The Communicator :: January/February 2006
- Lucinda Lea on EDUCAUSE Board of Directors
- 2005 ShareFair
- MTSU Students Participate in 2005 ECAR (Study Part 1)
- 2005-2006 MTSU Computing Committees
- FSA FYI
- Professor uses technology that clicks with students
- ITD Staff News
- Improvements, changes made to WebMT
- Features, functions enhanced with WebCT upgrade
- Staff spotlight on John Patterson
- Update on Banner conversion progress
- Autoresponder is now easier to use
- Using group tools for committee work
- Improvements made to campus network
- Don't lose important voice mail messages!
- ITD Ideas
ITD is pleased to announce Lucinda Lea was elected to the EDUCAUSE board of directors for a four-year term beginning January 1, 2006. EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. The current membership comprises more than 2,000 colleges, universities, and educational organizations, including 200 corporations, with 15,000 active members. (For more information about EDUCAUSE, please go to www.educause.edu.)
This is a tremendous achievement as the process of electing board members is a rigorous one. In all, fifty-seven people were nominated. After a thorough review, the nominating committee selected four individuals to run for two board positions. Member representatives from more than 2,000 institutions then voted for two to be members of the board of directors.
Lucinda stated as a candidate that she would "work with the board to develop additional programs that raise awareness and provide opportunities for campus leaders to participate in relevant dialogue regarding the role of IT in educational transformation. Through such programs EDUCAUSE can set the example and serve as a catalyst for subsequent action within our institutions."
Lucinda began her career as a systems programmer at Louisiana State University in Baton Rouge. An MTSU employee since 1973, Lucinda has devoted more than 30 years to promoting the use of technology in higher education with particular emphasis on meeting the needs of students and faculty through a student-centered learning environment. In February of 2002, Lucinda Lea was named MTSU Vice President for Information Technology and Chief Information Officer. As a member of the president's cabinet, she has responsibility for strategic and tactical planning in all facets of information technology.
Lucinda served as program chair for the 2005 international EDUCAUSE Conference and was chair of the EDUCAUSE 2005 Program Committee. She also served on the Seminars on Academic Computing (SAC) Advisory Board (2002-2005) and assumed the position of chair of the SAC Board in 2004.
In 2002, Ms. Lea received the Distinguished Service Award in Tennessee Higher Education Computing. She has given numerous presentations and papers nationally and regionally, describing campus innovations in information technology. She founded the Instructional Technology Conference in 1996, held annually at MTSU. The conference attracts hundreds of faculty, instructional technologists, and administrators from across the nation to share knowledge and gain expertise in technology-based education.
She holds degrees in mathematics, a B.S. from Tennessee Technological University and an M.S. from Middle Tennessee State University.She is married to Dr. James W. Lea, Jr., a mathematics professor at MTSU; they have a son residing in London, England and a daughter who resides in Washington, D.C.
The 2005 ShareFair was held on Wednesday, October 26, in the Alumni Center. The ShareFair provides an opportunity for the previous year's recipients of Instructional Technology Development grants and winners of the Outstanding Use of Instructional Technology award to share their projects and ideas with colleagues.
Eight faculty members, representing disciplines from across the campus, provided insightful information on technology integration in the classroom. The presenters were:
Joseph Akins, Recording Industry Audio Editing CD Tracks
Seth Johnson, Art Interface Design Styles Database
Randy Livingston, Journalism Media Design Lab Training - QuickTime Tutorials
Marva S. Lucas, Academic Enhancement Studies University Seminar Online Faculty Manual
Scott McDaniel, Academic Enhancement Studies CAUSEweb Digital Library
Suk Jai Seo, Computer Science On-Line Tutoring System for Computer Science 1 Students
John Wermert, Accounting Creating On-Line Modules Using Producer for PowerPoint
The winner of the Innovative Excellence in Teaching, Learning and Technology Award was announced by Dr. Jack Thomas. Scott McDaniel, Assistant Professor in Academic Enhancement Studies, was the 2005 recipient and as such he will be awarded a trip to the International Conference on College Teaching and Learning in Jacksonville, Florida in April, 2006. The purpose of this award is to recognize nominees who enhance students' learning, improve their comprehension and retention, and/or enrich course experiences through the use of instructional technology. The award recognizes innovative teaching strategies involving technology rather than the use of technology for its own sake. The Innovative Excellence in Teaching, Learning and Technology Award is sponsored by the MTSU Teaching, Learning, and Technology Roundtable and was funded this year by the College of Education and Behavioral Science.
