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					ANNUAL REPORT
2001-2002
                Table of Contents

Foreword …………………………………………………………………….. 1
Overview …………………………………………………………………….. 2
Directors’ Reports
       Administration………………………………………………………….. 3
       Business Computing……………………………………………………. 8
       Academic Operations & Systems Support ...….…………………….. 12
       Telecommunications……………………………………………………. 21
       Technology Outreach …………………………………………………. 26
       Project Management…………………………………………………… 31
       Research and Development……………………………………………. 34
Public Relations……………………………………………………………… 38
Significant Accomplishments……………………………………………. 38
Future Plans…………………………………………………………………...40
Appendix: Organizational Chart
                                  Foreword
Fiscal Year 2002 was one of great challenge and significant accomplishment for
Information Systems as we settled into an era of managing a full implementation of the
University’s technology initiative. While rising to meet new challenges, we continued to
demonstrate excellence through improved service levels, high national rankings, and
expanded services to our user community.

The 2001-2002 year marked our third year of full implementation of the ThinkPad
project. All undergraduate, Babcock, and School of Medicine students at Wake Forest
have IBM ThinkPad computers. ThinkPads are now a standard in the Graduate School of
Arts and Sciences.

An enhancement of our own intranet, WIN, which was rolled out in the fall, provided the
campus with faster, more reliable access to campus resources. Primarily through WIN,
we continued our progress in enhancing the administrative processes of the University
with technology driven solutions. The implementation of online timekeeping for the
University’s non-exempt employees provides staff with the convenience of reporting
their time online while benefiting Finance and Accounting Services and Human
Resources with more accurate data and time savings in processing payroll. Online course
registration and foreign language testing are now seamless parts of the student
experience at Wake Forest. In collaboration with Student Government, the WIN team
developed and implemented e-voting for all student elections as well.

Throughout 2001-2002 Information Systems staff worked collaboratively with all
information technology professionals on campus, including those in the Instructional
Technology Group, the Z. Smith Reynolds Library, the Babcock School, and the School of
Law, to upgrade our PC-based operating systems from Microsoft Windows 98 to
Windows 2000/XP. This change is the most significant server and client change since the
migration from Windows 3.1 to Windows 95 in 1996. The project planning took virtually
the entire year, with implementation during the summer of 2002.

Training developed and delivered by the IS staff for administrative computing users has
been most widely welcomed during this year. This training, focused on specific
computing applications, is an important complement to the computer-related staff
training offered by Human Resources.

As anticipated, the 2001-2002 year presented significant challenges in managing the
amount of Internet bandwidth available to academic activities on campus. File sharing
technologies such as Morpheus introduced significant growth in peer-to-peer file sharing
activities, resulting in a serious bandwidth crisis during the year. Information Systems
responded both with a campus-wide educational campaign for students, faculty, and
staff and the implementation of rate limiting on our campus network. To prevent such
problems in the future, Wake Forest successfully upgraded its wide area networking
capability to bring increased Internet bandwidth to the campus. We deployed the first
North Carolina High Speed Regional Point of Presence in conjunction with the School of
Medicine, the North Carolina School of the Arts, Winston-Salem State University,


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Forsyth Technical Community College, Winston-Salem/Forsyth County Schools, the
Chamber of Commerce, and the Idealliance. We are now connected to other non-profit
educational organizations in Winston-Salem at an amazing 1 billion bits per second.
Together the WinstonNet consortium has 622 million bits of access from this network to
the Internet through the NCREN3 network. We have one of the most capable and
advanced networking infrastructures available anywhere in the country.

From the perspective of personnel, 2001-2002 was another exceptional year. Our turnover
remained low. Our success in retaining staff continues to contribute to substantial gains
in both the stability and quality of service we provided in the past year.

Among our many efforts this year was the development of our 5-year strategic plan. Still
in the refinement stages, this plan promises to:

           •   Establish the completely integrated digital campus, providing a set of
               systems that allow the business of the University to be conducted
               effectively, efficiently, and with greater accuracy.
           •   Significantly add to the value of a Wake Forest education through student-
               centric technology projects that focus on the student experience and
               through the expansion of our already successful student programs.
           •   Recapture technology leadership in higher education by reinvigorating the
               technology project through a new deployment of post-ThinkPad
               technology.
           •   Redefine electronic communications at the University as we employ new
               technologies to ensure long term financial stability for the
               telecommunications department in a rapidly changing business
               environment.

Our efforts over the next several years will be to bring these goals to fruition. In doing so,
we believe that we will support the University’s overall mission and in particular the
strategic goal of leveraging our existing advantage in technology. Supporting the
academic enterprise remains our unswerving focus.




                                    Overview
Information Systems (IS) operates under the direction of Jay Dominick, Chief Information
Officer (CIO) and Assistant Vice President. In January 2001 the department underwent a
significant reorganization that gave the CIO three direct reports, each overseeing one of
three primary areas: operations, project management, and research and development.
Fiscal year 2002 was the first full year of operation under this organizational structure,
which is outlined in the organizational chart, available through the Information Systems
web site at http://www.wfu.edu/technology/about_is/staff/index_frame.htm.

Nancy Crouch, Assistant Chief Information Officer, manages the operations group. The
bulk of IS staff members work within operations to support the daily needs of faculty,
                                                                                         3



staff, and students. Within operations there are five functional areas, each one led by a
director. Kriss Dinkins, the Director of Technology Outreach, oversees the student
outreach programs, community outreach programs, and departmental communications.
This year the Outreach team assumed responsibility for the University Call Center,
described in detail later in this report. John Henderson, Director of Administration, is
directly responsible for the financial management and asset management in Information
Systems. Tommy Jackson, Director of Telecommunications, manages the campus
computing network, multimedia services, campus telephone and cable television
services, and all associated projects. Lee Norris, Director of Academic Operations and
Systems Support, oversees all computing systems, the Wake Forest Information Network
(WIN), and academic support, including Hardware Technical Support and the Help
Desk. Business Computing, responsible for the administrative computing systems at the
University, is currently managed by two assistant directors, Lea Anne Iles and Lynn
Berry, reporting directly to the Assistant CIO.

The Project Management Office (PMO) works under the direction of Lynda Mitchell,
Director of Project Management. Under Mitchell’s direction, the PMO established
guidelines and work flow processes for project management within IS. Such processes
are enabling the department to plan, implement, and manage projects across the campus
most efficiently.

Anne Bishop, Director of Research and Development, leads the research and
development efforts for IS. Focused on innovations in academic technology, the research
and development group led multiple projects this year piloting the use of new
technologies campus-wide.

In all, 104 employees currently serve IS. Of these, 92 are regular full-time employees and
8 are part-time; presently, there are 4 open positions in IS. Eleven staff members received
promotions during the past year; three staff members submitted resignations; one retired;
one was terminated; and one moved to another department within Wake Forest.




                          Directors’ Reports

Operations………………………………………………
The Operations area is comprised of Academic Operations and Systems Support,
Administration, Business Computing, Technology Outreach, and Telecommunications.
Highlights concerning the activities of the operational units follow.



Administration
The Administration team is responsible for overseeing Information Systems’ financial
activities, directing the department’s human resources operations, managing the
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University’s hardware and software technology assets procured through Information
Systems, and directing contract and compliance management for the department.

Financial Management
In fulfilling its responsibilities for financial management, the Administration team
maintains the Information Systems budget, manages departmental payroll, and
administers financial processes for auxiliary telecommunications services and for ICCEL.

Financial management within Information Systems begins with the budgeting process. In
coordination with the Chief Information Officer, Assistant CIO, and Information
Systems’ functional area directors, the Administration team’s financial group is
responsible for preparing, analyzing, tracking, and forecasting Information Systems’
operational, salary, and capital budgets.

This team is also responsible for payroll processing for Information Systems’ biweekly
staff and students; procurement of goods and services; preparing purchase orders;
receiving documentation; processing invoices; depositing cash and checks; managing
interdepartmental billing; and preparing journal entries. The financial team was
instrumental in the smooth transition this year of non-exempt staff monthly payroll to
the new online, biweekly system in WIN. The financial group also coordinates online
payroll submission for approximately 75 IS student employees. This year the
Administration team’s finance group has further refined the use of nVision, a tool that
allows the creation of timely, detailed, customized reports from PeopleSoft.

Human Resources Management
Fiscal Year 2002 was another year of change for Information Systems with all but one of
the department’s functional units experiencing a personnel realignment or
reorganization during the year. A major reorganization occurred within the Technology
Outreach department by reorganizing staff to create the University Call Center. This unit
was staffed from personnel transferring from Administration and Business Computing,
as well as two telecommunications operators previously assigned to Technology
Outreach. The Administration team facilitated these changes within Information
Systems and served as liaison in these transitions with the Human Resources
department.

Routinely, IS Administration coordinates the application of human resource management
procedures and forms, including position descriptions, physical requirements checklists,
exempt status determinations, hiring requisitions, job postings, and hiring and exit
checklists. New in Fiscal Year 2002 was the University’s requirement of the Annual
Performance Review for all regular status employees. The Administration team assisted
in fulfillment of those reviews, especially the requirement of written position
descriptions for all jobs.

To track and communicate personnel changes and departmental restructuring, the
Administration group maintains an online organizational chart on the IS website at
http://www.wfu.edu/technology/about_is/staff.
                                                                                             5



Asset Management
The IS Administration’s Asset Management team has the primary responsibility for
inventory control of the University’s technology hardware and software assets procured
and maintained by Information Systems. In this role, overall project management for the
distribution of computers, printers, and other technology assets to students, faculty, and
staff is assigned to the Director of Administration. The complete life cycle of technology
assets is managed under the supervision of one team. This cycle begins with needs
analysis, budgeting, and procurement.

To ensure efficient and secure inventory control of technology assets, the Remedy Asset
Management software application is utilized. This system allows full life cycle tracking of
technology assets from receipt, warehousing, and distribution through the end of the life
cycle. The Remedy system houses all asset data on current ThinkPads and printers as
well as relevant demographic information for students, faculty, and staff. The first major
test of the Remedy Asset Management system came at the beginning of fall 2001 semester
when it was used successfully in the ThinkPad and printer distribution to incoming first-
year students and rising juniors.

Student Equipment Distribution
The Asset Management group plays a major role in student ThinkPad and printer
procurement and distribution. The team is responsible for determining student ThinkPad
eligibility, quantity requirements, and coordinating logistics for the distribution of this
equipment to first-year and third-year students, as well as transfers and readmitted
students.

Distribution to students takes place at the beginning of the fall and spring semesters. In
the fall, first-year and transfer students receive ThinkPads and printers on move-in day,
while rising juniors exchange ThinkPads and receive new printers during the first week
of classes. At the beginning of the spring semester, Information Systems distributes
equipment to new first-year and transfer students and conducts a ThinkPad exchange for
juniors who were abroad during the fall semester.

To assist students in understanding the ThinkPad and its software, the ThinkPad project
team works closely with staff of the Information Technology Center in the Z. Smith
Reynolds Library to develop support and training materials for the ThinkPad. New
undergraduate students and new faculty members receive a Technology Guide outlining
features of the ThinkPad and solutions to many common computing questions. In
addition, all new undergraduate students must attend a mandatory ThinkPad orientation
session led by the Z. Smith Reynolds Library staff with assistance from Resident
Technology Advisors, the Instructional Technology Group, and Information Systems
staff. The library staff also offers student training classes throughout the year based on
student interest.

