Tutorials
Sunday, September 29, 1996
Morning Sessions
Description
Filling a vacancy is an opportunity to add strength and
vitality to your employee team. Given inadequate planning and
execution, it can just as easily be a disaster waiting to happen. Every
position has a set of knowledge, skill and attitude requirements, just
as every workplace has an existing environment and employee base.
To complicate matters, you need to understand institutional, state and
federal guidelines to assure that the process meets legal, as well as
ethical, requirements. Learn why it is crucial to have an interview
plan which is based on a thorough knowledge of the job and a
preplanned series of interview questions.
Who Should Attend
Anyone involved in the hiring process, including
those who: write job descriptions, prepare vacancy notices, handle
advertising, conduct interviews, and extend job offers.
Instructors
Phil Isensee is the Manager of Administrative Computing at
Oregon State University. He has managed User Services and other
computing units at four U.S. universities.
Linda Hutchison is a Resource/Project Manager at Iowa State
University's academic Computation Center. She has been involved
in employee selection since 1984 and has interviewed hundreds of job
applicants for User Services positions. Linda's graduate work included
study in personnel selection and evaluation.
Course Outline
* Define the position & determine desired personnel characteristics
* Advertise, evaluate responses, select interviewees
* Create interview plan, prepare & conduct interviews
* Analyze interviews, rate applicants' skills and position "fit"
* Conduct record checks, make selection, extend offer
* Review process
Description
If you are involved in faculty and staff training or one-on-one
consulting, you teach adults. Understanding the special needs and
requirements of adult learning will make you a more effective
instructor. Part of being an effective instructor involves
understanding how adults learn best. This tutorial will explore
adult learning principles, the special needs of the adult learning,
and techniques to involve the adult learner. Learn about motivation,
curriculum design, and the characteristics of an effective adult
learner program.
Who Should Attend
A workshop for consultants and trainers who want an understanding
of how adults (faculty, staff and students) learn. This workshop is
valuable for User Services support staff as well as managers and
supervisors in both central and departmental organizations who want
to be more effective transferring technology knowledge and improving
the quality and effectiveness of training programs.
Instructors
Bonnie Brown and Linda Downing,
CSU, Sacramento
Linda Downing and Bonnie Brown have extensive presentation and
training experience. Both are from California State University,
Sacramento. Linda is Manager of User Services and Bonnie coordinates
the campus faculty/staff training program. They have presented a
variety of application training to professional organizations and
campus faculty and staff. They have recently revised the CSU,
Sacramento's Faculty/Staff technology training program to incorporate
the principles of adult learning.
Outline
You will learn the meaning, importance and significance of topics
such as:
Adult Learning Principles
Application of Adult Learning Principles
Characteristics of an Effective Adult Learning Program
Motivation
Curriculum Design
Description
If you maintain a web site, or teach others to do so, and you are looking
for some theoretical underpinnings to base your design on, this tutorial
is for you. After a brief review of commonly accepted page design
rules , we ll move on to see what the world of information problem
solving theory can offer. Besides providing terms and concepts to
impress your co-workers and boss, this glimpse at the field of
Information Science will provide you with a set of criteria to use
whenever you publish information. Note: This workshop will not cover
HTML. Examples from the web will be used in exercises; however, key
concepts from the workshop will be useful in any publishing medium,
regardless of the technology.
The underlying goal of the tutorial is for you to be able to 1.) design
information resources to better meet your clients needs, and 2.) point
to theory or research to justify your designs.
The tutorial will provide:
- A quick refresher in basic design tips.
- An introduction to theories and models that can help you understand (or
challenge) your gut feelings about what makes a web page good or bad.
- New ideas to use in planning, designing, and critiquing web pages and
other information resources.
Who Should Attend
This tutorial is appropriate for anyone preparing printed or online
information, including editors, technical writers, webmasters, or course
designers. Prior experience with HTML or page design is not needed.
Course outline
- Introductions (to the tutorial and each other)
- Overview of web design guidelines, and pointers to online style guides.
- Introduction to the Eisenberg/Berkowitz Information Problem Solving Model
- Steps in information problem solving
- Why we should care about this model's implications
- How it applies to web page design
- Introduction to Taylor's Value-added Processes in Information Systems
- What value-added processes include
- How we can add more of them to our web designs
- Web-page critique using concepts described in II through IV.
- Tying it all together.
