RECOMMENDATIONS AND BENEFITS

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The ACS team carefully reviewed the statements of issues and implication
found in the prior section of the report. Recommendations appropriate to the
issue themes were developed using all information gathered through the ACS
process. Current trends in academic computing were assessed through
educational sessions sponsored by IBM and selected readings from a variety of
publications focusing on instructional and research computing in higher
education. These, coupled with the work of the previous Kent computing and
networking committees, and the findings from the current ACS process enabled
the committee to prepare priority recommendations for inclusion in this report.

BENEFITS

The study team, with assistance from the focus group participants,
identified dozens of benefits that will result if recommendations are implemented.
In this section, specific benefits are listed after each recommendation. There are
also several overarching benefits to the University that would result from the
systematic implementation of the recommendations. They include:

improved motivation, retention, and satisfaction of students
students better prepared for their careers
graduates more competitive in the marketplace
students better prepared to live and work in the computer and information
age
an improved placement record for the University
improved instructional techniques
enhanced recruitment of excellent students and faculty
enhanced student, faculty, and staff productivity
improved faculty research competitiveness
decreased frustration and improved morale among students, faculty, and
staff
an improved image of the University

INSTRUCTION AND RESEARCH

1. Classrooms. Consistent with the goals of the Strategic Plan, all new and
renovated classroom facilities need to be equipped with appropriate instructional
technologies. The University should create instructional facilities that not only
meet today's requirements, but are adaptable to future needs. Designing instructional facilities requires a holistic approach to the classroom environment.
The needs of students (e.g., seating, computer workstations) and instructors (e.g.,
user friendly teaching stations), as well as the room elements of networks,
equipment, screens, lighting, air handling, noise, and their related controls, all
need to be considered. Identification of the appropriate classroom technology to
support instruction should be incorporated into the annual planning process along
with necessary technical and maintenance support. To that end, the Office of
Facilities Planning and Operations should consult with academic units, Media
Services, the proposed Advisory Committee for Technology (ACT; see
Recommendation #27), the Space Committee, Physical Plant Services, the Office
of the Registrar, and other pertinent parties to ensure that future classrooms are
properly desgined to support technological applications.

Standard Classrooms. These are defined as general purpose basic or
traditional rooms that accommodate between twenty and 100 students.
Permanently installed instructional technologies are minimal. However, the
condition of all 172 general purpose classrooms on the Kent Campus should be
assessed to ensure that each room has the following equipment and facilities
installed and in good working order:

chalkboard;
projection screen (usually 70" x 70");
overhead projector in portable cart;
window treatment (opaque shades);
light control, switches to control lights in sections, from front to back; electrical
outlets, minimum of one duplex outlet, centered on front and back walls;
network connection for voice, video, and data (centered on front wall).

In addition, the Kent Campus maintains seventeen lecture halls with a
capacity of 100 or more seats and thirty-two seminar rooms, each with twenty or
fewer seats usually arranged or designed in a conference setting with chairs and
one or more tables. The condition, furnishings, and technological needs of these
rooms should be assessed as well.

Master Classrooms. These are defined as rooms or lecture halls that may
be linked via a campus network to a centrally located electronic media distribution
system. Located in the room are a minimum number of instructional technologies
and a control center located in a teaching station. These rooms, sometimes called
multimedia classrooms, may accommodate from twenty to 100 students, or more
if they are classed as lecture halls. The University should assess the current
condition of each of these classrooms on the Kent Campus and should implement
a plan to upgrade 2 percent of the total standard classrooms and lecture halls to
master classroom status during each of the next five years. Thus, eventually 10
percent of the classrooms would be upgraded to accommodate the following
media and technological applications:

projection screen (electric);
video/graphics projection system;
overhead projector (option: visual presenter, desk-top);
control panel (mounted in teaching station);
sound reinforcement system with wireless microphone;
microcomputer with CD-ROM;
teaching station/equipment cabinet;
laser pointer;
electrical outlets and wiring to accommodate multiple pieces of equipment,
including ceiling video/graphics projector;
network connection for voice, video, and data;
light control (incandescent and fluorescent with dimmers, or fluorescent with
dimmers) with switches at teaching station;
window treatment (opaque shades).

In addition, selected lecture halls should be equipped with computerized
student response systems.