Faculty Equipment Distribution
As part of the Undergraduate Plan’s technology component, full-time faculty members
typically receive a new ThinkPad every two years. On the basis of a distribution schedule
determined by the Dean of the College and the IS Director of Administration, the
Administration team’s Asset Management group works with Support Center staff and
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the Instructional Technology Group to distribute new ThinkPads to faculty each summer.
The summer distribution periods allow faculty to become familiar with the new
ThinkPad before classes begin. More extensive two-hour orientation sessions that began
in June are led by trainers from the Information Technology Center in the Z. Smith
Reynolds Library. These sessions help acquaint faculty with the new features of the
ThinkPads and the Windows XP operating system. IS Support Center staff and members
of the Asset Management team assist with this distribution and training, which is held in
ICCEL training facilities in the Information Systems Building.

Faculty members who are unable to exchange ThinkPads during the summer will receive
new ThinkPads in August, when new and temporary faculty members receive computer
equipment. Delivery of new equipment will be completed by the beginning of the fall
2002 semester.

Staff Equipment Distribution
To ensure that administrative departments have access to technology capable of meeting
their computing needs, IS performs a hardware analysis for administrative staff offices
each year. Following this analysis, each administrative department submits its computer
allocation request to IS through Financial and Accounting Services’ online budget
system.

In 2001-2002, IS received requests for 172 new and 18 refurbished ThinkPads in staff
offices. In response to these requests, IS allocated approximately 65 new A30 ThinkPads
and 65 refurbished units. In addition, 17 IBM Netvista M41 desktops have been procured
for staff offices and the Z. Smith Reynolds Library, as well as seven of these units for the
Instructional Technology Group. Asset Management also provided for the distribution
and tracking of technology equipment to Graylyn International Conference Center and
provided twenty-four refurbished A21m ThinkPads for Reynolda House this year.

To address the issue of aging laser printers in staff offices, Information Systems
completed a campus printing solutions project this year. This project included an
inventory of existing laser printers, a needs analysis, and customer opinion survey. As a
result of this project, Information Systems procured 63 new Lexmark T522 laser printers
and began placement of these units, in exchange for outdated printers in staff offices, in
June. In addition, this project team recommended an upgrade of the campus inkjet
printers from the current Lexmark Z42 to the mid-range Hewlett-Packard 940C inkjet.
The initial shipment of 200 of these printers was received in June, and staff allocations
began at that time. Of these new inkjets, 96 are allocated as upgrades in academic
departments and 61 are allocated to staff departments. The student shipment is
scheduled for the first week of August, well in advance of the first-year ThinkPad
distribution.

Graduate Student ThinkPad Program
The Administration team has worked closely with the Dean of the Graduate School in the
development of a technology initiative for graduate students. For the past two academic
years, a ThinkPad rental program has been in place for the graduate students in master’s
degree programs. In addition, Asset Management worked with Financial and Accounting
Services and the School of Medicine’s Computer Sales and Service division to make an
                                                                                           7



extended payment purchase plan available to these students. During the past two years,
IS Asset Management worked with the Graduate School in procuring and distributing
new ThinkPads to matriculating Ph.D. students, which will continue in 2002-2003.

The Graduate School ThinkPad initiative has expanded for the 2002-2003 academic year
to provide two-year old refurbished A20m ThinkPads to all incoming master’s degree
program students. Asset Management provided early distribution of the A20m to 27
master’s students who began their program of study in June. The remaining A20m
ThinkPads will be distributed to the incoming master’s students the day before fall
classes begin.

Refurbishment & Resale
Asset Management is responsible for refurbishing ThinkPads that students, faculty, and
staff return in exchange for new machines. Asset Management has revamped the
refurbishing process completely to achieve more efficiency, higher quality, and lower
costs. During 2001-2002, a total of 1089 refurbished ThinkPads were sold to local public
school systems for use by teachers and staff. Obsolete equipment not needed on the
Reynolda Campus is offered for sale through the School of Medicine’s Computer Sales
and Service division or donated to local charitable organizations. A share of revenue
from sales was returned to the Reynolda Campus.

Contract/Compliance Management
The Administration team facilitates contract negotiations and execution among
Information Systems teams, the University’s Legal and Purchasing departments, and
external vendors and providers. Responsibilities of this group include managing license
renewal negotiations; originating and distributing requests for proposals; and
negotiating quantity, pricing, and other terms and conditions for new contracts.

In this capacity, the Administration team ensures licensing compliance for Wake Forest
standard load software, including Microsoft Office, enterprise software, and selected
academic and administrative applications. In addition, the team works with the School of
Medicine and the Reynolda Campus professional schools on software procurement and
compliance issues involving shared software, particularly the Microsoft Campus
Agreement. This group also monitors budgetary guidelines for licensing and determines
future licensing requirements. The new Remedy Asset Management application is being
utilized in contract and compliance management and will expand in scope in the coming
fiscal year.

The IS Administration Department played an active role this year in the negotiation and
procurement of Adobe products for the standard software load on the new A30
ThinkPad. All A30 ThinkPads include Adobe Acrobat 5.0; in addition, concurrent
licenses allow limited access, on an as-needed basis, to Adobe Photoshop, Elements,
Illustrator, and Premiere through KeyServer, a software license management utility. IS
Administration facilitated the increase of the available KeyServer licenses on campus,
and serves to verify the licensing and compliance for departmental requests to add new
software to the KeyServer.
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Business Computing
The Business Computing team consists of two areas: programming and database
administration and business computing support. Together, the staff in Business
Computing seek to provide the University with reliable, efficient computing services and
support for administrative processes of the University.

Programming and Database Administration
The programming and database administration group within Business Computing is
responsible for supporting the administrative computing applications used for
administrative functions in offices throughout the campus, including everything from
Admissions and Student Life to Human Resources and University Advancement.

In the past year, this group has played a major role in implementing a number of new
projects and in refining processes for existing activities. Through these efforts, this group
has assisted administrative departments in conducting their work more efficiently and
effectively. Highlights of these efforts appear below.

Projects
Major projects during the past year included the conversion from a credit-based to hour-
based course registration system, implementation of the online telecommunications
billing project, and the Financial Accounting Standards Board (FASB) reconciliation
project.

Credits to Hours
In conjunction with the faculty decision to move from a credit-based system to a
semester-hours based system for the Undergraduate College, the Business Computing
team worked closely with the Registrar’s Office to develop a system that will allow
accurate maintenance of records both for students admitted under the new hours system
and for those who enrolled under the previous credits system. This project was
completed in July 2001, enabling incoming students who enrolled in fall 2001 to begin
under the new system with great success.

Call Accounting Project
Working with the call accounting project team, Business Computing team members
developed interfaces that allowed for automated nightly updates of financial and
biographical data. The new processes not only greatly reduced the amount of manual
work involved in processing monthly telecommunications bills, but also provide greater
control of data accuracy with the billing system than available with the previous system.

FASB Reconciliation Project
This project, implemented on June 30, 2002, provides an automated process for use by
Financial and Accounting Services and University Advancement in reconciling year end
giving. This new process has eliminated tremendous amounts of manual work required
in the past.
                                                                                             9



Process Improvements
Because of the Business Computing team’s involvement with many administrative
processes, each year the team devotes considerable time to enhancing administrative
computing services to support these processes. Among the efforts this year have been
initiatives related to student records management, Financial and Accounting Services,
University Advancement, and Human Resources.

Student Records Management
   • New grade mailer for undergraduate students. This initiative allowed printing of
      grades on regular 8½” by 11” paper, eliminating the need for expensive,
      customized forms and envelopes, thus resulting in significant cost reductions
      each semester.
   • Law School registration enhancements. This initiative involved creation of a unique
      term code for the Law School, which eliminated much of the difficult scheduling
      complexity previously required for conducting the Law School’s online course
      registration process through WIN.
   • Satisfactory Progress Report for athletes. This effort allows Athletics staff to generate
      reports on student athletes’ academic performance, as required by NCAA
      regulations. In the past, this process was entirely manual, taking significant time
      and thus making interim analysis of students’ progress cumbersome.
   • Clearing House Upload. This process allows automated transfer of financial aid
      data, again eliminating significant manual work.

Financial and Accounting Services
   • CQ/PQ Hold process. Creation of this process eliminated a major manual process.
       With this process, financial holds on student accounts are placed and removed
       automatically, based on a student’s account status.
   • Purchase order roll-overs. This process allows FAS to move outstanding purchase
       orders at the end of the fiscal year to the new fiscal year. Previously, all
       outstanding purchase orders had to be closed in the prior fiscal year, then re-
       entered in the new fiscal year records, creating significant rework.
   • BiTech GL updates. This process automatically updates GL chartfield accounts in
       BiTech after these updates take place in PeopleSoft. This eliminates redundant
       work and greatly reduces the possibility of error, thus reducing reconciliation and
       research time as well.

University Advancement
   • New pledge reminder process. This change provides University Advancement with
      an easier interface that allows this department to print pledge reminder notices
      internally, providing better looking and less expensive forms.
   • Alumni year end tally report. This report allows University Advancement a tool to
      compare donations from class year to class year, without programmer
      intervention.
   • Council for Aid to Education reports. These annual reports provide an accounting of
      the gifts to the University each year and are used to compare Wake Forest data
      with other universities. This year, the programming underlying this report was
      modified so that University Advancement staff can incorporate additional
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       information in the future, as required by the Council for Aid to Education
       standards, without requiring programmer intervention.

Human Resources & Payroll
  • Paid Time Off policy. With the implementation of the University’s new paid time
     off policy came significant programming modifications. The Business Computing
     team provided the required modifications to implement this system quickly and
     effectively.
  • Online timekeeping. Working with the WIN team, the Business Computing team
     implemented this new WIN application, which provides non-exempt employees
     with up-to-date information on their accrued time off and sick leave reserve hours
     while drastically reducing payroll processing time.
  • Electronic performance evaluation form. To ease the process for completing the
     University’s new performance evaluation process, Business Computing converted
     the paper performance evaluation form into an electronic document. This allowed
     staff and supervisors to share the document via email, greatly streamlining this
     process.
  • Human Resource Benefits. The addition of new employee benefits through Human
     Resources created a need for new reports and modifications of the application
     that handles benefits such as optional life insurance, group life insurance, and
     dependent life insurance.
  • Student master file conversion. Business Computing developed new programming
     to support the transition of student employee data from payroll to Human
     Resources.
  • Development of a new budget screen. Among other things, this effort eliminates
     manual payroll work required for employees who are paid from multiple
     accounts.

Together, these projects and process improvements have helped ensure that the
University is conducting its business in accord with all regulatory guidelines and as
efficiently as possible. In the coming year, the programming and database administration
group looks forward to continuing to provide support for improvements and changes in
the University’s business processes.

Business Computing Support
Business Computing Support (BCS) provides user support services for standard and non-
standard computing applications to the University’s administrative departments,
auxiliary operations, and senior management through two channels: the BCS Help Desk
and on-site technical support. The BCS Help Desk offers first-level support to
administrative users via telephone and email. Business Computing Support Consultants
provide on-site support for resolution of issues escalated to second-level support.

