The New Academic Computing Cooperative in Action
July 1993 - Present

The Academic Computing Coordinators

Each has combination of technical and discipline-specific academic backgrounds defined as ideal during the planning process:

Classicist and language specialist
- Humanities and Languages
Political Scientist and quantitative methods specialist
- Social Sciences, Performance Arts and Physical Education
Physicist specializing in numerical and laboratory techniques
- Natural Sciences, Mathematics and Art

Challenges of such a staffing approach:

It can not be assumed that all individuals successful in traditional faculty technology support roles will do well in our non-traditional model; the potential candidate pool is realistically, then, only a subset
In 2 of 2 cases to date, we have successfully recruited from the growing ranks of graduate students in love with the possibilities of technology in teaching and research as well as their academic disciplines
Our recruitments have taken more time and effort than those of traditional staff
Recruitment "curve": If required, technical skills will be sacrificed to academic ones

How Academic Computing Coordinators Interact with Faculty

Computer delivery and set up -- coordinators and their assistants:

Set up and test all equipment
Install and test all software
(the above are done in a "bench" area in our building)
Physically install the system, including network connection, in the faculty office or lab
Provide one-on-one, in-office training on the use of the system and application software at times of faculty choosing

A good time to talk about "software standards"....

Within budget constraints, the choice of applications software installed on a system is the user's
In the "personal productivity" realm, faculty currently use a number of different products, approximately
- 6 word processing
- 3 file management
- 3 spreadsheet
- 2 presentation
- 3 graphics
Faculty also need a large variety of discipline-specific applications
We have successfully met these needs through
- An annual, collaborative planning process through which departmental computing needs are identified
- The establishment of key site licenses, including negotiation of unique terms with some vendors
We acquire and provide assistance with the range of applications needed and used by faculty. Our support philosophy is that simple.
Moving from the prior software standards-based environment has resulted
- NOT in chaos and pandemonium
- BUT RATHER in faculty
  - having the applications they need
  - with which they feel comfortable
  - with which they are achieving new outcomes in their teaching and research

And "hardware standards" ....

For hardware maintenance and reasons, we do select specific brands and models of desktop computers and printers for acquisition
Faculty statements of functionality needs and preferences
- drive these selections
- determine which model and configuration is provided to an individual
Other products are also acquired whenever that's the best thing to do
Our approach is sensible, open and non-dogmatic, and everyone is happy with it!

Because the software and hardware has been selected on the basis of faculty needs and preferences, Computer Delivery is

A pivotal occasion on which faculty and computing staff initiate relationship of highly personal and individualized support
A time of mutual excitement and anticipation
A time when faculty and their computing coordinators together begin to explore possibilities of technology use

Training

Computing Coordinators and their assistants provide one-on-one training to faculty upon request
Training content and schedule determined by faculty preference
Training usually occurs in faculty office
Small group training utilized for networking topics as networking initiatives usually occur at department level

"One Stop Shopping"

The Computing Coordinators do not directly provide every one of our services, but they are the single faculty contact point for information and assistance about all services
The Computing Coordinators are the first line of contact for all faculty questions
- big or small
- quick or long
- easy or difficult
- simple or complex
I.e. ., there is no triage system in front of them

Curricular and Technology Research

The faculty questions we particularly hope for are of the form, "Is it possible to...."; i.e., faculty ideas on possibilities for curricular or research enhancement
Ideas do not necessarily contain technology component at outset
Ideas provide basis for faculty/computing coordinator discussions
Coordinators typically conduct research
- What is being done in like areas at other institutions
- What technologies may particularly support faculty goals
Iterative process of discussions and information gathering, typically including hands-on examination of software an/or hardware
Process concludes with idea sorting, e.g. .,
- Not such a great idea after all
- Great idea, but not now
- Great idea; let's pilot it

