InformationTechnology

What’s Inside

Vol. 9 No. 1

OIT June 2004 News le t t e r

UMN

DMC Spotlight Issue

Mind–Mapping TEL ActivitiesEach month, Digital Media Center (DMC) consultants publish a “SpotlightIssues” article on our web site about a current technology-enhanced learning(TEL) issue highlighted at sessions of the TEL Seminar Series, in our classes,or at our program or project meetings. This month’s article is excerpted below.

Mind-mapping and learningWhen we engage higher-order thinking, anextraordinary pattern of neural networks isactivated in the brain. Teachers are wellaware of the disconnect that occurs whenstudents are asked to translate thesecomplex and holistic patterns into linearthinking — for instance, when we askthem to generate a thesis or write anessay.

Mind-mapping learning activities can help.They enable students to create a visualrepresentation of the relationships betweenideas or things and offer an intermediary stepbetween the web of information in the brainand an expository representation of that informa-tion. The brain makes sense of the world by discern-ing and creating patterns; in the same way, learning happenswhen students perceive and construct patterns. Mind mapping can beused at any point students need to clarify and expand their ideas; specifically, itcan help them

• access and record prior knowledge;• brainstorm;

Mind maps enablestudents to create avisual representationof the relationships

between ideasor things.

Mind–MappingTEL activities ......1

Business Pro-cesses and trainingopportunities fromthe Project Man-agement group ....5

Short termcomputer help .....6

▼ Libraries

Journals CitationReports database:JCR ....................7

▼UpcomingTech Talk

topics

● June 6,Video Conferencing

● June 13,Accessibility Online

● June 20,Creating Web Pages

● June 27,E-Commerce

Details attechtalk.umn.edu

2 OIT Newsletter

• organize, develop, and edit their ideas;• apply concepts; or• summarize and review readings and notes.

Online ResourcesOver the past year, we worked with Marieke van Dijk,a research assistant in the Department of Work,Community, and Family Education, to create an onlinemind-mapping tool for use in an online introductoryclass she teaches called the Psychological Foundationof Human Resource Development. She set out tofundamentally change the way students engage withthe reading materials in the class. In the past, studentsread the materials on their own and took three onlinequizzes. This year, they used our tool to create mindmaps, or visual representations of the relationshipsamong concepts and theories addressed in theirreadings. They also submitted to van Dijk a briefnarrative explaining their maps and discussed the mapsusing online communications tools.

ToolsYou can use commercially available technology toolssuch as Inspiration® or graphics software to enhancemind-mapping learning activities. The advantage ofusing such technology is that the mind map can bestored and shared and can become the basis of aninteraction between teacher and student or of a classdiscussion. However, although the tools available onthe market are powerful, we wanted to provide stu-dents with one that was easier to use, so we createdour own with Macromedia Flash® 6 software. Stu-dents access it with a web browser and theMacromedia Flash® Player 6 plug-in, available freefrom Macromedia’s web site.

Educational Information and ExamplesWe also researched how traditional and technology-enhanced mind-mapping activities can be used foreducational purposes, and on our web site we pub-lished information and examples, such as:

● John Budd from the Carlson School of Manage-ment promotes active learning in his classes byhaving students in small groups create two mindmaps, one illustrating a moment in the history oflabor unions and the other their historical impact.

● An instructor could integrate mind-mapping intothe writing process to help students brainstorm,

draft, develop, organize, and get feedback onpapers.

● A philosophy instructor could use our tool toillustrate an argument and objections to it, andalso have students use the tool themselves toillustrate different types of philosophical theories.

● A biology instructor could have students use ourtool to map the complex relationships betweenorganisms in an ecostructure.

Bibliography■ Budd, John. “Mind Maps as Classroom Exercises.”

Journal of Economic Education, vol. 35,no. 1 (winter), pp. 35–46. http://www.legacy-irc.csom.umn.edu/faculty/jbudd/mindmaps/mindmaps.pdf .

John Budd teaches labor relations at the Universityof Minnesota. His article addresses how mindmapping supports collaborative, active learning inthe classroom. It details the pedagogical advan-tages as well as the practical how-tos of the “think-rap-map” method.

■ Buzan, T., and B. Buzan. The Mind Map Book:How to Use Radiant Thinking to Maximize YourBrain’s Untapped Potential. New York: Plume,1993.