During the past year, Business Computing Support continued to strengthen its role as a
single point of contact for administrative users. A Student Admissions Module user
group was added to the existing BOX and RIM user groups. This user group, which
meets periodically during the year, provides opportunities for members of the
Undergraduate Colleges, the Graduate Schools of Arts and Sciences, the Babcock
                                                                                        11



Graduate School of Management, and the School of Law to discuss issues common to all
and to gain a greater understanding of how their actions affect other users.

To streamline the processes associated with upgrading administrative computing
systems, the Business Computing Support group worked with Business Computing’s
software engineers to develop a testing strategy that includes all users affected by any
upgrade effort. The model created was well received by the user community and will be
used as a template for future upgrades, decreasing the time required to complete
software upgrades and user acceptance testing.

Deployment of technology in the University’s administrative offices is a major
component of the support offered by BCS. BCS Consultants installed 141 ThinkPads and
30 printers during the fall semester allocation process. Support during the allocation
process provides users with assistance in data backup and transfer as well as installation
and initial testing of non-standard software applications.

To further enhance support of our administrative users, BCS began development and
delivery of training programs for campus-wide business applications. Utilizing the
talents of individuals across the department, the BCS team developed and delivered
customized end-user and Help Desk training for two new business applications: online
timekeeping and online telecommunications billing. In addition, a course for the new
A30 ThinkPad, utilizing the XP operating system, was developed and delivered to
Information Systems staff. Based upon participant feedback (see below), the sessions
were a tremendous success. BCS will continue to offer this service as new administrative
systems are implemented.
                          Number of
  Session Offered         Attendees/                                              %
                          Number of         %                                “Disagree”or
                          Evaluations   “Strongly     %           %           ”Strongly
                           Received      Agree”     “Agree”   “Ambivalent”    Disagree”
Online Timekeeping         349/322
    Training Efficiency                   60%        33%          3%             4%
    Instructor                            73%        27%          0%             0%
    Effectiveness
Online                      73/67
Telecommunications
Billing
    Training Efficiency                   58%        38%          3%             1%
    Instructor                            67%        31%          2%
    Effectiveness
A30 ThinkPad /              36/31
XP Introduction
    Training Efficiency                   68%        26%          3%             3%
    Instructor                            84%        16%          0%             0%
    Effectiveness

To assist the FAS and HR teams during the transition to the new online timekeeping
system, the BCS team created an Excel-based timesheet for use by non-exempt
employees. The timesheet incorporated HR policies and procedures, resulting in a more
12



streamlined method to report and process employee time records while easing the
transition to a fully online system.

In late 2001, management responsibility for the FAS Call Center was transferred to the
Technology Outreach group and transformed into the University Call Center. The BCS
staff member previously responsible for this remained within BCS and moved into an
administrative computing support role, allowing BCS to increase the number of
consultants without increasing overall headcount for Information Systems.




Academic Operations and Systems Support
Academic Operations and Systems Support includes the Help Desk and Hardware
Technical Support, Systems Operations, Systems Development, and WIN. The
information below provides details of the year’s activities in each of these areas.


Support Services
Providing reliable, prompt, accurate, and professional computing support continues as
top priority for Information Systems. The Support Services group – which includes the
Help Desk (walk-in and phone support) and Hardware Technical Support areas – is
critical in providing quality support to students, faculty, and staff. Since 1997, our
customers have given Information Systems’ support teams consistently high marks for
service. As part of this year’s ongoing efforts, Information Systems identified the
following support goals for 2001-2002:

     1. Maintain Support Services’ continuous improvement program as a way to refine
        the support services offered to IS customers.
     2. In response to continuous improvement program findings, refine basic support
        functions to allow greater responsiveness and follow-up on system and network
        downtime.
     3. Expand capabilities within the Hardware Technical Support center to allow more
        on-site repair and increased responsiveness to repair needs.
     4. Expand career opportunities within Academic Operations and Systems Support
        for Help Desk and Hardware Technical Support staff.

Continuous Improvement Results
Last year Information Systems implemented a new method of measuring customer
satisfaction. This new method was designed to build an information base for a
continuous improvement program within Support Services. This year Support Services
saw significant benefits from this approach.

During the 2001-2002 year, the Information Systems Help Desk handled an average of
500 calls per week. Peak call volumes occurred during the back-to-school period each
semester, with 1300 calls per week during these periods. Lowest volume occurred
Thanksgiving week, with 160 calls. In all, the Help Desk received 55,000 calls during
2001-2002, up 1000 from 2000-2001. Despite this increase, the number of unanswered (or
abandoned) calls decreased from 4000 to 2000 from FY 2001 to FY 2002.
                                                                                           13




An essential component to customer service satisfaction is the quality and promptness of
response to each of these calls. In 2000-2001, call abandons (calls that Help Desk staff
members are unable to answer before the caller hangs up) were a source of concern. In
October 2000, the Help Desk had a consistent abandon rate of 14%, which significantly
exceeded the industry norm of 7% to 9%. By February 2001, abandon rates averaged just
above 6%. During the 2001-2002 year call abandon rates continued to run at an average of
around 6%, but have dropped as low as 3% for several weeks at a time (as in the
February/March 2002 timeframe). In 2002, the University’s Human Resources
department expanded the amount of paid time off (PTO) available to staff members.
Consequently, during early summer 2002, Help Desk abandon rates climbed to 11% for
several weeks as staff members pursued PTO leave for summer vacations. These changes
impacted overall results in keeping abandons low. As a result of this policy change, Help
Desk management is now looking at new staffing models that include additional part-
time staff — mainly students — to level these abandon rates during sparse staffing
periods.

In addition to monitoring and adjusting for call volume, managers of the support
organization conduct weekly surveys focusing on very specific aspects of service quality.
The survey consists of five questions focusing on promptness, courteousness,
effectiveness of support, clarity in explaining the problem, and overall satisfaction levels.
If ratings in any area are low, the customer is asked to provide a verbal description
indicating the concern that contributed to the low rating. The customer is also given the
option to comment on each question and an option to provide overall comments on the
support experience.

Upon completion of a support call, Help Desk staff direct customers to an online version
of our customer satisfaction survey and suggest they complete the survey. To
supplement this sample, a Help Desk staff member randomly selects customers from
records of completed support calls and calls each customer to administer the survey until
ten additional surveys are complete. This approach allows for timely feedback and
connects survey responses to individual support calls and support consultants. Results
include the following:

   1. Overall customer satisfaction ratings in all areas comfortably surpass industry
      standards. Mean satisfaction ratings for all respondents to our survey from July
      2001 to July 2002 were 93%. Neutral responses (a rating of 3 on a scale of 1 to 5,
      with 5 being very satisfied) are calculated as “unsatisfied” for the purpose of
      compiling this statistic. If neutral responses are calculated as “satisfied”,
      satisfaction ratings increase to 96%. Ratings have improved since last year when
      83% expressed satisfaction with Help Desk performance in February 2001, and
      91% expressed satisfaction in July 2002. All these numbers compare very
      favorably to industry standards of 75%. Similar satisfaction ratings appear below
      in the Hardware Technical Support section.

   2. In addition to overall satisfaction, the survey also measures support consultant
      skills such as problem analysis and communications. Low numbers in any of
      these areas can be correlated with specific customers, specific Support
14



       Consultants, and specific support activity. This information allows Help Desk
       management to focus on individual training needs. Based on these results,
       Support Services management has targeted specific consultants for professional
       development in verbal communication, telephone skills, and application-specific
       support. Because the survey has consistently shown very high ratings in all areas,
       Support Services intends to modify the instrument in the future to capture
       additional performance areas, allowing for continuous improvement processes
       into other performance areas.

Changes in Hardware Support
For two years, Information Systems has maintained a self-insurance ThinkPad repair
program, which has remained financially healthy throughout. In its first year, this
program improved hardware repair turn-around time by more than three days on
average and in turn improved customer service ratings dramatically. As part of the
warranty repair process, IBM’s customer service organization conducts a survey of the
University’s hardware repair customers for overall satisfaction. IBM reimburses the
Hardware Support group for all warranty repairs and provides a premium based on
customer service ratings. In effect, the higher the customer service ratings an
organization receives, the higher the level of repair reimbursements. IBM has consistently
found outstanding overall performance ratings in IS’ Hardware Support area. In 2000-
2001 satisfaction ratings ranged from 90% to 97% and averaged 93%. With an increase in
satisfaction ratings to 95% in early 2001-2002, the Hardware Support group was
designated in mid-2001 as an IBM Premier Service Center, becoming one of two such
centers in North Carolina. This designation increased the repair premiums earned by the
group on each warranty repair, in turn contributing to the solvency of the self-insurance
program. This has also brought significant IBM-financed training opportunities to
Hardware Support personnel.

These opportunities should grow in the coming year. For instance, the Hardware
Support group achieved a 97% satisfaction rating in May and June of 2002. If this
satisfaction level persists for a full quarter, the Hardware Support group, already ranked
in the top 5% of service centers in the U.S., will achieve IBM’s highest customer
satisfaction level and will again benefit from the possibility of increased revenue and
training opportunities.

Improvements in Career Opportunities for Support Staff
To retain experienced staff and the service quality they can provide, the Support Services
group has continued its efforts to implement a career development path within Support
Services. As part of this plan, a senior consultant position was established in FY 2001, and
one Support Consultant I position was converted to a Support Consultant II position.
This plan was fully implemented during 2001-2002. Staff members were promoted to fill
these positions and were then given additional authority within the Help Desk.

These new positions have become second- and third-tier escalation points for
Consultant I staff members, and have provided the basis for shifting frequently
requested systems services to Help Desk staff. With this change, senior Help Desk staff
can perform activities such as listserv creation, user account management, and printer
management that involved as much as a three-day turnaround time when performed by
                                                                                         15



systems administrators; now, such requests are often resolved the day they are received.
During the coming year, the Support Services team will continue to move other such
tasks to the Help Desk to provide faster response to customer requests.

In addition to changes made in the Help Desk staffing structure, a Technical Hardware
Support manager position was created in the Hardware Technical Support area. This
position has oversight of all hardware technical support and repairs, and has been
instrumental in further increasing customer satisfaction levels in the Hardware area as
noted above. In the coming year we hope to extend this effort by creating a Technician II
position within the Hardware Technical Support area.

As part of the process of career development this year, Academic Operations and
Systems Support management established a cross-training program. This program allows
support staff members to train in other technical areas within IS. To date, members of the
Help Desk and Hardware Technical Support have undertaken training in systems
administration, networking, and application development; as a result, they have
developed support applications and become much more adept at problem diagnosis. In
addition, this training has allowed Support Services staff to develop deeper and broader
cross-functional expertise. This cross-training program will continue full force in the
coming year.

Future Plans for Support Services
The Support Services group has outlined a number of significant goals for 2002-2003.
These include the following:

   1. Implementation of total call ownership. With customer satisfaction extremely high, it
      is imperative that support staff pay careful attention to all survey results showing
      dissatisfaction. Through detailed study of such surveys, staff members have
      found that one place where IS can make substantial support improvement is in
      follow-up on escalated support calls. To address this, Information Systems plans
      to implement a total call ownership program. In a total call ownership process,
      the support consultant who is first assigned the call is responsible for all aspects
      of follow-up (both internal and external), and has full authority to obtain action
      on the call within any area of IS. This person monitors the support activity from
      start to finish, obtains regular reports on progress, and keeps the customer
      regularly apprised of progress throughout. Implementation of this process will
      require fully redesigning the Remedy Help Desk system currently in use,
      developing policies and structures in support of the process, enhancing technical
      training for support staff, and providing customer service training for more
      technical staff members such as network and systems analysts and
      administrators.