Jack Thomas (right), MTSU vice provost for Academic Affairs, congratulates Scott McDaniel. assistant professor in Academic Enrichment, for winning the 2005Award for innovative Excellence in Teaching, Learning, and Technology.Nominees for the award were recognized and the winner was named during the 2005 ITD ShareFair at the Alumni Center.
EDUCAUSE is an international nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. MTSU has been an institutional member of EDUCAUSE since 1994. In addition, Lucinda Lea, Vice-President for Information Technology and Chief Information Officer at MTSU, was appointed to the EDUCAUSE Board of Directors this year. (For more information about EDUCAUSE, see www.educause.edu.)
The EDUCAUSE Center for Applied Research (ECAR) conducts research and analysis of issues related to information technology in higher education. Two years ago, ECAR started a comprehensive national student survey focusing on the role of IT in student life. The survey targets freshmen and seniors. During the Spring 2005 semester, MTSU participated in the second annual ECAR survey. Nearly 1200 MTSU freshmen and seniors completed the survey. Nationally, 63 institutions (including doctoral, MA, BA, and AA schools) and over 18,000 students participated in the survey. The survey includes assessments of students' use of electronic devices, their time spent "connected" to technology, their rated skill levels for a broad range of technologies, and their use of technology in their courses. This article presents some of the major findings from the national survey as well as what the survey results tell us about how MTSU students compare to students from other institutions.
Major Findings from the National ECAR Survey
There are several significant findings reported in the most-recent ECAR survey. (The full report on the national survey results can be found at www.educause.edu/ecar). In the first part of this article, some of these findings will be highlighted.
First, undergraduates report abundant use of technology, with most students owning a computer and cell phone and virtually all having access to the Internet. Second, students prefer a moderate level of use of IT in their courses, and they particularly appreciate the convenience and connectedness provided by IT.
A third significant finding is that most students are comfortable using core information technologies (such as word processing, operating systems, and presentation software), and they apply these across a wide variety of activities. Not surprisingly, students tend to be less comfortable using more specialized technology applications (such as working with graphics, creating Web pages, and creating/editing video or audio media). The level of comfort does depend on one's field of study.
Fourth, students spend a good deal of time per week on technology-related activities (excluding cell phone use), averaging between 11-15 hours. Much of this usage is for educational purposes as well as for connectedness and entertainment. Students report that IT in their courses is especially beneficial with regard to communicating with instructors and fellow classmates.
Fifth, students report that IT improves their learning, especially if their instructors are skilled at using IT in those courses. Students who rated their instructors as skilled with IT report greater engagement in their courses, greater interest in the subject matter, and deeper understanding of complex concepts.
Finally, 72% of respondents report using a course management system (CMS). Of those students, over 75% report positive or very positive experiences using the CMS. Among the most frequently noted CMS features used by students are the syllabus (95%), online readings (94%), keeping track of grades (90%), and turning in assignments online (80%). Students who report positive CMS experiences are also likely to report overall positive attitudes toward IT.
