Last October, Arizona State University (ASU) partnered with technology giant Google to offer Google Apps for Education to ASU's 65,000 student community. In less than two weeks, ASU was able to transition away from its homegrown IMAP email client to Gmail for ASU, giving students two gigabytes of storage space as well as enhanced spam filtering, calendaring, instant messaging, and the ability to sort, search, and tag email. This paper describes ASU's ability to implement Google Apps for Education at a massive scale in a small timeframe as well as highlights ASU's vision of the future in higher education.
{"title":"Like technology from an advanced alien culture: Google apps for education at ASU","authors":"K. Barlow, Jenny Lane","doi":"10.1145/1294046.1294049","DOIUrl":"https://doi.org/10.1145/1294046.1294049","url":null,"abstract":"Last October, Arizona State University (ASU) partnered with technology giant Google to offer Google Apps for Education to ASU's 65,000 student community. In less than two weeks, ASU was able to transition away from its homegrown IMAP email client to Gmail for ASU, giving students two gigabytes of storage space as well as enhanced spam filtering, calendaring, instant messaging, and the ability to sort, search, and tag email. This paper describes ASU's ability to implement Google Apps for Education at a massive scale in a small timeframe as well as highlights ASU's vision of the future in higher education.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123369918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ever tried to find innovative ways of providing professional development opportunities to your support staff with little or no additional budget for the activities? Ever tried to implement a new technology, like a portal, with no additional budget for support staff? Pima Community College developed two different plans to address the needs of the institution and offer training opportunities to IT technicians and specialists. The Tech Swap program is completely voluntary and provides entry level IT staff with cross training throughout the district. Each technician would spend a day at one of the host campuses to assist in projects, deployments, and troubleshooting. It allows the technician to get to know colleagues, learn how technology is managed at other locations, and in general, learn more about the college. Pima implemented a portal system in the fall of 2006. We had no idea how many phone calls or email messages we would receive from distressed students or employees. We did know that we would need to provide evening and weekend coverage beyond the normal business hours for the first few weeks of the semester. Once again, there was no budget to expand helpdesk support. Instead volunteer participants of IT technicians and computer lab managers worked evening and weekend shifts alongside district IT helpdesk staff to provide service. This presentation will demonstrate how we offered training opportunities to staff and support for a new technology at minimum cost to the institution.
{"title":"IT professional development and helpdesk support on a shoestring budget or renewable resources","authors":"Cindy Dooling, R. Bertrand","doi":"10.1145/1294046.1294061","DOIUrl":"https://doi.org/10.1145/1294046.1294061","url":null,"abstract":"Ever tried to find innovative ways of providing professional development opportunities to your support staff with little or no additional budget for the activities? Ever tried to implement a new technology, like a portal, with no additional budget for support staff? Pima Community College developed two different plans to address the needs of the institution and offer training opportunities to IT technicians and specialists. The Tech Swap program is completely voluntary and provides entry level IT staff with cross training throughout the district. Each technician would spend a day at one of the host campuses to assist in projects, deployments, and troubleshooting. It allows the technician to get to know colleagues, learn how technology is managed at other locations, and in general, learn more about the college. Pima implemented a portal system in the fall of 2006. We had no idea how many phone calls or email messages we would receive from distressed students or employees. We did know that we would need to provide evening and weekend coverage beyond the normal business hours for the first few weeks of the semester. Once again, there was no budget to expand helpdesk support. Instead volunteer participants of IT technicians and computer lab managers worked evening and weekend shifts alongside district IT helpdesk staff to provide service. This presentation will demonstrate how we offered training opportunities to staff and support for a new technology at minimum cost to the institution.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125743221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This is for a panel discussion on the pursuit, selection, and evaluation of a help desk software application. We are well into the process of selecting a new help desk incident and call tracking application to replace our much-despised one. This is a familiar and well-traveled path for many help desks at colleges and each seem to approach the process anew. We will share what we have learned, including the application selection process, using an RFP, overcoming organizational hurdles, and tackling other obstacles in the hopes that others can build upon our foundation. We expect the audience will by and large have some level of experience with this and will lead a discussion in order to share knowledge and learn from each other's successes and failures. Together we can share our experiences in order to get to a happy ending.