   2. Improve turn-around on Systems requests. Another area where IS can improve
      support results is in reducing turn-around time on requests for such activities as
      listserv creation and management, user account administration, and print queue
      administration. The Support Services and Systems groups will accomplish this by
      continuing to shift additional basic administrative access and responsibilities to
      senior Help Desk consultants.
16




     3. Continue and enhance cross-training. Continued cross-training is critical to
        achieving many Support Services goals, particularly the first two goals outlined
        for FY 2003. Cross-training is also an important component of job satisfaction for
        support staff and provides a framework to prepare talented staff for other career
        opportunities within IS.

Systems Support
Systems Support is provided by both the Systems Development and Systems Operations
groups. The Systems Development group is responsible for the implementation of all
academic and business computing systems. The Systems Operations Group is
responsible for the administration of all systems services. In 2001-2002, Systems Support
performed numerous enhancements to the computing infrastructure. These
improvements were aimed at achieving the following goals:

•    Continuing improvements in systems performance requirements associated with the
     campus intranet (WIN) and other business related applications, including such things
     as online student registration, online course materials, business and student services,
     and other intranet-related projects.
•    Continuing to reduce total ownership costs for the systems infrastructure and to
     reduce support costs wherever possible.
•    Successfully implementing Windows 2000 in support of the June-August 2002 rollout
     of Windows XP clients.

IBM SP/2 Network and Other UNIX Systems
The IBM SP/2 networks consist of high-performance, parallel-processing capable IBM
SP/2 computing complexes called frames. Each frame contains a number of RS/6000
computers called nodes. Nodes within a frame are interconnected with a high-speed
internal communications switch that allows each node to communicate with other nodes
at dedicated speeds of 100 megabytes per second and greater without using the campus
network. This allows SP/2 frames to function either as parallel processing
supercomputers or as a collection of independent computing nodes.

Although only maintenance-level upgrades were necessary to the SP/2 infrastructure
during 2001-2002, staff continued to examine overall cost of ownership for the aging
SP/2 network and to perform research to determine the technology that would
supersede these networks. By September 2001 it was clear that LINUX-based computing
clusters would provide the best replacement technology for the SP/2 network, and
experiments began with a number of alternatives, including SUSE, MOSIX, and Red Hat.
Ultimately, this led to the purchase of an IBM LINUX cluster for use in scientific
computing. Installation of this cluster is scheduled to begin the first week of July 2002.
This cluster offers the cost of ownership advantages of LINUX and the management
features of the SP/2 network.

Knowledge gained in implementing this LINUX cluster will be used by current Systems
staff to implement additional clusters in place of the existing SP/2 infrastructure.
                                                                                             17



To assist in implementing this new LINUX cluster, IS will add a Systems staff member,
with experience from the LINUX supercomputing implementation at Vanderbilt
University. This staff member’s time will be shared with Computer Science and Physics.

In addition to the activities related to the SP/2 frames, Systems Support manages a
number of stand-alone UNIX systems. Two important highlights of activities related to
these systems are as follows:

•   Library system. Systems migrated all Voyager disk space from SSA to EMC disk space
    in the new EMC disk environment (see EMC Upgrades below). Systems also
    configured and installed a new IBM pSeries 680 to replace the existing Voyager
    server. At the time of this report, this server was up and running, but the migration of
    Voyager to the new platform had not been completed. Target completion for this is
    October/November 2002.
•   School of Law mail server. Systems continued its email management partnership with
    the School of Law and added disk space to increase quota on the Law School email
    server. Systems also began the process of planning the full integration of Law email
    and network accounts with the University-wide computing infrastructure. The target
    completion date for this process (except email accounts) is August 2, 2002.

LINUX Systems
In addition to the LINUX cluster activity associated with the SP/2 migration, Systems
staff performed other production LINUX implementations as follows:

•   Sophos email virus filtering. Although Wake Forest-issued ThinkPads come equipped
    with Norton AntiVirus software, 17% of all Help Desk traffic in FY 2002 was
    associated with computer viruses and trojans (small programs, delivered through
    another file, that corrupt or compromise data, security, and software applications).
    Because almost all of these viruses and trojans were delivered by electronic mail,
    Systems began plans to implement antiviral filtering for the electronic mail system.

    This implementation, which was completed in October 2001, consists of a cluster of
    five LINUX computers running Sophos antiviral filtering software. These IBM xSeries
    330 servers, with single 1.2 GHZ Pentium III processors and 512 MB of RAM, use
    automated processes to disassemble and examine all incoming electronic mail for
    viruses and trojans. If the filtering system finds a virus or trojan, it notifies the sender
    and the intended recipient but does not deliver the infected message.

    This cluster processes between 40,000 to 75,000 messages a day, depending on the
    time of year, and has the capacity to evaluate more messages. In the first several
    months of life the system prevented transmission of an average of 700 viruses a week.
    In late May and throughout June, this number soared to over 3700 per week, largely
    because of a new and prolific virus called KLEZ. During this period many
    unprotected sites on the Internet were infected and subsequently brought
    temporarily offline by KLEZ, but Sophos protected the Wake Forest campus.

    Since its implementation in October, Sophos has intercepted vast numbers of viruses,
    thus protecting the health of the University’s ThinkPads, the campus network, and
18



     the University’s productivity. Implementation and subsequent high performance of
     this service on inexpensive, modestly powered LINUX computers has also proven
     that the entire electronic mail infrastructure can safely move from SP/2 nodes to
     smaller, far less expensive LINUX-based servers and still perform exceptionally well.

•    DHCP and Dynamic DNS infrastructure. Dynamic Host Configuration Protocol
     (DHCP) and Dynamic DNS provide network address and name assignment services
     to ThinkPads as they connect to the campus network. As part of the Windows 2000
     implementation, Systems staff installed DHCP on Windows 2000 DHCP servers.
     Systems testing showed that this worked well for providing addressing, but created
     potentially serious security and functionality gaps with the Windows DHCP server
     when interacting with AIX-based and other UNIX-based DNS servers, a very serious
     problem since campus Internet services rely upon AIX-based DNS services. After
     much research, Systems staff again discovered that LINUX provided the only viable
     solution to this problem and began to migrate all DHCP and Dynamic DNS services
     from Windows 2000 to LINUX, with completion of this process scheduled for July
     2002. This case suggests that many Systems activities, both from a Windows 2000/NT
     and UNIX perspective, can be performed more efficiently and cost-effectively with a
     LINUX-based infrastructure.

•    Electronic theses and dissertations. In conjunction with the Graduate School, the Z.
     Smith Reynolds Library, Carpenter Library, and the Professional Center Library,
     Systems staff installed a LINUX-based electronic thesis and dissertation system,
     linked to the Voyager library system. This system allows graduate students to file
     theses and dissertations online and allows the libraries to catalog and index these
     documents electronically. It also allows users access to these texts online through the
     online catalog system. This saves the graduate student printing costs, saves the
     libraries inter-library loan costs, and dramatically increases use of the material
     contained in these theses and dissertations. Systems completed this project in March
     2002, and the Graduate School went into production with this in April/May of 2002.

•    WIN test environment. Systems Support added a LINUX-based development
     environment for WIN to allow for regression testing and staging of applications
     before implementation.

EMC Disk Infrastructure
Substantial portions of this year’s systems work centered around replacement of portions
of the EMC disk infrastructure with upgraded EMC hardware and software. This
infrastructure provides redundant, high speed disk storage to all mission-critical systems
and many other systems within IS. This includes, but is not limited to, the SP/2 network
(which contains such systems as electronic mail) and the student records and financial
systems. In 2000-2001 the EMC disk infrastructure consisted of one Symmetrix 3430, one
Symmetrix 3930, and fiber links utilizing SRDF software for business resumption
processes. This year the Symmetrix 3430 was replaced with an EMC 8530 series
Symmetrix. Additional disk storage was installed to provide for future growth.
Implementation of this upgrade required the installation of the Symmetrix 8530 and the
migration of all data on the 3430 without shutting down production systems. Although
                                                                                          19



accomplishing this task took eight weeks of planning and four weeks of migration work,
the migration was 100% successful.

In addition to upgrading the disk infrastructure, Systems also added two EMC Celerra
systems to the infrastructure. Celerra systems are, in effect, gigantic file servers capable
of providing consolidated file sharing for Windows 98/NT/2000/XP and UNIX
networks. To perform these functions, Celerras utilize an optimized version of the
LINUX operating system to offer NFS and SMB shares to network clients. Currently there
are over 60 Windows NT/2000 servers providing a variety of production network
services. Many of these provide some form of file services. Installation of these Celerras
was undertaken to allow consolidation of these NT file servers into a single, more
manageable platform. Migration of NT file services to Celerra will be complete in
October 2002. At that time we anticipate removing at least twelve aging NT/2000 servers
from service.

Windows NT Network
Two issues drove activity with the Windows NT Network this year. As noted in the EMC
section above, Systems Support began implementation of Celerra which ultimately will
reduce server management requirements and improve reliability of file services. This
decision led systems administrators and management to hold the line on all new
Windows NT implementations as well as on some upgrades. Additionally, planning and
performing the implementation of Windows 2000 obviated any additional growth in the
Windows NT 4.0 network.

Given growing requirements from the applications environments and growing security
risks afflicting the Microsoft Windows server environment, standard maintenance this
year was extensive. It included extensive work on items such as disk and memory
upgrade and optimization, frequent login script changes, and frequent application and
testing of Microsoft service and security packs.

One notable implementation within the existing Windows network did occur. As part of
the effort to continue providing high quality financial systems, Systems staff worked
with Financial and Accounting Services to implement budget reporting for all budget
directors. This was done using a Windows 2000 server and CITRIX software.

Windows 2000 Network
As noted above, the Windows 2000 implementation project occupied vast amounts of
resources in FY 2002. This effort included staff from many IS teams as well as four
Instructional Technology Group staff, who worked with IS staff under a new IS-ITG
partnership program. These partnerships, conducted in conjunction with the Dean’s
Office, allowed these ITGs to participate as full IS staff members for up to 10 hours a
week for the duration of this project.

In September 2001, Systems staff began to plan implementation of the server
infrastructure and the provision of extensive technical training in Windows XP and
Windows 2000 Server to staff members in Information Systems, the Instructional
Technology Group, and the Information Technology Center. The main portion of this
implementation culminated in the completion of the first Windows 2000 network, called
20



DeacNet, at the end of May 2002. This network currently provides login, active directory,
file, and printing services for all new ThinkPads.

As of July 1, 2002, more than 200 client systems were members of the DeacNet network,
and configuration of 2800 additional clients for the DeacNet network was underway. By
August 30, 2002, there will be nearly 3000 clients participating in the DeacNet network.
All non-administrative network clients will participate in DeacNet beginning in October
2002. This will bring the total number of DeacNet users to approximately 4000.

