Campus-Wide Computing Initiatives

Higher education is undergoing an amazing transformation. Computer technologies are enabling schools to reengineer how faculty members deliver curricula and how students learn. With students demanding greater and more productive access to computer-enabled educational resources, leading higher-education institutions are responding by implementing programs that help ensure all students have access to computers configured for their computing environment. These programs -- called campus-wide computer initiatives, or universal access programs -- are creating dynamic teaching and learning environments that enhance students' educational experiences. An Emerging Trend Campus computer programs emerged in the late 1980s. They first appeared at smaller, private institutions and schools with technology-centric curriculum, such as business or engineering schools. Programs are structured differently depending on the school's mission. Some deploy campus-wide programs, while others only have programs for individual schools (business, engineering, etc.) within the institution. Computing requirements also vary. A number of schools allow students to choose their system, configuration and vendor. Others strongly recommend or require a specific vendor and configuration, which makes technical support easier and less costly, and helps guarantee that students purchase network-compatible systems. Based on our experience in working with various college and university programs, we've seen that the best practices for implementing these programs come from schools who clearly understand what they hope to accomplish. Schools need a vision for using technology to enhance faculty productivity and student learning and must involve key stakeholders in the decision-making process. Students, parents, faculty and staff should all have a voice in the decision. For example, the University of Texas at Austin implemented its program only after pilot testing and careful evaluation with faculty, students, business partners and vendors. Schools must also make sure their network and support infrastructures can handle the influx of technology. Routers, hubs, servers and wiring may need upgrading to provide additional Ethernet ports and faster Internet connections. Schools may need to hire more support technicians and conduct extensive training. Longwood College in Longwood, Va. spent the spring and summer of 1998 augmenting its network capabilities. It hired more help-desk personnel and a technician to provide network support to students and turned to students for additional technical support. The college recruited a student support staff and put them through a six day boot camp where students trained 12-hours a day. Today, the school's 12 full-time student technical associates provide 24-hour support to students living in residence halls. If proper training occurs, campus-wide computer programs can have an energizing effect on faculty. Instructors need to understand how to effectively use technology to change teaching methods and create a more dynamic learning environment. Many schools hold workshops and training sessions to provide this information. Students must also learn to use the technology. Manufacturers can ship the systems directly to students' homes several weeks before classes start to let students familiarize themselves with the technology before arriving at school. Formal training can occur once students are on campus. A strong vendor relationship is another key component. For instance, at Dell, we work with schools to design programs that offer both choice and flexibility. We custom configure each system and offer flexible financing and insurance options, factory-installation of the school's software package, online purchasing capabilities and support staff training. Equality of Access The appeal of campus-wide computer programs is simple: the programs level the academic playing field and give all students equal access to technology that's becoming critical for classroom success. …