Computer literacy means that a person knows and understands computers and their uses.

Everyone needs to be computer literate in the 21st century. Senior faculty members in particular should be able to do research on the Internet, use e-mail, communicate via a website, and use the computer to handle correspondence, create classroom projects, work on faculty committees, and maintain class grades and attendance. This does not, however, mean that a faculty member must be trained to open a computer system and repair broken parts or diagnose software problems.

It should be easy to create a list of programs to be used by all faculty members. A simple, mandatory test could be devised that would tell a faculty member whether he or she needs additional training in those programs. It should make no difference whether that faculty member is a long-time professor or a new instructor. I believe everyone wants this knowledge and should be willing to participate in a class to learn these skills. Training could be done in a classroom setting or through the use of online classes. The mandatory tests could be taken upon completion of any course.

Most colleges and universities have Information Technology Departments that maintain the computer systems on campus. This department could develop the training and testing of faculty members. A pretest and posttest could measure skills and meet the mandatory requirements for professors.

The reward for completing this program would be the knowledge that the professor is up-to-date with necessary societal skills. In addition, the senior faculty member would meet students’ expectation that all professors have basic computer knowledge.

* Cecile Bendavid is a lecturer in the Computer Science Department at California State University Northridge and an adjunct faculty member at Los Angeles Pierce College in the Computer Application Office Technology Department, presently teaching FrontPage 2002.

No, mandates are not a productive way to accomplish institutional goals.
Barbara Limbach *

Faculty can easily become defensive when they perceive they are being treated unfairly by the educational institution and its management. Institutions should get away from the ball and chain image in which they mandate to get results.

Every educational institution can create an environment conducive to the vision of the institution, even if that vision includes a totally wired campus. Every leader can play an important role in helping his or her institution create the kind of positive and productive environment that fosters commitment by its faculty to its goals.

To accomplish its technology goals, the leadership needs to train and work with older faculty members without mandating computer training. A successful method may be to conduct a performance planning session with the faculty where goals, objectives, and performance standards can be set and mutually agreed upon.

Once this is in place, the leader can use day-to-day coaching to help faculty members accomplish their goals by supporting, listening, facilitating, and leading.

By shifting attention from mandatory performance to providing training and support, the institution can achieve its goal. In an institution where opportunity and encouragement are the rule rather than the exception, employees gain confidence, become more dedicated to doing a good job, and will then be willing to invest energy and adhere to the purpose and agreed-upon performance goals.

When the focus is on mandatory training, the real problem may not be solved, and without a commitment by the faculty, the results may be short-lived.

* Barbara Limbach is an associate professor at Chadron State College, Chadron, Nebraska. Previously, she was the college’s registrar. She also has experience as a loan officer for a federal savings bank and was a real estate salesperson