HP 3000 Systems
Because Hewlett-Packard announced the obsolescence, by 2005, of the HP 3000 system
platform this year, Systems Support’s efforts to optimize performance on the HP 3000
focused on upgrades required for adding disk capacity to the EMC disk arrays. Such disk
space is recyclable to any system that replaces the HP 3000. Efforts related to the HP 3000
in the coming year will focus almost entirely on planning for platform migration.


WIN: Wake Forest Information Network
The Wake Forest Information Network, or WIN, is the University’s Intranet. It provides
students, faculty, and staff with access to online services and information. Some of the
most popular of these services are online registration, degree audit, grade lookups,
online purchasing of textbooks, campus telephone directories, budget reporting,
telephone bill information, and student and non-exempt staff time cards.

As noted in last year’s report, Systems completely reengineered the WIN architecture in
spring 2001. In 2001-2002, this reengineered architecture provided outstanding
performance. Although this change generated many improvements within the systems
infrastructure, the most important impact was on class registration.

All incoming first-year students must register for classes when they arrive at Wake Forest
University. Compressed into a single day, this registration process takes place in an
eight-hour window, with students assigned registration starting times in 15 minute
increments. In the past, the systems architecture was unable to fully cope with this stress,
causing dissatisfaction among incoming students and the Registrar’s Office.

With the newly designed WIN architecture, which had been subjected to two months of
performance tests, Systems worked with the Registrar’s Office to conduct a 100%
successful registration process in August 2001. During this process all students
successfully registered online, each student had individual assistance as needed, and no
overflow lines formed in the library or the Registrar’s Office. This made one of the first
Wake Forest computing experiences for incoming students impressive and successful.

WIN undertook many development projects in 2001-2002. Some of the more significant
projects are as follows:

•    Alumni career networking. This project, which grew out of a Babcock School idea to
     include Alumni Affairs as well as the career services offices for the Law School, the
     College of Arts and Sciences, and the Babcock School, created an online directory of
                                                                                          21



    alumni who agreed to publish valuable information about themselves (such as
    contact information, willingness to assist in placement, or mentoring) for use by
    students in their career planning. The application was implemented in April 2002 and
    has seen widespread use, with hundreds of alumni already participating in the career
    networking process. This not only enhances the career search process for current
    students but also assists the University in maintaining close relationships with
    alumni.

•   Staff Online Timekeeping. Based on the success of the online payroll application for
    student employees, which was implemented in FY 2001 and provided significant
    productivity savings, the WIN team worked with Financial and Accounting Services
    and Human Resources to develop a similar application for non-exempt University
    employees. This application was implemented in March 2002, with training provided
    by Business Computing Support for all non-exempt staff and their supervisors.

For FY 2003, WIN has established a number of goals. Most important among these are
two:

•   E-commerce. The ability to perform financial transactions online will become a very
    important part of what students will expect from University systems in the future.
    Exploring and implementing infrastructure and applications in support of this
    activity will occupy considerable effort in 2002-2003. A significant portion of this time
    will be devoted to the planning of a cohesive security structure in support of these
    efforts.

•   HP 3000 replacement. As noted above under the HP 3000 section, HP will discontinue
    HP 3000 support and service at the end of 2005. This will significantly impact our
    registration and student records processes within WIN. Much of 2002-2003 will be
    devoted to dealing with how to replace the HP 3000.




Telecommunications
The Telecommunications team is comprised of five functional areas: networking,
multimedia, videoconferencing, cable television, and telephony. Although these areas
have unique responsibilities, they work closely with each other as technological
convergence is occurring. The department as a whole is focused on operational
excellence, most notably in ensuring availability of services.


Network Operations Center (NOC)
The Network Operations Center remains an essential part to the overall development
and success of the data network. With the exponential growth in data flowing through
the infrastructure, it has become increasingly important to ensure quality of service for
the applications that support daily activities on the campus. Because of the dynamic
nature of the industry, it is important for NOC staff to have access to appropriate training
and tools for analyzing traffic patterns; more important is the opportunity for staff to
22



collaborate with other universities in learning about current technology and current best
practices.

One example of this is the recent formation of a network engineering committee, which
has several North Carolina higher education institutions represented in its membership.
This committee has played an important role in identifying applications and associated
traffic patterns that can be disruptive to daily operations on the data network. They are
also developing possible solutions that allow these applications to be available to the
Wake Forest community while maintaining quality of service to daily applications. The
most profound example of this is the increased popularity in peer-to-peer applications
such as Morpheus and Kazaa. Additionally, the NOC staff has played an important role
in several classroom wireless pilot programs by providing usage statistics that help in
assessing these programs.

Data Network
Several projects over the past year have focused on enhancing the functionality of
network resources. Perhaps the most profound effort has concentrated on enhancing the
speed and continuous availability of campus Internet access. This project began with the
addition of a secondary gateway router. If the primary router fails, the secondary router
can assume routing functions within thirty seconds. A second stage of the project focused
on connection of the campus to a new regional Point of Presence (rPOP) located in
Winston-Salem. The hardware located at the rPOP provides a one gigabit Ethernet
connection to the campus, compared to the prior connection speed of 155 megabits per
second. Additionally, connection to the rPOP has allowed creation of two backup paths
from the campus to the Internet, thus reducing the risk of Internet access disruptions.

Further testing and eventual implementation of Virtual Private Networks (VPN) has
been an additional focal point in enhancing the campus network. This technology has
proven to be a reliable and secure means by which users can use a public network, such
as the Internet, to access sensitive data, such as information on the campus
administrative network. The Bowman Gray campus’ Legal Department piloted this
service to access resources on the Reynolda campus, while Financial and Accounting
Services staff have used VPN to access private resources from the WFU public network.
Given the success to date, we will continue to deploy VPN solutions as an integral part of
daily network operations, which may eventually eliminate the need for the separate
administrative network.

Infrastructure
The integrity of any data network is only as reliable as the infrastructure upon which the
data is carried. Because of this, the infrastructure team continues to research and develop
a variety of solutions that provide high availability. The most recent infrastructure
solution being researched and tested is VDSL (Very High Speed Digital Subscriber Line),
which – like ADSL technology – uses telephone cable infrastructure. However, ADSL
data rates range from 1.5 to 9 megabits per second when receiving data and from 16 to
640 kilobits per second when sending, while VDSL operates in data ranges of 13 to 55
megabits per second, with fastest connections at short distances. In addition, VDSL
incorporates both voice and data services on the same cable, thus eliminating the need to
                                                                                       23



install additional copper cables beyond the existing telephony infrastructure. This
technology is being researched as a possible solution in some locations on the Graylyn
campus. Additional infrastructure enhancements being planned include replacing or
upgrading all uninterruptible power supplies (UPS) that support data hardware.
Additionally, a plan has been developed to connect all UPSs to the data network, so that
their performance can be monitored through the Network Operations Center.


Wireless
From a technology perspective, the wireless infrastructure on campus has remained
unchanged during the past year. The existing wireless access points and wireless
network interface cards utilize the 802.11 standard, which provides 2 megabits per
second with frequency hopping. The wireless network includes 205 access points that
provide coverage to approximately 40% of the campus in many residence hall locations,
the Z. Smith Reynolds Library, and common areas such as the cafeteria in Reynolda Hall.
During the past year, underutilized access points have been moved to instructional
locations for wireless pilot projects. The Telecommunications team is aggressively
researching two newer wireless standards: 802.11b, which shares 11 megabits per second
of bandwidth; and 802.11a, which shares 54 megabits per second. In evaluating these,
security and service quality are major criteria.

Multimedia
The 2001-2002 fiscal year was a period of continued expansion for multimedia at Wake
Forest. The Multimedia team continued the upgrade and renovation of classrooms to
improve audio and video quality, control systems, and lighting. As of June 30, 2002, 78%
of campus classrooms are multimedia enabled.

The Multimedia team approached classroom technology from several directions to
improve both the ease of use and quality of support for faculty and staff. The standards
established for the undergraduate classroom technology have expanded to auxiliary
entities as well.

Customized Training
The Multimedia team has aggressively taken its technology-training program to the
faculty in order to ensure the maximum use and value of the technology to the
University. In the 2001-2002 year, the Multimedia team continued faculty and staff
training both on an individual and group level. This has not only significantly reduced
the number of complaints and trouble calls but also increased the ways in which faculty
members integrate the technology into their curriculum.

Annual Training
Each department is contacted annually to schedule a training session conducted by the
Multimedia team. The training is offered at the end of the summer and scheduled so that
it may accommodate both new and returning faculty. This training covers all aspects of
the classroom multimedia systems and focuses on interaction with the equipment.
24



Group Training
Training is also offered throughout the school year to faculty and staff. The Multimedia
team schedules one academic department per week for training. This allows the
Multimedia team to train any faculty members who are unable to attend the summer
training sessions and to address any new issues that may have arisen.

Individual Training
If a group training session does not satisfy the needs of faculty or staff members, the
Multimedia team provides individually tailored training upon request to accommodate
individual schedules or special needs.

Multimedia Web Site
A Multimedia web site (http://www.wfu.edu/technology/multimedia/) was expanded
to give faculty and staff a resource for learning more about multimedia services at Wake
Forest, including detailed instructions for operating classroom multimedia equipment. It
also provides scheduling and technical information for satellite downlinks and
videoconferencing. Additionally, users can access cable television channel line-up
information and can find help in connecting and configuring their televisions with the
campus cable system.

Multimedia System Uniformity
In 2001-2002, the standardization of all classroom technology systems continued. In
addition to the logistical and maintenance savings that uniform classroom systems
provide, uniformity also allows users to operate classrooms systems technology outside
of their regular department without the need for additional training. This is vital to an
integrated, University-wide classroom technology plan, giving faculty and students
access to all forms of multimedia regardless of location or classroom size. The key to this
program is a common, interactive, color LCD touch panel that controls the systems in
each room. These uniform touch panels can now be found in all classrooms. This year the
standardization was extended to system document cameras, with digital cameras
replacing many older analog based cameras. Additionally, twelve older Epson projectors
were replaced, giving Wake Forest a single projector manufacturer (Sharp) across the
Reynolda Campus.

New Installations
By the beginning of the fall 2002 term, the Multimedia team will be responsible for 187
multimedia classrooms. This year the Multimedia team’s reach crossed the Atlantic
Ocean to install a standard classroom in the Flow House in Vienna, Austria. The
breakdown for all new multimedia classrooms is as follows:

                                                 Number of new
                          Building
                                                multimedia rooms
                 Salem Hall                            1
                 Scales Hall                           1
                 Winston Hall                          1
                 Carswell Hall                         3
                 Flow House, Austria                   1
                 Total                                 7
                                                                                          25



In addition to the standard multimedia classrooms, the Multimedia team has developed
a role in specifying equipment in several other types of rooms on campus. The new
Athletic Enhancement Center, Graylyn, and Wake TV are just a few examples.

Videoconferencing
Videoconferencing at Wake Forest University expanded in several ways during 2001-
2002. With the direct connection from the Reynolda Campus to the North Carolina
Research and Engineering Network, faculty from the Reynolda Campus can now
participate in videoconferences with fewer technological and scheduling constraints, as
the video connection no longer depends upon availability of resources at the Bowman
Gray Campus.

