To provide consistent and in-depth training to The University of Montana's IT Central student help desk and to the Student Technology Assistants Program (STAP), we successfully implemented an on-line training program. UM has a population of over 16,000 students, faculty and staff. IT Central and STAP support the software computing needs of students and the desktop/software needs of departmental faculty and staff. While the student consultants have a diverse set of skills and knowledge, they need to provide consistent customer service for the software and systems we support. Since funding at our small university doesn't allow for staff to provide training to students on a regular basis each semester, we began researching online courseware options. We chose SkillSoft; the response has been enthusiastic. Using their curriculum, we designed a training program whereby student consultants progress from basic to advanced classes. Each consultant is responsible for completing a specific number of courses per semester, ranging from desktop support to network troubleshooting. At the end of each semester, they may be eligible for a raise based on their coursework completion and actual hours worked. When they complete several semesters of courseware, they are then prepared to take the Microsoft Desktop Certification Exam if they desire. Our primary goal is to improve customer service among our student consultants. Secondly, SkillSoft programs are also being utilized by IT staff and UM's Library and Residence Life technology assistants. In addition, we are pleased that there is significant interest in offering SkillSoft to other campus department personnel.
{"title":"Online courseware inspires it student consultants & IT staff","authors":"J. Laakso, Kathy Garramone","doi":"10.1145/1294046.1294094","DOIUrl":"https://doi.org/10.1145/1294046.1294094","url":null,"abstract":"To provide consistent and in-depth training to The University of Montana's IT Central student help desk and to the Student Technology Assistants Program (STAP), we successfully implemented an on-line training program. UM has a population of over 16,000 students, faculty and staff. IT Central and STAP support the software computing needs of students and the desktop/software needs of departmental faculty and staff. While the student consultants have a diverse set of skills and knowledge, they need to provide consistent customer service for the software and systems we support. Since funding at our small university doesn't allow for staff to provide training to students on a regular basis each semester, we began researching online courseware options. We chose SkillSoft; the response has been enthusiastic. Using their curriculum, we designed a training program whereby student consultants progress from basic to advanced classes. Each consultant is responsible for completing a specific number of courses per semester, ranging from desktop support to network troubleshooting. At the end of each semester, they may be eligible for a raise based on their coursework completion and actual hours worked. When they complete several semesters of courseware, they are then prepared to take the Microsoft Desktop Certification Exam if they desire. Our primary goal is to improve customer service among our student consultants. Secondly, SkillSoft programs are also being utilized by IT staff and UM's Library and Residence Life technology assistants. In addition, we are pleased that there is significant interest in offering SkillSoft to other campus department personnel.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"3 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":"115410849","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}
During the past five years, we have had the ability to design our publications with the support of students in the Penn State Art 475 class. The synergies are apparent: we receive fresh design ideas and the students receive "real world" experience. Each semester we work with Professor Lanny Sommese and his students in designing the main covers of the ITS Academic Computing Newsletter (http://css.its.psu.edu/news/nlsp07/) and the "Your Guide to ITS @ Penn State" (http://css.its.psu.edu/internet/). This poster session would describe in depth the project of redesigning the "Your Guide to ITS @ Penn State". During the spring semester 2007, Art 475 students redesigned this publication. In addition to a graphical redesign, this year's class reviewed the content of the publication as well, emphasizing what is relevant to them. What follows in this paper is a discussion of the amount of student involvement, the supervision time, the updates and changes, and the fun involved in working with Art students.