Curricular and Technology Pilots

A pilot is an experiment
- Will desired curricular enhancement materialize through the introduction of technology use and other changes to a syllabus
- At what costs
- Involves at least introductory mastery of technology by faculty and some student use for course work
Computing Coordinator's role is to provide full and direct assistance at every step
- Faculty training
- Software and hardware preparation and testing in our student computing environment
- Student training
- Trouble shooting and analysis
Successful pilots are integrated rated into departmental curricula, the student computing environment, and the academic computing budget

How Academic Computing Coordinators Interact with Faculty

It is very important for faculty to have frequent contact with the coordinator. It is rare that a conversation I have with my coordinator begins with "Is it possible to...", more often it consists of some seemingly mundane problem that I am trying to jury-rig a solution to. From there my coordinator will ask me what I am trying to accomplish and twenty minutes later we are embarking on a far more ambitious and intelligent plan of action. Because of the value of these conversations I have made it a point to call on my coordinator at least once a month whether I need her help or not.
--Scott Bierman

Relationship Between Computing Coordinators and Other ACNS Staff

Divisional Support Assistants
- Each Coordinator recruits, trains and supervises 3-5 student assistants
- Assistants are delegated tasks by Coordinators
Student Computing Coordinator
- Manages student computing sites and student lab assistants
- Whereas SCC solely responsible for generic and general purpose offerings of student sites, ACCs share responsibility for course- and discipline-specific ones
- SCC manages and maintains computer classroom
- ACCs train faculty in use of computer classroom
- ACCs participate in first classroom session(s) and are on-call to provide faculty assistance thereafter
Systems/Network Staff
- ACCs perform account and volume management for their users
- Network staff design, manage and maintain network wire and electronics up to wall jack
- ACCs install network cards in faculty computers, and connect to wall jack
- Network staff select and define standard configurations for network software
- ACCs install and support network software on faculty computers
Information Coordinator
- IC develops local timesharing system documentation for students
- ACCs also distribute this documentation to faculty
- IC manages campus WWW server and ACNS web content
- ACCs and assistants develop and maintain academic department home pages
- IC sits on CWIS oversight committee
- One ACC also sits on CWIS committee

Faculty Advisors for Information Technology

One faculty from each division invited to take on role
Advocate and counselor for other faculty wishing to make further use of information technologies
Close cohort of Director
Partner of Coordinators
Member of Advisory Committee for Academic Computing
Not "technology super persons", but rather individuals who
- Are comfortable with technology
- Use technology in the classroom
- Willingly and enthusiastically talk with cohorts about the benefits, personal costs and pedagogical issues of curricular computing
Commitment is a three year one; 1/6 course release per year is offered as remuneration
Advisors are involved in curricular discussions, research and piloting

Curricular Computing Grant Program

Creating competitive faculty grant program among very earliest objectives of new organization
Simple goal: Curricular Computing Grants are designed to enable faculty to explore, experiment with, and pilot the use of information technologies to enhance their teaching. The goal is the improvement of educational outcomes.
Possible awards:
- Stipends for times when college not in session
- Software
- Hardware
- Fees for training, data, etc. .
- In exceptional cases, course release
16 awards in two years to
- Develop new course focusing on application of Prolog to core problems in Cognitive Sciences
- Further integrate computer-based image manipulation into Print Making courses
- Prepare computer based modules for use in introductory Psychology classes
- Pilot use of electronic texts and computer-based search software in English literature courses
- Integrate computer-based analysis and manipulation of remotely sensed images into Geology, and other, curricula
- Prepare laboratory exercises for computer-based microscope image analysis component of Biology courses
- Integrate full use of computer classroom, computer presentation, and network technologies and capabilities into Managerial Economics
- Explore creation of digitized images and computer-based retrieval and manipulation for Environmental Sciences
- Apply digital CCD camera technologies and assess Astronomical educational software
- Further integrate use of computer-based data recording and visualization techniques in Archaeology
- Experiment with creation and operation of networked-based learning community modelling principles of self government
- Assess computer-based materials to enhance student performance and interest in introductory French; develop skills in languages not offered at college
- Prototype mobile computing workstation for use in Chemistry laboratories
- Pilot use of digitized images in the slide library catalog and classroom
- Explore use of electronic conferencing and authoring to create a more student-based, participatory environment in survey series in African History
- Assess potentials of using computer and synthesizer hardware and sequencer and notation software in music composition classes
12 new grants expected to be awarded shortly to faculty in
- Anthropology
- Art
- Asian Languages
- Biology * 2
- German
- History
- Linguistics
- Music
- Political Science * 2
- Spanish

