken the responsibility for campus-wide software standards. Until this academic year, the Center for Technology and Learning (CTL) along with the Academic Affairs Office have been responsible for an annual training budget, evaluating training workshops, and coordinating department-specific training. The Academic Affairs Department continues to reserve three slots in their public technology workshops for Augustana employees. This academic year, the IS Department, on an interim arrangement, has taken on the responsibility for on-campus technology workshops. The department sponsored 25 such workshops during the fall semester, and has recently completed the spring schedule, which currently has over 20 technology-related workshops planned.
Still to be Accomplished - No long-range schedule has been created because it is felt that preparing technology workshops for three years into the future would not be realistic. Instead, the attempt is to publish a calendar that provides the schedule for the following semester. An overall review of both the minimal technology proficiencies and the ideal technology proficiencies needs to be accomplished. After such a review has been conducted, appropriate staff development workshops need to be developed to bring the current staff to these defined levels.