аЯрЁБс>ўџ fhўџџџgџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСq П•Žbjbjt+t+ ВAAdŠ0џџџџџџ]ИИИИИИИЬЬЬЬ8<ЬyЖ€€€€€€€€>@@@@@@$/є#ˆdИ€€€€€d˜ИИ€€€˜˜˜€тИ€И€>ЬЬИИИИ€>˜Ж˜N :,ИИ>€T, DСћ$ˆОЬЬb64 A Computing Vision for ЬЧаФvlog Revised Draft #1.2 – April 16, 1999 Technology Utilities Committee The Future of Computing? Today’s electronic age is creating exciting new possibilities for higher education. IUP, with its emphasis on excellence in teaching and learning, can truly become a pioneer in delivering the quality instruction of the future. Indeed, if we are to maintain and enhance our national reputation and our ability to recruit and serve top students, we must not miss the opportunity to assume a position of leadership. Failure to do so would risk undermining the tremendous strides we have made in developing the quality and reputation of the university. Consider the following possibilities: Scenario #1 - Seated at your office computer, you are preparing a PowerPoint presentation for your HI 195 class. In need of a map of the first Transcontinental Railroad, you click onto the image server maintained by the Library. Finding the needed photo, you insert it into the presentation directly without the hassles of file transfers and downloads. Encountering a problem with the animation on a slide that illustrates the growth of America’s railroads in the 1800s, you call the IDC for help. They advise you to save a copy of the file to their “Help” server. With a simple “Save As” command, the file is on the IDC server and one of its staff checks the file. Finding the problem, they walk you through the needed adjustment over the phone. The next day, you walk into the classroom, log onto the IUP network using the classroom computer, load the PowerPoint file and begin your presentation to the class. Scenario #2 - Through the IUP grants database, you find a “Request for Proposals” for grants to fund scientific equipment. With a group of your colleagues from Safety Sciences and Chemistry, you decide to pursue this opportunity. The Office of Research assigns you a common work area on the “Grants Development” server. Here you can keep the current drafts of the proposal as it evolves and, using Microsoft Word’s annotation tools, see the changes and comments of colleagues while adding your own. After a late night working on the proposal on your office PC, you arrive home and realize you forgot to make an important change. Unfortunately, the group is meeting at 8:00 a.m. tomorrow morning and a trip back to IUP from Latrobe at 10:30 p.m. isn’t very appealing. From your home PC, you log onto your Stargate account (a local phone call only) and hook into IUP’s “Virtual Private Network.” You are able to access the Grants Development server and with a simple “drag and drop” operation copy the file to your Mac. You quickly make the edits and copy the file back. Early the next morning, one of the participants in the proposal calls up the file from home using their Stargate account. After a few quick edits, she sends the job to the laser printer at the office. Arriving at 7:55, you pick up the copies and walk into the 8:00 meeting, ready to go. After final changes, you notify the Research office. They call up the file from the server and submit the proposal electronically. Scenario #3 - It’s the last day of finals for Fall semester — the time when you get to finish grades for one semester while trying to prepare your syllabus for the next. While working on a draft syllabus in your office, one of your advisees stops in to ask about his schedule for the next term. Logging on to the Banner “Web for Faculty” system, you select “Advisees” and a list of your advisees appears on the screen. You select the student’s name and his schedule appears. Selecting “Advising Report” brings up a transcript and you see that most of his grades for this semester have been posted and he is doing well. The student asks what courses he needs to complete his major and if it will be possible to graduate in three more semesters. Selecting the “degree audit” system, a report of completed and needed courses appears. It indicates that for one of the required courses, there is a prerequisite of MA 121 with at least a B – which the student has achieved. For next semester, he needs a course you are teaching, but the course is listed as closed. Calling up your schedule, you are able to look at the course and see that five seats are available but are held for majors/special needs. With a simple click of the mouse, you grant permission and authorize the student’s registration. All this is done in a secured, password-protected environment that is accessible from home or office. Arriving home, you decide to finish your syllabus but realize you forgot to bring the current copy with you. Using your home PC, you log onto IUP’s network and pull the syllabus file from your departmental server. After making your changes, you copy the file back and send a copy