Professionals who have helped create inviting places for groups to study on campus have vivid memories of the uninviting study spaces of yesterday.
Call it the marathon without a finish line: As new network demands such as mobile computing and rich media increase, campus IT strategists are trying to keep running ahead, to ensure that their networks can meet the need.
When most people think of video surveillance, they think of a Big Brother scenario, where their every move is being monitored. And after a campus tragedy, such as the Virginia Tech shootings of 2007, pundits debate whether video surveillance might have prevented the tragedy.
Once administrators decide to focus on adding more group study areas to campus, a key question to answer is this: Should the spaces be out in the open or behind closed doors?
The campus network is home to thousands of student residents while at the same time hosting key administrative servers containing private personal information.
The growing trend toward three-year degrees in America has not been a quiet transition. Many of the major media outlets have covered the seemingly sudden phenomenon that will undoubtedly change the landscape of American higher education.
Caught up in cloud fever, campus IT leaders across the nation have virtualized their server rooms. Having fewer servers didn't make the world come to an end; in fact, just the opposite happened.
Is 2011 going to be the “Year of the Mobile Web” for higher education? A few studies have already hinted it. According to a white paper published by The Nielsen Company in December 2010, “Mobile Youth Around the World,” 48 percent of the 15- to 24-year-olds in the U.S.
Across many college campuses, one of the most innovative, yet sometimes controversial, initiatives in recent years has been the embrace and development of online programs.
A picture is worth a thousand words, especially when trying to convey complex ideas. At Purdue University (Ind.), a home-grown smartphone app lets students easily incorporate mobile video components into class assignments and share them with teachers and other students.
As distance education programs expand at many colleges and universities, administrators are faced with a question: Is it better to have a centralized distance education office, or should individual departments handle distance education on their own?