Currently, the Reynolda Campus has three videoconferencing systems available for
academic activities as well as for remote employment interviews of Wake Forest degree
candidates. In addition, the Multimedia team has expanded videoconferencing options
by acquiring a portable videoconferencing system based on the H.323 standard, which
transmits videoconference data through regular Internet pathways, at no cost, rather than
over leased telephone lines. In addition to reducing the cost of videoconferencing, this
creates greater flexibility in scheduling videoconferences, which can now take place
using the portable videoconferencing system in any room that has a network jack and a
power supply. During the fall semester, this technology was deployed by the Health and
Exercise Science department in offering a joint course with Winston-Salem State
University.

University Cable Television
Improvements to the Wake Forest University Cable Television (CATV) system continued
throughout fiscal year 2001-2002.

The most significant change in the cable television system has been the transition to
direct management and support of the system to achieve greater professionalism and
quality of service. All customer service issues for the CATV system are now routed
through the Information Systems Help Desk and resolved by the Multimedia team rather
than by a subcontractor, as in the past.

The move to in-house maintenance of the cable television system also allowed for better
infrastructure development and maintenance. In the past year, the Multimedia team has
continued substantial renovations to the cable system that began in FY 2001. The work
this past year has improved the system in the following ways:

   •   Redundant or outdated distribution points have been removed throughout the
       campus.
   •   Fiber optic cabling has been used to distribute the CATV signal to major
       distribution points throughout campus.
   •   The Time Warner signal feed has been relocated to the IS building.
   •   The entire system has been mapped to allow for quicker repair and utilization for
       special events.
26



Telephony
The Telecommunications group took several steps to improve telephony services to the
University community during 2001-2002. Highlights of these efforts follow.

Personnel
A new telecommunications manager was placed this year for voice services. The
manager oversees daily operations and the new online billing service. A new technician
was also added to the staff. This technician will play a dual role supporting telephony
service requests as well as cable television maintenance and repair.

Online Billing
During FY 2002, the Telecommunications team worked with other IS teams and Financial
and Accounting Services to implement an online billing system for telecommunications
charges. Through an application service provider, full call rating and detailed reporting
of long distance and other telecommunications billing services are available through
WIN. Students can see a daily update of their phone charges online, and faculty and staff
can view monthly listings of all charges. Department heads and proxies may see listings
for an entire department.

Telephone system and voice mail
The Nortel Meridian system has been upgraded for increased efficiency. Faster system
processing and increased maintenance capability in the switch have reduced time in
restoring service and isolating service interruptions. Through an agreement with
Residence Life and Housing, Telecommunications now provides caller ID and call
waiting as part of the campus housing package.

Upgrades to the voice mail system have included the installation of a dual memory
system that provides full redundancy. In the event of a service interruption, the
Telecommunications team can restore caller information and messages with no loss.

Voice over IP and technology
With continued improvement in Voice Over Internet Protocol (VOIP) technology,
Telecommunications has continued preparations that will allow migration from the
current telephone system to the new medium. The phone system upgrade completed
during FY 2002 increases the core processing speed, thus preparing for a more efficient
transition and integration of new technology. In the coming year, the
Telecommunications team will work with Information Systems’ Research and
Development team to begin an investigation of VOIP and related technology issues.




Technology Outreach
The Office of Technology Outreach supports multiple campus and community initiatives.
During FY 2002, the Office of Technology Outreach continued to refine communications
processes for the department and expand Information Systems student programs with
greater student involvement. In addition, the Technology Outreach group grew as it
assumed responsibility for management and expansion of the University Call Center
(outlined below) and daily operations of the WinstonNet initiative.
                                                                                          27



Student Programs
Information Systems has established a tradition of leveraging student resources to
enhance the technological learning environment. With the Resident Technology Advisors
(RTAs), Student Technology Advisors (STARS), Knowledge2Work, and Arthur Vining
Davis STARS, Wake Forest University’s Information Systems department developed
model programs that have been replicated throughout the country. Further information
concerning these programs is available at http://www.wfu.edu/technology/
programs.html.

Resident Technology Advisors
Resident Technology Advisors, or RTAs, are full-time undergraduate students, with
sophomore standing or higher, who live in residence halls and provide first line
computing support to undergraduate students. For the 2001-2002 year, the RTAs
received monthly stipends totaling $3600 for the academic year. The RTA program
supported 14 students, including 5 sophomores, 7 juniors, and 2 seniors. Three of these
students were female; three were minority students.

During the 2001-2002 year, the RTA program worked to increase awareness concerning
the services that RTAs provide. The goal for the upcoming year is to increase the
effectiveness of the RTAs through:

   o   Continued hiring based on the student’s ability and desire to interact and help
       other students. As always, technical skills are second to interpersonal skills.
   o   Promoting the RTA hotline (758-RTAS) through the RTAs, the desktop of the
       ThinkPads, stickers on the ThinkPads, and IS staff members.
   o   Continued collaboration with Residence Life and Housing’s Resident Advisors
       program to provide knowledge and assistance to residents.
   o   Increased training. To assist with ongoing training, selected IS staff members will
       continue to attend RTA meetings to address computing and technology support
       questions.
   o   Continued access to Remedy (a help desk management tool) and ongoing
       participation of Information Systems staff in the RTA listserv.

The students will be challenged to define new ways in which they can further apply their
technology and leadership skills to enrich campus life. We will also challenge them to
refine the role of an RTA to better accommodate the needs of their residents.

Further information concerning the RTA program is available at http://www.wfu.edu/
technology/RTA.

STARS: Student Technology Advisors
The 2001-2002 academic year marked the fifth year of the Student Technology AdvisoRS
(STARS) program. In FY 2002, 25 students participated in STARS, including 4 first-year
students, 5 sophomores, 6 juniors, and 10 seniors. Eighteen of these students were male
and 7 were female; five were minority students. The STARS continued their efforts to
support a diverse group of faculty projects during the academic year. Summaries of the
STARS projects during the year are available at http://www.wfu.edu/technology/
STARS/projAndTier/proj.htm.
28




During 2001-2002, the STARS program continued to focus on developing leadership and
fostering creativity among the students. As in the past, the students led their own
meetings and developed and implemented the marketing plan for TIER (Technology In
Education Review). Throughout, the students displayed a high level of professionalism.

In the coming year, the STARS program will have a decreased number of students. The
students will be empowered to think of innovative ways to reach the faculty with limited
resources. The students will also work on modifying TIER (http://tier.wfu.edu/), which
will become a one-day conference instead of a two-hour event.

Arthur Vining Davis STARS
The Arthur Vining Davis STARS project, which partnered Wake Forest students with
local educators in using technology, received an extension for a third year of operations
in 2001-2002 using funds left over from the original two-year grant. During this year, the
project focused on providing student technology mentors to teachers who serve students
with distinctive social or educational needs. Seven teachers from five public and private
schools participated in the project, working with six STARS, including two sophomores,
one junior, and three seniors. This model proved effective, and teachers were enthusiastic
about the benefits they received from working with the Arthur Vining Davis STARS.

With the conclusion of the project, the knowledge about technology training needs for
K12 educators gained through this project have been shared through a presentation at
the IBM ThinkTank conference, a gathering of K12 and higher educational institutions
involved in or considering laptop programs. In addition, the Arthur Vining Davis STARS
project web site has been revised to provide information and suggestions on initiating a
project like this in other settings. Students who worked as Arthur Vining Davis STARS
will be encouraged to participate in other IS student programs to ensure that they
continue to have access to challenging, technology-related work opportunities.

In addition, Technology Outreach staff will continue to work with Winston-
Salem/Forsyth County Schools (WS/FCS) to support them in implementing a school-
based STARS program that will partner WS/FCS students with teachers in their
respective schools.

Knowledge2Work
The 2001-2002 year marked the second year of operation for Knowledge2Work, which
grew to include 26 students by the end of the 2001-2002 academic year. The group
included 5 first-year students, 4 sophomores, 10 juniors, and 7 seniors. Six students were
female; five were minority students.

Knowledge2Work’s main ambition for the 2001-2002 academic year focused on growing
the program both in numbers of students participating and the number of clients served.
Knowledge2Work completed projects for 27 local non-profit organizations and 11 for-
profit organizations throughout the East Coast. Revenues grew to more than $33,000 for
the year, with more than $22,000 of this earned during the second half of the year. In
addition, the program provided approximately $4800 in pro bono services and $1700 in
discounted services during the year.
                                                                                         29




Because the program grew to a size that will be the benchmark for the next several years,
the program’s focus in the next several years will be less on growth and more on
improving the experience for the students and the quality of the services provided to
clients. For the 2002-2003 academic year, Knowledge2Work will focus on involving
students more in leadership roles and in the administration of program operations.
Allowing students to assume more responsibilities will help them develop valuable
business experience while meeting their clients’ needs through high quality technology
solutions.


Communications
During 2001-2002, Information Systems has continued its efforts to identify and
implement the most effective strategies for ensuring that faculty, staff, and students have
access to accurate and timely information concerning computing and telecommunica-
tions services and to channels for expressing concerns or questions about IS services.

IS has continued to rely on email and voice mail distribution for messages concerning
system downtime and other significant computing developments, while using WIN
announcements, fliers, and memos in cases of less urgency. Every effort is made to target
messages to appropriate audiences based both on the urgency and the impact of the
issue.

To increase awareness concerning Information Systems services, Information Systems
has employed several strategies. Information Systems continues to issue periodic open
letters highlighting significant issues of concern to faculty and staff; these letters are
distributed to all academic and administrative department heads via email and are
available to all faculty and staff through the WIN announcements board. In addition, the
Technology Outreach staff work closely with Project Management teams to develop and
implement communications plans related to IS projects.

To ensure that student perspectives and concerns help shape IS policies, the Outreach
group initiated the creation of a Student Technology Council in spring 2002. This group,
comprised of volunteer undergraduate representatives, meets on a monthly basis to
discuss significant technology issues or to learn about and comment upon prospective or
existing technologies on the campus. In the coming year, Information Systems will work
with members of the Student Technology Council to refine this group's role, thus
ensuring that it provides maximum value to Information Systems, the student
representatives, and the student body as a whole.

To assist new employees of the University in familiarizing themselves with campus
technology services, the Technology Outreach group developed a technology orientation
presentation and brochure as part of Human Resources' new employee orientation. In
addition, this group developed and delivered training to familiarize Reynolda House
employees with the Wake Forest technology environment; this model could be used for
other new employees in other areas of the University.

To ensure accurate and relevant information through the Information Systems web site,
the communications group initiated a revision to the departmental web site in late spring
30



2002. During the summer of 2002, the site will be reorganized, additional IS staff will be
trained in maintaining individual pages within the site, and the content and organization
of the site will be evaluated to help improve the usefulness of the IS web site for faculty,
staff, students, parents, and others who visit the site to learn about technology at Wake
Forest.

In the coming year, Outreach staff will continue evaluating IS communications efforts to
enhance the information shared between IS and the campus. In addition, Outreach staff
will seek to work with other University offices in raising awareness about all Information
Systems services.

Community Collaboratives
During 2001-2002, the Technology Outreach staff has continued to support Information
Systems’ outreach to the community. Highlights of these activities follow.