According to a Publishers Weekly review of the1994 edition of this book quoted onAmazon.com, “This idea-rich, relentlessly upbeatmanual proffers graphic images as an aid to unlockcreative thinking or clarify emotions. . . . Despiteits inflated claims and cluttered presentation, thisunusual how-to, replete with exercises, quizzes,dramatic color photos of patterns in nature, andsample mind maps, will challenge and stimulate theopen-minded.”

■ Hyerle, David. A Field Guide to Using Visual Tools.Alexandria, VA: Association for Supervision andCurriculum Development, 2000.

Hyerle connects the use of visual tools to how thebrain processes, stores, and retrieves information.His wide range of examples and case studies comefrom K–12 classrooms.

June 2004 3

Figure 1: Example mind map

J. D. Walker, a DMC consultant, created this mind map with our tool toillustrate how a philosophy instructor might represent, for students, an onto-logical argument and objections to it. The map:

• rectangles: argument premises and conclusions• circles: objections to the argument• solid arrows: (alleged) implications• dotted arrows: the part of the argument affected by an objection

The tool also enabled Walker to add the dimension of color; seehttp://dmc.umn.edu/activities/mindmap/ontological.shtml .

4 OIT Newsletter

■ —. Student Successes with Thinking Maps: School-Based Research, Results, and Models for Achieve-ment Using Visual Tools. Forthcoming fromCorwin Press, May 2004.

According to the publisher’s description repro-duced on Amazon.com:

“Hyerle shares stories from those who haveadopted thinking maps to increase student achieve-ment and revitalize learning communities. Amongthe specific successes here, teachers and leaders willfind ways to use thinking maps as a visual languageand a frame of reference to:

• Provide a bridge to overcome cultural discon-nects between teachers and learners

• Spur higher order thinking and discussion• Offer a tool to assess content understanding

in students with limited English• Integrate learning from prior knowledge to

new learning”

■ University of Melbourne Teaching and LearningUnit. “Concept Maps: A Valuable Learning Tool.”University of Melbourne Teaching and LearningUnit, Faculty of Economics and Commerce.http://tlu.ecom.unimelb.edu.au/pdfs/concept_maps.pdf .

This is a “Learning Skills Booklet” for studentsthat includes detailed instructions about how todraw a concept map and several examples of mapscreated for introductory macroeconomics classes:an input-output concept map; a production,expenditure, and income concept map; and a labormarket concept map.

■ University of Victoria Counselling Services.“Concept Mapping.” University of VictoriaCounselling Services, 2003.http://www.coun.uvic.ca/learn/program/hndouts/map_ho.html .

This handout for students was created as part of aLearning Skills Program and includes detailedinstructions about how to draw a concept map,represent organizational patterns, and use conceptmapping to summarize readings and lectures; takeseminar or workshop notes; review for exams; andwrite academic or creative essays.

Campus ResourcesThe following may help you further explore theeducational uses of mind mapping:

● Find out more about how mind mapping can beused for teaching and learning on our web site athttp://dmc.umn.edu/activities/mindmap/.

● Use our mind-mapping tool as-is on our server ordownload and store it on your computer or server.To access it and obtain instructions, seehttp://dmc.umn.edu/objects/mindmap/.

You also can obtain graphics software that can beused to create mind maps through the FacultyToolkit. See http://dmc.umn.edu/toolkit/.

● Meet with one of our consultants to get helpplanning and designing mind mapping learningactivities. See http://dmc.umn.edu/consultations/.

● Learn how to teach and create learning objects,such as our mind-mapping tool, in DesigningLearning Objects: Producing Media-Rich Learn-ing Activities and Creating Learning Objects:Flash MX Basics, TEL short courses. Seehttp://training.micro.umn.edu/ShortCourses /ClassList2.cfm?Sort=Category#16 .

● Get more learning object resource information onour Spotlight Issues Learning Object Technologiespage at http://dmc.umn.edu/spotlight/learning-object.shtml/.

■ Lauren Marsh and Christina Goodland,Digital Media Center

Teachers are well aware ofthe disconnect that occurswhen students are asked totranslate these complex andholistic patterns into linearthinking.

June 2004 5

Project managementhe Project ManagementOffice is pleased toannounce that we are

engaging in a series of in-housepresented training sessions forInformation Technology Analystsin partnership with several busi-ness units across the University ofMinnesota.