Impact

35 Faculty, 20%, have participated
Vehicle for most curricular computing ideas, discussions, pilots and adoptions to date
Coalescence point for goals of new organization and roles of Faculty Advisors and Computing Coordinators

The program has provided us with a comprehensive, consistent and ongoing means of curricular innovation. It is clear that we would not have accomplished so much, so quickly, without it.
-- Cathy Smith

As much as anything, the Curricular Grant Program has provided an institutional stamp of approval for faculty to spend time on curricular initiatives. Now, finally, was a recognition that it is time consuming to modify curricula to take advantage of information technologies and that the time spent doing so is valued by the College.
-- Scott Bierman

Advisory Committee for Academic Computing

Four Functions
- Provides venue for discussions concerning long-term information technology planning
- Sets budget priorities
- Serves as policy discussion forum and policy setting body
- Awards Curricular Computing Grants
- Members are campus-wide advocates of importance of information technology in curriculum
Members
- Director of ACNS
- Faculty Advisors
- Associate Dean
- One academic staff
- One student

This is by no means a "watchdog" group. We are partners and friends, sharing a role in guiding academic information technology development and use at Carleton.
-- Cathy Smith (seconded by Scott)

Important ACNS Collaborations in Support of Faculty Technology Use

Modern Language Center
- Integrating technology use across the language curriculum
Learning & Teaching Center
- Supporting curricular strivers and innovators
Library
- Facilitating faculty access to world of electronic information resources

What Faculty Think of Their Computing Support

You've got a wonderful crew over there and I am so very pleased with the "attitude" of your staff. If everyone on the campus were oriented the way you run your operation we would all love each other and usual conversation would come to an end.
-- Chuck Carlin, Professor of Chemistry & President of the Faculty

Not only has the creation of ACNS provided me with the support to implement curricular dreams, it has also led to new inspirations that would have been impossible without the stimulating interactions between faculty and ACNS staff.

Our academic computing infrastructure seamlessly interweaves the technical and pedagogical strengths of ACNS staff and faculty with incredible curricular outcomes for our students.
-- Susan Singer , Associate Professor & Chair, Biology

ACNS has come to our aid much more vigorously and in a more timely way than ever happened under the old setup. It is great to know that we have truly expert people ready to come to our assistance.
-- Kirk Jeffrey, Professor & (then) Chair, History

Adam Smith argued in The Wealth of Nations that division of labor was the prime determinant of a nations growth. What the economics department has learned is that division of labor, combined with good communication between faculty and ACNS staff who view themselves as partners, is the way to provide the best education to our students.
-- Scott Bierman, Associate Professor & (then) Chair, Economics

Next Section: What Has Not Worked as Well as it Could or Should?

The New Academic Computing Cooperative in Action July 1993 - Present

The Academic Computing Coordinators

Challenges of such a staffing approach:

How Academic Computing Coordinators Interact with Faculty

A good time to talk about "software standards"....

And "hardware standards" ....

Training

"One Stop Shopping"

Curricular and Technology Research

Curricular and Technology Pilots

How Academic Computing Coordinators Interact with Faculty

Relationship Between Computing Coordinators and Other ACNS Staff

Faculty Advisors for Information Technology

Curricular Computing Grant Program

Impact

Advisory Committee for Academic Computing

Important ACNS Collaborations in Support of Faculty Technology Use

What Faculty Think of Their Computing Support

The New Academic Computing Cooperative in Action
July 1993 - Present