to the office printer so you can pick it up and review it in the morning. Scenario #4 - You are working away feverishly to complete an article for publication that the journal wants in two weeks. Then you see the announcement -- the Voyager software on the Keystone Library Network will be upgraded over the weekend. You break out in a cold sweat wondering what will happen Monday morning. How will you access the Library systems from your office computer until the upgrade is installed on your machine? On Monday morning, you turn on your machine expecting the worst. As you log on a message flashes up -- “Keystone Library software has been changed, do you want your system to be updated now? This will take about 5 minutes.” You click “Yes”, cross your fingers, and head down to the department office to get your mail. When you return only a few minutes later, the update is done. You click on the icon and you are up and running with the updated versions. Later that day, you are at the Library reviewing some sources. You discover several quotes and citations in some journals that you want to add to your article. You walk over to one of the PCs set up throughout the Library and log on. The system recognizes you and, by reading your “roving” profile, configures the machine so it looks like the one in your office with all the same drives, files, bookmarks, special spelling dictionary and text default features accessible. You call up your latest draft, add the quotes and expand your bibliography. You then log off the Library machine and it is reset to its default standards, all connections to your files from the machine are ended and your virtual work area is secured. When you return to your office, you can call up the file with the new additions and continue your work. Scenario #5 -- After a long day at work, you finally arrive home. Working full-time and being a graduate student is difficult. There’s no class tonight so you don’t have to drive to Indiana for your course. However, you have an exam in the course tomorrow night. While you wish you could take the time to be a traditional, on-campus graduate student, work and family pressures don’t allow it. Through IUP’s electronic network, however, you are able to experience many of the benefits of the graduate culture. Using your Stargate account, you connect to IUP. Your instructor has created a virtual space for the course using WebCT. Here you check the bulletin board and see some questions and comments on the exam from other students. One of the discussion threads focuses on some of the research articles. You access the article on the server and make some comments on your private “notepad” that is attached to the course and the article. Someone has a question about one of the readings and you post your comments. As arranged, the professor has a chat room reserved for 8:00. You check in and several classmates are already there. The discussion is focusing on trying to understand some theoretical concepts. You join in and offer some comments and raise a few questions of your own. You also call up the professor’s lecture notes and take a quick glance at them as the conversation goes on. At 8:45, the instructor joins the conversation as scheduled. She helps clarify some of the confusion on one of the articles. In response to some questions, she indicates that some of her notes might be helpful and she will post them later. At 9:15, the chat room closes. You do a quick check of your email. Returning to the course area, you see the instructor has posted the promised article. You print out a copy and sit down to read it. Before quitting for the night, you check your email and see one of your classmates asking people to join her for a discussion on the new article at 11:00 in a personal chat room. You take a quick break then come back and spend 15 minutes discussing the article with five of your classmates. It may not be the same as living on campus, but you really enjoy the virtual support you have for your graduate program. Scenario #6 -- It’s a cold, snowy, February evening. Returning to the residence hall after dinner, the last thing you want to do is go back out in the cold searching for a seat in a public computer lab. But you’ve got assignments due tomorrow and you need access to files and software in the labs. Fortunately, your family purchased a personal computer for you through IUP’s discount plan. When your “pre-configured” machine arrived, you simply took it out of the box, plugged it into the wall outlet, ran a brief setup program and you were on-line on the University network. Logging on to the IUP network, you know that the homework for your Communications Media project is on a designated server. Since you are signed up for the class (CM 301, Section 004), you already have access to the folder created for your section by the college’s technology manager. In the class assignment folder, you call up the file with the required assignment. Several