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Campus of the Future CAUSE INFORMATION RESOURCES LIBRARY The attached document is provided through the CAUSE Information

Resources Library. As part of the CAUSE Information Resources Program, the Library provides CAUSE members access to a collection of information related to the development, use, management, and evaluation of information resources- technology, services, and information- in higher education. Most of the documents have not been formally published and thus are not in general distribution. Statements of fact or opinion in the attached document are made on the responsibility of the author(s) alone and do not imply an opinion on the part of the CAUSE Board of Directors, officers, staff, or membership. This document was contributed by the named organization to the CAUSE Information Resources Library. It is the intellectual property of the author(s). Permission to copy or disseminate all or part of this material is granted provided that the copies are not made or distributed for commercial advantage, that the title and organization that submitted the document appear, and that notice is given that this document was obtained from the CAUSE Information Resources Library. To copy or disseminate otherwise, or to republish in any form, requires written permission from the contributing organization. For further information: CAUSE, 4840 Pearl East Circle, Suite 302E, Boulder, CO 80301; 303449-4430; e-mail info@cause.colorado.edu. To order a hard copy of this document contact CAUSE or send e-mail to orders@cause.colorado.edu. Loyola College in Maryland Abstract Loyola College in Marylands recent network project afforded the College an opportunity to significantly improve its entire communications infrastructure. Three separate media- voice, data, and video- were either installed or upgraded to support Loyolas growing communications demand. Voice Network Arrangement The voice medium consists of two nodes located on the East and West sides of the campus. A ROLM 9751 model 70 CBX is located in each node to support the academic, administrative and student population. Fault tolerance has been incorporated into the design of the voice network by fiber optically connecting the two nodes and by diversifying the incoming trunk lines from the local operating company. The College currently supports approximately 2800 phones for faculty, administrators, staff and students. In addition, there are 750 data lines in use. These numbers have

more than doubled since August, 1992, when student phone service was initially offered. The ROLM switch is a main data gateway to the network for the entire College community (including resident and commuter students). (B.11) Data Network Arrangement The fiber optic data backbone consists of 12 multi-mode and 6 single-mode fiber strands. These fibers originate at a central location (Knott Hall) and terminate at other Loyola facilities, forming a star topology and setting the stage for the implementation of a collapsed backbone. The current data transport rate is 10 megabits/second Ethernet with a future capability of 100 megabits/second Fiber Distributed Data Interface (FDDI). This allows the College to support 10 faculty/student computer labs. Loyola presently supports approximately 1000 PCs, half of which are currently on the network. Communications support is provided by Synoptics concentrators, smart routers that handle network traffic in a least cost routing or shortest path manner. To facilitate data routing, the campus is divided into zones, each served by a concentrator which greatly enhances the speed of 10Base-T data transfers. Further network management is provided with Novell Netware 3.1.1. A VAX 6310 mainframe is an integral part of the network environment; managed by Lattisnet, the VAX provides a major gateway to such network services as Internet, BITNET, E-mail, and the library automation system. (B.12) Video Network Arrangement The video network is made up of two separate and unique coaxial cable arrangements: the Educational Television (ETV) network, supporting the student residences; and the Instructional Television (ITV) network, used by faculty and administration for instructional purposes. A matrix switch enables either signal to be broadcast over the other cable network. Forty channels are obtained from the local cable provider, and up to twenty additional channels are provided by the College. Currently, four channels from satellite or VCR are being used.(B.10, D.2) The Primary Network Environment Loyolas Wide Area Network (WAN) and Local Area Network (LAN) utilize 386- and 486-based PCs as file servers. Microcomputers and the VAX mainframe are also linked via a LAN. Through the network, the College community can access software stored on resident file servers. There are currently 10 student computer labs, each with its own file server. Currently, one remote learning center offers the same resources as the campus computer labs, with plans to connect remote labs in the future. All student labs on the main campus allow 24-hour cardkey access.(B.8) Each student lab provides a variety of computer technologies. There are IBM PCs, Macintosh computers and several kinds of supporting laser printers. All labs provide a wide variety of software applications, including WordPerfect, dBase, and Lotus. A main lab has 37 IBM 386 computers running under instructor control through LANSCHOOL. Access to BITNET, Internet and the library automation system is also available through the network. Students and faculty are encouraged to utilize these resources at any time.

