CCUMC: The Consortium of College and University Media Centers

College & University Media Review:
A Look at Practices, Trends & Research
Spring 1996 Volume 2, Number 2

• Through the editor's lens,
  Michael J. Albright, Iowa State University
• Building the perfect classroom, or the labors of Sisyphus,
  Ian Hart, University of Hong Kong

  As the University of Hong Kong prepared to design 14 new lecture halls and 25 classrooms in three new academic buildings, the Centre for Media Resources surveyed faculty to determine needs and preferences. Results confirmed that no two departments or even individual faculty members will ever agree on the "perfect" classroom. A committee was established to identify the requirements for a new breed of "smart classrooms" that would accommodate the majority of faculty preferences and anticipate the needs for future lecturing. Numerous problems were encountered with the first building, but lessons learned resulted in highly successful experiences with the second and third buildings, opened in September 1995.

• Incorporating technology into classrooms at the University of Utah,
  Jim Baird, University of Utah

  During the 1987 academic year the University of Utah began to change the basic campus media format from 16mm to 1/2 inch videotape. This change has been continuous and has resulted in a complete change in the way classrooms are designed and in the way technology is used in them. This article summarizes the process that was followed, some of the mistakes that were made, and some of the lessons that were learned.

• Technology classrooms at the University of Toledo: An example of teamwork and planning from beginning to end,
  John A. Kalmbach, University of Toledo

  The University of Toledo administration appointed a 12-person committee to recommend how to spend $1 million in state renovation funds designated for classrooms. The plan submitted in 1992 provided for $500,000 in technology installations and another $500,000 for physical improvements. Faculty and administrators played a key role in determining which classrooms were to be upgraded with which technologies. All work was completed in time for the winter 1995 quarter. An official dedication ceremony, including remarks by the president, was well attended by faculty.

• Media packages for classrooms: Easy as 1, 2, 3,
  Janis L. Dickens, University of California at Santa Cruz

  Media systems for classrooms are of increasing importance to faculty members, the audience, media support technicians, and administrators who justify and identify funding sources. Media Services at the University of California at Santa Cruz has developed three standard media packages that define the level of audiovisual and presentation support within a classroom. Faculty and room schedulers know what equipment can be expected in each room; the audience benefits from more interesting pedagogical styles; support technicians have standards to maintain; and administrators quickly become familiar with packages adopted as the campus standards.

• Center Focus: The Center for Instructional Support at the University of Hawaii at Manoa,
  Curtis Ho, University of Hawaii at Manoa
• Characteristics and attitudes of media services administrators, Larry Johnson, University of Southern Indiana

  A survey was sent to campuswide media services department administrators at all four-year, state-supported colleges and universities in the United States with student enrollments between 5,000 and 15,000. Responses were received from 161 institutions, for an overall return rate of 74.9%. The survey collected information regarding general characteristics of media directors, job assignments, academic preparation, work experience, participation in professional activities, time spent in job functions, and the effect of recent changes in their departments. The results obtained were compared to those of similar studies by Albright (1983, 1991) and Wilson (1994).

• Evaluating university and college media services,
  Robert G. Doyle, Harvard University

  Instructional Media Services (IMS) in Harvard University's Faculty of Arts and Sciences routinely collects evaluation data from its customers using instruments that are simple in design and convenient for the client to complete, and that facilitate the compilation and analysis of responses. IMS managers respond personally to customers providing negative feedback. Data collected are summarized in a report to the administrative dean at the end of each semester and are also used to support budget requests.

• Review: Netscape Navigator 2.01,
  Ben Armstrong, Dymaxion Research, Ltd.
• Shockwave for Director,
  Sharon Almquist, University of North Texas