WinstonNet Initiative
With the addition of a program administrator in December 2001, the Technology
Outreach office assumed responsibility for the operational tasks of WinstonNet, a non-
profit community outreach endeavor with the goal of “bridging the digital divide” that
currently exists in the Winston-Salem and Forsyth County communities. Hosted by the
Idealliance, WinstonNet serves as a partnership between many of the major academic,
social, and corporate institutions in Winston-Salem. Chief Information Officer Jay
Dominick serves as vice chair and continues to lead the development and promotion of
WinstonNet. With such strong backing and support, this partnership hopes to spawn a
new era in information technology while strengthening and connecting the Winston-
Salem community.

By reaching out primarily to non-profit agencies and underserved populations,
WinstonNet seeks to set the standard for ubiquitous computing. Connecting the
community through an extensive collection of shared resources, WinstonNet will offer
community databases and other valuable common tools to assist Winston-Salem
residents in creating a strong community network and building sound relationships.
Striving to be a prototype for the nation, WinstonNet is employing cutting edge
technology to accomplish these goals.

Over the past year, thirteen non-profit agencies have adopted WinstonNet technologies.
They include: ABCD, Big Brothers/Big Sisters, Catholic Social Services, Children’s
Center, Downtown Middle School, Enrichment Center, Experiment in Self-Reliance,
Family Services, Project HOPE, St. Leo’s Catholic School, Salvation Army, Second
Harvest Food Bank, United Way of Forsyth County, and Youth Opportunities.

Training and training support for K12 educators
In addition to the work conducted through the Arthur Vining Davis STARS project, the
Technology Outreach group works closely with the Administration team in managing
Information Systems’ relationship with the Winston-Salem/Forsyth County Schools.
During the past year, Technology Outreach staff coordinated ThinkPad training and
distribution for approximately 600 Winston-Salem/Forsyth County Schools teachers who
received refurbished ThinkPads as part of the contractual agreement between Wake
                                                                                          31



Forest and the school system. In addition, customized training programs are developed
and executed by the Technology Outreach team on an as-needed basis for individual
schools.

University Call Center
In December 2001, the Technology Outreach team assumed responsibility for a newly
created University Call Center. Currently, the Call Center includes 3 full-time and 2 part-
time staff who provide support for Financial and Accounting Services,
Telecommunications administration, and University switchboard operations. During the
last half of FY 2002, Call Center efforts focused on integration of staff, implementation of
the online telecommunications billing system, cross-training, and workflow
documentation. In the coming year, the goal will be to refine the strategic goals for the
Call Center to identify the configuration that will best enhance its benefit to students,
faculty, staff, parents, and friends in interacting with the University.




Project Management…………………………………………
The Project Management Office (PMO) team continued its efforts to support and improve
the competency and services in all its IS project management endeavors. Information
Systems recognizes that successful implementation and on-going development of the
Project Management Office (PMO) continues to require an approach that evolves over
time to serve the needs of the Wake Forest community as well as the department. This
strategy has worked well and has produced significant results.

Significant accomplishments during FY 2002 included the following:

   1. Refining the methods and practices of project management within Information
      Systems.
   2. Developing a process for post project reviews.
   3. Providing project training and mentoring to Information Systems staff with
      project management responsibilities.
   4. Providing project management and consulting services for Information Systems
      project implementations.


Refining project management practices within IS
The Project Management Office has focused on three phases in the project management
process: project initiation, project planning, and project closeout.

Project initiation plays a critical role in ensuring a clear understanding and agreement on
the results that a project is expected to deliver. Prior to initiating a project, the PMO now
requires completion of a business concept document for all potential IS projects. This
document, created through initial meetings with customers and IS staff, delineates the
scope of the project and the readiness of the client to execute the project. Once the
document is completed and approved by the customer and IS staff, it is then presented to
32



the IS Leadership Committee, which consists of the Chief Information Officer, Assistant
CIO, and directors from each area. Based on customer input, the Leadership Committee
reviews the project requirements; assesses the priority; determines the disposition of the
project; and allocates appropriate technical and business resources to the project. This
process has helped IS anticipate and avoid difficulties in subsequent phases of projects.

Because project planning is critical to the success of any project, the PMO has created
standard templates that provide the project manager and project team with a framework
for the planning phase of the project. These templates include communication plans,
change control process, managerial and technical schedules, budget, and risk analysis.
These documents are available to all project teams and used throughout the department
in establishing a solid structure in the overall planning of each project. A project binder is
also created for each newly accepted project and delivered to the project manager. Before
moving into the execution of the plan, the project manager obtains sign-off from his/her
director that the planning is complete. This process helps ensure that IS and the customer
agree on all requirements and understand the process for modifying the project plan if
necessary.

Project closeout, which includes the transfer of operational activities associated with the
project from the project team to functional teams, is often the most challenging aspect of
project management. In an effort to refine the execution of this phase of project
management within IS, the PMO has developed an official sign-off process to assist the
project team in transitioning day-to-day support and maintenance responsibilities
associated with the new applications or processes to the appropriate functional areas
within Information Systems.


Post Project Review Process
Post project reviews provide a means to evaluate the overall results of a project as well as
specific deliverables within the phases of the project. In March 2002, the PMO established
a process whereby all completed IS projects are formally reviewed. The process includes
a written comprehensive report from the project manager. Surveys are completed by the
customer, executive management, vendors (if applicable) and all project team members.
From this information an executive summary is prepared and a meeting is scheduled to
review the results with the project teams and management.

The results of these evaluations assist in enhancing project management and help to:

     •   Validate and refine project management standards and guidelines for use with
         future projects.
     •   Provide performance feedback to individual project managers and teams.
     •   Highlight strengths and identify areas for improvement in regard to project
         activities and the performance of the functional and/or project organizations.
     •   Provide a record of lessons learned for future projects.
     •   Identify innovative techniques that enhance project success and customer
         satisfaction.
                                                                                         33



Ten post project reviews have been conducted thus far. These reviews have been very
insightful and provided project managers and teams with information to incorporate into
future endeavors.

Project training and mentoring
During FY 2002, the PMO increasingly recognized training needs associated with project
management. Some of these needs arose from IS staff who were responsible for
managing projects. Others arose as a result of project implementations; many projects
changed business processes and thus created a training need among those individuals
who would be using the service or application produced by the project.

Consequently, the PMO was heavily involved in the development and delivery of
training for several major projects, the including online payroll, call accounting, and
Windows XP migration projects. Over 800 end-users were trained in the use of these new
technologies.

To address the need for training on project management processes, the PMO conducted
project management training for approximately 100 staff members during fall 2001.
Throughout the year, the PMO has also offered individual mentoring services to new
project managers. These sessions familiarized the project manager with the project
management process, provided assistance in completing project initiation documents,
and provided guidance in the planning phase of their project.

The PMO also offered a monthly 1-hour project management training workshops to
provide project management training to interested IS staff. The sessions, led by IBM’s
Wake Forest consultant – a certified project manager – covered a variety of project
management subjects. Because of time demands, the PMO will sponsor these sessions on
a quarterly basis in the coming year. The PMO will also continue to research further
training opportunities in project management to address needs expressed by IS staff.

Beyond this, the PMO has encouraged IS staff to take an active interest in thinking about
new technologies and best practices and their application within the Wake Forest
environment. In fall 2002, the PMO – working with the Chief Information Officer –
implemented monthly “Brainstorming Sessions” to facilitate an exchange of ideas on
challenges and opportunities facing Information Systems and the University. These
monthly lunch meetings, which have involved IS staff as well as students, faculty, and
other University staff, have proven highly effective in stimulating discussion about
technology deployment at Wake Forest.


Project Management and Consulting Services
In August 2001, the PMO was assigned its first major project: the call accounting project.
This project marked Information Systems’ first experience with an application service
provider (ASP) model for telecommunications billing. The project, which affected every
department across campus, was restricted by a very limited implementation timeframe.
Despite a number of obstacles, the project team delivered the first online bill to Wake
Forest telephone customers in January 2002.
34



The PMO is currently involved in several other projects, including the evaluation of a
remote Internet service provider as a possible replacement for the AT&T Global Network
service currently in use.

Through the Wake Forest’s IBM consultant, the PMO has also been involved in a variety
of projects, including the credit-to-hours project, which was completed in summer 2001.
This project, which moved the Undergraduate College from a credit to semester-hours
system, was delivered on-time, within project scope and under budget. The consultant is
now involved with new e-books project, which provides text books on line. The pilot is
scheduled for fall 2002 and will involve a limited number of academic departments.

Because electronic commerce (E-commerce) is a priority for many departments, the PMO
directed a campus-wide survey to assess credit card and Deacon OneCard transactions in
University offices and to perform a benchmarking study of other universities’
e-commerce strategies. A comprehensive report on this project was presented to
executive management both in IS and other administrative departments in May 2002.

Having begun in September 2000, the Project Management Office has worked to ensure
the adoption of project management methods and practices within IS and continues to
refine its processes to provide value to customers. PMO staff continue to pursue
professional certification through the Project Management Institute (PMI) and George
Washington University.

Overall, these efforts have created greater awareness within Information Systems on how
to deliver successful projects and the importance of developing good communications
with the customer and within IS. This year, all accepted projects finished on time and
within budget and met the project scope requirements.




Research & Development…………………………………
As part of Information Systems’ efforts to sustain Wake Forest’s leadership in the use of
educational technology, the Research and Development team was created in January
2001. The mission of this team is threefold:

     1. To support advanced uses of information technology in teaching and academic
        communications. This includes developing tools and techniques required to
        facilitate the use of information technology by faculty and to develop new
        structures and templates that facilitate teaching and learning.
     2. To research new technologies that have potential strategic benefit to the
        University in maintaining its position as a leader among liberal arts institutions in
        the effective use of information technology.
     3. To manage the successful integration of personal computing hardware and
        software in support of the University computing initiative.
Since its creation, the R&D team has undertaken activities to support all three objectives.
                                                                                         35



Technology in Teaching and Academic Communications
The R&D team has worked extensively with new devices such as hand-held computers to
determine their capabilities and potential benefits in both academic and non-academic
areas. To date, the team has focused its academic-use research on using hand-held
computers with wireless Internet connectivity to enhance the teaching and learning
experience. During the 2001-2002 academic year, these efforts have revolved around the
Hewlett-Packard iPAQ, a PocketPC-based handheld computing device. With a
StrongArm 207 MHz processor and 32 MB RAM, this device has created new possibilities
for ultra-portable computing at Wake Forest.

One of the most promising and exciting accomplishments during the year was the
launching of the PocketClassroom software, developed by the R&D team for use with
PocketPC devices. PocketClassroom’s features include the capability to set up a web
server on a PocketPC equipped with a wireless card, which allows an instructor to start
and stop the web server, accept students’ electronic questions and feedback during class,
and collect student opinions using a meter approach that provides continuous graphic
feedback on the PocketPC. PocketClassroom also allows an instructor to use the
PocketPC to control PowerPoint presentations remotely. Although other software
packages provide either presentation or feedback, PocketClassroom is unique in
combining these two features, giving the instructor freedom to move around the room
rather than being tethered to a desk or podium. Because it also gives the instructor
complete control over the web server on the PocketPC without assistance from a server
administrator, it provides an easy means of putting documents on a web server for
students.

