The creation and usage of a Preinstallation Environment (PE) media for use as a User Services tool for cleaning/repairing security attacks, data recovery and repairing Windows installations. As happens occasionally, a Windows installation is corrupted and a user receives an error indicating the inability to logon to the system. While in some cases a simple Check Disk (ChkDsk /r) at the command prompt is sufficient to fix the error. At times, a Master Boot Record needs to be fixed (FixMBR) or a reconfiguration of the boot settings (BootCFG) is needed. Still other times, the operating system needs to be completely reinstalled. In cases such as these, a user's data needs to be accessed. In our environment the hard drive is usually pulled from the chassis and transported to another office on campus to attach to a secondary system and recovery tools are then run at that location. From a security standpoint, an infected/hacked machine is often also pulled or an expensive Winternals CD must be used to identify the infected files. While this is in theory now, we are building and testing a bootable PE device in which a system can boot from this CD or USB device and then tools can be run or data recovered at the location of the system itself. We then propose to create additional devices for the members of the desktop support staff who are dispatched to identify security breaks or malfunctioning hardware.
{"title":"Implementing preinstallation environment media for use in user support","authors":"R. Gibson, D. Dyar","doi":"10.1145/1294046.1294076","DOIUrl":"https://doi.org/10.1145/1294046.1294076","url":null,"abstract":"The creation and usage of a Preinstallation Environment (PE) media for use as a User Services tool for cleaning/repairing security attacks, data recovery and repairing Windows installations. As happens occasionally, a Windows installation is corrupted and a user receives an error indicating the inability to logon to the system. While in some cases a simple Check Disk (ChkDsk /r) at the command prompt is sufficient to fix the error. At times, a Master Boot Record needs to be fixed (FixMBR) or a reconfiguration of the boot settings (BootCFG) is needed. Still other times, the operating system needs to be completely reinstalled. In cases such as these, a user's data needs to be accessed. In our environment the hard drive is usually pulled from the chassis and transported to another office on campus to attach to a secondary system and recovery tools are then run at that location. From a security standpoint, an infected/hacked machine is often also pulled or an expensive Winternals CD must be used to identify the infected files. While this is in theory now, we are building and testing a bootable PE device in which a system can boot from this CD or USB device and then tools can be run or data recovered at the location of the system itself. We then propose to create additional devices for the members of the desktop support staff who are dispatched to identify security breaks or malfunctioning hardware.","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":"129808212","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 2002, I was asked to create a Student Employee Development Program in Information and Technology Services. This program was aimed at retaining students within our organization and assisting in the University's goal of improving overall retention rates. As I established this new office, I met with each IT student supervisor and specifically asked what I could do to improve the job performance of our students. The feedback I repeatedly heard was that our students needed to clearly understand how to deliver customer service and that the delivery had to be consistent throughout the organization. While our 300 student employees go through job-specific training at the time of hire and throughout their career with us, no one was providing any in-depth training on how to interact with our customers. I developed a series of four mandatory training modules that lead to Customer Service Training Certification. Each module is comprised of one and one-half hours of group training. The four modules include an orientation to our organization and work ethics, delivering excellence in customer service, dealing with difficult situations in the workplace, and effective communication skills on the job. The program is now becoming well-recognized throughout the University. The Rochester Leadership Institute allows students to substitute two of my classes for two of theirs in order to meet their Leadership Certificate requirements. The Finance and Administration Division is setting up an identical program for their 1000+ student employees in partnership with us. We are convinced that our students are dispensing their outstanding customer service skills throughout the University community and this paper will address the methods used to achieve this magic.
