The background to this large planning exercise is sketched, the goals of our computing support plan are stated, the strategies aimed at achieving these goals are explained, and the observed outcomes from implementing these strategies are listed.

In evaluating the plan, this paper argues the position that a computer culture must take hold within the College before computer-aided design will have a truly profound effect upon pedagogy. Operationally, this means that every faculty member must have a personal computer and that every student must have free access to a microcomputer facility. Only then does the whole College adopt the new culture.

The fiscal commitment is high, but there are payoffs in of fice automation that justify the investment even in the short-term. Trivial as it seems, wordprocessing is the first step in seeding this culture. These short term payoffs help make the case for investing in the promise of long-term payoffs in superior design through computer aids.