CCUMC: The Consortium of College and University Media Centers

College & University Media Review:
A Look at Practices, Trends & Research
Spring/Summer 2003 Volume 9, Number 2

• Through the editor's lens
  Jeff Clark, James Madison University
• Cheerleader, used car salesman and more: Selling Blackboard to faculty,
  Chandra L. Gigliotti-Guirdi, Hampden-Sydney College

  When Hampden-Sydney College, a small liberal arts institution for men, adopted Blackboard as its course management system, the librarian had to become system administrator. She found it necessary to assume many roles —— cheerleader, used car salesman, wizard, and matchmaker —— in order to successfully accomplish the task of integrating the new system across the entire campus.

• Effective service by policy design: The University of North Texas Multimedia Development Lab,
  Cecelia Hurt, University of North Texas

  In 1996, the University of North Texas Media Library Multimedia Development Lab was established to provide free Web and multimedia services to the UNT community. Based upon the experiences of the UNT Media Library while establishing and operating the Multimedia Development Lab, Web development policies and procedures were formally developed and implemented to ensure quality standards, improve workflow, and provide consistency in the services and Web sites produced by the Lab.

• Technology learning environments at William Paterson University: A survey,
  Jane B. Hutchison, William Paterson University of New Jersey

  A survey at William Paterson University of New Jersey was conducted in the spring of 2003 to assess faculty satisfaction level with technology in the teaching and learning spaces on the main campus and in a new facility that opened in the fall of 2002. Comparisons were made of satisfaction with and use of technology in classrooms and computer labs, along with related staff support and training. The results indicated that faculty in the new facility responded positively to the technology-rich environment, although those in technology-poor spaces were not as dissatisfied as anticipated. Qualitative comments yielded additional information that will be helpful as the campus moves forward in upgrading its facilities with technology on the main campus.

• Center Focus: Media services at three institutions in Cincinnati,
  Malcolm Montgomery, University of Cincinnati; John Vaughn, Miami University; Jon P. McKamey, Cincinnati State Technical & Community College
• Technology classrooms for a technology building: Advance planning pays dividends,
  John Kalmbach, Washtenaw Community College

  Since 1996 Washtenaw Community College has invested heavily in classroom audiovisual technology. Of some 200 instructional spaces on campus, 50% have permanent installations including multimedia projector, faculty workstations and computer. As plans were being formulated for the new technology building, the Director of Media Services collaborated with several college departments and others to ensure an effective and efficient plan for the extension of instructional technology. This article relates his experience with issues that ensure the College's investment in classroom technology is maintained at a high level.

• Technology classroom support: A collaborative effort at Syracuse University,
  Mark A. Schnell, Syracuse University

  Support for the use of instructional technology in classroom spaces requires services tailored to the various needs of faculty and students. Even when a full range of support resources is available, applying them effectively means that services should be well defined and collaborative across the support units that provide them. This article describes the scope and collaborative interaction of classroom teaching services at Syracuse University.

• Academic technology: The convergence of diverse disciplines,
  Larry Johnson, Lamb Learning Group; Annette Lamb, Indiana University-Purdue University at Indianapolis; Berhane Teclehaimanot, University of Toledo

  Academic technology encompasses many disciplines and professional fields. While this diversity can lead to an exciting variety of perspectives, it can also produce conflicts in philosophy and differences in terminology. This article examines the major professions and organizations associated with academic technology in higher education. Colleges and universities seek to maintain and improve support services while faced with increasing demands for technology expertise. Understanding the convergence of diverse disciplines related to academic technology and the cross-purposes among their professional organizations might help avoid "turf wars" and lead to fruitful opportunities, partnerships and increasingly important collaborative ventures.

• Review: Essential elements: Prepare, design, and teach your online course,
  Reviewed by Jim Mazoue, James Madison University

  Elbaum, B., McIntyre, C., & Smith, A. (2002). Essential elements: Prepare, design, and teach your online course. Madison, WI: Atwood Publishing.

• Review: Plagiarism detection programs: A comparative evaluation,
  Reviewed by Rosalind Tedford, Wake Forest University

  Turnitin (http://www.turnitin.com/); PlagiServe (http://www.PlagiServe.com/); EduTie (http://www.edutie.com/)