{"title":"Please and thank you - still the magical words: training student employees to provide world class customer service","authors":"F. Versace","doi":"10.1145/1294046.1294127","DOIUrl":"https://doi.org/10.1145/1294046.1294127","url":null,"abstract":"In 2002, I was asked to create a Student Employee Development Program in Information and Technology Services. This program was aimed at retaining students within our organization and assisting in the University's goal of improving overall retention rates. As I established this new office, I met with each IT student supervisor and specifically asked what I could do to improve the job performance of our students. The feedback I repeatedly heard was that our students needed to clearly understand how to deliver customer service and that the delivery had to be consistent throughout the organization. While our 300 student employees go through job-specific training at the time of hire and throughout their career with us, no one was providing any in-depth training on how to interact with our customers. I developed a series of four mandatory training modules that lead to Customer Service Training Certification. Each module is comprised of one and one-half hours of group training. The four modules include an orientation to our organization and work ethics, delivering excellence in customer service, dealing with difficult situations in the workplace, and effective communication skills on the job. The program is now becoming well-recognized throughout the University. The Rochester Leadership Institute allows students to substitute two of my classes for two of theirs in order to meet their Leadership Certificate requirements. The Finance and Administration Division is setting up an identical program for their 1000+ student employees in partnership with us. We are convinced that our students are dispensing their outstanding customer service skills throughout the University community and this paper will address the methods used to achieve this magic.","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":"131209041","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 Information Technology department at Southeast Missouri State University provides service and support to the main campus and three satellite campuses consisting of approximately 1,400 employees and 10,500 students. After years of using a homegrown mainframe technology work order system, a personal computer based commercial technology work order software was purchased and used to establish work orders for faculty, staff, and students. Advantages for changing software were perceived to be improved knowledge-base, management reporting functionality, and updating to a PC based program. Shortly after installation, the software performance was found to be disappointing and the knowledge-base improvement was miniscule. Unfortunately, the finance manager of the I.T. department was not interested in purchasing a different work order system. When the opportunity arose to alleviate some of the associated problems or issues with the current purchased work order system and at no cost, the Director of User Services was easily convinced to give a new PC based homegrown system a chance. The newly developed WebTrak was considered a success by the Help Desk staff and the supervisor is busily making plans to add further functionality.
{"title":"Web-based work order system for tracking, reporting, and solving it issues","authors":"D. Hopkins, T. Westbrook, M. Henckell","doi":"10.1145/1294046.1294088","DOIUrl":"https://doi.org/10.1145/1294046.1294088","url":null,"abstract":"The Information Technology department at Southeast Missouri State University provides service and support to the main campus and three satellite campuses consisting of approximately 1,400 employees and 10,500 students. After years of using a homegrown mainframe technology work order system, a personal computer based commercial technology work order software was purchased and used to establish work orders for faculty, staff, and students. Advantages for changing software were perceived to be improved knowledge-base, management reporting functionality, and updating to a PC based program. Shortly after installation, the software performance was found to be disappointing and the knowledge-base improvement was miniscule. Unfortunately, the finance manager of the I.T. department was not interested in purchasing a different work order system. When the opportunity arose to alleviate some of the associated problems or issues with the current purchased work order system and at no cost, the Director of User Services was easily convinced to give a new PC based homegrown system a chance. The newly developed WebTrak was considered a success by the Help Desk staff and the supervisor is busily making plans to add further functionality.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"8 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":"123812815","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}
With a new CIO on board bringing new methodologies, procedures, and department restructures, Valparaiso University's Office of Information Technology was presented with the challenge of managing the changing culture of their department. Their answer: develop the TAG (Teamwork Achieving Goals) Team. This team was given the responsibility of providing social events for staff members; providing recognition for jobs well done; and providing seminars and quick training activities to enhance team-building, communication, and work styles. The development of the ABC (Above and Beyond the Call) award has provided only one of many avenues of recognition used by this team. Their first event, a root beer float social, included a prize drawing and a survey that assisted in the development of other events, seminars, and a web page to provide more information about each other and to allow new staff members to identify everyone in the department. This team has helped the IT department keep morale and motivation up through the transitions.
{"title":"Tag you're i.t.","authors":"Jeni McIntosh-Elkins","doi":"10.1145/1294046.1294105","DOIUrl":"https://doi.org/10.1145/1294046.1294105","url":null,"abstract":"With a new CIO on board bringing new methodologies, procedures, and department restructures, Valparaiso University's Office of Information Technology was presented with the challenge of managing the changing culture of their department. Their answer: develop the TAG (Teamwork Achieving Goals) Team. This team was given the responsibility of providing social events for staff members; providing recognition for jobs well done; and providing seminars and quick training activities to enhance team-building, communication, and work styles. The development of the ABC (Above and Beyond the Call) award has provided only one of many avenues of recognition used by this team. Their first event, a root beer float social, included a prize drawing and a survey that assisted in the development of other events, seminars, and a web page to provide more information about each other and to allow new staff members to identify everyone in the department. This team has helped the IT department keep morale and motivation up through the transitions.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"66 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":"123878474","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}
Williams Instructional Technology (WIT) is a summer technology intern program hosted by the Office for Information Technology at Williams College. The WIT program started in 1997 as part of an Andrew W. Mellon Foundation grant. The goals of the program are to develop high quality web, video, multimedia, and other curriculum-related projects proposed by faculty to use in teaching; to provide an opportunity for faculty/student collaboration; and to provide technical and project development training for students. The faculty-proposed projects range from video/audio creation, 3D modeling, Geographic Information Systems, web design, animation, to data visualization. Project types undertaken and program management styles have changed over the ten years the program has been offered. This paper will present an overview of the WIT and examine the program's outcomes.