{"title":"A little help from my friends","authors":"C. Cusano, S. Santini","doi":"10.1145/1294046.1294121","DOIUrl":"https://doi.org/10.1145/1294046.1294121","url":null,"abstract":"During the past five years, we have had the ability to design our publications with the support of students in the Penn State Art 475 class. The synergies are apparent: we receive fresh design ideas and the students receive \"real world\" experience. Each semester we work with Professor Lanny Sommese and his students in designing the main covers of the ITS Academic Computing Newsletter (http://css.its.psu.edu/news/nlsp07/) and the \"Your Guide to ITS @ Penn State\" (http://css.its.psu.edu/internet/). This poster session would describe in depth the project of redesigning the \"Your Guide to ITS @ Penn State\". During the spring semester 2007, Art 475 students redesigned this publication. In addition to a graphical redesign, this year's class reviewed the content of the publication as well, emphasizing what is relevant to them. What follows in this paper is a discussion of the amount of student involvement, the supervision time, the updates and changes, and the fun involved in working with Art students.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"16 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":"126715448","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}
Two years ago, the University of Toronto (U of T) Mississauga embarked on a project which we dubbed "The One"; one identity, one card, one phone number, and one helpdesk, in response to the Provost's White Paper on Enhancing the Student Experience. U of T Mississauga began implementing and adopting a model to consolidate services to students, staff and faculty. In general, the University of Toronto (which U of T Mississauga is a part of) has a highly de-centralized IT structure. This paper will attempt to encapsulate our experiences and the aches and pains, of implementing "The One" Project. Adopting one identity for all members of the U of T Mississauga community means that our users do not have to remember multiple login ids and passwords. Using one card for food, printing, photocopying, and door access means that users have only one card to carry. Having one phone number that can reach all departments at U of T Mississauga means our constituents only have to remember one number. Having one helpdesk to deal with not just IT issues but facilities as well as utilities means our users have to go to only one location on campus for all of their needs.
{"title":"University of Toronto Mississauga: \"the one\" project","authors":"Joe Lim","doi":"10.1145/1294046.1294097","DOIUrl":"https://doi.org/10.1145/1294046.1294097","url":null,"abstract":"Two years ago, the University of Toronto (U of T) Mississauga embarked on a project which we dubbed \"The One\"; one identity, one card, one phone number, and one helpdesk, in response to the Provost's White Paper on Enhancing the Student Experience. U of T Mississauga began implementing and adopting a model to consolidate services to students, staff and faculty. In general, the University of Toronto (which U of T Mississauga is a part of) has a highly de-centralized IT structure. This paper will attempt to encapsulate our experiences and the aches and pains, of implementing \"The One\" Project. Adopting one identity for all members of the U of T Mississauga community means that our users do not have to remember multiple login ids and passwords. Using one card for food, printing, photocopying, and door access means that users have only one card to carry. Having one phone number that can reach all departments at U of T Mississauga means our constituents only have to remember one number. Having one helpdesk to deal with not just IT issues but facilities as well as utilities means our users have to go to only one location on campus for all of their needs.","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":"123601501","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}
Multimedia technology has transformed the way students communicate, learn, and socialize. No longer solely consumers of multimedia, students are multimedia producers, editors, presenters, reviewers, tutors, and mashup creators. Faculty expectations regarding class assignments have also risen, including improved presentation skills, greater collaborative efforts, and more diverse representations of learning. In this paper, we describe how, in response to these needs, the University of Delaware opened the Student Multimedia Design Center (SMDC) in February 2007. The SMDC is the first centrally located UD facility that provides students with access to multimedia one-stop service. With over 70 workstations and a wide variety of software and equipment, students have all the tools they need to create multimedia in one location.
{"title":"Multimedia magic: moving beyond text","authors":"C. Anderer, J. M. Neff, Paul Hyde","doi":"10.1145/1294046.1294047","DOIUrl":"https://doi.org/10.1145/1294046.1294047","url":null,"abstract":"Multimedia technology has transformed the way students communicate, learn, and socialize. No longer solely consumers of multimedia, students are multimedia producers, editors, presenters, reviewers, tutors, and mashup creators. Faculty expectations regarding class assignments have also risen, including improved presentation skills, greater collaborative efforts, and more diverse representations of learning. In this paper, we describe how, in response to these needs, the University of Delaware opened the Student Multimedia Design Center (SMDC) in February 2007. The SMDC is the first centrally located UD facility that provides students with access to multimedia one-stop service. With over 70 workstations and a wide variety of software and equipment, students have all the tools they need to create multimedia in one location.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"383 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":"124662530","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}
H. Koike, K. Akama, Chiharu Ishikawa, Nagatomo Nakamura, Shinya Watanabe
In recent years, we have developed several automatic marking systems and used them for marking students' programs, Word files, Excel files, and e-mails in our courses. The automatic marking software provides an effective way to know students' learning states, and enables us to conduct many tests in a large class or an internet online class. Teachers can give students more appropriate instructions and advice referring to the information collected by the systems. If we can expand the use of automatic marking software for other subjects, more teachers and students would benefit. However, developing reliable and efficient marking systems using conventional methods is a difficult and time-consuming job. To help programmers develop automatic marking systems in a clearer, more systematic way, we need a software development model for automatic marking systems. Through development of our systems, we found common structures among several different systems. Generalizing the structures is a first step towards making the model. In this paper, we share our experience of developing automatic marking software and using them in our classes. We then formalize generalizations of the automatic marking systems.