With assistance from a project team including other IS staff, the R&D team conducted
pilot projects with iPAQs in two academic departments during the year. A fall pilot with
a Physics class provided iPAQs and wireless cards to an instructor and 46 students. The
instructor used the PocketClassroom software to manage his PowerPoint slides and to
collect instant, reliable, aggregated data on students’ comprehension of the class material.
The spring pilot issued iPAQs to students, instructors, and a lab assistant in a French
class. The students used the iPAQs to access the instructor’s web pages containing lab
exercises. Because another section of this course used ThinkPads instead of iPAQs for the
lab activities, this pilot provided IS staff and the instructors the opportunity to compare
the impact of these different technologies on the classroom activities. Both pilots
generated many positive comments from instructors and students, while also revealing
the limitations and challenges of devices with smaller screens. With additional faculty
members eager to participate in future pilots, the R&D team is planning for additional
pilot projects in fall 2002. The R&D team is busy adding a new “concept test” feature to
the PocketClassroom software that will enhance its usefulness in the sciences.

The R&D team is also investigating ways to enable faculty members to create multimedia
presentations that students may view during or outside of class. The team has worked
directly with several faculty members to determine requirements and has identified the
various types of presentations that might be desired. This research seeks to create
software tools where needed, acquire equipment that faculty members can borrow, and
provide instructions and/or staff assistance for using these resources. The underlying
philosophy in creating these capabilities is that faculty members should not have to
36



become technology experts in order to use multimedia tools that can enhance learning for
their students.


Supporting New Technologies
The Research and Development team actively seeks ways to make new technologies
highly visible and useful on the University campus. In collaboration with Information
Systems’ Operations teams, Research and Development implemented two projects to
accomplish this goal.

In support of the second part of the R&D mission statement, the team packaged the
PocketClassroom software for distribution and marketing to the higher education
community. The software was introduced to national audiences at two conferences: the
Syllabus Conference in Santa Monica in July of 2001, and the Educause Conference in
Indianapolis in October of 2001. Working with a production company in Winston-Salem,
the Information Systems staff produced a CD describing the University’s technology
initiatives and the PocketClassroom software. More than 200 of these CDs were
distributed at the Educause Conference. The CD provides the link to the
PocketClassroom web pages, developed by the R&D team, at
http://pocketclassroom.wfu.edu. From this site, educators can download the software
free of charge. As of June 30, 2002, more than 40 institutions from around the world had
done so.

In addition, the team has received requests from a local bank and from a city government
in Florida for permission to use the software, which they discovered through Web
searches, in their employee training classes. At a national PocketPC conference in
Philadelphia in May of 2002, a speaker from Microsoft urged the audience to visit the
Wake Forest web site to look at the technology activities taking place here. Such publicity
continues to boost the University’s reputation as a leader and innovator in technology.


Integrating personal computing software and hardware
Each year the R&D team works in collaboration with IBM, the Information Systems staff,
the Vice President for Finance and Administration, and the Committee on Information
Technology to recommend the best configuration of the portable computer for
distribution to faculty, staff, and first- and third-year students. In addition, the R&D team
is responsible for developing a standard software image that will be installed on these
machines.

Software
The R&D team builds and oversees testing of the standard software set (referred to as the
standard load) that is installed on every computer before distribution to students, faculty,
and staff. This year, the task was particularly challenging because of the move from the
Windows 98 operating system and Office 2000 products to the Windows XP operating
system and Office XP products. The team spent many months training, testing, and
developing new scripts and tools to work with Windows XP and the Windows 2000
server infrastructure being implemented by the Systems Support staff. In addition, the
team worked with the Instructional Technology Group and a group of faculty volunteers
to test XP compatability on software used by individual academic departments.
                                                                                        37




The standard software load for 2002-2003 features the programs from last year's standard
load but with many upgrades, including Norton AntiVirus Corporate Edition,
Macromedia Dreamweaver 4, Netscape Communicator 4.77, and SPSS 10.1. It also
includes a full selection of e-book readers including Adobe E-book Reader, Microsoft
Reader, and NetLibrary E-book Reader. The standard software load provides all students
a full set of the best academic tools available, including word processing with foreign
language capability, statistical analysis, mathematical graphing, virus protection, and
web page editing.

Hardware
The ThinkPad A30, which was selected as the standard ThinkPad for the 2002-2003 year,
offers a Pentium III 1.13 GHz processor, a 40% improvement over last year’s A21m
model, and an installed hard drive of 30 GB, a 50% improvement over the A21m. In
addition, the A30 is outfitted with 384 MB of RAM, rather than the 192 MB found on the
A21m.

The A21m has a 15" high-resolution active matrix screen, powered by 16 MB of video
RAM, which allows for the highest resolution (1024 x 768) at 32-bit full color. This means
that any image is displayed true to its color and detail with no distortion.

The A30 also includes the following features: a 56Kbps modem, 2 USB ports, infrared
port, S-video port, 100 MB Ethernet PC port, and a three-hour lithium-ion battery. The
most exciting feature found on the A30, however, is a combination DVD/CD-RW drive.
This allows users to copy data to CDs – providing an easy and immediate way to back up
user data and other files – and to play DVDs.

The Hewlett-Packard 940C was selected as the inkjet printer for the 2002-03 academic
year. With the move to this more substantial printer, students will retain the same printer
throughout their undergraduate career. Students in the class of 2004 and 2005 – who will
have two-year old Lexmark inkjet printers as rising juniors – will receive new HP
printers as part of the junior ThinkPad exchange process. All other students will retain
the HP printer issued to them upon enrollment throughout their undergraduate years.

The R&D team is continuing its tests of 11 MB wireless network adapters as a potential
replacement for the current 2 MB adapters. This technology, from Symbol Technologies,
allows mobile use of ThinkPads and iPAQs by providing network access from wireless
zones in locations throughout the campus.

Students continue to indicate the technology provided to them at Wake Forest has high
value. They believe that it not only enhances their educational experience while they are
here but also gives them an advantage in the job market upon graduation because of the
name recognition and national attention that the University’s technology initiative has
attracted. The Research and Development team is dedicated to maintaining Wake
Forest’s leadership among liberal arts institutions and thus increasing the value of a
degree from Wake Forest University for our students.
38




                            Public Relations
As more educational institutions follow Wake Forest’s lead in implementing technology
initiatives, the focus of media coverage has evolved in recent years beyond the ThinkPad.
Increasingly, technology-related news stories featuring or referencing Wake Forest
concentrate on the unique approaches that Wake Forest is taking to apply technologies in
education.

The University’s planning and implementation of the technology initiative was featured
in College Planning and Management as well as the Chronicle of Higher Education. Wake
Forest’s deployment of handheld computing generated a feature article in Internet Week,
while the University’s wireless initiatives were featured in The Wi-Fi Experience (QUE,
2001). Various publications including The Chronicle of Higher Education, InternetWeek.com,
Business Week, and the Boston Globe continued to acknowledge Wake Forest’s pioneering
efforts in ubiquitous computing.

During the year, Information Systems staff also made presentations to representatives
from other institutions in a variety of national and international conferences, including
Educause, IBM’s ThinkTank, and the Syllabus conference. Topics covered in these
sessions included PocketClassroom, student technology programs, and community
outreach initiatives.




              Significant Accomplishments
Information Systems set and achieved many ambitious goals over the past fiscal year.
These accomplishments included receiving major contributions for replicating the STARS
program, launching other initiatives, and receiving national recognition for its
technology initiatives.

Contributions……………………………………………………………………
In the past year, Information Systems has received funding from a variety of sources.
These funds have supported outreach initiatives, training, and infrastructure needs of
Information Systems. The table which follows outlines contributions received or used by
Information Systems in FY 2001-2002.
                                                                                          39




          Information Systems Related Contributions, FY 2001-2002
        Given By                 Amount                         Notes

   Carter Foundation          $     1,000       Funds to support the STARS program

   Compaq/New HP              $    2,500          Goods to support handheld pilots

                                                      Fund to support summer
        Enterasys             $   14,000
                                                       networking internships
                                                   Goods and services to promote
       Film House             $     1,800
                                                         PocketClassroom
           IBM                $     1,500          Funds for IS parents’ reception
                                                 Funds to further develop e-business
           IBM                $ 668,000
                                                    research and course offerings
      Krispy Kreme
                              $      175     Goods for ThinkPad distribution activities
       Doughnuts

                                                     Funds to support ThinkPad
        Lexmark               $     2,000
                                                       distribution activities

                                                   Commitment of funds for web
    Lilly Foundation          $    18,000        development by Knowledge2Work
                                                     for ProHumanitate Center

                                                     Funds to support ThinkPad
  Symbol Technologies         $     1,050
                                                       distribution activities


  Symbol Technologies        $      3,000       Goods for research and development

          Total              $    713,025


Awards & Achievements……………………………………………………
Over the past year, Information Systems has been recognized in a variety of ways for its
leadership in educational technology. The Hardware Technical Support Center
(described on page 14 of this report) was recognized by IBM as an IBM Premier Service
Center in July 2001, placing it among the top 5 percent of all IBM service centers for
quality of service. Yahoo! Internet Life magazine again cited Wake Forest in its Most Wired
Campuses edition, ranking Wake Forest #20 among research universities and #1 for its
web portal.
40




                                Future Plans
The coming fiscal year will present Information Systems with both challenge and
opportunity. During the upcoming year, we must reach a decision about replacing the
hardware that supports our administrative computing system. The vendor, Hewlett -
Packard, has announced that support for the venerable HP3000 will end in October of
2006. Our challenge is to find a responsible path for migrating the administrative
computing software to a new platform. This is a significant task considering that the
existing system supports virtually all of the business operations of the University. We
will begin exploring our options in early September with a view to launching a project in
FY 2003.

As we move into the eighth year of our IBM contract, we continue to explore what the
new generation of supermobile computing will look like. Our Research and
Development team is actively looking at ways to combine smaller devices with wireless
networking to enhance the learning process. We successfully established an early
leadership position in the use of supermobile computing in higher education through our
PocketClassroom project and our extensive research efforts. During the upcoming year,
these applications will be enhanced and we will experiment with new devices, such as
Tablet PCs, IBM’s MetaPad, and other devices from Palm, Compaq, and Handspring.

During the coming year, we will also begin evaluating electronic textbooks as a tool to
support learning on campus. We will be deploying electronic textbooks to over 100
students during the year in the Health and Exercise Science program. Along with the
deployment is a rigorous study to evaluate the practical and cognitive impact of the
technology. Efforts such as this continue to keep Wake Forest at the forefront of new and
potentially significant trends in the use of technology on campus.

We will also continue to expand the wireless network on campus to include more
locations and more users. Current plans call for upgrading the existing wireless network
from 2 MB per second to newer technologies which will support in excess of 50 MB per
second. Initial implementation and testing will take place in the late fall and early spring.

A major initiative for Information Systems is to deploy our first generation of a grid-
based supercomputer on campus. Working in conjunction with the Medical School and
the Winston-Salem SuperComputing Committee , we will deploy our first small, scale
super computer on campus during fall 2002. This will be closely coordinated with
statewide efforts to bring grid computing in support of the biological sciences to North
Carolina.

As always, our challenge for the future is to provide the world-class level of service and
support that Wake Forest expects. It is our unflinching goal to provide the best
information technology environment in higher education. We will continue to strive to
do so.

For further information: Any questions concerning this document or any of the
activities described herein may be addressed to Jay Dominick at jld@wfu.edu.

				
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