hours later, you’ve finished the presentation you need for tomorrow’s class. You copy it back to the designated folder on the server where it will be ready for you to call up tomorrow when you do your presentation in class. On to your next assignment – statistics. You need to use SPSS to analyze a set of data. From your desktop, you access the applications server that contains the SPSS software. You then call up the data file created by your instructor in the course folder on the Natural Sciences and Math college server. After your analysis is completed, you type up your report in Word, copy in a graph from Excel (you figure the chart should help your grade!), then email it to the professor. It’s not even 11:00, you’ve finished all your assignments and you didn’t have to go back out in the cold. Scenario #7 – It’s the end of the semester and you’re cleaning up your office before the break. In addition to the paper and books, you clean up the files on your network. When you return for next semester, you find a new grant opportunity listed on the Office of Research server. You recall a proposal you were working on last semester that would be a great start. You check your network drive and it’s gone. Apparently, you accidentally deleted it when you were cleaning out your files. Normally, you’d have to start all over. But you call the Faculty Help Desk. They take the information and advise you they will search the tape back-ups that are automatically done for all network drives. A few hours later, you get a call back. The technician has found two likely files and restored them to your network drive. You call up the files and one of them is the old proposal you were looking for -- saving you days of work recreating it. Scenario #8 – You can hear the thunder getting closer, but you really need to finish the draft of the paper for your conference presentation. As the lightening flashes, you work feverishly. Suddenly, the lights flicker and go out. Ten minutes later, the lights come back but your computer won’t come on. You desperately need to finish the paper. You place a call to the Faculty Help Desk and explain your situation. Fortunately, a colleague across the hall will be in class all afternoon and offers you the use of his machine while he is gone. Logging on, your profile is accessed and you’re able to call up your files and work from the network drive where you stored them. Later that day, a technician arrives and determines the programs on your hard drive were damaged. Accessing the network-based installation site, the technician is able to “rebuild” your hard drive files in about 20 minutes. Since all your work files are stored on the servers none of these were damaged or lost. Your machine is restored and, before your colleague returns from his afternoon classes, you are able to return to your office and get back to work. Scenario #9 – The paper for your course is due in two days. Sitting at your computer in the residence halls, you are trying to finish up the bibliography and finalize the paper. You discover two problems. First, some of your citations are incomplete. Second, there was a great quote from a journal article you wanted to include but you’re having trouble deciphering your scribbled notes. Connecting to the Library’s Voyager system, you check the references and complete the citations you need. Going to their on-line journals, you find the article and the needed quote. Completing the draft, you would like to have someone take a look at your writing. Loading up Outlook Express, you send an email to the Virtual Writing Center with the Word ’97 file for your paper attached. A few hours later, the file is sent back to you. Using the “comment” function in Word ’97, a member of the Writing Center staff provides some suggestions on how to improve the flow and correct the grammar. In several cases, a link to the appropriate pages on the Writing Center’s web site is provided. The pages provide more detailed information and tips to improve your writing. After reviewing the comments, you make some adjustments and finish the paper. You email it to your instructor. The following Monday, you receive an email from your professor. She has graded the electronic paper and used the “comments” feature to provide feedback on your work. From Vision to Reality Today’s electronic age is creating these exciting new possibilities for higher education. IUP, with its emphasis on excellence in teaching and learning, can truly become a pioneer in delivering the quality programs of the future. Indeed, if we are to maintain and enhance our national reputation and our ability to recruit and serve top students, we cannot miss the opportunity to assume a position of leadership. Failure to do so would risk undermining the tremendous strides we have made in developing the quality and reputation of the University. We must take the steps that will assist all our faculty in moving forward while also