{"title":"Toward a software development model for automatic marking software","authors":"H. Koike, K. Akama, Chiharu Ishikawa, Nagatomo Nakamura, Shinya Watanabe","doi":"10.1145/1294046.1294092","DOIUrl":"https://doi.org/10.1145/1294046.1294092","url":null,"abstract":"In recent years, we have developed several automatic marking systems and used them for marking students' programs, Word files, Excel files, and e-mails in our courses. The automatic marking software provides an effective way to know students' learning states, and enables us to conduct many tests in a large class or an internet online class. Teachers can give students more appropriate instructions and advice referring to the information collected by the systems. If we can expand the use of automatic marking software for other subjects, more teachers and students would benefit. However, developing reliable and efficient marking systems using conventional methods is a difficult and time-consuming job. To help programmers develop automatic marking systems in a clearer, more systematic way, we need a software development model for automatic marking systems. Through development of our systems, we found common structures among several different systems. Generalizing the structures is a first step towards making the model. In this paper, we share our experience of developing automatic marking software and using them in our classes. We then formalize generalizations of the automatic marking systems.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"93 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":"121804544","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}
Project collaborators quickly realize that using e-mail attachments to exchange large amounts of information is less than optimal. Exhausted quotas and stringent attachment filtering can lead to e-mail messages' being rejected by mail servers. At the same time, users become frustrated with lengthy transmission times and the inefficient handling of massive attachments due to e-mail protocols and client storage schemes. Alternative internet applications, such as anonymous ftp or web publishing, create additional problems for systems and collaborators such as security issues, access control, and overall inconvenience of use. To provide an easy-to-use, secure and efficient solution for sharing information with users across the internet, Network and Systems Services (NSS) at the University of Delaware developed the UD Dropbox 2.0 service. It allows a user to upload files and specify recipient e-mail addresses from a web browser. An e-mail message is sent to each recipient in lieu of the actual files and contains the information necessary to download the files via a web browser. The UD Dropbox 2.0 service software package is distributed by the University of Delaware under the GNU General Public License (GPL) and requires a web server with PHP5 support. This paper will explain the details of the UD Dropbox 2.0 service and why it is collaboration magic.
{"title":"UD dropbox 2.0: collaboration magic","authors":"Anita Z. Schwartz","doi":"10.1145/1294046.1294118","DOIUrl":"https://doi.org/10.1145/1294046.1294118","url":null,"abstract":"Project collaborators quickly realize that using e-mail attachments to exchange large amounts of information is less than optimal. Exhausted quotas and stringent attachment filtering can lead to e-mail messages' being rejected by mail servers. At the same time, users become frustrated with lengthy transmission times and the inefficient handling of massive attachments due to e-mail protocols and client storage schemes. Alternative internet applications, such as anonymous ftp or web publishing, create additional problems for systems and collaborators such as security issues, access control, and overall inconvenience of use. To provide an easy-to-use, secure and efficient solution for sharing information with users across the internet, Network and Systems Services (NSS) at the University of Delaware developed the UD Dropbox 2.0 service. It allows a user to upload files and specify recipient e-mail addresses from a web browser. An e-mail message is sent to each recipient in lieu of the actual files and contains the information necessary to download the files via a web browser. The UD Dropbox 2.0 service software package is distributed by the University of Delaware under the GNU General Public License (GPL) and requires a web server with PHP5 support. This paper will explain the details of the UD Dropbox 2.0 service and why it is collaboration magic.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"29 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":"125485075","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}
Two fundamental components comprise successful communications planning: message creation and message distribution. This paper will focus on the marketing aspect of communication planning, using the general definition of "marketing" as "communicating something of value to the customer". Planned events - major system enhancements, new system implementations, training sessions, conferences, etc. - relative to informational technology will be the primary focus.
