CPG Cluster and Classroom Technology Subcommittee

Annual Report

April 10, 2001

 The faculty and staff at NDSU value access to computing technology for all members of the academic community.  This subcommittee has the specific goals of developing and reviewing policies that will enhance our academic computing capabilities.  These enhancements include new equipment and software for campus clusters and access to the latest technologies in classrooms.  Pursuant to these goals, this subcommittee has examined the software upgrade policy for clusters, prioritized resources for classroom technology, and evaluated progress toward the 5-7 year plan for campus clusters and classroom technology.

 1.  Evaluate software upgrade policy for clusters.

            We value access to computer clusters with current software available for all students, faculty and staff.  However, we understand that software upgrades may not provide significant improvements over older versions.  In Spring, 2000 a new software upgrade policy and procedures were put into place that allowed for faculty feedback on potential software upgrades.  These procedures functioned well for 2001 upgrades and should function well for future upgrades.  Additional review of these procedures should occur in Fall, 2001 after software modifications have taken place.

2.  Prioritization of resources for classroom technology.

            We value access to computer-based educational technology in classrooms for all instructors and students.  To meet this need, several lecture rooms have been equipped with permanent installations of computers, projectors, and related equipment.  Smaller classrooms have been provided with equipment carts that include projectors and VCRs.  Additional equipment is available for check-out from ITS.  These resources have provided the basis for a tremendous expansion in the use of classroom technologies over the past few years.  Because of this expansion of use, there is a continuing need to provide additional equipment.  However, determining the locations of new permanent installations and carts is difficult due to extreme demand coupled with fund restrictions.  In 2000, a new procedure for requesting new classroom technology was put in place through the ITS website (http://www.ndsu.nodak.edu/its/clusters_equip/melissa/request_form.shtml).  This form was used for the first time for new equipment requests for 2001.  The ITS staff and the committee determined that the form worked well, but that faculty and staff need to be better informed about the request process.  In the future, the form and procedure for requesting new classroom equipment will be better publicized, with sufficient lead time before ITS and this subcommittee need to evaluate the requests.

3.  Review of  5-7 year plan for campus clusters and classroom technology.

            In 2000, a plan for campus cluster and classroom technology was adopted by this subcommittee and subsequently by the CPG committee.  This policy states:

            We value accessible and current technology in our campus clusters and classrooms.  To meet this goal in an environment of limited funds, careful planning is required.  These plans must be responsive to both ever changing technologies and increased usage.  We place highest value on technologies that help the university meet its mission in teaching, research, and service.  Technologies must not be adopted for their own sake.  Rather, the values of the institution must guide all decisions regarding the use and adoption technology.  This committee has developed several specific goals for enhancement of our clusters and classroom technologies.  However, we recognize that in order to achieve these goals, new sources of funds will be required.

Clusters.  

1) An authentication procedure should be developed for better cluster management.

2) Appropriate policies for cluster use must be enforced.

3) Existing equipment must be replaced on a 3 year cycle.

4) New clusters should be established.  New clusters should primarily be special use with non-traditional designs that encourage a high level of interactive, group, and synergistic activities.  These clusters could incorporate advances in video conferencing, distance learning, and distance computing. 

5) All clusters, both new and existing, should incorporate valuable new technologies as they become available. 

6) More clusters should include ports where individuals can interface their portable computing equipment with cluster equipment such as scanners, printers, etc., as well as the NDSU network.  We envision a continuing increase in portable computing, and clusters should accommodate these needs.

7) To ensure that faculty are also up‑to‑date in their use of software, faculty should be given training on software that is added to clusters.

Classroom Technology.

1) The availability of classroom media carts and permanent installations should continue to meet demands.  Classroom technology equipment (either permanent or portable) should be available for all classes.  Because of the sharp increase of usage of classroom technology, we see the need for permanent installations in 90% of NDSU classrooms by the end of seven years. 

2) Classroom technology should become more user-friendly.  This need is especially apparent for carts, where a laptop computer must be attached to the equipment.  Difficulties with setup and operation may inhibit some potential users and can disrupt presentation for experienced users.  In order to reduce these problems, carts should include a computer with major presentation software.  These computers should be installed on all carts within the next two years.

3) Existing equipment should be replaced on a 3 to 4 year cycle.

4) Additional classroom technologies will need to be incorporated.  Although future enhancements are difficult to predict, we see needs for “electronic whiteboard” and wireless technologies. 

5) Within the next 5 years, we anticipate the need for interfacing students’ portable computers with the lecture environment.  We see the need for local networking systems in both special-purpose classrooms and large lecture halls.  These networks, coupled with electronic whiteboard equipment and other technologies, could produce a highly interactive environment suitable for both the classical lecture and distance learning formats. 

            Progress has been made during the last year toward these goals.  Specifically, recommendations have been made to equip the final “large” lecture halls on campus with permanent classroom technology.  Installations have also been recommended for smaller, high-use classrooms.  Two classrooms recommended for permanent installations include “electronic whiteboard” technology.  However, progress still needs to be made on authentication procedures for clusters and the incorporation of computers into the classroom carts.  These two recommendations should be high priority for 2001-2002.