providing an environment that is supportive of the pioneers who will continually push the limits of technology in teaching and learning. It is important to understand that these scenarios are not distant dreams. It is possible to make major strides forward in the near future if we plan and implement wisely. Many of these changes are already underway and we can build on them in the near term. Others can begin now and grow over the next 1-3 years to the full capabilities we seek to have. However, we must remember that IUP’s mission is high quality education at a very affordable price. This means we do not have the resources of our competitors. We must do better in the design and implementation of our systems and their support structures and use our technology resources in a highly efficient manner. This is possible if we accept the need for standards. We must ask ourselves if we are willing to accept institutional standards in exchange for greatly enhanced computing capabilities. We will need to standardize on a Windows-based configuration and a Mac-based configuration – not multiple examples of each and multiple ways of deploying it. We do not have the resources to do it any other way. Our standards must be dynamic and evolving. We must plan for change but not try to incorporate every change that occurs. We must determine which are appropriate and when they should be introduced. We now have the structures in place—Academic Computing Policy Advisory Committee, Technology Utilities Committee, Administrative Computing Oversight Committee, and the College Technology Committees — to do this. Standards do not preclude meeting special discipline needs. For specialized software that is needed for a program, there are procedures within the standards to accommodate their use. Standards are not a “necessary evil” that we must accept. Instead, they provide the opportunity for positive steps. With established standards, maintenance and upgrades will take less effort freeing staff to provide support and training. Working from a common basis that incorporates Windows and Mac machines, we will be able to provide better services and continual development of these capabilities. Perhaps most important, however, are the benefits for the academic program. A new level of connectivity and a common set of software will enhance faculty collaboration and cooperative efforts. Students will be able to develop advanced competencies in software tools as they encounter the same set in multiple classes. Faculty can then incorporate this required capability into the classroom. Even today, faculty can not assume their students will have the technical skills needed to do a classroom presentation, prepare a “desktop published” report, develop a chart, analyze a set of data or find resources on the Internet. Many times, faculty must divert attention from the content portion of the class to teach students the software tools. As students continually develop their technical skills, the sophistication and quality of their work will increase, their academic experience will be enhanced and they will be more employable while at IUP and after graduation. Making It Work While these capabilities may sound unattainable, they are really the product of some very concrete and manageable steps. Most have already been tested in our campus infrastructure, or in the academic or administrative areas. Some are already in operation but would have to be expanded to serve a larger population. It will take time to achieve all these objectives. We can not provide all these capabilities immediately. But we can begin now and we can establish a reasonable, but aggressive, timeline to achieve them. The speed of implementation will vary depending on resources and technical considerations but we must plan wisely so we do make the maximum advances with the resources available. The following points outline the needed services and standards to make our new technology vision a reality. To the extent we are able to agree on standards, take advantage of economics of scale, and use system-based capabilities, we ease the resource burden and shorten the time needed to reach our objectives. While there will be some highly detailed and technical configuration issues to address, these can be handled via the TUC once we have agreement on the goals, direction and fundamental standards of our efforts. Multi-campus LAN – At the heart of our effort is campus-wide connectivity using a local area network (LAN) model. This would include Armstrong and Punxsutawney as part of the network. Eventually, the Monroeville Center would be added. We would use NT-server as the basis for file and print sharing. Such a system is already in place in many areas of campus and the two branches are already networked to Indiana using NT. By establishing standard setups for our NT servers, including folder (directory) structure and installation procedures, the ability to administer, support and