Abstract
The year 1993 saw the birth of a totally new academic computing service organization, and faculty support model, for Carleton College. The result of a campuswide faculty demand for support of information technology use in the curriculum, the model's key elements are: technical support staff with substantial backgrounds and abilities in the disciplines of the faculty with whom they work; faculty "advisors" who partner with the technology staff in supporting faculty technology use; redefinition of "academic computing" as a campuswide, collaborative endeavor; satisfaction of faculty needs as the main arbiter of (a) what support is available, and (b) whether "success" is achieved.The Carleton experience is consistent with, and validation for, the "quality movement" under way in higher education. "Putting the customer first" has proven an unerring guide in the design of excellent faculty technology support.