Best Practices in Higher Education Information Resources 1996 Award Winners

Professional Development category - Valley City State University

VCSU faculty members started a planning process during the 1992-93 academic year that culminated in the creation of the Center for Innovation (CII). At first, a faculty committee met regularly to struggle with the many issues surrounding the higher cost of technology in an environment of limited resources. People recognized early in the process that creative ideas would be needed to adequately prepare and support faculty. The CII concept grew rapidly from a hope for a room on campus with a trainer to something much larger and more powerful. The faculty involved in the early planning observed that all kinds of educators and institutions were facing the same set of problems dealing with the rapid pace of technological change. As they studied efforts by others, their initial feeling of inadequacy was replaced by a sense that significant opportunities existed for those who were willing to step forward to gather resources and offer badly needed services.

Ultimately, the planning group came to the realization that a resource center was needed to serve the entire state as a focal point for emerging technologies education and support. Located on the campus of VCSU, the CII is now widely known as a central point of contact in the state for technology planning and training. Rather than go alone, VCSU with the help of public school administrators representing the Southeast ND Technology Consortium created an image for a CII that would operate through a unique partnership among the ND Department of Public Instruction and public school community, the State Board of Vocational Education, the business community, and higher education.

After securing start-up funding, Dan Pullen was hired as the first CII director. Three years later, the CII mission is to "improve teaching with technology" and includes the following components:

support instructional innovation and the application of technology, including encouragement of networking among education professionals with similar interests
provide professional development opportunities for ND teachers and administrators, and support the preparation of pre-service teachers to facilitate effective adoption of technology in schools
promote mutually beneficial partnerships between the business community and educational institutions to enhance the quality of schooling
develop products and disseminate technology information to meet specific needs of schools
assist school districts in their planning for use of instructional technologies

The CII in a brief span of time has exceeded original expectations by a wide margin. In addition to playing a central support role in VCSU's emergence as a leader for the application of technology to instruction, the CII has at the same time had a significant impact on the state by elevating the level of technology awareness. Largely due to effort of the CII, there is a higher quality dialogue on technology issues both on the campus at VCSU and across the state. For VCSU, the CII off-campus experience meeting the needs of K-12 customers has contributed to more effective on-campus notebook training sessions.

Applications category - Boston College

Telephone Service Self-Activation System

With the implementation of the campus-wide network at Boston College in August of 1995, a number of technology challenges were anticipated with the aim of developing and installing innovative and cost-effective solutions. This networking implementation involved the extension of a significantly higher level of service to out students—especially those living in the residence halls. As part of the overall project, individual student stations in all campus residence halls were equipped with a three-prong jack for the attachment of cable television, telephone, and data services.

As Boston College assumed the role of student telephone service provider, it was evident that system and process efficiencies would be required in order to support 6,700 students on our SL/100 without any additional staffing.

Previously, NYNEX administered 1,500 student phones (one per suite) using a manual process that required their technicians to individually activate each phone. Requests for additional phones within a suite were handled slowly, as they required NYNEX wiring changes within rooms and wiring closets.

The Boston College solution entailed pre-wiring 6,700 jacks, enabling each student to have his/her own phone service.

The team focused on developing applications within our information systems to preassign telephone numbers for four and a half yours, and to have students self-activate the telephone jacks in their residence hall locations as they moved into their rooms or suites. The student plugs the phone into a jack and dials 5-DIAL (5-3425), a voice-response application that allows the student to activate his/her pre-assigned phone number and service profile at that jack. The student inputs an ID number and a PIN number. The 5-DIAL application, running on an RS6000, communicating with a mainframe 9000, updates the SL/100 telephone switch appropriately.

On Labor Day weekend 1995, 6,700 residence hall students moved into campus housing and immediately activated their individual telephones - a process that in previous years took days, weeks, or months. With any student changes or moves within the housing complex, students will reactivate their phones at new locations without any manual telephone switch administrator or telephone company technician activity.

The Boston College solution entailed pre-wiring 6,700 jacks, enabling each student to have his/her own phone service.

On Labor Day weekend 1995, 6,700 residence hall students moved into campus housing and immediately activated their individual telephones—a process that in previous years took days, weeks, or months. With any student changes or moves within the housing complex, students will reactivate their phones at new locations without any manual telephone switch administrator or telephone company technician activity.

Service category - University of California, Berkeley

The Berkeley Internet Kit Project

The Information Systems and Technology (IST) division of the University of California at Berkeley serves a community of over 44,000 individuals including students, faculty, and staff. Access to online services such as email and information resources such as the Library catalog, the Schedule of Classes, the 300+ official World-Wide-Web sites on campus and to the broader Internet has become essential to this large population of knowledge workers. Many of these individuals, particularly the faculty and students, work at both on and off-campus locations. They need Internet access from both locations.

IST has for many years provided modem access to the campus computers. More recently we have provided SLIP/PPP service to the campus network and substantially increased the number of high-speed modems in the modem pool. We currently support some 600 modems in our pool, and yet they are still heavily impacted. It has become clear that we are facing a future in which IST will not be able to single-handedly keep up with the accelerating demand for dial-tone access.

