College department leadership will need to be consulted as well, so that IT leaders can work with them to disseminate this training information to the rest of their department and keep information updated.
Meanwhile, with the number of projects on their plate, top level administrators may not have the bandwidth for lengthy discussions on cybersecurity initiatives, especially if IT leaders need to pause to explain some of the more complex jargon.
When speaking with university presidents and other high-ranking officials, IT teams should address how current cybersecurity gaps will impact campus functions and what the next steps are to address them.
“What I want to know is where our greatest vulnerabilities are and what are we doing to minimize those in a cost-efficient manner,” Georgia State University President Mark Becker tells Deloitte in an article on the company website.
To move the process forward, IT leaders can focus on three specific areas of a network breach: the financial impact on the university, how operations will be affected and any reputational damage the school may incur. Outlining these three areas will help administrators understand the urgency to upgrade cybersecurity solutions, and likely spur leaders to jump on board with any IT suggestions.
Classroom Technology Integration Requires Clear Communication
For classroom technology integrations, communication with professors and students is essential.
This does not mean senior leadership will not be involved — far from it. Again, they will ultimately need to be sold on funding any new technologies IT would like to integrate; however, a major focus should be communication between students and faculty. After all, they will be the ones using new classroom equipment on a daily basis.
It is important to keep in mind that a successful technology integration will improve how students access and interact with courseware, while keeping the classroom functioning smoothly for faculty members.
As Laura Lucas, the learning spaces manager at St. Edward’s University in Texas, told EdTech, the first and most important step is to address end users’ needs.
Whether through an online survey or open discussion with user representatives, it is crucial to ask questions that can identify what issues are present in the classroom from both a learning and teaching perspective, and what technologies could address those issues.
At Indiana University, for example, IT leaders conducted an intensive classroom needs analysis to get a clear picture of what students and faculty would need from an active-learning classroom.
The findings of this survey, “will pave the way for a classroom master plan that will focus on long-term opportunities to create active learning environments rather than matching seat numbers with enrollment,” EdSurge reports.
No matter what project IT leaders on campus may be working on, they will need the support and insight of other campus populations. As universities move increasingly toward smart city-style integrated services, this collaboration will only become more important, and building these relationships now will go a long way in future endeavors.