{"title":"Ursula or ariel?: is your help desk application evil or good in the eyes of your support staff","authors":"D. Bradstreet, Mark Chast, Kristi Ziehl","doi":"10.1145/1294046.1294052","DOIUrl":"https://doi.org/10.1145/1294046.1294052","url":null,"abstract":"This is for a panel discussion on the pursuit, selection, and evaluation of a help desk software application. We are well into the process of selecting a new help desk incident and call tracking application to replace our much-despised one. This is a familiar and well-traveled path for many help desks at colleges and each seem to approach the process anew. We will share what we have learned, including the application selection process, using an RFP, overcoming organizational hurdles, and tackling other obstacles in the hopes that others can build upon our foundation. We expect the audience will by and large have some level of experience with this and will lead a discussion in order to share knowledge and learn from each other's successes and failures. Together we can share our experiences in order to get to a happy ending.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133050539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At the University of Illinois at Urbana-Champaign, we believe that when incoming students know more about computing services that are available on campus their initial college experience is enhanced. In order to educate incoming students about IT, CITES (Campus Information Technologies and Educational Services) set out to partner with non-IT groups (e.g., Office of the Dean of Students and the Office of Student Affairs). To build these partnerships, CITES adopted a more campus-wide perspective with regard to IT and developed an internal culture that enabled us to take advantage of orientation opportunities. While our orientation efforts have concentrated on incoming students, we have also participated in events for faculty and staff at the University.
{"title":"Getting it into the orientation mix","authors":"Kathy Lyons, Andrea Van Proyen","doi":"10.1145/1294046.1294100","DOIUrl":"https://doi.org/10.1145/1294046.1294100","url":null,"abstract":"At the University of Illinois at Urbana-Champaign, we believe that when incoming students know more about computing services that are available on campus their initial college experience is enhanced. In order to educate incoming students about IT, CITES (Campus Information Technologies and Educational Services) set out to partner with non-IT groups (e.g., Office of the Dean of Students and the Office of Student Affairs). To build these partnerships, CITES adopted a more campus-wide perspective with regard to IT and developed an internal culture that enabled us to take advantage of orientation opportunities. While our orientation efforts have concentrated on incoming students, we have also participated in events for faculty and staff at the University.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114320704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Server virtualization improves sharing and utilization, reduces server sprawl, saves power, cuts maintenance costs, and reduces the quantity of hardware to acquire. While these benefits have traditionally been considered valuable and compelling reasons for server virtualization, there is a paradigm shift in the foundation in which higher education institutions are interested in virtualization technology. Server virtualization can improve overall system security and reliability by isolating multiple software stacks in their own virtual environments. Security is improved because intrusions can be confined to the virtual environment in which they occur, while reliability can be enhanced because software failures in one virtual environment do not affect the other virtual environments. In addition, server virtualization simplifies an array of security related tasks from disaster recovery, forensic analysis, to intrusion detection and prevention. At Ringling College of Art and Design we are approaching security by virtualization and achieved noticeable results. In this report we plan to discuss our approach, framework, implementation details, lessons learned, and next steps.