back-up these servers will be greatly enhanced. Desktop Computers – Our environment must be able to support current Windows and Mac machines for users. Currently, Windows’95 is serving as the operating system for PCs. For Macs, we need to settle on a “connection software” that will enable us to integrate them with the NT network and servers. In keeping with our need for standards, we cannot have multiple connectivity clients for Macs. Instead, a single approach will allow us to refine our setups and provide better support and service. This product would be essentially transparent to the user. Home Directories and Roving Profiles – These provide every user with a server location that stores their setup and access preferences and provides a basic amount of storage space. Because these profiles are stored on the network, a user can log-in from any machine on the network and see their desired environment. For students and faculty, the ability to easily access their files and to have the same basic machine setup at all locations on campus will greatly facilitate the teaching and learning process. Studies are already underway on this issue with the hope of deploying this capability as early as possible in the 1999-2000 academic year. Standard Desktop – A common set of software on all machines is a key component of a campus-wide approach. This would include Windows ’95, Office ’97 and various Internet and utility tools. Equivalent Mac tools would also be defined. ACPAC and ACOC are working to develop an acceptable baseline set. Both have established Microsoft Office 97 Professional as the recommended suite. Note that having a standard desktop does not preclude individuals from adding software to meet specific needs. Instead, it provides a common base for student learning and for sharing information. Basic Directory Structures – In order to use the system support tools for updating and maintaining the network, it is essential that certain conventions be followed in naming drives, adding folders and installing “non-standard” software. For example, the University has settled on the H:\ drive as being the location for user “home” directories and roving profiles. On the hard drives of individual machines, established folder locations will have to be used for installing the standard software, any optional software and for personal files. This does not limit what we can do or what software we can install. It only requires us to follow established guidelines so system support functions will work. File Security – Faculty and staff will be encouraged to store important files on the network servers. These servers are in a secured location, the files are protected by password and they are automatically backed-up. Faculty will still have the option of storing files on their local hard drives and can use various file locking mechanisms for security, if they feel this is needed. However, the automatic backup capability of the network drives is a significant benefit that should not be overlooked. Email – ACPAC, ACOC and TUC have recommended and the President has approved Outlook Express as IUP’s graphical email client. Express provides an easy-to-use interface and handles file attachments. Full implementation of Outlook Express will be facilitated by the deployment of our security domain (see below). In the interim, modifications are needed to make Express work properly in public labs where there are “generic” passwords. Academic computing staff are developing this program. IUP is also working on the implementation of an email directory (LDAP) that is integrated with the Express email package. This address book will enable users to look up addresses while writing an email. This effort is now in an advanced exploratory and testing stage. Note that even though we are implementing Outlook Express, the current VMS/Kermit mail will still be available. Security Domain – One of the keys to making a large network function is appropriate security. On small networks, this can be handled manually and individuals given access to needed servers on a case-by-case basis. With some 16,000 potential users on our University network, this is not feasible. Instead, we would create standard “groups” of individuals based on data in our record systems. Possible “groups” now under consideration include: groups for faculty based on college, department and course. groups for students based on college of major, department of major, course taken (e.g., CS 101), course section (e.g., MA 101 section 004), and others. groups based on residence hall location public groups for faculty, students and staff. The value of this security model is that specific capabilities can be provided to particular groups with significantly less effort. For example, if Communications Media wanted to establish a special storage location for students in its 301 class, it is only necessary to create the area and give access to it for the group called CM-301. If a