Instructor
Janet Cottrell is an Information Resources Specialist in the Division of
Computing and Information Technology at the University of Vermont. She
has worked in editing, technical writing, and design for over 15 years,
primarily in university computing services, and is a past webmaster of
UVM. She is currently completing an MLS at Syracuse University's School
of Information Studies.
AFTERNOON SESSIONS
Description
The Americans with Disabilities Act requires that we make our programs
accessible to people with disabilities. When it comes to computer labs
and other computing services at institutions of higher education,
interpretation of the law is generally understood to be that when we
offer services to students in general, they should be made accessible to
students with disabilities as well. This is easier said than done.
This workshop will provide an overview of legal issues and ideas for
policy decisions and implementation strategies for making computing
resources accessible to individuals with disabilities on your campus.
What does the law require? What facility issues should be considered?
What adaptive technologies are available to provide access to computers?
How can documentation be provided in alternative formats in an efficient
manner? How can electronic resources such as WWW sites be developed in a
way that they are accessible to people with a wide range of disabilities?
What policies should be in place to assure that students with disabilities
can be accommodated in a timely manner?
If you do not have the answers to these questions for your campus, this is
the workshop for you. Practical materials, including resource lists and
videotapes will be demonstrated, discussed and shared with participants.
Practical examples from the University of Washington and Project DO-IT
(Disabilities, Opportunities, Internetworking and Technology) will be
provided. DO-IT is primarily funded by the National Science Foundation.
Instructor
Sheryl Burgstahler
Assistant Director-Information Systems, Computing & Communications
Director, DO-IT
Try the DO-IT home page: http://weber.u.washington.edu/~doit
The presenter, Dr. Sheryl Burgtahler, is Assistant Director of Information
Systems at the University of Washington and Director of DO-IT. She has
more that fifteen years experience in the providing computing access for
people with disabilities and in managing computing resources at the
college/university level.
Description
While society at large is rapidly evolving, technology
frequently outstrips the pace of normal societal change. University technology
organizations find themselves not only doing more with less, but doing new
with different at an ever-increasing rate. This tutorial will provide an
overview of what change is, how it impacts us, and strategies for how
to manage it.
Instructor
Jayne Ashworth
Training Coordinator
User Support Division
Information Technology and Communication
University of Virginia
Who Should Attend
University computing professionals, managers and directors
Course outline
Identifying what is changing
Identifying what you can control
Managing what you cannot control
Getting involved in what is changing
Preparing yourself for the future
Description
Information technology has taken higher education by storm.
Along with the many benefits and promises of technological innovations
such as the Internet come a series of costs and liabilities for colleges
and universities. Higher education officials who look to Congress and the
courts for guidance on how to manage complaints of computer misuse are likely
to be frustrated if not ultimately disappointed. While the law might shed some
light on these matters, we are likely to obtain more satisfying results if we
examine incidents of misuse through a lens that is concerned with encouraging
ethical behavior in light of our missions as educational institutions. This
workshop will employ a case study format to provide an interactive forum for
examining examples of computer misuse. The presenter is an attorney who will
provide a legal framework for understanding liabilities associated with
computer misuse; however, the workshop is designed to examine the various
policy alternatives and provide participants with the confidence, skills,
and resources necessary to manage incidents on their campus.
Who Should Attend
Anyone interested in information technology legal issues, policy development,
and the management of complaints of computer misuse.
Intructor
Rodney J. Petersen
Special Assistant for Policy and Planning
Computer Science Center
University of Maryland at College Park
Rodney Petersen is Special Assistant for Policy and Planning in Academic
Information Technology Services for the University of Maryland at College
Park. He is also the associate editor of "SYNTHESIS: Law and Policy in
Higher Education." Mr. Petersen has a law degree and is completing a Ph.D.
in higher education law, policy, and administration. He is a
frequent consultant to colleges and universities and has presented numerous
workshops on higher education legal issues.
Course Outline
- General overview of legal and ethical issues concerning information technology
- Case Studies that highlight the following topics:
- Freedom of Expression/First Amendment
- Student Issues
- Staff Issues
- Faculty Issues/Academic Freedom Concerns
- Copyright Infringement
- Discriminatory Harassment
- Computer Crime
- Discussion of Policy Implications & Alternatives
- Disciplinary Procedures & Development of Dispute Resolution System
- Role of existing disciplinary procedures
- Establishment of new disciplinary procedures
- Design of system to manage complaints of computer misuse
- Public relations concerns
- Preparing for the future: the role of user education
siguccs@nwu.edu -
(847)491-3682
Last modified 9/13/96 - ldj