Computer Classrooms. These are defined as rooms that have a wide range
of instructional technologies permanently installed, and a computer workstation
for the instructor and for each student or grouping of two students, with a control
center located in a teaching station, linked via a campus network to a centrally
located electronic media distribution system. The Kent Campus should
implement a plan to upgrade 1 percent of the total standard classrooms to
computer classrooms during each of the next five years. Thus, 5 percent of the
classrooms eventually would be upgraded to serve as computer based or
electronic classrooms with each containing the following technological
applications:

projection screen (electric);
video/graphics projection system;
overhead projector (option: visual presenter, desk-top);
videocassette player;
video disc player;
control panel (mounted in teaching station);
sound reinforcement system with wireless microphone;
microcomputer with CD-ROM;
teaching station/equipment cabinet;
laser pointer;
computer tables and chairs;
microcomputers (PC/DOS or Macintosh);
electrical outlets and wiring to accommodate multiple pieces of equipment,
including ceiling video/graphics projector;
network connection for voice, video, and data;
light control (incandescent and fluorescent with dimmers, or fluorescent with
dimmers) with switches at teaching station;
window treatment (opaque shades).

In addition, for classrooms where use does not justify permanent
installations, portable teaching stations with computer, projection system,
videocassette and video disc players, and CD-ROM player should be made
available.

Distance Learning Classrooms. The renovation of Moulton Hall will
allow for the establishment of a first-class center for instructional technology and
distance learning. It will be designed expressly to showcase the use of
state-of-the-art educational technology. It will be supported by an integrated,
comprehensive cabling system that will be able to handle all
communications--voice, video, and data--within the building as well as between it
and distant locations.

In addition to supporting the Moulton Hall initiative, the team
recommends that Libraries and Media Services proceed with plans and use
existing resources to convert the Audio Visual Services classroom into a two-way
interactive audio-video distance learning facility. Further appropriate space, in
proximity to Audio Visual Services, should be identified and converted into a
hands-on computer based electronic classroom to support distance learning
initiatives and education and training programs offered by both Libraries and
Media Services and Computer Services.

BENEFITS:

The quality and efficiency of instruction will increase.

Students will receive more hands-on instruction, resulting in an improved
learning experience.

When students see computers and related technology used effectively, they
have better models for their own computer use. Computers will be more widely
used in the classroom.

Faculty will be better positioned to use multimedia technologies to
enhance the learning process.

Faculty will have added incentives to invest their time in computer-based
innovation.

Faculty will face fewer environmental difficulties in attempting to use new
technologies.

Faculty will have consistent and reliable access to appropriately equipped
classrooms.

Less faculty time will be spent in equipment set-up in classrooms.

2. Continuing Education. Technology-equipped classrooms should be
available for teaching continuing education courses and workshops in the areas of
computer technology and applications. In addition to meeting community needs,
such facilities also could be made available for faculty and staff training.

BENEFITS:

The University will have more opportunities to increase revenue and
enhance its image.

There will be more opportunities to build relationships with and obtain
funding from local businesses and other organizations.

Kent will be more competitive with nearby institutions.
Outreach to the local community will increase.

3. Instructional Development. In recognition of the substantial time required
to develop and provide technology-based instruction, academic units and the
Office of the Provost should provide incentives and workload reductions for
faculty to engage in innovative instruction (e.g., summer instructional grants,
merit pay, and credit toward promotion and tenure).

BENEFITS:

Faculty will be more likely to invest their time in the development of
technology based instruction.

More faculty will incorporate computer, information, and instructional
technologies in their teaching.

More faculty will implement new teaching methods based on technology.

Teaching will improve.

4. Multimedia Distribution. Computer Services and Media Services should
investigate possibilities for distribution of multimedia. One option is to use the
IBM mainframe as a central server. A possible problem with that solution is the
potential loss of network performance. Another option for consideration is a
distributed network of powerful workstations. Both methods should be
investigated to determine costs and benefits. In an increasingly distributed
computing environment, it is important for faculty to have reliable and convenient
access to instructional tools such as multimedia applications.

BENEFITS:

The instructional use of multimedia will be promoted and increased.
Faculty will be better positioned to utilize multimedia instructional tools.

5. Faculty and Staff Support Center. The University should establish a
faculty and staff support center that contains multiplatform, state-of-the-art,
instructional hardware and software, including a software lending library. The
budget for this facility should be adequate to ensure timely installation of new
technology as it emerges and to provide technical support for the facility. This
facility should showcase the use of technology in teaching and provide hands-on
training for faculty and staff.

BENEFITS:

More faculty will make use of available instructional software and other
technologies to improve the learning process.

Faculty will be more likely to utilize new technologies in instructional
efforts.

6. Student Education and Training. A Technological Education Requirement
should be instituted for freshmen that would ensure student computer literacy by
developing competency in areas such as word processing, spreadsheets, databases,
e-mail, and accessing Internet resources. It is recommended that these skills be
applied where relevant into existing courses. An example is the emerging
integration of word processing into English composition.

BENEFITS:

Students will gain skills in computer use and information access.

Students' computer anxiety will be reduced.

Students will acquire basic computer skills early in their academic careers.

Faculty will know that all students have a minimum level of computer
skills enabling the incorporation of computer based assignments into
coursework.