particular faculty member wanted to set up a secured area for her section (005), her college technology manager would give access to the CM-301-005 group. When students add or drop the course, they are automatically added to or deleted from the security group and access is granted or revoked. Without such groups, someone would have to manually provide access on a case-by-case basis – a task that would be very expensive and time consuming with some 16,000 users. While we have developed some suggested groupings, we will continue to explore other clusters that would be useful. In addition to these security groupings, each individual has individual security for their personal folders. Thus, faculty can belong to groups where information and files are shared and to their own private area to which only they have access. Application Servers – Faculty, students and staff will need access to some software that are not part of the standard desktop set. Special software (applications) servers will be developed that allows users to access a copy of the software when they need it. This will allow access to special needs software without having to pay for and install it on all machines thereby saving costs and labor time. With some highly specialized and non-network compatible software, we recognize that other options will have to be explored. Web Servers – New web servers that make it easier to build web pages are essential. These may also incorporate the ability to use our security domain, where needed. Classroom Access – Connectivity to the classroom is essential for our network strategy to be successful. While the infrastructure to use network services from the classroom is in place, we still face the hurdle of providing adequate video/data capabilities in the classroom. Residence Hall Connectivity – While we have the wiring in place for students to connect to the campus network from the residence halls, it is essential that students be provided full connectivity to the campus LAN environment to have access to the many new capabilities that will be provided. Access from Off-Campus – We must provide mechanisms for our faculty, students and staff to access our network services from off-campus. In doing so, however, there are some very real technical and financial limitations. From a technical standpoint, the same access speeds are not available across phone lines. We are, however, looking at emerging technologies to help improve performance significantly. Financially, we do not have the resources to provide full connectivity from off-campus. Instead, we have developed an arrangement with Stargate to provide such access. Members of the IUP community can acquire special Stargate accounts at reduced rates. These provide access not only to the Internet but to a user’s IUP email and network accounts. To facilitate access from areas other than Indiana, Stargate is creating a Virtual Private Network (VPN) for IUP. Individuals with IUP-Stargate accounts can dial their local Stargate number (distributed throughout a large portion of Western Pennsylvania) and are connected to IUP without long distance phone charges. These users are recognized as part of the IUP community and thus have access to various services (Library, web sites, network servers) that could not be accessed via other Internet Service Providers. Web-based Distance Education – These technologies provide the opportunity for true distance education as well as enriching experiences for students in on-campus courses. We have already installed WebCT on a one-year basis with support and training provided by the Instructional Design Center. New web servers (see item #9 above) will also help in this effort. Faculty Training – Faculty training is essential to the success of our technology efforts. The first step must be to provide “foundation” training so all faculty have the basic skills necessary to use technology effectively. A collaborative effort involving the Instructional Design Center, the ADEPTT Center, Academic Technology Services and Continuing Education will begin in Summer 1999. It will provide regular workshops to address these essential skills. The Instructional Design Center will focus on the effective use of technology and advanced training especially for web-based functions. As a result of these changes, college technology managers will have more time available to concentration on the support of discipline specific software. Administrative Systems – While our emphasis has been on academic systems and connectivity, we should not overlook significant improvements in our administrative systems. The SCT-Banner 2000 product now being implemented includes a full set of web products to support faculty and students. Many portions of the system are now starting to come into service (Finance, Human Resources and Institutional Advancement). Student and Financial Aid modules will begin deploying in late 1999. By Fall 2000, the majority of all