{"title":"Williams instructional technology: summer students working on faculty projects","authors":"Trevor M. Murphy","doi":"10.1145/1294046.1294110","DOIUrl":"https://doi.org/10.1145/1294046.1294110","url":null,"abstract":"Williams Instructional Technology (WIT) is a summer technology intern program hosted by the Office for Information Technology at Williams College. The WIT program started in 1997 as part of an Andrew W. Mellon Foundation grant. The goals of the program are to develop high quality web, video, multimedia, and other curriculum-related projects proposed by faculty to use in teaching; to provide an opportunity for faculty/student collaboration; and to provide technical and project development training for students. The faculty-proposed projects range from video/audio creation, 3D modeling, Geographic Information Systems, web design, animation, to data visualization. Project types undertaken and program management styles have changed over the ten years the program has been offered. This paper will present an overview of the WIT and examine the program's outcomes.","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":"124811169","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}
Funding for programs vanishing? Do requests for new services seemingly appear out of thin air? Conjure funding for new resources through fee-based services. At the University of Oregon, School of Architecture and Allied Arts we have successfully implemented a large-format color printing service that is completely self-funding. By using a pay-to-use funding model we are able to provide on-going digital imaging services to the campus that are unaffected by the ups and downs of grant funding or general budget changes. Fee based funding also gives us the flexibility to create resources for new services and provides a sustainable framework through which they can be maintained. New services that we have been able to add include slide/film scanning, large format document scanning, large format paper trimming, promotional poster printing, additional staff, and better communication with the computing services department. We are now in the process of exploring new services in digital fine art and art reproduction. Seem like magic? Hopefully, our experience developing a digital imaging lab can help inspire you to create a little magic of your own.
{"title":"Conjuring funding for services","authors":"Karl V. Owens, Chris Wiesemann","doi":"10.1145/1294046.1294113","DOIUrl":"https://doi.org/10.1145/1294046.1294113","url":null,"abstract":"Funding for programs vanishing? Do requests for new services seemingly appear out of thin air? Conjure funding for new resources through fee-based services. At the University of Oregon, School of Architecture and Allied Arts we have successfully implemented a large-format color printing service that is completely self-funding. By using a pay-to-use funding model we are able to provide on-going digital imaging services to the campus that are unaffected by the ups and downs of grant funding or general budget changes. Fee based funding also gives us the flexibility to create resources for new services and provides a sustainable framework through which they can be maintained. New services that we have been able to add include slide/film scanning, large format document scanning, large format paper trimming, promotional poster printing, additional staff, and better communication with the computing services department. We are now in the process of exploring new services in digital fine art and art reproduction. Seem like magic? Hopefully, our experience developing a digital imaging lab can help inspire you to create a little magic of your own.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"14 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":"121998872","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}
From 2006 to 2007 The George Washington University designed and developed an in house desktop imaging process. The process replaced the previous method of having one image for each department on campus and relies on Novell ZENworks. The new method utilizes one "Base OS Image" and a series of add on images. This allows a computer to be imaged in the field and applications to be installed a la carte. The technician can re-base a machine and select from a list of applications to be installed with virtually no user interaction. All images are stored centrally on a network server, but can also be stored on a portable drive. This ensures only the latest and approved versions of software are being installed. Because this process only involves one OS image for all users, there is only one OS image for the imaging team to keep patched and up to date. Future developments include the ability to re-image machines remotely without losing user data and settings.