MTSU Students Compared to Students from Other Institutions
Our students are somewhat behind the curve in their use of new technologies. For example, whereas MTSU students (74%) more frequently than other students (61%) own personal desktop computers, MTSU students (40%) less frequently own personal laptop computers than other students (57%). MTSU students also reported lower rates of owning PDAs, iPods, and wireless adaptors than other students. When it comes to the number of hours spent using an electronic device (excluding cell phones), fewer MTSU students (20%) reported "20 or more hours per week" than other students (32%). More MTSU than other students reported "do not use" or "less than 1 hour per week" for a variety of activities, such as using email (25% vs. 14%), using instant messaging (58% vs. 34%), and downloading/listening to music or videos (61% vs. 43%).
On the other hand, MTSU students were similar to other students in weekly time spent using an electronic device for classroom activities and studying, using online library resources, and using the Internet for course information. In addition, our students rated their skill levels similarly to other students for word processing, creating and editing video/audio, and using online library resources. Alternatively, MTSU students rated their skill levels lower than did students at other institutions for spreadsheets, presentation software, graphics, creating Web pages, course management system, computer maintenance, and securing electronic devices.
Like students at other institutions, our students were also favorable toward the use of IT in their courses. The majority of MTSU respondents (59%) rated their instructors as using technology well. High percentages of students also thought that IT helps them to better understand complex or abstract concepts (40%), better communicate with instructors (73%), better communicate and collaborate with classmates (59%), and receive prompt feedback from instructors (68%). In addition, many MTSU students reported being more engaged in courses that required them to use technology (45%), rated technology use as increasing their interest in the subject matter (41%), and noted the need for more training on the IT that they must use (30%). Also, similar to students from other institutions, the most frequently noted major IT concerns of MTSU students are network access, viruses, and spam.
Finally, there were some areas where MTSU students are more favorable toward the use of IT in their courses than other students. For example, MTSU students find certain CMS features more valuable, including taking online exams/quizzes (71% vs. 58%), turning in assignments online (80% vs. 70%), getting assignments back with comments/grades (76% vs. 58%), and keeping track of grades (93% vs. 87%). This was true despite the fact that fewer MTSU students (59%) than other students (72%) reported having taken a course that used a CMS.
In summary, whereas MTSU students tend to lag behind students at other institutions in owning electronic devices, time spent "connected," and rated skill levels, they are equally or more favorable toward the use of IT in their courses.
These data provide important information regarding the state of IT usage and skills among our freshmen and senior students. Current plans are to have MTSU continue to participate in the annual ECAR surveys. The results of the survey will allow us to continue assessing where our students stand in relation to students at other institutions. In addition, the survey will give us snapshots of current student attitudes and behaviors related to IT. Finally, the survey will provide valuable longitudinal data on MTSU student IT usage trends.
In Part 2 of this report (to be included in the next issue of the Communicator), I will focus on (1) how our freshmen and seniors compare to each other in their usage and attitudes toward IT, (2) how MTSU seniors compare to seniors at other institutions, and (3) how MTSU freshmen compare to other freshmen.
The campus computing committees are charged to focus on University computing resources. The structure includes a computer executive committee, an instructional technology committee, an administrative computing committee, and an instructional technologies development committee.
The committees work with input from all areas of campus and make recommendations to the president and appropriate vice presidents.
Computer Executive Committee
This committee is charged with formulating a long-range information systems plan and developing a plan to integrate the use of technology throughout the University.
- Kaylene Gebert, Chair, Executive Vice President and Provost
- Lucinda Lea, Vice Chair, Vice President for Information Technology and Chief Information Officer
- John Cothern, Senior Vice President, Business and Finance
- Rebecca Fischer, President, Faculty Senate
- Paul Fulcher, President, Student Government Association
- Jim Burton, Academic Dean
- Dennis Papini, Academic Department Chair
- Anne Maples-Vaught, Administrative Department Head
- Larry Burriss, Instructional Technology Committee Chair
- Debra Sells, Administrative Computing Committee Chair
Instructional Technology Committee
This committee is instructed to make recommendations to the president for the allocation of student technology access fee (TAF) funds.