modules will be in place and functioning. Some added capabilities will continue to be implemented into 2001. In a secured environment accessed with their web browser, faculty will be able to get a list of the courses they are teaching. Selecting a particular course will show the students registered along with their major, email address, etc. Grades can be entered on-line and would be available to students only minutes after the faculty member posts and reviews them allowing for prompt distribution of grades without the privacy issues that are now raised. For advising, faculty will be able to review advisees’ transcripts on-line and conduct automated degree-audits. These degree audits will show on-line what courses a student has completed in their program and what requirements remain to be filled. The degree audit also allows the adviser to examine alternative scenarios. Thus, when a student asks about the implications of changing majors, the faculty member can select the new major code and a new degree audit is run. Finally, faculty will be able to work with their advisees to develop a four-year, proposed schedule. While this does not actually enroll the student in a course, it helps provide greater structure to the student’s program of study and will enable departments to gauge future demand. Students will be able to assess their progress against their timelines. According to various software companies, this four-year scheduling capability usually leads to improved student retention. Students will have a web-based registration system. They will be able to check their financial aid, grades and schedule on-line. Student employees will be able to enter their time sheets on-line. (Note: The degree audit capability will be available for students who begin study in Fall 2000. These capabilities for faculty and staff will begin coming on-line in early 2000 with the full package in place sometime in 2001.) Access to Computers – The Provost has committed to providing all regular faculty with appropriate multimedia computers by Fall 2000. Major steps are already being taken with as many as 150 new machines to be provided before Fall 1999. We are also exploring funding scenarios that will allow for regular replacement of faculty computers on an established schedule. Students, faculty and staff should also have the opportunity to purchase their own personal computers at discounted prices. These machines should come pre-configured to work with the university network and include the standard desktop software. The available options should include desktop and laptop machines. Various purchasing, financing and upgrade options should be available. For students in the residence hall, these machines should be set-up so that installation is as simple as possible. For home use, the basic configuration should include appropriate software to access IUP’s virtual network for those who wish to subscribe to such a service. IUP has played a lead role in a State System effort to make such a concept a reality. An RFP will be issued shortly and the intent is to have a purchasing plan in place before the start of Fall 1999. Help Services – Training and support are essential as we move forward. By developing standards, we will be able to automate many routine maintenance, installation, upgrade and security functions that now take significant staff time to complete thereby freeing these individuals to provide more direct support. A common set of standards will allow us to develop a greater level of expertise, share support across areas and develop systemic approaches to common problems. Help services will also be enhanced as a Help Desk is created for students and faculty. Improved documentation, including help manuals on the web, will all help to improve services. Various other mechanisms to improve services to faculty and staff are also under discussion. Personal Interface – This capability provides a web-type interface to our University systems with a personalized “home” screen for each user. This home screen would include standard web links to the relevant administrative systems. For students, this could include scheduling, financial aid, the Library, Virtual Writing Center, and their grade report. Faculty would see links to the advising system, Library, research opportunities, registration, and personnel systems. Links to their course web sites, including any Web CT site, would also be on the page for faculty and students. Individuals could also keep a list of personal web sites. In addition, there would be the capability for users to access bulletin boards (news groups) and to open a personal chat room. The personal chat room could be a valuable tool for collaborate work or for students who wish to study together. Conclusion Much can be accomplished if we plan carefully, adopt viable and evolving standards, and find more effective way to support technology. This Vision document is an attempt to show what is possible and to provide a common direction and strategy for reaching our goals. If we are to maintain our commitment to quality in teaching and learning, then we must agree on where we are going and the basic guidelines to follow. The Technology Utilities Committee offers this document as the mechanism to provide us with that critical direction and roadmap. D-R-A-F-T # 1.2 For Discussion and Comments  KSwœДЕЃ Ў œ …іmxя4?C9 И#'"'...