{"title":"Desktop imaging to achieve standardization and application delivery","authors":"Lindsey Louise Heitman, Christopher M. Peacor","doi":"10.1145/1294046.1294085","DOIUrl":"https://doi.org/10.1145/1294046.1294085","url":null,"abstract":"From 2006 to 2007 The George Washington University designed and developed an in house desktop imaging process. The process replaced the previous method of having one image for each department on campus and relies on Novell ZENworks. The new method utilizes one \"Base OS Image\" and a series of add on images. This allows a computer to be imaged in the field and applications to be installed a la carte. The technician can re-base a machine and select from a list of applications to be installed with virtually no user interaction. All images are stored centrally on a network server, but can also be stored on a portable drive. This ensures only the latest and approved versions of software are being installed. Because this process only involves one OS image for all users, there is only one OS image for the imaging team to keep patched and up to date. Future developments include the ability to re-image machines remotely without losing user data and settings.","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":"127770493","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}
Although I have been a Computer Application Training Specialist at Saint Louis University for 11 years, one of the challenges that I faced was low class attendance. To overcome faculty and staff apathy and unawareness, I knew that I needed to grab the potential customers' attention. Once I captured their attention, I needed to hold their interest long enough to make them aware of the service I was offering. Therefore, it was my goal to learn how to market the classes so that I could fight the apathy and attract potential and past customers to our computer application classe. To achieve my goal, I gathered as much information on marketing a training program. The research material helped me to realize that to be strategically sound the ad or advertisement must be carefully directed to a certain audience. Furthermore, in the creation of an advertisement, the use of careful wording and eye-catching headlines is critical. I wanted to target the objective and tailor the message so that I could appeal to the concerns of the consumer. Engaging the emotions of the consumer assisted in making the advertisement memorable, and improved consumer attitudes toward the product. The next step entailed selecting the right method of communicating the advertisement to the audience. The decision was made to send the advertisement electronically and via inter-office mail. Once the advertisement was delivered to the audience, a relationship was developed between the consumer and myself. I had to decide how I would manage the relationship and keep the lines of communication open. A decision had to be made as to who would handle the questions and enquiries that might be generated after the advertisement? How often would an advertisement be sent to the consumer? We were able to accomplish this by understanding the makeup of our audience, and committing to this new role. The results showed that the classes that were advertised more than doubled in attendanc. The purpose of this paper is to share my findings, to discuss the challenges, and my success in developing a marketing strategy to attract potential customers to our various computer application training classes.
{"title":"Using marketing to put the sparkle back into your training","authors":"Sue A. Douglas","doi":"10.1145/1294046.1294062","DOIUrl":"https://doi.org/10.1145/1294046.1294062","url":null,"abstract":"Although I have been a Computer Application Training Specialist at Saint Louis University for 11 years, one of the challenges that I faced was low class attendance. To overcome faculty and staff apathy and unawareness, I knew that I needed to grab the potential customers' attention. Once I captured their attention, I needed to hold their interest long enough to make them aware of the service I was offering. Therefore, it was my goal to learn how to market the classes so that I could fight the apathy and attract potential and past customers to our computer application classe. To achieve my goal, I gathered as much information on marketing a training program. The research material helped me to realize that to be strategically sound the ad or advertisement must be carefully directed to a certain audience. Furthermore, in the creation of an advertisement, the use of careful wording and eye-catching headlines is critical. I wanted to target the objective and tailor the message so that I could appeal to the concerns of the consumer. Engaging the emotions of the consumer assisted in making the advertisement memorable, and improved consumer attitudes toward the product. The next step entailed selecting the right method of communicating the advertisement to the audience. The decision was made to send the advertisement electronically and via inter-office mail. Once the advertisement was delivered to the audience, a relationship was developed between the consumer and myself. I had to decide how I would manage the relationship and keep the lines of communication open. A decision had to be made as to who would handle the questions and enquiries that might be generated after the advertisement? How often would an advertisement be sent to the consumer? We were able to accomplish this by understanding the makeup of our audience, and committing to this new role. The results showed that the classes that were advertised more than doubled in attendanc. The purpose of this paper is to share my findings, to discuss the challenges, and my success in developing a marketing strategy to attract potential customers to our various computer application training classes.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"71 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":"127885587","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}
Many institutions are creating both audio and video podcasts of classroom lectures. Here at the University of Delaware, we are using videos in many creative ways. We take the most common consulting questions and create videos that instruct users how to solve those problems. Our videos complement our web pages and show people exactly what they need to do. With rapid changes in we knew we needed to take a fresh look at how we kept our user community informed. The traditional methods generated a high volume of calls to our help desk and we hoped to provide an alternative to reduce it considerably. We organized a team of existing staff members and created our own video production unit. Our team consists of technical writers, videographers, and editors, all self-taught over the course of this project. Over the course of the year, we created podcasts that describe IT department services, promote IT facilities on campus, and build awareness about technology and computing issues via public service announcements. We will give an overview of our production process, how we have used videos up to this point, and ideas we have for the future.