- Larry Burriss, Chair, Past President, Faculty Senate
- Melvin Davis, University Library
- Scott Boyd, Liberal Arts, Art
- Willis Means, Elementary and Special Education,
- Cen Li, Basic and Applied Sciences, Computer Science
- Gordon Freeman, Business, Computer Information Systems
- Rebecca Fischer, President, Faculty Senate
- Anantha Babbili, Academic Dean
- Deborah Newman, Academic Chair
- David Robinson, Manager, Library Automation
- Mike Gower, Administrator, Business and Finance
- Lucinda Lea, Vice President for Information Technology and Chief Information Officer
- Debra Sells, Administrator, Student Affairs
- Amy Burks, Administrator, Student Affairs
- Carlos Coronel, Computer Lab Director/Faculty
- Paul Fulcher, President, Student Government Association
- Jennifer Stoltz, Student Representative
- Watson Hannah, Director of Academic Technology, Academic Affairs, ex officio
Administrative Computing Committee
The role of this committee is to develop new ideas for the use of technology in administrative applications; advise administrative users on technology needs; and advise administrative users on hardware, software, and services.
- Debra Sells, Chair, Student Affairs
- Joe Hugh , Business and Finance
- Betsy Williams, Development and University Relations
- Bill Badley, Academic Affairs, Academic Enrichment
- Lucinda Lea, Information Technology
- David Hays, President's Office
- Sherian Huddleston, Student Affairs
- Mike Gower , Business and Finance
- Lisa Rogers, ITD, Administrative Information Systems Services, ex officio
- Greg Schaffer, ITD, Network Services, ex officio
- Richard Lundgren, Student Representative
Instructional Technologies Development Committee
This committee makes grant and fellowship award recommendations to the vice president for IT & CIO for projects related to innovative and effective integration of technology into teaching and learning. The committee selects the MTSU Outstanding Achievement in Instructional Technology Award recipients. The awards are given to faculty members who show excellence in creating technology-based teaching materials and successfully integrating instructional technology into the classroom.
- Cosette Collier, Mass Communication, Recording Industry
- Ellen Garrison, Liberal Arts, History
- Andrew Owusu, Education and Behavioral Science, HHP
- Rebecca Seipelt, Basic and Applied Sciences, Biology
- H. O. Wilson, Business, Accounting
- Jun Da, Liberal Arts, Foreign Languages and Literatures
- David Gore, Basic and Applied Sciences-Engineering Technology and Industrial Studies
- Annette Williams, Academic Enrichment
- Pamela Knox, Graduate Studies, ex officio
- Brenda Kerr, Information Technology, ex officio
In the last year and a half, most of the computers at MTSU have been joined to the FSA ( F aculty, S taff and A dministration) domain. So is there any difference that the PC user can see? Although there are many benefits, let's look at a few of the most important. FSA is related to another buzzword that has come to light in the last year - Banner. Did you know customized Banner access will be granted through FSA logins? Even if you won't use Banner, there are several critical benefits that every PC user would appreciate. With the numerous vulnerabilities in the computing world today coming from Internet, email and file sharing, ITD has the ability to automatically distribute the latest Windows updates and virus software/updates to FSA computers. For example, when our university changed the virus protection contract toTrend Micro last year, users whose PC's were on the FSA domain were able to have the old software uninstalled and the new virus protection administered just by logging on.
In addition to receiving the latest updates and software, FSA provides the ability for better and faster support. Prior to a common domain, users who had forgotten their logon password would have to wait for a technician to come to their office to reset logon capabilities. With FSA, one call to the Help Desk can provide a remote reset that takes effect instantaneously.
There are a few limitations to keep in mind. Since there are differences in the design of various operating systems, FSA is available in support of Windows 2000 and XP computers only. Macintosh and Windows 98 computers cannot be supported through the FSA domain.
How can you tell if your computer is a part of the FSA domain? The easiest way to tell is identified on the login screen. If your PC has been converted, you should see three fields with the third showing FSA as the "log on to" option. If you are unsure and would like assistance in determining the status of your PC, please contact the ITD Help Desk at 5345.