{"title":"Virtualization's next frontier: security","authors":"Gregory Collier, Derek Plassman, Mahmoud Pegah","doi":"10.1145/1294046.1294055","DOIUrl":"https://doi.org/10.1145/1294046.1294055","url":null,"abstract":"Server virtualization improves sharing and utilization, reduces server sprawl, saves power, cuts maintenance costs, and reduces the quantity of hardware to acquire. While these benefits have traditionally been considered valuable and compelling reasons for server virtualization, there is a paradigm shift in the foundation in which higher education institutions are interested in virtualization technology. Server virtualization can improve overall system security and reliability by isolating multiple software stacks in their own virtual environments. Security is improved because intrusions can be confined to the virtual environment in which they occur, while reliability can be enhanced because software failures in one virtual environment do not affect the other virtual environments. In addition, server virtualization simplifies an array of security related tasks from disaster recovery, forensic analysis, to intrusion detection and prevention. At Ringling College of Art and Design we are approaching security by virtualization and achieved noticeable results. In this report we plan to discuss our approach, framework, implementation details, lessons learned, and next steps.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128411970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Virtual Technology Center at the University of Houston has developed a web application, called VClass, that completely automates the process of capturing and publishing in-class lectures on the web using nothing more than a standard computer. The captured lectures are distributed to students as streaming video that includes audio, notes, and any projected media. Beyond classroom capture technology, VNet also features numerous course management features such as assignment posting, discussion forums, and announcements. After just 2 years more than 200 courses are using VNet at the University of Houston to publish more than 11,000 resources. VNet receives over 1,200 unique users daily from all over the world - including Venezuela, Brazil, China, South Africa, France, Mexico and Iraq. This presentation will cover how VClass functions and how VClass has impacted teaching and learning at the University of Houston.
{"title":"Drag and drop streaming: the next revolution in e-learning","authors":"Laura Guerra-Cardus, Ovgu Dogangun","doi":"10.1145/1294046.1294079","DOIUrl":"https://doi.org/10.1145/1294046.1294079","url":null,"abstract":"The Virtual Technology Center at the University of Houston has developed a web application, called VClass, that completely automates the process of capturing and publishing in-class lectures on the web using nothing more than a standard computer. The captured lectures are distributed to students as streaming video that includes audio, notes, and any projected media. Beyond classroom capture technology, VNet also features numerous course management features such as assignment posting, discussion forums, and announcements. After just 2 years more than 200 courses are using VNet at the University of Houston to publish more than 11,000 resources. VNet receives over 1,200 unique users daily from all over the world - including Venezuela, Brazil, China, South Africa, France, Mexico and Iraq. This presentation will cover how VClass functions and how VClass has impacted teaching and learning at the University of Houston.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130575390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What do you do when the attendance in all of your workshops drops to fifty percent? This isn't a sudden drop. It is something that you notice has been happening over several semesters. These are workshops that you've been offering for years. Does that mean that you've saturated the campus? Or, are your workshops old and out dated? You've been revamping them to the new versions of software, but has that been enough?. Are you meeting the training needs that people are expecting? What are those training needs? Are those training needs what you thought they were? Are you offering workshops at the right time? Should you be offering evening and Saturday workshops?. These are all questions our department, Instructional Services at the University of Kansas, found ourselves asking about the workshops that we offer. During the spring and fall semesters, we offer a range of over 40 different types of workshops with about 100 workshop time frames during the semester. These workshops are open to faculty, staff and students as well as KU affiliates. During the past several semesters we've noticed a dramatic decrease in attendance. We wanted to take a hard look at our workshops. We put together several different surveys targeted specifically at faculty, staff and students. We planned to make these surveys available through a new feature in our portal that everyone at KU has the ability to access with authentication. We will share our results and how we changed our workshop structure.