A rather obvious way to alleviate some of this pressure would be to encourage the campus users to subscribe to one of the many Internet Service Providers (ISPs) which have spring up in response to popularity of the Internet. But, these users are resistant to paying for a service that they had come to expect for free. Thus, pricing of the services is a critical factor. Furthermore most ISPs provide their customers with an all-in-one network connectivity package that does not have the richness of functionality of the software we customize and distribute to our users. We also anticipated a lot of support problems if campus users tried to use off-the-shelf ISP software to gain access to the campus network.

In response to this challenge, IST developed a service approach in 1995 to cope with the growing need for off-campus Internet access. The components of this approach are 1) the development and mass distribution of a single comprehensive package of software that will meet the needs of our users from wherever they are accessing the network, 2) leveraging the value of this software and the network services such as email that we offer to gain cooperation and pricing advantage from commercial Internet Service Providers, and 3) design of an adaptable model for partnering with ISPs while maintaining quality control over the services and support being offered to our joint customers.

Under this approach, IST and its modem pool becomes just one of many possible ISPs. Central to this effort are the software kits for Macintosh computers and Windows PCs. Known as the Berkeley Internet Kit (or the BIK), this package can be readily configured to work with most ISPs. Although software is only one-component of the approach, the entire effort has come to be known as the BIK Project. To date we have reached an agreement with one ISP and are working closely with a second.

Our experience in applying this approach has, so far, been very encouraging. The development of the BIK alone has increased the self-sufficiency of our users and contributed much to the job satisfaction and productivity of our end-user support staff. Our initial ISP partner is satisfied with the current rate of growth in business, and there have been very few problems encountered with our user support approach. We believe this approach makes maximal use of campus resources and expertise to improve and expand off-campus dial-tone access to the network.