Formally, Andrew Owusu is an assistant professor in Health and Human Performance, the coordinator for health, and an Olympic finalist in the triple jump; but informally, he is the department's helper when it comes to technology-related issues.
"I like to think of technology as a tool, just like a pen. That's what I tell my students," says Dr. Owusu. His emphasis in his technology applications class is for students to learn how to use technology proficiently to be productive and more creative. Owusu adds, "I want them to think lazy... how to do the least amount of work to achieve the desired productivity."
Last year his department began using the increasingly popular classroom response system (also referred to as a group response or audience response system). Teachers use a receiver, which looks like a USB flash drive that plugs directly into a computer. Students purchase a clicker, as it is commonly called, with their textbook. The clicker looks like a small, slim calculator, and it can use either infrared or radio frequency. This system allows a teacher to pose a question during class, and students answer by clicking a button. The results are displayed within seconds. It is commonly compared to the way the audience is polled on Who Wants to Be a Millionaire.
Dr. Owusu is a big fan of the classroom response system. He says that with traditional instruction teachers are lucky if they get two or three students to participate in class, but that does not give the teacher an idea of the group's comprehension level. With the instantaneous response system, teachers get immediate feedback on how much all of their students are learning. Teachers can make formative adjustments to the lecture, and Owusu says, "It enables us to foster discussion." The system encourages active participation from all students, even shy ones.
The classroom response system has other benefits as well. Using the clickers for quizzes eliminates collecting and grading each test by hand because the scores are automatically logged into the system. Owusu points out that this is an example of using technology for better productivity, saying, "It frees me up to do other things." He prefers clickers that use radio frequency over infrared because the signal will be received no matter which direction the clicker is pointing, making the responses more reliable and accurate. With over 800 students who have this device in the department, reliability is especially important.
Along with his brother, Dr. Owusu created a program that allows students to go online and register their clickers. This program eliminates the teacher having to gather that information and enter it by hand. The program also allows information to be analyzed by classification, ethnicity, etc. The program was developed as a result of initial problems using the classroom response system when it was adopted in the fall of 2004. Now certain departments at Vanderbilt University and Clemsom University are using the program (called Online Registration & Participants Manager for TurningPoint 2006) with many more universities to follow this spring.
As he reflects on using the new system, Owusu says thoughtfully, "As much as technology enhances life, there is a learning curve." Technology has to be as user-friendly and as intuitive as possible. He reiterates that technology is merely a tool, and he concludes, "You have to use it specific to your needs in order to see much benefit."
Pamela Clippard joined ITD in October as a data-base specialist. She works with SQL Server and Oracle and provides data-base administration, data management, and system support for the Banner, Pipeline, BlueInfo, and CORE systems.
Previously, Pamela was employed for seven years by the Ingram Book Company as a database administrator.
She holds a master's degree in business administration from Western Carolina University.
Pamela lives in Murfreesboro with her husband, Richard. They have two grown daughters and recently welcomed their first grandchild, Zoe Isabella.
Pamela plans to contribute to the implementation of Banner and to provide improved system performance for CORE and Pipeline users.
Margot Cox recently joined ITD as an information systems account clerk. She reviews and pays bills for the division and works with departmental and University contracts regarding software and equipment purchases and maintenance. She also determines the availability of site licenses and maintains ITD inventories.
Previously Margot worked at Cumberland Swan as the print shop office assistant and took care of label inventory and scheduling labels to print efficiently.
She attended the University of Tennessee at Knoxville for two years and plans on finishing her bachelor's at MTSU starting this summer.
Margot lives in Smyrna.
She hopes to serve as a good resource for University employees.
Eric Miller joined ITD in November as a voice/VoIP technician. He maintains the voice/VoIP tele-communications systems by performing additions, moves, and changes for campus users.
Eric previously worked at Black Box Network Services for eight years. There he worked as a technician installing cables and digital key systems and oversaw the installation of structured cabling systems for government agencies.