{"title":"Using video podcasts outside the classroom","authors":"R. Nichols, C. Anderer","doi":"10.1145/1294046.1294111","DOIUrl":"https://doi.org/10.1145/1294046.1294111","url":null,"abstract":"Many institutions are creating both audio and video podcasts of classroom lectures. Here at the University of Delaware, we are using videos in many creative ways. We take the most common consulting questions and create videos that instruct users how to solve those problems. Our videos complement our web pages and show people exactly what they need to do. With rapid changes in we knew we needed to take a fresh look at how we kept our user community informed. The traditional methods generated a high volume of calls to our help desk and we hoped to provide an alternative to reduce it considerably. We organized a team of existing staff members and created our own video production unit. Our team consists of technical writers, videographers, and editors, all self-taught over the course of this project. Over the course of the year, we created podcasts that describe IT department services, promote IT facilities on campus, and build awareness about technology and computing issues via public service announcements. We will give an overview of our production process, how we have used videos up to this point, and ideas we have for the future.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"6 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":"115540530","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 Center for Instructional and Research Computing Activities (CIRCA) at the University of Florida has a training program with the following design: philosophical approach, goals, training methodology, and evaluations. The philosophy is to train Technology Consultants (TCs) to maintain CIRCA as an institution and to empower them to offer the best service to students, faculties, and staff. The goals have been to improve the old training program, to evaluate the program to measure its effectiveness, and to encourage TCs to work professionally in four labs to maintain CIRCA as an institution. The program has eleven training sessions arranged in two phases, and it is offered every semester. Phase I covers policies and procedures and how to work with the hardware. Phase II deals with the most common software that users use in the labs. Lectures are offered with one of the following participatory methods: group discussion, role-play, and brainstorm. Evaluation is carried out by testing knowledge, skill, performance in the labs, and trainees. degree of satisfaction toward each session of the program. All questions received in our labs are recorded per week. Trainees must have 100% attendance, pass the knowledge and the skill tests, obtain at least a moderate score in the performance test, and submit all questions received per week to satisfactorily complete the program. The evaluations and the questions received in the labs help to modify the main topics covered in each phase, to change lesson plans, and to adjust participatory methods. We have successfully implemented this program since Fall 2000.
{"title":"Measuring the effectiveness of circa operations training program","authors":"J. Silva-Lugo","doi":"10.1145/1294046.1294119","DOIUrl":"https://doi.org/10.1145/1294046.1294119","url":null,"abstract":"The Center for Instructional and Research Computing Activities (CIRCA) at the University of Florida has a training program with the following design: philosophical approach, goals, training methodology, and evaluations. The philosophy is to train Technology Consultants (TCs) to maintain CIRCA as an institution and to empower them to offer the best service to students, faculties, and staff. The goals have been to improve the old training program, to evaluate the program to measure its effectiveness, and to encourage TCs to work professionally in four labs to maintain CIRCA as an institution. The program has eleven training sessions arranged in two phases, and it is offered every semester. Phase I covers policies and procedures and how to work with the hardware. Phase II deals with the most common software that users use in the labs. Lectures are offered with one of the following participatory methods: group discussion, role-play, and brainstorm. Evaluation is carried out by testing knowledge, skill, performance in the labs, and trainees. degree of satisfaction toward each session of the program. All questions received in our labs are recorded per week. Trainees must have 100% attendance, pass the knowledge and the skill tests, obtain at least a moderate score in the performance test, and submit all questions received per week to satisfactorily complete the program. The evaluations and the questions received in the labs help to modify the main topics covered in each phase, to change lesson plans, and to adjust participatory methods. We have successfully implemented this program since Fall 2000.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"56 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":"130175190","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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