Professional Development Award Winners Excellence in Information Technology Solutions 2004 Award Winner Excellence in Information Technology Solutions 2005 Award Winner Excellence in Information Technology Solutions 2002 Award Winner Exemplary Practices in Information Technology Solutions 2001 Award Winners Exemplary Practices in Information Technology Solutions 2001 Award Winners Best Practices in Higher Education Information Resources 1999 Award Winners Best Practices in Higher Education Information Resources 1998 Award Winners Best Practices in Higher Education Information Resources 1997 Award Winners Best Practices in Higher Education Information Resources 1996 Award Winners Best Practices in Higher Education Information Resources 1995 Award Winners		Best Practices in Higher Education Information Resources 1996 Award Winners Professional Development category - Valley City State University Center for Innovation in Instruction VCSU faculty members started a planning process during the 1992-93 academic year that culminated in the creation of the Center for Innovation (CII). At first, a faculty committee met regularly to struggle with the many issues surrounding the higher cost of technology in an environment of limited resources. People recognized early in the process that creative ideas would be needed to adequately prepare and support faculty. The CII concept grew rapidly from a hope for a room on campus with a trainer to something much larger and more powerful. The faculty involved in the early planning observed that all kinds of educators and institutions were facing the same set of problems dealing with the rapid pace of technological change. As they studied efforts by others, their initial feeling of inadequacy was replaced by a sense that significant opportunities existed for those who were willing to step forward to gather resources and offer badly needed services. Ultimately, the planning group came to the realization that a resource center was needed to serve the entire state as a focal point for emerging technologies education and support. Located on the campus of VCSU, the CII is now widely known as a central point of contact in the state for technology planning and training. Rather than go alone, VCSU with the help of public school administrators representing the Southeast ND Technology Consortium created an image for a CII that would operate through a unique partnership among the ND Department of Public Instruction and public school community, the State Board of Vocational Education, the business community, and higher education. After securing start-up funding, Dan Pullen was hired as the first CII director. Three years later, the CII mission is to "improve teaching with technology" and includes the following components: support instructional innovation and the application of technology, including encouragement of networking among education professionals with similar interests provide professional development opportunities for ND teachers and administrators, and support the preparation of pre-service teachers to facilitate effective adoption of technology in schools promote mutually beneficial partnerships between the business community and educational institutions to enhance the quality of schooling develop products and disseminate technology information to meet specific needs of schools assist school districts in their planning for use of instructional technologies The CII in a brief span of time has exceeded original expectations by a wide margin. In addition to playing a central support role in VCSU's emergence as a leader for the application of technology to instruction, the CII has at the same time had a significant impact on the state by elevating the level of technology awareness. Largely due to effort of the CII, there is a higher quality dialogue on technology issues both on the campus at VCSU and across the state. For VCSU, the CII off-campus experience meeting the needs of K-12 customers has contributed to more effective on-campus notebook training sessions. Applications category - Boston College Telephone Service Self-Activation System With the implementation of the campus-wide network at Boston College in August of 1995, a number of technology challenges were anticipated with the aim of developing and installing innovative and cost-effective solutions. This networking implementation involved the extension of a significantly higher level of service to out students—especially those living in the residence halls. As part of the overall project, individual student stations in all campus residence halls were equipped with a three-prong jack for the attachment of cable television, telephone, and data services. As Boston College assumed the role of student telephone service provider, it was evident that system and process efficiencies would be required in order to support 6,700 students on our SL/100 without any additional staffing. Previously, NYNEX administered 1,500 student phones (one per suite) using a manual process that required their technicians to individually activate each phone. Requests for additional phones within a suite were handled slowly, as they required NYNEX wiring changes within rooms and wiring closets. The Boston College solution entailed pre-wiring 6,700 jacks, enabling each student to have his/her own phone service. The team focused on developing applications within our information systems to preassign telephone numbers for four and a half yours, and to have students self-activate the telephone jacks in their residence hall locations as they moved into their rooms or suites. The student plugs the phone into a jack and dials 5-DIAL (5-3425), a voice-response application that allows the student to activate his/her pre-assigned phone number and service profile at that jack. The student inputs an ID number and a PIN number. The 5-DIAL application, running on an RS6000, communicating with a mainframe 9000, updates the SL/100 telephone switch appropriately. On Labor Day weekend 1995, 6,700 residence hall students moved into campus housing and immediately activated their individual telephones - a process that in previous years took days, weeks, or months. With any student changes or moves within the housing complex, students will reactivate their phones at new locations without any manual telephone switch administrator or telephone company technician activity. As Boston College assumed the role of student telephone service provider, it was evident that system and process efficiencies would be required in order to support 6,700 students on our SL/100 without any additional staffing. Previously, NYNEX administered 1,500 student phones (one per suite) using a manual process that required their technicians to individually activate each phone. Requests for additional phones within a suite were handled slowly, as they required NYNEX wiring changes within rooms and wiring closets. The Boston College solution entailed pre-wiring 6,700 jacks, enabling each student to have his/her own phone service. The team focused on developing applications within our information systems to preassign telephone numbers for four and a half yours, and to have students self-activate the telephone jacks in their residence hall locations as they moved into their rooms or suites. The student plugs the phone into a jack and dials 5-DIAL (5-3425), a voice-response application that allows the student to activate his/her pre-assigned phone number and service profile at that jack. The student inputs an ID number and a PIN number. The 5-DIAL application, running on an RS6000, communicating with a mainframe 9000, updates the SL/100 telephone switch appropriately. On Labor Day weekend 1995, 6,700 residence hall students moved into campus housing and immediately activated their individual telephones—a process that in previous years took days, weeks, or months. With any student changes or moves within the housing complex, students will reactivate their phones at new locations without any manual telephone switch administrator or telephone company technician activity. Service category - University of California, Berkeley The Berkeley Internet Kit Project The Information Systems and Technology (IST) division of the University of California at Berkeley serves a community of over 44,000 individuals including students, faculty, and staff. Access to online services such as email and information resources such as the Library catalog, the Schedule of Classes, the 300+ official World-Wide-Web sites on campus and to the broader Internet has become essential to this large population of knowledge workers. Many of these individuals, particularly the faculty and students, work at both on and off-campus locations. They need Internet access from both locations. IST has for many years provided modem access to the campus computers. More recently we have provided SLIP/PPP service to the campus network and substantially increased the number of high-speed modems in the modem pool. We currently support some 600 modems in our pool, and yet they are still heavily impacted. It has become clear that we are facing a future in which IST will not be able to single-handedly keep up with the accelerating demand for dial-tone access. A rather obvious way to alleviate some of this pressure would be to encourage the campus users to subscribe to one of the many Internet Service Providers (ISPs) which have spring up in response to popularity of the Internet. But, these users are resistant to paying for a service that they had come to expect for free. Thus, pricing of the services is a critical factor. Furthermore most ISPs provide their customers with an all-in-one network connectivity package that does not have the richness of functionality of the software we customize and distribute to our users. We also anticipated a lot of support problems if campus users tried to use off-the-shelf ISP software to gain access to the campus network. In response to this challenge, IST developed a service approach in 1995 to cope with the growing need for off-campus Internet access. The components of this approach are 1) the development and mass distribution of a single comprehensive package of software that will meet the needs of our users from wherever they are accessing the network, 2) leveraging the value of this software and the network services such as email that we offer to gain cooperation and pricing advantage from commercial Internet Service Providers, and 3) design of an adaptable model for partnering with ISPs while maintaining quality control over the services and support being offered to our joint customers. Under this approach, IST and its modem pool becomes just one of many possible ISPs. Central to this effort are the software kits for Macintosh computers and Windows PCs. Known as the Berkeley Internet Kit (or the BIK), this package can be readily configured to work with most ISPs. Although software is only one-component of the approach, the entire effort has come to be known as the BIK Project. To date we have reached an agreement with one ISP and are working closely with a second. Our experience in applying this approach has, so far, been very encouraging. The development of the BIK alone has increased the self-sufficiency of our users and contributed much to the job satisfaction and productivity of our end-user support staff. Our initial ISP partner is satisfied with the current rate of growth in business, and there have been very few problems encountered with our user support approach. We believe this approach makes maximal use of campus resources and expertise to improve and expand off-campus dial-tone access to the network.
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