He attended Austin Peay State University and hopes to continue his education at MTSU. Eric has been trained in the installation and termination of fiber optic cable and is a certified installer of all AVAYA/CommScope cabling equipment and of Comdial Digital Key Systems.
Eric lives in Smyrna with his wife, Angie, and their "kids": Ching, a terrier-pug mix; Dakota, a Dalmatian; Elmo, a black cat who moonlights as a bug ex-terminator; and Chester, a blue parakeet.
Native Tennessean John Patterson got his bachelor's degree from MTSU in sociology, but he did not become a social worker. With a talent for math and a minor in data processing, John chose to focus on his technical inclination and went to work as a computer programmer.
Eventually John became a systems analyst at the Tennessee Board of Regents, where he remained for 15 years. When he started there, John says, "every school system [in Tennessee] had its own vendor. Then TBR purchased a system for all 20 universities and colleges." He and several colleagues worked on the new system for about two years before it was phased in to all of the schools.
Through his job with TBR, John was familiar with the IT department on this campus and knew of its good reputation. He joined ITD in 2000 and is the assistant director of administrative information systems services. John says, "I like working here. It's not all about money--it's the environment I work in and the people I work with."
Technology is anything but static and there have been many changes in John's area. With MTSU leading the TBR conversion to Banner, the pro-ject required experts in database technology, and a database department was created as well as new positions. When the director of administrative information systems services, Lisa Rogers, became project manager, John inherited her office and paperwork.
John's expertise both at TBR and in ITD has been in student information systems, but the conversion process is different now from what it was then. For example, there are no full-time Banner employees working onsite to help with the conversion, so there are no close contacts. Instead, John participates in periodic training necessary for learning new programming languages for Banner.
Outside of work, John and his wife, Donna, enjoy watching sports or relaxing in their backyard, and what a fantastic backyard it is. John beams with pride as he shows a picture of a perfectly landscaped fishpond that his oldest son designed. They dug it out themselves and filled it with water-plants and imported koi fish, whose color ranges include orange, yellow, silver, and black. There is also an enchanting waterfall. It is not only a backyard, it is a retreat--complete with a hammock. It is no wonder then that John is able to come to work with a warm, infectious smile. Now we know his secret.
The ERP Banner project has been going strong for over 12 months now. The latest milestone is HR "going live," which was accomplished in January. Kudos to the HR team for a super job!
The Finance process team completed training this fall on P-Card, Non-Student Accounts Receivable, and Budget Development/Position Control (this training was combined with Human Resources). The campus end-user training for Finance has been completed but it continues for e~Print and Finance Self-Service. The training sessions for these areas will be on an ongoing basis.
The CORE cash receipt system is being reviewed for integration with Banner Finance and use with Banner Student.
The new version of Banner, 7.1, has been implemented into all database instances. Also, the new hardware servers have been delivered, tested, and implemented. In 2006, data will be replicated from the production side of Banner to the standby side periodically throughout the day. This database will be utilized as the secondary source for Access reporting with the primary source being the daily snapshot stored in SQL Server as Banner@BlueInfo.
The project-to-date expenses for Grants were completed through June 2005 and were loaded into Banner.
In fall 2005, the Human Resource team members completed many training sessions, including Advanced Position Control, Employee Self-Service, Technical Conversion and Readiness, Payroll Adjustment, Labor Redistribution, and Tax Administration. The Finance team also attended the combined Budget Development/Position Control session with the Human Resource team.
The Student team for Banner completed training for the Banner Student System Overview and Navigation training in September 2005. In October 2005, the team started having weekly meetings. These meetings covered Banner Documentation Web sites, TBR Prototype Documents, Banner Database Instances, Training Schedule and Go Live Dates, Data Standards Draft, Project Plan and Task owners, Navigation Training, and BlueInfo Data Warehouse. Training also included a demo on Self Service.