In addition, faculty may reserve these labs for classroom instruction whenever appropriate.(B.13, 14) The support and maintenance provided by Loyolas technical staff often begins with the Technology Help Desk. Centrally located and staffed by Loyola students, the Help Desk provides a unique learning experience as its employees assist faculty, administrators, staff and students. A hotline in each lab allows immediate contact with the Help Desk. In addition to answering students questions, the Help Desk employees log campus hardware, software, telephone, and video requests/problems. They assign VAX user accounts and accept registrations for technology classes. They are also responsible for distributing and collecting video/data interface units at the beginning and end of each school year. The Help Desk and the Colleges other computer resources provide Loyola students with the technical knowledge essential to navigating the modern world of communications and information.(A.1: p. 25, D.1,3) Loyola College in Maryland Project Outline 1. NETWORK DESCRIPTION Loyola College in Maryland has an Ethernet 10Base-T network with Fiber Distributed Data Interface (FDDI) conversion capability. It is supported by a 180-mile infrastructure of fiber optic, copper and coaxial cable that runs between and within every campus building. The network is composed of three separate media- voice, data, and video- residing in the same physical duct bank. The voice medium consists of 24AWG unshielded twisted pair cable of multiple-pair arrangements originating from two node locations. In the data arrangement, both single- and multi-mode fibers are FDDI and FOIRL compliant micron fibers. The video cable media consists of a combination of QR860JCASP and QR540JCASP Commscope video trunk cables. All video station cables consist of an RG-6 coaxial cable terminated on a 75-ohm F-connector. All data and voice stations consist of a 4-pair, 24AWG, level4, unshielded twisted pair, 10Base-T compliant cable to accommodate the need to transfer any data or high-speed asynchronous communications over voice lines. Modular station jacks were utilized to enhance flexibility and expansion. The network was designed to meet the Colleges communications needs for the next two decades, into the twenty-first century. (B.7, 8, 10) 2. NETWORK EFFECTIVENESS The installation of two ROLM 9751 digital phone/data switches (on the East and West sides of the campus), allows for future growth and redundancy in an important communications link. The final cut over for the new switch was accomplished successfully during the 1991 Christmas break, with almost no inconvenience to the College community. The new phone system affords Loyola improved functionality, digital and data capabilities, and a suite of phone options including voice mail. Resident students receive the same phone services through campus resale, including discounted longdistance service. Over 92% of Loyola residents have subscribed to the long-distance service in its first year. (E.2)

The installation of Loyola's Novell-based network brought a significant improvement in system reliability. There has not been a crash since the College came up on the network in August, 1992. The network, under Novell 3.11, has made available to all students, faculty and staff such essential computing tools as WordPerfect, dBase, Lotus and a wide variety of other applications. Using file servers as a software repository has greatly enhanced access to the newest software releases. There is significant file sharing among Loyolas faculty and staff as well as access to such resources as BITNET, Internet, and the library automation system utilizing Colorado Alliance of Research Libraries (CARL). The ability to do fine graphics and laser printing is also extensive. In fact, laser-quality printing is expected for most assignments. Printer resource sharing has been a major networking benefit. (A.1:p. 19-20, B.8) However, the most important benefit of the network installation has been the enhancement of teaching resources. Several different labs on campus can be used for teaching hands-on classes. In addition, there are labs dedicated to specific areas of study (e.g., Math, Writing Media, Management Information Sciences, Education). In the first school year after the network was installed, many faculty members discovered innovative ways of utilizing this new teaching resource. Instructors are starting to design and implement paperless classrooms where students receive, complete, and submit their assignments online. The network has become a tool for introducing the classical world when, for example, a faculty member uses Perseus interactive software to invite students on a tour of ancient Athens. Still another professor creates a Civil War hypertext program with numerous uses, chief of which is encouraging students to add to the database through their own research efforts. The network also supports an interactive classroom where students can key in their answers and see them tabulated almost immediately. Those answers provide not only an instantaneous gauge of how well material is being absorbed but also a database for future curriculum evaluation and development. (D.1:p.11-16, C.3/91, D. 7, 8, 9) The Technology Resource Center (TRC), a prototype for future facilities of this kind, provides the ability to create all types of multi-media presentations. The TRC is a useful tool for training faculty members on how technology can enhance their ability to reach students. Hence, the network greatly enables the movement of technologies from the lab to the classroom. Already it is evident that computer enhanced lectures generate increased enthusiasm and interest among Loyola students. A significant advantage of the TRC is that it makes available technologies that are too expensive for individual departments to procure. Network connectivity affords the greatest flexibility to TRC users. They are able to develop their projects and later, through the network, utilize them in any classroom, lecture hall, or office on campus. This is a versatile resource center that can be employed across all curricula with exciting results. (C.2/92, 3/93, A.1:p.19) Finally, what will prove to be a great educational resource is the networking of the college library and access to CARL. CARL has essential research capabilities, allows connectivity to other library systems, and is affiliated with Internet. Its ability to provide facsimile and electronic delivery of materials will