{"title":"Looking for magic - hoping for inspiration: what we learned from our training survey","authors":"Kathy Pribbenow","doi":"10.1145/1294046.1294115","DOIUrl":"https://doi.org/10.1145/1294046.1294115","url":null,"abstract":"What do you do when the attendance in all of your workshops drops to fifty percent? This isn't a sudden drop. It is something that you notice has been happening over several semesters. These are workshops that you've been offering for years. Does that mean that you've saturated the campus? Or, are your workshops old and out dated? You've been revamping them to the new versions of software, but has that been enough?. Are you meeting the training needs that people are expecting? What are those training needs? Are those training needs what you thought they were? Are you offering workshops at the right time? Should you be offering evening and Saturday workshops?. These are all questions our department, Instructional Services at the University of Kansas, found ourselves asking about the workshops that we offer. During the spring and fall semesters, we offer a range of over 40 different types of workshops with about 100 workshop time frames during the semester. These workshops are open to faculty, staff and students as well as KU affiliates. During the past several semesters we've noticed a dramatic decrease in attendance. We wanted to take a hard look at our workshops. We put together several different surveys targeted specifically at faculty, staff and students. We planned to make these surveys available through a new feature in our portal that everyone at KU has the ability to access with authentication. We will share our results and how we changed our workshop structure.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121827050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Content Management Systems (CMS) take may shapes and forms and most are familiar with them. CMSs include everything from portals to blogs and wikis. Many organizations use CMS as websites to collate and organize information in readily available chunks. However, in a lab environment CMSs can increase teamwork and communications as well as stopping the knowledge drain as student employees graduate. Before attending SIGUCCS '05, I led the development of many new online systems for the CIRCA computer labs at the University of Florida. We were missing a central reference point and had many troubles with student employees consistently checking their emails. During SIGUCCS'05, I watched a presentation by Doug Simpson on using a CMS as a personal organization system. The CMS seemed the perfect solution to these problems and in August 2006, I launched our system based upon the e107 CMS system. After launch this system performed as expected, but had several unintended consequences. All of these have been positive such as a central repository for employee knowledge, being able to communicate easily with co-workers, and being able to announce major policy changes and know that employees have read them. This paper will examine the challenges and resources for selecting an appropriate CMS, how well the CMS has performed, the unintended consequences of the CMS, and how the CMS will expand in the future.
{"title":"Inspiring teamwork & communication with a content management system","authors":"Daniel B. Delgado","doi":"10.1145/1294046.1294060","DOIUrl":"https://doi.org/10.1145/1294046.1294060","url":null,"abstract":"Content Management Systems (CMS) take may shapes and forms and most are familiar with them. CMSs include everything from portals to blogs and wikis. Many organizations use CMS as websites to collate and organize information in readily available chunks. However, in a lab environment CMSs can increase teamwork and communications as well as stopping the knowledge drain as student employees graduate. Before attending SIGUCCS '05, I led the development of many new online systems for the CIRCA computer labs at the University of Florida. We were missing a central reference point and had many troubles with student employees consistently checking their emails. During SIGUCCS'05, I watched a presentation by Doug Simpson on using a CMS as a personal organization system. The CMS seemed the perfect solution to these problems and in August 2006, I launched our system based upon the e107 CMS system. After launch this system performed as expected, but had several unintended consequences. All of these have been positive such as a central repository for employee knowledge, being able to communicate easily with co-workers, and being able to announce major policy changes and know that employees have read them. This paper will examine the challenges and resources for selecting an appropriate CMS, how well the CMS has performed, the unintended consequences of the CMS, and how the CMS will expand in the future.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126123946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In September 2006, Integrated Technology Services (ITS) at the University of New Brunswick (UNB) refocused their Publications and Communications position in an effort to better communicate their mission, vision, goals, and values to the UNB community and external audiences. ITS recognized that the UNB community did not understand the importance of what ITS does, how ITS supports UNB's mission and vision, and where ITS is going. This understanding is critical to ITS's success. The first step to improve understanding was to develop a communications and publications strategy. The development of this strategy is the focus of this pape. The ITS Publications and Communications Strategy documents ITS's current situation, available communication channels, and accessible evaluation methods. The strategy clearly identifies the overall objectives ITS will achieve after the strategy has been implemented. Seven core values or behavior principles of ITS staff were defined. These values drive the strategy. A number of communication attributes were described, and target audiences were identified. Based on where ITS was and where ITS wanted to be, the department developed a list of recommendations describing how to move ITS forward. They created action plans for reaching each target audience, outlining ITS's objectives, key messages, required resources, current communication channels, available evaluation techniques, and staff responsibilities. Finally, ITS identified general communication training needs for its staff. The ITS Publications and Communications Strategy took several months to develop. It will serve as a map to guide ITS in daily communication activities, providing consistency and direction.
