1 / 22

The Evolving Definition of "Student": Identity Management at Duke University

The Evolving Definition of "Student": Identity Management at Duke University. Klara Jelinkova Director, Computing Systems Office of Information Technology Lynne O’Brien Director, Academic Technology and Instructional Services, Perkins Library. Presentation Overview.

Download Presentation

The Evolving Definition of "Student": Identity Management at Duke University

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. The Evolving Definition of "Student": Identity Management at Duke University Klara Jelinkova Director, Computing SystemsOffice of Information Technology Lynne O’Brien Director, Academic Technology and Instructional Services, Perkins Library

  2. Presentation Overview • Brief introduction of Identity Management at Duke • New landscape in learning • Case studies and IT responses

  3. Identity Management at Duke • Historically based on Systems of record • Student • HR System • Needs - teaching and learning • Group management (class lists) • Affiliates

  4. Populations • Students • SISS • Faculty and Staff • SAP • Affiliates • Handled by a special process

  5. IdM increasingly complex at Duke because: • Strategic plan emphasizes interdisciplinary work, global connections • Growing use of group work and project based learning means courses include more than students & professors • Research groups span institutions and countries

  6. Technology systems need to: • Be able to interact with people outside of Duke in order to achieve university goals • Respond to way people do their work and interact • Be secure and protect intellectual property

  7. Driver: Course management system • Online discussions with outside experts • Non-course reviewers of student papers and projects • Non-Duke guest content providers • Etc. Increased use of Blackboard for courses led to increased need for non-course members to have access to the course site.

  8. Addresses strategic goal of student-community engagement Raises challenges for identity management related to the course Case Study #1 In Black and White Professor Tim Tyson http://cds.aas.duke.edu/south/

  9. Initial strategies • Add people into student information system as special students (but many participants aren’t really students at all) • Create Blackboard-only accounts

  10. Planning to upgrade Blackboard and move to Shibboleth authentication What to do with Blackboard-only accounts 4128 Blackboard-only accounts 3560 Bb-only accounts with at least one valid enrollment in a course or organization Challenges

  11. Non-traditional Student Working Group • Campus wide initiative sponsored by Jim Roberts (Executive Vice Provost) and Billy Herndon (AVP, Administrative Systems) • Managed by Sue Jarrell (Associate Director Student Information Systems) and Anne Marie Alexander (Sr. Manager, Electronic Access Services)

  12. Non-traditional Student Working Group • Many stakeholders and Systems • Elements of Solution • Governance • Standards • Systems of Record (SoR) • Self-Service Account creation

  13. BlackBoard only users - SoR • Licensing issues • Process • Institutional commitment and record management • Data management

  14. CIT Identity provisioning • Resolution closer to the business process • CIT mastering identities • Accounts separate from traditional institutionally sponsored NetIDs • Separate level of assurance • Separate ID lifecycle

  15. Courses Research program Interdisciplinary Multi-institutional Faculty member in Center for Latin American and Caribbean studies Professor of Sociology Researcher in Social Science Research Institute Case Study #2 Gary Gereffi http://www.soc.duke.edu/NC_GlobalEconomy/index.shtml http://www.ssri.duke.edu/index.php

  16. Active collaboration across: • Faculty, staff and students at Duke, in multiple departments, centers and schools • Members of local community • Businesses in NC • Other Universities in U.S. and abroad • Grant agencies • Government agencies • Not limited to a semester

  17. Blackboard is not enough(and Bb-only accounts won’t do) Public and private websites for group projects Research projects linking students & businesses Use of data from licensed library resources Web 2.0 tools to encourage collaboration and input

  18. Responding to the challenges • Short and medium term • CIT managed identities • Open Source services (wiki example) • Shibboleth • Institutionally sponsored as well as CIT mastered accounts

  19. Long Term • Long Term Federations • InCommon • NC Educational Institutions • Considering extending identity services beyond Duke

  20. Lessons Learned • Collaboration between Office of Information Technology and Center for Instructional Technology has been useful (need both functional requirements and technical solutions) • Need to find balance between meeting people where they are and exerting control (e.g. non-institutional tools)

  21. http://cit.duke.edu/help/consult/web20.html

  22. Continuing Challenges • IdM (collaborator IDs, student) • Tension between need for privacy and security and desire for openness (need both within the same project) • Policy issues are tricky • Identity and access • Projects last but people come and go - who owns things when people leave? • Who owns the materials on a project team or in a course site taught by multiple instructors?

More Related