broaden and increase college research activities.( A.1: p.19-20) The network has also begun to have an impact on routine aspects of daily life at Loyola. A debit card system allows students to complete many transactions without cash while their expenditures are recorded by a central computer. This technology has already affected the bookstore and the delivery of food service. It is clear that other campus services will not be far behind in the transition to an entirely cashless campus. Another teaching resource now available is the video component of the network. Presently modulating 40 channels, the video network is composed of two systems: Instructional Television (ITV) and Educational Television (ETV). It is configured for matrix switching between the two systems, with additional channels via satellite and through VCRs. ITV and SCOLA (Latin for school), have appreciably enhanced the teaching of foreign languages and cultures. Without leaving their dorm rooms, students can watch entire foreign language television networks in preparation for class. SCOLA alone broadcasts news from over 40 countries everyday. Furthermore, the video network allows critical conferences and events such as guest speakers, debates, and athletic games to be broadcast live or on tape to every dorm room on campus. Many types of important information can be delivered this way, eliminating the constant generation of paper announcements carried through the campus mail.(C.2/92, D.2, B.10) 3. FINANCIAL INFORMATION The network was designed and implemented with a $3.5 million grant. The line-item project budget was as follows: Replace the DEC VAX computer $ 235,000 Install Rolm Voice/Data switch 980,000 Install Instructional TV and Video Headend 74,000 Design and Install the Campus Wiring Network 1,430,000 Build and/or Modify Wiring Closets 100,000 Provide Instructional Computing Equipment 117,000 Provide Lab and Faculty Computing Equipment 284,000 Project Design, Management and Consulting 280,000 __________ $ 3,500,000 The projects strategic nature necessitated a long-term view of the networks design. The infrastructure and wiring plant are estimated to have a 20-year life. The ROLM switch and associated telephone equipment are estimated to have a 10-year life. The Synoptics and associated network equipment and the DEC VAX computer are estimated to have a 5-year life. The on-going costs are mainly personnel and maintenance. The personnel costs cover both computer, network, and telephone services. The annual salary and fringe benefits for administrators and staff are $550,000. Software licenses and maintenance fees for computing and the network are $85,000. Fees for maintaining the network electronics and telephone switch are $130,000. The College has been allocating approximately $250,000 annually for hardware upgrades and network enhancements. 4. FUTURE CHANGES TO THE NETWORK

In the future, networking of the dormitories will continue to be enhanced. Network services are currently available via dial-in, meeting the needs of both resident and commuter students. Dial-in access introduces all students to the enhanced learning environment provided by increased access to information. If the demand for applications begins to exceed the capabilities of dialin access, direct Ethernet connectivity will be pursued. (Higher speed access may then be available through a local Bell operating company, facilitating access for off-campus users.) In the meantime, a pilot program is underway to find ways of increasing and improving remote access to Loyolas suite of network services using Ethernet connectivity (instead of asynchronous terminal emulation). A further goal of this process is to complete WAN connectivity to all Loyola satellite campuses.(A.1:p.23) There is also a move to streamline and consolidate Loyolas file server system. The plan is to go from 14 to as few as 4 super servers that would be dedicated to special functions (e.g., a student server or an exclusive faculty server). This plan will place appropriately powered servers in a centralized configuration for easier manageability through the use of Novells network software. We would rely heavily on the softwares server mirroring capabilities which provide constant backups and almost instant recovery from server failure. Since Novell is the network operating system of choice, future plans include migration to Novell 4.0 for its wide area connectivity solutions and the purchase of a custom Novell site license for the entire Loyola community. (B.9) The linking of the Loyola/Notre Dame Library to the video network will allow broadcast access to an extensive collection of prerecorded programs. Additional satellite reception will broaden the channel selections on both cable systems. Investigations into broadcasting original programs locally as well as by satellite are planned. As well as promoting distance learning, this will bring the campus into closer contact with other institutions in the local and, one day, the global community. (B.10) Requirements for a campus-wide E-mail system are currently being investigated, as are ways to increase the use of existing network, multi-media and broadcast services. As with most information technologies, one change generates a wish list of more changes. The goal at Loyola is not to struggle to keep up but to always be ready to take advantage of changes that will enhance the Colleges mission. 5. STRENGTHS AND WEAKNESSES Loyola is fortunate to have a network with many strengths, as well as one whose weaknesses have easily attainable solutions. One of the networks greatest strengths is its modular design which allows easy expansion of services to non-networked parts of the campus. The networks next strongest point is its 2-node ROLM switch. The switchs data capabilities are constantly in demand and are relied on for the networks link to such services as Internet and CARL. Another major advantage of Loyolas current infrastructure is that as the need for high-speed data transmission increases, the networks Synoptics technology can meet the demand with relative ease. One further plus is the availability of server and network management software by both Novell and Synoptics. Loyola is well