Our objective in hosting thistraining is to provide businessanalysts with the skills and toolsthey need to present a consistentset of business requirements asshown in the course descriptionsbelow. Participants include:

AdmissionsStudent RecordsOffice of Student FinanceHuman ResourcesFinancial AidController's OfficeOffice of Information Technology

The kickoffA kickoff of the training sessions began with BusinessProcess: Mapping, Analysis & Improvement, whichwas held the week of April 12th. The focus of thecourse is to provide a practical and effective set ofskills, techniques, and methods for identifying, map-ping, measuring, objectively analyzing, and improvingbusiness processes and practices within your enterpriseand crossing enterprise boundaries to share that withcustomers, suppliers and business partners. (It’s a busycourse!)

The next course, Business Systems Analysis: DefiningBusiness & User Requirements, will be hosted theweek of June 28. The focus of the course will be toutilize practical, proven, and user-friendly visualanalysis techniques to capture, communicate, and

Business ProcessTraining Opportunities

Training to provide businessanalysts with the skillsand tools they need.

analyze business requirements. The course’s main goalis to provide core concepts and practical techniques todrive systems analysis from business concepts tobusiness requirements to system specifications in arapidly changing deployment environment.

These consistent business requirements will facilitateour continued success in the delivery of high qualityproduction applications for the University of Minne-sota and its community.

More informationFor more information contact Steve Gudvangen,Project Management Office, gudva004@umn.edu .

■ Jacque Hoffsten, Office of InformationTechnology

T

Good News

6 OIT Newsletter

HelpShort term computer support

URAGU-Rent-A-Guru (URAG) consultants offer short-termcomputer support to the University of Minnesotacommunity, including assisting U of M departments,with applying current Microsoft critical updates and/or service packs as well as updating antivirus software.

Security issuesUniversity standards require that all security patchesmust be applied on a regular basis. If critical patchesand updates are not applied on a regular basis, com-puters on the University network risk being vulnerableto various worms, viruses, Trojans, and direct hackerattacks. URAG consultants follow the recommendedguidelines and procedures of the OIT Security groupto disinfect affected computers and apply fixes to helpprevent future attacks.

Due to recent computer virus and worm outbreaksURAG consultants have responded to many depart-ment requests and can assist your department, too,with:

• Applying all Microsoft Windows 2000/XPCritical Updates and/or Service Packs.

• Installing the most recent Symantec Antivirus(SAV) program.

• Setting up the SAV scheduled update feature;the URAG consultant will set your SAV softwareto automatically scan your computer daily atyour requested time.

• Setting up your computer to obtain futureMicrosoft critical updates through the newU of M OITSUS server — this service is availablefor Microsoft Windows 2000 and XP operatingsystems. Once your system is setup, you willreceive an alert whenever a critical update isabout to be automatically installed on yoursystem. For more information, see:http://www.umn.edu/adcs/help/oitsus/.

The private data issueURAG services are available for U of M desktopcomputers that do not contain private data, as definedby OIT Security. For a definition of “private data,” see:http://www.umn.edu/oit/security/privatedata.shtml .

Computers that contain private data and/or serversmust follow additional steps as outlined by OITSecurity. For more information seehttp://www.umn.edu/oit/security .

Obtain antivirus softwareThe University has an agreement with Symantec Corp.to provide SAV Corporate Edition software on anycomputer paid for with University of Minnesota fundsand owned by the U of M, or on one computer ownedby any University of Minnesota staff, faculty member,or student for personal use. See: http://www.umn.edu/adcs/help/virus/ .

■ Renee Rivers, URAG and University ComputerServices, http://www.umn.edu/ucs/

June 2004 7

ublication has alwaysbeen an importantaspect of academic

performance. Today thenumber and variety of publishingoptions is enormous. Print,online/print, online-only are just afew of the categories of publicationmade available today.

Writing in Library Journal inFebruary 2004, researcher CarolTenopir used the Ulrich’s databaseas a tool and estimated that thenumber of active, refereed periodi-cals available today is over 21,000titles and “active academic/scholarly weighs in at nearly43,500. Most of the refereed arewithin the academic set, so the finalanswer to active serials (refereed oracademic/scholarly) comes to just over43,500.” (Web address in Figure 1.)Even as an estimate, this number is staggering.

■ As an author• How might you identify journals in which you

would want to publish your research?• How might you confirm the status of the journals

in which you have published in the past?• How can you identify journals most relevant to

your research?