{"title":"Communications planning: defining levels and phases of information distribution","authors":"A. DeSimone","doi":"10.1145/1294046.1294059","DOIUrl":"https://doi.org/10.1145/1294046.1294059","url":null,"abstract":"Two fundamental components comprise successful communications planning: message creation and message distribution. This paper will focus on the marketing aspect of communication planning, using the general definition of \"marketing\" as \"communicating something of value to the customer\". Planned events - major system enhancements, new system implementations, training sessions, conferences, etc. - relative to informational technology will be the primary focus.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"72 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":"127367153","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}
K. Wainwright, M. Osterman, Christina Finnerman, Bill Hill
With the emergence of strong open source contenders in the Learning Management System (LMS) arena, many schools are evaluating whether to stay with one of the commercial LMS products such as Blackboard/WebCT or moving to one of the open source solutions which are free to use, but offer no corporate support. There are many factors contributing to such a decision beyond price including migration from a current LMS, technical and faculty support and buy in. In the end, it is a decision that an institution needs to be well informed to make. This panel will discuss the approach of several small schools in making this decision. Each panelist will share why they chose their LMS, give a short demo of the interface and some of the features of the LMS, discuss the implementation process and describe any lessons that they have learned during the process.
{"title":"Traversing the LMS terrain","authors":"K. Wainwright, M. Osterman, Christina Finnerman, Bill Hill","doi":"10.1145/1294046.1294130","DOIUrl":"https://doi.org/10.1145/1294046.1294130","url":null,"abstract":"With the emergence of strong open source contenders in the Learning Management System (LMS) arena, many schools are evaluating whether to stay with one of the commercial LMS products such as Blackboard/WebCT or moving to one of the open source solutions which are free to use, but offer no corporate support. There are many factors contributing to such a decision beyond price including migration from a current LMS, technical and faculty support and buy in. In the end, it is a decision that an institution needs to be well informed to make. This panel will discuss the approach of several small schools in making this decision. Each panelist will share why they chose their LMS, give a short demo of the interface and some of the features of the LMS, discuss the implementation process and describe any lessons that they have learned during the process.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"75 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":"131913096","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}
Inter American University of Puerto Rico (IAUPR) is a private institution that recognizes that technology and information systems are essential in teaching and learning processes. Since 1987, the university incorporates in its curriculum a course that prepares students to use effectively computers and software tools in their university preparation, and further in their professional life. This course is part of the General Education Program, which is required for any bachelors' degree in the institution. This course is classified as "Basic Skills: Access to Information and Computers". A code and title of the course are: "GEIC 1000 - INFORMATION AND COMPUTER LITERAC. Two years ago the Metropolitan campus of the Inter American University began offering this course by distance learning. This paper will provide a comparative analysis of this course on two modalities: traditional classroom and distance learning. The statistical analysis focuses on retention index, course approval, and final grades. We also analyzed a student profile based on age, and credits/hours approved.