Advancement training for Banner also started this fall and included Advancement Campaigns, Designations, Finance Interface, Basic Gift/Pledge, and Advancement Technical Training.
There is a new face to the MTSU email autoresponder. Many have not used the current version because it required logging to frank and running the program from a terminal window. With the new changes, users can now access the autoresponder on the Web from wherever they may be.
For those who are new to the MTSU email autoresponder, this is a tool you may use to set an automatic reply to all incoming email notifying senders that you are out of the office for an extended period of time. This is a very valuable tool, as so much communication is done strictly by email. Senders learning you are out of the office via the autoresponder may be directed to alternate people to contact for immediate attention.
The MTSU email autoresponder can be found at www.mtsu.edu/~vacation. There is an initial setup that requires you to log into the server (frank) and issue a single command. This setup process is explained at the above Web page. Once setup has been completed, to use the autoresponder you need only go to the above address and log in. You should find this version very user-friendly, and we hope that you find it invaluable.
Many campus users are probably familiar with the PipelineMT tools that are available for courses. What is less well-known is that these tools can be set up for com-mittees, too. The PipelineMT feature is called groups. Setting up a group for your committee lets you easily send email to committee members, post announcements, set up a discussion board, share files, and chat, to name just a few of its features.
You can view the list of current MTSU groups:
1. Log into PipelineMT and click on the "groups" icon in the upper right-hand part of your screen.
2. Click on the "Groups Index" tab at the top of the screen.
3. Click on a category folder to view the current groups in that category.
Clicking on a Group Name
• If you are already a member of the group, the group homepage will display when you click on its link.
• If you are not a member of the group, a join button will display when you click on its link. Note: Not all groups allow open memberships. This can be specified when the group is created. If the group does not allow open membership, the group creator usually adds members to the group.
Requesting a Group for your Committee or Organization
You may request a group by clicking on the Request New Group tab and submitting the form. (Note: Submitting the Group Request form does not automatically create a new group.) The form will be sent to the Groups administrator and your request will be approved or denied according to MTSU policy.
If you have questions about PipelineMT groups, contact Sylvia Bergant at 898-5598.
- Installed network to serve the third floor of Todd Hall.
- Added twenty-five access points (transmitters) to the wireless network to expand coverage.
- Added higher speed "802.11g" wireless access in Kirksey Old Main and the KUC Grill.
- Added Clean Access and other security measures to enhance data network security and performance.
- Presented an Introduction to IT Security workshop geared toward end users and an Intermediate IT Security workshop that covered topics for system administrators. Both workshops will be presented again in the spring. Go to www.mtsu.edu/~itd/workshops to enroll.
- Make arrangements for someone to check your voice mail messages while you are away.
- Change your voice mailbox to a bulletin mailbox. Login to your voice mailbox and press option 5 followed by option 7 to administer call answer options. Press option 1 to deactivate call answer, which will prevent callers from leaving messages. You may also want to record a personal greeting telling callers that you will be away. For complete intructions, visit www.mtsu.edu/~itdtele/vm.html.
- Consider installing Message Manager software on your computer if you need to keep saved messages more than 10 days. For more information about Message Manager, go to www.mtsu.edu/~itdtele, or call ext. 5335.
Social book marking
Social book marking involves saving bookmarks to an online service and "tagging" them with keywords you create instead of saving the bookmarks in your browser's favorites list. Your collection of bookmarks is viewable to other users who may choose to copy your bookmarks to their own collection. Social book marking enables a user to discover other people who are interested in a topic and learn about Web resources that they may not have found with a standard search engine. Educators can use social book marking to share resources with their students or colleagues. Students can create their own collections to share with classmates. Examples of social bookmark-ing tools include: FURL, www.furl.net; CONNOTEA, www.connotea.org; Blink List, www.blinklist.com and DEL.ICIO.US, http://.del.icio.us. For more information about social book-marking, contact the Faculty Instructional Technology Center (FITC), ext. 8189.