■ As journal editors• How can you determine and evaluate your ‘com-

petition’ in terms of related journals with the goalof assessing the quality and trends in publishing inyour own field?

■ As librarians• How can we stay ahead of the game, keeping track

of new and up-and-coming journals or the con-tinuing value/importance of existing, standardserials?

JCR: Journal Citation ReportsOne tool that has become available is the JournalCitation Reports (JCR) database from Thomson ISI,the same company that produces the citation indexesand Current Contents database. Using this hugedatabase as the core for its reports, JCR is a veryunique bibliometric tool for journal evaluation thatuses citation data from over 8,400 journals publishedby over 3,000 publishers worldwide.

Journal Citation Reports DatabaseAn Important Tool for Assessing the Value and Role of Scholarly JournalsNancy K. Herther, University Libraries, http://www.lib.umn.edu

Figure 1: Over 43,500 active serials

http://www.libraryjournal.com/article/CA374956?display=Online+DbsNews&industry=Online+Dbs&industryid=3761&verticalid=151

Figure 2: JCR sample screens

P

8 OIT Newsletter

The database’s roleThe stated role of the database isto provide: “Quantifiable statisticaldata for evaluating the world’sleading journals and their impactand influence in the global researchcommunity.” The intention is togive users a “systematic andobjective means of determining therelative importance of science andsocial sciences journals within theirsubject categories.”

Unlike the company’s citationindexes, JCR includes only twoareas of study:

• JCR Science Edition, whichcovers over 5800 journals in54 subject areas

• JCR Social Sciences Edition,which covers over 1700journals.

There is no Arts & Humanitiesarea analysis in the database.

When not to use JCRJCR is not a bibliographic database. There are nocitations, abstracts or full-text of articles in the data-base. The core of this database is listings of journalsbased on or sorted by different factors, which may helpusers determine the relative value of some particularjournal in light of others publishing in the same area.

JCR and its application are not without serious contro-versy within academe. However, it represents a poten-tially useful way to look at scholarly publication injournal literature today.

Librarians’ considerationsFor librarians, as an example, JCR provides an interest-ing picture of scholarly publication. However, in termsof making sound judgments on our collections, wecarefully consider many variables, including intangiblessuch as our knowledge of the departments here oncampus, the nature of current research underway, theresearch interests of graduate students, etc. Within theUniversity Libraries, we do not use JCR alone inmaking decisions about adding or canceling journalliterature.

Notes of cautionCertainly the selection of publishing venues is morecomplex than any single listing of titles. Also, yourown personal needs — or that of the community thatis served by a specific library — may lead to decisionsthat would not be reflected by the statistics in JCR.

A few other notes of caution about using JCR:

• Again, not all journals or fields are covered byJCR. If Tenopir’s figures are correct, JCR coversonly about one-fifth of the world’s scholarlyliterature.

Figure 3: JCR main Search screen

JCR and its applicationare not without serious

controversy withinacademe. However, it

represents a potentiallyuseful way to look atscholarly publication injournal literature today.

June 2004 9

• It is worth the time to go inand ‘play around’ with the datato get a feel for how useful thisdatabase would be for you.Examples of fields not wellcovered include anything inthe arts and humanities,education, cultural studies,nursing, etc.

• It takes some time for newjournals to establish an impactfactor worth evaluating in thismanner.

• Name changes to journals arenot well handled in the data-base; so impact would be moredifficult to ascertain.

• Publication schedule is anotherfactor to be taken into consid-eration. A semi-annual willhave very different metricsthan something like Nature orScience that come out weekly.

Constructing the databaseUsing the huge ISI database as its resource, for eachjournal covered JCR provides the following informa-tion:

• Citation and article counts• Impact Factor• Immediacy Index

• Citing Half-Live• Cited Half-Live• Source Data Listing

• Citing Journal Listing• Cited Journal Listing• Subject Categories

• Publisher Information• Journal Title Changes

Figure 4: JCR Journal Search page

Workshop

Journal Citation ReportsDatabase Workshop

JCR is a complicated database that providesbibliometric information on scholarly journals. Thisworkshop will briefly provide an overview of thedatabase and time for hands-on experience in thedatabase.