{"title":"A course's comparative analysis: traditional classroom and distance learning","authors":"María de Jesús, Juan C. Karman","doi":"10.1145/1294046.1294133","DOIUrl":"https://doi.org/10.1145/1294046.1294133","url":null,"abstract":"Inter American University of Puerto Rico (IAUPR) is a private institution that recognizes that technology and information systems are essential in teaching and learning processes. Since 1987, the university incorporates in its curriculum a course that prepares students to use effectively computers and software tools in their university preparation, and further in their professional life. This course is part of the General Education Program, which is required for any bachelors' degree in the institution. This course is classified as \"Basic Skills: Access to Information and Computers\". A code and title of the course are: \"GEIC 1000 - INFORMATION AND COMPUTER LITERAC. Two years ago the Metropolitan campus of the Inter American University began offering this course by distance learning. This paper will provide a comparative analysis of this course on two modalities: traditional classroom and distance learning. The statistical analysis focuses on retention index, course approval, and final grades. We also analyzed a student profile based on age, and credits/hours approved.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"5 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":"131512297","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}
How would you do your job tomorrow if you lost your physical space today? Just this one question probably makes your mind spin in all directions looking for answers. This paper will guide you through the process of starting up an entire campus that was destroyed by a disaster. * SPACE - Should you partner with another university within your city or state for space to replace your physical office space? * INGENUITY - Since Higher Education is not wealthy, can you find creative ways to collaborate? * GOALS - "The Show Must Go On." Can academic programs take a one-year leave of absence? * UNITED - Is the IT Department now responsible for everything since every department uses the web to disseminate information? * Faculty curriculum, syllabus, and grades * Payroll, Business Office, and Budget data systems * Student computers left in dorms * CASH - What funds would you access to set up a school, department, and network if your campus location and surrounding city was severely damaged by a catastrophe? You will need servers, printers, computers, software, and office space. * COMMUNICATION - How do you contact your faculty, students, and staff? Do you have a Crisis Server already setup in an offsite location? * SUPPORT - How large of a skeleton crew is needed during the post-emergency time for startup. These questions will be answered in this paper. The process will start with the initial crisis meeting; take you through the setup of networks, classrooms, and faculty offices; discuss how to support the schools during their time on your campus; and finally talk about the day when they say "I AM READY TO GO HOME!".
如果你今天失去了你的物理空间，你明天将如何工作?仅仅这一个问题可能就会让你的大脑在各个方向寻找答案。这篇论文将引导你通过启动整个被灾难摧毁的校园的过程。*空间——你是否应该与你所在城市或州的另一所大学合作，以获得空间来取代你的物理办公空间?*创造力——由于高等教育并不富裕，你能找到创造性的合作方式吗?*目标-“演出必须继续。”学术课程可以休一年假吗?* UNITED -既然每个部门都使用网络传播信息，现在是不是所有的事情都由IT部门负责?*教师课程、教学大纲和年级*工资单、商务办公室和预算数据系统*学生宿舍遗留的电脑*现金-如果你的校园和周围的城市被灾难严重破坏，你将获得哪些资金来建立一个学校、部门和网络?您将需要服务器、打印机、计算机、软件和办公空间。*沟通——你如何与你的老师、学生和工作人员联系?您是否已经在异地设置了危机服务器?*支持-在启动后紧急时间需要多少骨干船员。这些问题将在本文中得到解答。这个过程将从最初的危机会议开始;带你了解网络、教室和教员办公室的设置;讨论如何在学校期间为他们提供支持;最后谈论他们说“我准备好回家了!”的那一天。
{"title":"When disaster struck: how pennington biomedical research center supported an entire academic health center","authors":"C. Lassalle","doi":"10.1145/1294046.1294096","DOIUrl":"https://doi.org/10.1145/1294046.1294096","url":null,"abstract":"How would you do your job tomorrow if you lost your physical space today? Just this one question probably makes your mind spin in all directions looking for answers. This paper will guide you through the process of starting up an entire campus that was destroyed by a disaster. * SPACE - Should you partner with another university within your city or state for space to replace your physical office space? * INGENUITY - Since Higher Education is not wealthy, can you find creative ways to collaborate? * GOALS - \"The Show Must Go On.\" Can academic programs take a one-year leave of absence? * UNITED - Is the IT Department now responsible for everything since every department uses the web to disseminate information? * Faculty curriculum, syllabus, and grades * Payroll, Business Office, and Budget data systems * Student computers left in dorms * CASH - What funds would you access to set up a school, department, and network if your campus location and surrounding city was severely damaged by a catastrophe? You will need servers, printers, computers, software, and office space. * COMMUNICATION - How do you contact your faculty, students, and staff? Do you have a Crisis Server already setup in an offsite location? * SUPPORT - How large of a skeleton crew is needed during the post-emergency time for startup. These questions will be answered in this paper. The process will start with the initial crisis meeting; take you through the setup of networks, classrooms, and faculty offices; discuss how to support the schools during their time on your campus; and finally talk about the day when they say \"I AM READY TO GO HOME!\".","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"50 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":"132309993","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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