О1Щ186C6т;ф;ћ;‘?“?ˆBЃBЄBЇBЊBСBјJKеOхONR_R{T TWWPYjY\ \ ^^za‰a8c9c§hikkЖkЦkЫlцlёmnљёљљчнљнљеЭљеЭљеЭљнељљнљЩЩнљСљнљЙљнљЙљљЙљЙљЙљЙљЙљЙљЙљЙљЙљЙљЙљЙљЙљЙ>*CJOJQJ5CJOJQJ5>*>*CJOJQJ5CJOJQJ5>*CJOJQJ5>*CJOJQJ5CJ$OJQJ CJOJQJI     !"'(KLMNOPQRSwxќќќќќќќќќќќќќќќќќќљљїїїїљїѕљ$$     !"'(KLMNOPQRSwxy˜™šœЕЖЁ Ђ Ѓ œ  но„…іїklmќќќќќќќќќќќќќќќќќќљіѓ№эъчфоіѓ№лиевЯЬЩЦУРНЗДБЎЋЈЂŸœ™–“љџџљџџ}њџџ~њџџŽ§џџ§џџ ЃѓџџњџџХћџџЦћџџўџџўџџ …љџџБљџџВљџџL§џџM§џџN§џџџџџžџџџЗџџџЙџџџКџџџЛџџџ еџџџжџџџзџџџиџџџйџџџкџџџлџџџмџџџнџџџ6xy˜™šœЕЖЁ Ђ Ѓ œ  но„…іїklmя№ќќќќњњњњњњњњњјњњњњњјњњњњњњјњ$mя№2348 9 И#Й#Ы$Ь$'''[)\)З+И+...М1Н1О17686x8y8Ш:Щ:с;т;у;ф;ћ;ќ;??;C*CJ5CJ>*CJOJQJ CJOJQJ9Œ:ŒaŽbŽcŽdŽuŽ’Ž“Ž”Ž•Žўћўў  :ŒaŽbŽcŽdŽuŽ’Ž“Ž”Ž•Ž§§§§ћћ§§§ Аа/ Ар=!А "А # $ %А [0@ёџ0 Normal_H mH sH tH 0@0 Heading 1$@&CJ:@: Heading 2$$@&a$6CJ4@4 Heading 3$@&>*CJ8@8 Heading 4$„h@&^„hCJ>@> Heading 5$@&5>*CJOJQJ>@> Heading 6$@&5>*CJOJQJB@B Heading 7 $$@&5>*CJOJQJ<A@ђџЁ< Default Paragraph Font@C@ђ@ Body Text Indent „h^„hCJ2B@2 Body Text CJOJQJ,@, Header  ЦрР!, @", Footer  ЦрР!:'@Ђ1: Comment ReferenceCJaJ,@B, Comment TextHR@RHBody Text Indent 2„h CJOJQJ•ŠВџџџџ/////2n•ŽKVx№с;MRЪl:Œ•ŽLNPQSUXmиD5d9Œ•ŽMORTWа и  F N –›ЪЯDLЌБ‹$$‹<<mZrZllclklm#momwm–mžmДoЙoЏ€Д€dŠ“Š–Š"%œДajД И И'р'Г,К,MGTGN$NcQœQж[п[9_?_u_{_5`;`ЖlЙlœnЃnѕpќpжqмq6u:u*{2{d|h|n}r}е}й}ЗЛdŠ“Š–Šџџ Mark Piwinsky3C:\WINDOWS\TEMP\AutoRecovery save of Vision 1-E.asd Mark Piwinsky;\\ADMS0100\PROVOFF$\Admin\Acad Computing\TUC\Vision 1-E.doc Mark Piwinsky3C:\WINDOWS\TEMP\AutoRecovery save of Vision 1-E.asd Mark Piwinsky3C:\WINDOWS\TEMP\AutoRecovery save of Vision 1-E.asd Mark PiwinskyE\\ADMS0100\PROVOFF$\Admin\Acad Computing\TUC\TUC Vision - Draft-1.doc Mark PiwinskyE\\ADMS0100\PROVOFF$\Admin\Acad Computing\TUC\TUC Vision - Draft-1.doc Mark PiwinskyY\\ADMS0100\PROVOFF$\Admin\Acad Computing\TUC\Vision\Circulated\TUC Vision - Draft-1.2.doc Mark PiwinskyY\\ADMS0100\PROVOFF$\Admin\Acad Computing\TUC\Vision\Circulated\TUC Vision - Draft-1.2.doc Mark PiwinskyY\\ADMS0100\PROVOFF$\Admin\Acad Computing\TUC\Vision\Circulated\TUC Vision - Draft-1.2.doc Mark PiwinskyY\\ADMS0100\PROVOFF$\Admin\Acad Computing\TUC\Vision\Circulated\TUC Vision - Draft-1.2.docHYo џџџџџџџџџ/8ƒU џ„h„˜ўЦh^„h`„˜ўo(. „h„˜ўЦh^„h`„˜ўOJQJo(З№HYo/8ƒUџџџџџџџџџџџ@€dШЅ•ŠP@GTimes New Roman5€Symbol3& Arial"qˆ№аh›‚4Іƒ4ІЬ2† r:ѓС"№ЅРДД€20"Œ+ˆџџA Computing Vision Provost Student Mark PiwinskyRoot Entryџџџџџџџџ РFЗ)NˆО€ђzЭхtЪw€1TableџџџџџџџџџџџџZЋWordDocumentџџџџџџџџВSummaryInformation(џџџџ(  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYўџџџ[\]^_`abўџџџi§џџџnџџџџџџџџўџџџўџџџџџџџџџџџџџџџџџџџopўџџџџџџџџџџџџџџџџџџџџџџџџџџџeџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ$cbennett Mr. Christopher G. Bennett$cbennett Mr. Christopher G. BennettўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎp,€ˆ˜  ЈАИР Ш ш фѓ:"Œ1 A Computing Vision TitlRoot Entryџџџџџџџџ РFЗ)NˆОр$Ђg:Ыw@ 1TableџџџџџџџџџџџџZЋWordDocumentџџџџџџџџВSummaryInformation(џџџџ”  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYўџџџ[\]^_`abўџџџџџџџџџџџџџџџi§џџџўџџџўџџџklmўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџjџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџўџџџ "  !$#ўџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџDocumentSummaryInformation8џџџџџџџџџџџџ ьCompObjџџџџjObjectPoolџџџџџџџџџџџџ Ўйћ$ˆО Ўйћ$ˆОџџџџџџџџџџџџnett cbennett$Mr. Christopher G. Bennett cbennettArchived ACPAC FileArchived ACPACўџеЭеœ.“—+,љЎDеЭеœ.“—+,љЎp,€ˆ˜  ЈАИР Ш ш фѓ:"Œ1 A Computing Vision Title|Ј0€8@LT` Ј@ Д М Ш д рш№јpEktContentID64EktContentLanguageEktFolderId64 EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionekttaxonomyenabledEktShowEvents EktInPermА ,X д;DownloadAsset.aspx?id=88108e@€тTsЪ@(кфtЪђ Summary Archived ACPAC FileArch FileEktTaxCategoryived ACPAC File#e  €(0<|„ œ Є А М ШаиEktContentID64EktContentLanguageEktFolderId64 EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionekttaxonomyenabledEktShowEventsА ,X д;DownloadAsset.aspx?id=88108e@€тTsЪ@(кфtЪђArchived ACPAC File   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYўџџџ[\]^_`abўџџџdeўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ§џџџuўџџџўџџџxcџџџџџџџџџџџџџџџџџџџџџџџџџџџџRoot Entryџџџџџџџџ РFЗ)NˆОАneЭхtЪw@1TableџџџџџџџџџџџџZЋWordDocumentџџџџџџџџВSummaryInformation(џџџџ(DocumentSummaryInformation8џџџџџџџџџџџџ TCompObjџџџџjObjectPoolџџџџџџџџџџџџ Ўйћ$ˆО Ўйћ$ˆОџџџџџџџџџџџџўџџџ ўџџџ  ўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџўџ џџџџ РFMicrosoft Word Document MSWordDocWord.Document.8є9Вqўџр…ŸђљOhЋ‘+'Гй0dЈАМl 4( Ь и ф №ќ ь<Xф tucdraft@Žъа@tl aО@R\0ˆО@8Žљ$ˆОr$Mr. Christopher G. Ben