■ Registration is required for thisone-hour free workshop. Trainingis in S30C Wilson Library

Section Date Time1 Tuesday, June 15 9:45–10:45 AM2 Wednesday, June 23 11 AM–noon3 Tuesday, July 20 12:30–1:30 PM

For registration or more information, go to:http://www.lib.umn.edu/registration/index.phtml#eventidXX89 .

10 OIT Newsletter

Gauging impactThe most frequent use of JCR is to compare similarpublications using the ‘impact factors’ for each journal.Impact factor is defined as:

“the average number of times articles publishedin a specific journal in the two previous yearswere cited in a particular year. So, an articlepublished in a journal with an impact factor oftwo is, on average, twice as likely to be cited as asimilar article published in a journal with animpact factor of one.

Therefore, the impact factor can help you toevaluate a journal’s relative importance, espe-cially when you compare it with others in thesame field.”

The database can be used to quickly see:

• a listing of the most cited journals in yourdiscipline — by sorting by Total Cites

• largest journals in your discipline — by sortingby Current Articles

• high-impact journals in your discipline — bysorting by Impact Factor

• hottest or most currently cited journals in yourfield — by sorting by Immediacy Index

The core of this databaseis listings of journalsbased on or sorted bydifferent factors, which

may help users determinethe relative value of someparticular journal in light

of others publishingin the same area.

Some recentresearch

about JCR

The JCR database has, itself, been the source ofscholarly analysis and commentary in recent years.Below are just a few articles about this databasethat have appeared in the last few years.

• Kokko H. & Sutherland W. J. “What doimpact factors tell us?” TRENDS IN ECOL-OGY & EVOLUTION 14 (10): 382-384OCT 1999.

• Lange L. L. “The impact factor as a phantom– Is there a self-fulfilling prophecy effect ofimpact?” JOURNAL OF DOCUMENTA-TION 58 (2): 175-184 2002.

• Leydesdorff L. “Can networks of journal-journal citations be used as indicators ofchange in the social sciences?” JOURNALOF DOCUMENTATION 59 (1): 84-1042003.

• Metcalfe N. B. “Journal Impact Factors,”NATURE 376 (6543): 720-720 AUG 311995.

• Moed H. F. & vanLeeuwen T. N. “Impactfactors can mislead,” NATURE 381 (6579):186-186 MAY 16 1996.

• Moed H. F., Van Leeuwen T. N. & Reedijk J.“Towards appropriate indicators of journalimpact,” SCIENTOMETRICS 46 (3): 575-589 NOV-DEC 1999.

• Schoonbaert D. & Roelants G. “Impact takesprecedence over interest,” NATURE 391(6664): 222-222 JAN 15 1998.

• Shin E. J. “Do Impact Factors change with achange of medium? A comparison of ImpactFactors when publication is by paper andthrough parallel publishing.” JOURNAL OFINFORMATION SCIENCE 29 (6): 527-533 2003.

June 2004 11

Getting into the databaseThe complexity of the database makes any explanationmore difficult to follow than simply going into it foryourself and getting a feel for the information that itcontains.

Try itOur subscription begins with the latest, 2002, edition.To access JCR,

• go to the Indexes option from theLibraries’ web page

• select the “J” option to pull up a listing of alldatabases starting with the letter J, then

• select Journal Citation Reports and you will betaken to the ISI’s database

From the Home Page,

• select one of the two JCR editions to search, then• select a query option, either to (1) view all journals

in the database; (2) search for a particular journaltitle; or (3) view a group of journals by one ofthree methods: Subject Category, Publisher, orCountry, and finally

• click on Submit

Journal search pageThe Journal Search Page allows you to search for aspecific journal by Full Journal Title, AbbreviatedJournal Title, Title Word, or ISSN.

Publisher and country selectionsPublisher Selection or Country Selection allows you topick one or more publishers/countries and view thejournals by Journal Title, Total Cites, Impact Factor,Immediacy Factor, Current Articles, or Cited Half-Life.

Search for the largest journalsTo view the subsets of journals by subject, to see whatjournals are included in the database and how theyrank against one another, begin by selecting one of theEditions and view a group of journals by SubjectCategory. Then a listing will come up.

When you select the area of interest, the list of journalsfor that subject area will come up. You can sort thatlist by Impact Factor, Journal Title, Total Cites, etc.The lists can be marked for printing or downloading.