positioned to utilize these software solutions to further tailor the network to its unique needs. The current network configurations most obvious weakness is that the administrative system has eluded attachment to the main network largely due to complex security issues involving proprietary information. These issues have required intense study and planning. The administrative system, a Prime 6350, has so far remained on a separate network. However, resolution of security issues is in sight, and the administrative system will be added to the main network in November, 1993.(A.1: p.20) Another bothersome weakness is the continued existence of noncompatible technology that was installed prior to the advent of the current network. For example, one remote learning center was cabled with Arcnet which is incompatible with 10Base-T communications protocols. By the end of 1993, these pockets of incompatibility should be replaced with compliant technology protocols.(A.1:p.26) Loyola strives to identify both its strengths and weakness through Advisory Committee meetings and student/faculty surveys. The College has worked hard to use its many strengths not only to maintain high-quality operations from day to day but to provide solutions for its weaknesses whenever possible.(D.4, 5, 6) 6. HISTORICAL SUMMARY Loyola College in Maryland was established by priests and brothers of the Society of Jesus (Jesuits) in 1852. The second oldest chartered college in Baltimore, Loyola was the first Jesuit college in the U.S. to bear the name of St.Ignatius Loyola and the ninth according to date of origin among todays Jesuit collegiate institutions in this country. Composed of the College of Arts and Sciences and the Joseph A.Sellinger,S.J., School of Business and Management, Loyola offers undergraduate, graduate and professional development programs. With 2,750 students, Loyola is the largest private undergraduate college in Maryland and is governed by a 28member Board of Trustees. Loyola has long prided itself on its Jesuit discipline, intellectual rigor, and achievement. The Colleges mission has always been to combine the highest intellectual standards with cura personalis, care of the entire person. For students, this translates into an education that prepares the mind not only for thinking but also for meeting the challenges of modern life. Increasingly, this involves a familiarity with communications technologies. Thus, the College identified a burgeoning need to provide Loyola students, faculty, and staff with state-of-the-art communications and computing tools. This need crystallized around the concept of the Classroom of the Future, which would eliminate the physical and metaphysical boundaries of the traditional classroom while preserving the interpersonal relationship between student and educator.(A.1: p.2) At this point, academic, administrative, and telephone services were united under the auspices of Telecommunications and Computing. The next important step was the formation of a campuswide Advisory Committee. Giving faculty, administrators, campus

organizations, and students a voice in proposed changes, this committee ensured full participation and ongoing support for the new technologies introduced at Loyola. In addition to its primary mission, the College now had a technological mission. That mission was and still is to prepare students, faculty, administrators, and staff to use technology effectively as a means of enhancing communication and to use computing power as an extension of the intellect. The Advisory Committee was the major factor in enlisting the cooperation and support of the entire college community in the rapid, high-quality furtherance of the technological mission.(A.1: p.4, 9-11, B.15) In 1991, Loyola was awarded a federal grant to improve computer literacy in an educational environment, and a strategic plan for achieving the Colleges great leap forward in technology was in place. The Advisory Committee had defined broad institutional goals for the networking project. These goals included positioning Loyola College on a communications par with any relevant institutions in the geographic area, bringing such technology into every classroom, and creating a college community that transcended the physical boundaries of the campus (including local and remote learning centers) while encompassing both resident and commuter students. In addition, goals were set to take advantage of economies afforded by centralizing and reselling student services. Of course, these goals were predicated on providing adequate support for these and other unique user requirements. The ultimate goal of theClassroom of the Future networking project was to install an infrastructure which would support an ever-evolving communications environment that mirrored the real world.(A.4, C.12/91, B.5) During February and March, 1991, the Director of Telecommunications and Computing devised a detailed strategy for implementing these broad goals. In April, the Computer Task Group (CTG) was awarded the consulting contract to develop an information model to serve as the foundation for subsequent development projects. CTG immediately formed a team to become familiar with Loyola and devised what became known as the Strategic Technical Plan. By May, an implementation schedule was established, and eight strategic initiatives were defined.(A.2, C.10/91) At this point, the actualization of projects began, and real-time schedules with strict deadlines were set. In August, 1991, a major upgrade in the VAX mainframe was accomplished. Meanwhile, the design of the network infrastructure began in earnest. Then two important projects were undertaken. The installation of a new voice/data phone switch and construction for the network formed the backbone of Loyolas infrastructure and provided the platforms for new technologies. In December, the cutover to the new ROLM switch occurred. In the months that followed, every user on campus received a ROLM dataphone which provided access to both voice and data communications. The contract for the wiring of the campus was awarded to Bell Atlantic in December. Actual cable installation took eight months, with the wiring of offices, dorms, and classrooms performed during the summer months causing less disruption to the College community. Student labs with computing and printing facilities were also expanded and upgraded at this time. In August, 1992, the network project was completed.