Faculty can give assignments that are too time consuming if done
manually.

There will be less competition between acquiring computer skills and the
academic content of courses.

Students will be better positioned to pursue advanced courses involving
computer technology.

More students will be able to use technology to increase their chances of
success and to advance their academic and professional careers.

7. Discipline-Specific Needs. Students need access to hardware and software
that are as current as that normally used in the professions for which they are
being educated. For instance, some students need access to state-of-the-art
CAD/CAM systems while others need access to experimental networks that can
be used to learn systems and network operations. Academic units should
recognize this need and budget for the necessary equipment and software.

BENEFITS:

Students will have the opportunity to learn the most up-to-date
applications in their chosen fields.

Students seeking employment where current technology is used will be
more marketable.

The quality of courses in computer and network technology will be
enhanced through hands-on experience for students.

Employers will be assured that students have a basic level of computer
literacy.

COMMUNICATIONS AND NETWORKING

8. Campus Network. This committee concurs with the Network and
Information Systems Study recommendation that,

The University should recognize that a Universitywide network is becoming a
required utility (like water and heat) for the survival of a modern campus. The
network should be ubiquitous, reliable, and provide adequate capacity to support
voice, data, and interactive video communications.

Assuming the completion of the campus backbone it is imperative that connection
of offices, classrooms, labs, and rooms in residence halls to the Kent Campus
network should be a top priority in order to provide access to campus and global
educational resources. Such connection is required for the network to be used for
online course discussions, delivery of class assignments, course based research,
student-faculty communication, and access to library resources. Connection of
LANs to the network also will allow the sharing of resources such as specialized
hardware and common software.

BENEFITS:

Overall support for the emerging technological needs of the University
will be improved.

It will be possible to achieve the plan for classroom network access.

Students and faculty will have easy access to OhioLINK and other
national, state, and local computer-based resources.

Students and faculty will have remote access to the library CD- ROM data
bases.

Students will have enhanced access to televised education and
entertainment programming.

9. Future Network Enhancements. First, University support of the
widespread use of multimedia will require more bandwidth for LANs and more
power for workstations. Second, the University should plan for the growing use
of personal laptop computers by providing points of power and network access
across the campuses, recognizing security requirements for both the laptops and
the network.

BENEFITS:

The growth of multimedia use will not be slowed by lack of power and
bandwidth.

Classrooms and student workstations will be able to use multimedia,
providing both an in-class experience and an opportunity for further study for
the student.

Students will be more likely to purchase laptop computers, knowing that
they can connect to the campus network from a number of locations.
Expansion of computer use will be supported.

As new applications and hardware become available, students and faculty
will be positioned to access, retrieve, and manage data from local and remote
sites.

10. Electronic Mail and Network Access. Since the current IBM mainframe is
not suitable for thousands of e-mail users and cannot adequately support the
VT100 emulation required for more sophisticated Internet access applications
such as remote login (telnet), electronic mail should be migrated from the
mainframe to user friendly LAN based systems connected to the Internet. An
interface is needed to provide both menu driven access to enhance friendliness for
beginners and direct command options for experienced users to enhance speed and
response time. An electronic mail directory service should be developed on a
UNIX platform to enhance the mail system, allowing users to address mail by
name (e.g., susan.b.anthony@kent.edu). In the ultimate distributed LAN based
environment the server could be used to forward mail to the appropriate LAN thus
enabling transparent correspondence between incompatible mail systems on
different LANs. It would also reduce the need for individual LANs to maintain
full e-mail directory information on all University users. The UNIX system
would also be used as a main platform for campus-wide mail and Internet access
and as a central node for a distributed campus wide information system.

BENEFITS:

It will be possible for all students and faculty to have e-mail accounts,
promoting e-mail as a communication tool.

Students and faculty will be able to incorporate the resources of the
information superhighway (e.g., electronic journal articles) into their work.

Communication between students and faculty both at Kent and other
institutions will, in some cases, be further facilitated and in other cases, made
possible.

Students and faculty will gain a better appreciation of the concept of a
global village.

E-mail will be easier and faster to use.

Response times during peak periods will be improved.

11. Dial-In Access. University dial-in modem lines on the Kent and Regional
campuses should be connected to networked terminal servers instead of individual
computers in order to enable transparent access from all locations to all University
computers and local area networks. These dial-in connections should be enhanced
to support direct Internet connection using protocols such as SLIP or PPP. In
view of the greater role of computing, increasing demand from students and
faculty for remote access will necessitate constant expansion of the number of
dial-in lines.

BENEFITS:

Students and faculty will have greater success in dialing in to the campus
network.

Students and faculty will have better access to the resources that they
need.

Remote access to University resources will be greatly facilitated.