{"title":"Integrated technology services publications and communications strategy","authors":"Melissa R. Hannah","doi":"10.1145/1294046.1294082","DOIUrl":"https://doi.org/10.1145/1294046.1294082","url":null,"abstract":"In September 2006, Integrated Technology Services (ITS) at the University of New Brunswick (UNB) refocused their Publications and Communications position in an effort to better communicate their mission, vision, goals, and values to the UNB community and external audiences. ITS recognized that the UNB community did not understand the importance of what ITS does, how ITS supports UNB's mission and vision, and where ITS is going. This understanding is critical to ITS's success. The first step to improve understanding was to develop a communications and publications strategy. The development of this strategy is the focus of this pape. The ITS Publications and Communications Strategy documents ITS's current situation, available communication channels, and accessible evaluation methods. The strategy clearly identifies the overall objectives ITS will achieve after the strategy has been implemented. Seven core values or behavior principles of ITS staff were defined. These values drive the strategy. A number of communication attributes were described, and target audiences were identified. Based on where ITS was and where ITS wanted to be, the department developed a list of recommendations describing how to move ITS forward. They created action plans for reaching each target audience, outlining ITS's objectives, key messages, required resources, current communication channels, available evaluation techniques, and staff responsibilities. Finally, ITS identified general communication training needs for its staff. The ITS Publications and Communications Strategy took several months to develop. It will serve as a map to guide ITS in daily communication activities, providing consistency and direction.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127618767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since Windows Vista was released in January 2007, Lehigh University was eager to start the task of planning for the campus wide implementation of Vista - until it was tested. There were numerous incompatibilities with various systems and software packages on campus which left the University's technical staff scrambling to find solutions. In many cases, the roadblocks encountered included a variety of issues including: hardware limitations, driver incompatibilities and peripheral incompatibilities but in many cases it was outright software incompatibility. In November 2006, Lehigh created a Windows Vista Task Force to look at specific problems relating to Vista and to start planning for the numerous problems anticipated when students, faculty and staff start showing up with Windows Vista and the numerous questions to follow - why doesn't my computer work with the campus network? What do you mean I don't have enough RAM to run Vista? Why doesn't the university site-licensed software work under Vista? Why can't I sync my handheld with university calendaring system? Why don't my network drives map properly? This presentation will outline the Vista planning process at Lehigh, the major problems encountered, the problems solved and how Lehigh is planning for the future.
{"title":"Windows Vista: implementation challenges","authors":"Gale D. Fritsche","doi":"10.1145/1294046.1294072","DOIUrl":"https://doi.org/10.1145/1294046.1294072","url":null,"abstract":"Since Windows Vista was released in January 2007, Lehigh University was eager to start the task of planning for the campus wide implementation of Vista - until it was tested. There were numerous incompatibilities with various systems and software packages on campus which left the University's technical staff scrambling to find solutions. In many cases, the roadblocks encountered included a variety of issues including: hardware limitations, driver incompatibilities and peripheral incompatibilities but in many cases it was outright software incompatibility. In November 2006, Lehigh created a Windows Vista Task Force to look at specific problems relating to Vista and to start planning for the numerous problems anticipated when students, faculty and staff start showing up with Windows Vista and the numerous questions to follow - why doesn't my computer work with the campus network? What do you mean I don't have enough RAM to run Vista? Why doesn't the university site-licensed software work under Vista? Why can't I sync my handheld with university calendaring system? Why don't my network drives map properly? This presentation will outline the Vista planning process at Lehigh, the major problems encountered, the problems solved and how Lehigh is planning for the future.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117138387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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