By the start of the 1992 school year, the phone system had been upgraded, the network infrastructure was completed and in place, and student services (including phone and cable television) were in effect. The Loyola community was poised to enter the Classroom of the Future. In two years (from 1990-92), Loyola had gone from a strategic plan to campus-wide network and communications capabilities. The actual physical implementation of these plans began with the replacement of the VAX in August, 1991, and ended with student phone and video services in September, 1992. In just 13 months, Loyola not only managed to move forward technologically but brought the entire college community along with it.(B.6, 11, 12) Due to its broadened responsibilities, Telecommunications and Computing Services was renamed Information Services. Working with the Advisory Committee, Information Services not only garnered support for their plans by encouraging every group on campus to anticipate the availability of new technologies but also met expectations in a real and timely manner. In the future, Loyola envisions a completely networked campus with multi-media capability in every classroom and direct network connectivity for both resident and commuter students. The ultimate goal is for faculty, administrators, staff and students to be computer literate and so comfortable with technology that computers on campus will be as ubiquitous as books. The groundwork has been laid both for the Colleges communications infrastructure and for continuing campus-wide support by giving every member of the Loyola community a vested interest, not only in the Classroom of the Future, but in collectively achieving the Campus of the Future."(A.1: p.11-12) Loyola College in Maryland Index of Supporting Documents A. Strategic Plans and Requests for Proposals (RFP) 1. 2. 3. 4. Strategic Plan for Technology and Telecommunications RFP for Communications Network Consulting Services CTG RFP Response Executive Summary and Advisory Committee Briefing

B. Supporting Documents: Charts, Graphs, Maps, Timelines 1. 2. 3. 4. 5. 6. Classroom of the Future Diagram (Conceptual) Loyola College Communications Network - Old (09/28/90) Data Network Concept Classroom of the Future - Suite of Services 04/11/91 Classroom of the Future - Timeline Classroom of the Future - Project Schedules 03/91 - 07/91 07/91 - 01/92 10/91 - 01/92 Implementation Schedule Wiring Totals - InfoExpress Reprint Campus Network Diagram 08/20/92 Physical TCP/IP Routing Diagram 03/16/93 Logical Video Network Map Telephone Number Graph

7. 8. 9. 10. 11.

12. 13. 14. 15.

PC/Network Connection Graph Map of Campus Computer Labs Chart of Computer Systems in Student Labs Information Services - Organizational Chart

C. Information Services Newsletters 03/91 09/91 10/91 12/91 02/92 04/92 05/92 10/92 12/92 02/93

D. College Community Documents 1. 2. 3. 4. 5. 6. 7. 8. Information Services Handbook 1992-93 Remote (ETV) Channel guide Student Cable/Connection Package Loan Form 1991 Faculty/Staff Survey Resident Student Survey Commuter Student Survey Mr. Barry Rice (Keypad Classroom) - Syllabus Mr. Barry Rice - Student Evaluation Comments from Fall 1992 9. Dr. Neil Alperstein - Paperless Classroom Student Guide E. Loyola College Press Releases 1. Reprint of Local Campus of the Future Press Releases 2. For Loyola in Maryland, a New World of Communication, ROLM Customer Reprint 3. The Classroom of the Future - Brochure