Criminology exampleTaking the area of criminology, as an example, selectthe JCR Social Science Edition and view by SubjectCategory. Scroll through the subjects until you get toCriminology & Penology and then submit the search.The listing of 24 journals will appear. By clicking onthe abbreviated journal title, you will get full journalinformation. Or you may choose to sort the listing bythe factor of interest.

Importing into ExcelListings from JCR can easily be transferred into anExcel spreadsheet. First, save the results as a text file,then open the file in Excel. If you select the optionsfor delimited text that uses a semicolon, the Excelsoftware will then convert the text file into a spread-sheet.

HelpFrom the JCR main page, you can click on Informa-tion for New Users for some helpful tips on navigatingthe system. Context-sensitive help is available at everystage in your search process. You can also ask forassistance anytime at any reference desk or throughour AskUs service: http://infopoint.lib.umn.edu .

Your departmental liaison from the Libraries is anotherimportant resource. A full listing of liaisons is at:http://www.lib.umn.edu/about/selector.phtml .

Lastly, the Libraries will be offering a workshop onJCR with some hands-on opportunities to get into thedatabase and try out some searches of your own. Forregistration or more information, please go to:http://www.lib.umn.edu/registration/index.phtml#eventidXX89 .

■ Communications about this column should beaddressed to: Nancy K. Herther, Social SciencesBibliographer, 170b Wilson Library, West Bank; 612-624-2020, n-hert@umn.edu .

You can transfer listingsfrom JCR into anExcel spreadsheet.

✫

©2004 by the Regents of the University of Minnesota. All rights reserved. The University of Minnesota is committed to the policy that all personsshould have equal access to its programs, facilities and employment without regard to race, color, creed, religion, national origin, sex, age, maritalstatus, disability, public assistance status, veteran status or sexual orientation. This publication is available in alternative formats upon request.

Information Technology NewsletterUniversity of MinnesotaOffice of Information Technology190 Shepherd Labs100 Union Street SEMinneapolis, MN 55455-0421

June 2004 [pantone 295]

■ Add (subscribe info below at ✫)

■ Delete/Cancel *■ Change Name *■ Change Address *■ Change Other *

* If you cancel or change a campusaddress, please tell us the RecordNo. Tear off the end page and sendthe entire mailing label to us. Or sende-mail to: oitnsltr@umn.edu

Twin Cities campus address label trivia: 1st # is record #; 2nd # is your Campus Mail delivery code, http://umn.edu/lookup

Newsletter subsciption information and archives at http://www.umn.edu/oit/newsletter

▼ HelpComputer Misuse or Abuse (also see Procedure 2.8.1.1)

• Emergency Network Help Line ............... 612-625-0006• Non-emergency, e.g., spamming ....... abuse@umn.edu

1–HELP ....................................................... 612-301-4357Dial 1-HELP. Listen to the voice menu list of options.Press the number of your desired option.

• Technology Help .................. www.umn.edu/adcs/help

▼ Modem pool for active UM accountsInternet/PPP: up to 53kps if v.90 ................ 612-627-4250

▼ Quick Guide• Internet/Email account options .... www.umn.edu/validate

• Office of Information Technology ........... www.umn.edu/oit

• One Stop Services ................................ onestop.umn.edu

• Techmart ................................... www.techmart.umn.edu

• Computer Accommodation Program ............. cap.umn.edu

• University Computer Services ............. www.umn.edu/ucs

• MNCAT/LUMINA (Library) ...................... www.lib.umn.edu

• UM News Server ....................................... news.umn.edu

Associate Vice President andChief Information Officer, Steve Cawley ....... 612-625-8855

Last updated Dec. 2003

Subscribe/Unsubscribe

This newsletter is published monthly; it is an informationresource for the University of Minnesota. We maintain twomailing lists. You can subscribe to one or both: an e-mail listand a paper mailing list. Paper copies are free but aremailed only within the USA.

Complete subscribe/unsubscribe details at:www.umn.edu/oit/newsletter/subscription.html

● The subscriber information we need for paper copiesmailed to a UM campus mail address is listed below.

If you use a campus mail address, you will receiveyour paper copy sooner and will save us money.

1. the recipient's name2. the recipient's department3. the departmental mailing address (note: this address

is usually different from your personal office address;the Campus Mail section of your on-line directoryentry lists your campus mail address)

4. your campus delivery code — if you know it(we can look it up; we need it because thenewsletter is a bulk mail item)

Subscribe/Unsubscribe