NDLI: Teaching workshops to college faculty, staff, and administrators

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Centralized vs. diversified user services: A user's perspective

Finding out what people really think about computer use at a university

F.I.S.H.: Factors, interactions, and support for humans

Online documentation and user services

The microcomputer user services specialist an evolving role

A new role for user services

Presentation graphics

Handling visual media preparation for Ohio state's computer center workshops

A microcomputer demonstration and evaluation lab

Personal work-stations at the University of Waterloo

The Argonne workstation evaluation and demonstration room

Computing: Taking the first byte

Word processors: A new group of users and what to do with them

Supporting microcomputers in a multi-vendor environment

Retooling the user support staff of the computer center towards a micro information center facility

Management of decentralized computing facilities

Maintaining user service and direction in a complex environment

Academic support vs. information support: Bringing information management to the community college

Information center for administrative data implementation experience at UC Berkeley

Experiences with a micro lab network

Development of the MIT microcomputer center

Literacy and computer illiteracy

Computer literacy at Paine College

Micros for students-a computer-intensive environment

Running a micro lab: One year later

Microcomputers as a productivity tool at a satellite campus

The design of a low-cost, high-speed local area network

Functional computer literacy

The multiplier effect of computing literacy on user services

Computers in the humanities: Providing faculty with new tools

Burn out in user services

User services as information center

AID—access to informal documentation

Project management in an academic computing center: Installing a laser printer

How does a centralized computer center with a large mainframe adapt to the introduction of lots of micros?

To serve or not to serve

The next step: User-defined microcomputing facilities

Software lending library

An automated management system for applications software

Inter-university consortium for educational computing

Teaching workshops to college faculty, staff, and administrators

The software sampler workshop: Intermediate training for university microcomputer users

Techniques for mass training in basic computer skills

Tracking and planning staff time for an academic computing center

The information center: A unified approach to user services

User services support levels for microcomputer hardware and software

Microcomputer information center and showroom: The creation of a microcomputer store

An Experiment in senior staff working alongside student consultants

Evolving consulting services into an academic setting

Teaching workshops to college faculty, staff, and administrators

Content Provider	ACM Digital Library
Author	Bahr, Susan J.
Abstract	HELPING USERS become self-sufficient is one of the primary functions of academic computing in a college or university computer center. One-on-one consulting, the teaching of literacy courses and workshops, along with the distribution of documentation and newsletters, are some of the methods employed to help the user attain this self-sufficiency. I have worked in academic computing at Temple University in Philadelphia, Trinity University in San Antonio, Cuyahoga Community College in Cleveland, and Montgomery College in Rockville, Maryland. At these institutions, most of the aforementioned methods of helping the user attain self-sufficiency have met with little success. Manuals and newsletters are distributed for free, or for a small amount of money, to faculty, staff, and administrators. Even though users eagerly accept the written material, they rarely read it as can easily be inferred by the questions they later ask. Consulting is made available, but there aren't enough staff members to handle all of the needs for one-on-one consulting. The success of computer literacy courses often depends on work done outside the scheduled class time. At one institution where I taught literacy classes, the courses generated tremendous initial enthusiasm but that enthusiasm waned once the term got under way. Of all of the methods I have used to help the users become self-sufficient, workshops have been the most successful. This success can be measured by the types of questions workshop participants later do or do not ask relating to the topic that was taught. In this paper, I will draw upon my experiences in academic computing at the four institutions at which I have worked. At these colleges and universities, workshops have typically been two-hour sessions for groups of ten to twenty people. I will examine some of the reasons for the success of workshops, the evolution of the techniques I have used, and the rules-of-thumb I have developed for giving successful workshops.
Starting Page	179
Ending Page	183
Page Count	5
File Format	PDF
ISBN	0897911466
DOI	10.1145/800019.800604
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	1984-11-11
Publisher Place	New York
Access Restriction	Subscribed
Content Type	Text
Resource Type	Article

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