Student Owned Student Owned Computing Program / Computing Program /

Laptop ProgramLaptop Program

Kathy Mayberry, Rebecca Brent & Kathy Mayberry, Rebecca Brent & Dianne RaubenheimerDianne Raubenheimer

OverviewOverview

Dianne RaubenheimerDianne Raubenheimer

PurposePurpose

To inform the COE executive committee of the To inform the COE executive committee of the current status of the student owned computing current status of the student owned computing programprogram

To present some assessment data regarding To present some assessment data regarding student and faculty usestudent and faculty use

To present information about the laptop support To present information about the laptop support programprogram

To describe current assessment processesTo describe current assessment processes To elicit discussion about future directionsTo elicit discussion about future directions

Basic Premise Basic Premise

Within the College of Engineering there Within the College of Engineering there was general agreement that the use of was general agreement that the use of laptops and computers would enhance laptops and computers would enhance student learning. student learning.

This led to the development of the student This led to the development of the student owned computing program …owned computing program …

GoalsGoals(Dean’s Retreat Fall 2003)(Dean’s Retreat Fall 2003)

Encourage students to purchase laptopsEncourage students to purchase laptops Develop infrastructure to support Develop infrastructure to support

technology in classroomstechnology in classrooms Provide faculty training in the use of Provide faculty training in the use of

technology and laptopstechnology and laptops Each department to identify courses in Each department to identify courses in

which to use laptopswhich to use laptops

GoalsGoals(Computer Committee April 2004)(Computer Committee April 2004)

By 2006, the college will expect (but not By 2006, the college will expect (but not require) all incoming undergraduate require) all incoming undergraduate students to have a laptop that meets students to have a laptop that meets college specifications college specifications

GoalsGoals(Dean’s Retreat Fall 2003)(Dean’s Retreat Fall 2003)

Encourage students to purchase laptopsEncourage students to purchase laptops Develop infrastructure to support Develop infrastructure to support

technology in classroomstechnology in classrooms Provide faculty training in the use of Provide faculty training in the use of

technology and laptopstechnology and laptops Each department to identify courses in Each department to identify courses in

which to use laptopswhich to use laptops

GoalsGoals(Computer Committee April 2004)(Computer Committee April 2004)

By 2006, the college will expect (but not By 2006, the college will expect (but not require) all incoming undergraduate require) all incoming undergraduate students to have a laptop that meets students to have a laptop that meets college specifications college specifications

Student LearningStudent Learning

Enhanced Problem SolvingEnhanced Problem Solving - GC120, CSC 116, - GC120, CSC 116, and MA141/241 used the laptop program to and MA141/241 used the laptop program to integrate lab and lecture sections of the course.integrate lab and lecture sections of the course.

Assessment results show that student had Assessment results show that student had

significant gainssignificant gains over non-laptop sections in over non-laptop sections in regard to:regard to:

the the visualization visualization of the course content, of the course content, several dimensions of several dimensions of problem solving,problem solving, graphics graphics and and computer-aided drawingcomputer-aided drawing, , programmingprogramming was improved in several sections. was improved in several sections.

Student AttitudesStudent Attitudes

85% felt laptops make 85% felt laptops make learning more enjoyablelearning more enjoyable

84% felt in-class use of instructional technology 84% felt in-class use of instructional technology stimulated learningstimulated learning

84% indicated the E115 experience 84% indicated the E115 experience increased comfortincreased comfort in in using their laptop using their laptop

99% 99% preferprefer working on their working on their own computerown computer instead of in a instead of in a computer lab computer lab

96% say laptop gave them 96% say laptop gave them freedomfreedom to work any place, to work any place, any time any time

Faculty AttitudesFaculty Attitudes

Over the four year period, Over the four year period, 57% said 57% said pace pace had had increased; 43% said increased; 43% said varietyvariety increased and 61% said increased and 61% said course course depthdepth increased.increased.

66% of the faculty agreed that students were 66% of the faculty agreed that students were more more involved in learninginvolved in learning in their laptop course in their laptop course

20 out of 32 (62%) faculty said 20 out of 32 (62%) faculty said preparation timepreparation time for the for the laptop section was increased because of modifications in laptop section was increased because of modifications in

pedagogy.pedagogy.

Student Owned Student Owned Computing Computing

Kathy MayberryKathy Mayberry

Computer Ownership Among Incoming FreshmenComputer Ownership Among Incoming Freshmen

98.797.49895.991.690

85

7581.5

70.3

49.2

38.6

29.1

0

10

20

30

40

50

60

70

80

90

100

1998 1999 2000 2001 2002 2003 2004 2005

Year

Per

cen

t

Percentage of students bringing computers

Percentage of students bringing laptops

June 2005 or later; 76%

Unspecified/ Unsure; 5%

During Sophomore Year of HS; 1%

Freshman Year of HS or Earlier; 1%

During Junior Year of HS; 5%

During Senior Year of HS; 12%

Timing of Laptop Purchase Among Incoming FreshmenTiming of Laptop Purchase Among Incoming Freshmen

Method of Acquiring ComputerMethod of Acquiring Computer

unspecified; 1%

Other; 7%

Received a loan to purchase the computer; 3%

Received via a grant or

scholarship; 4%

Received Used from family

member or friend; 5%

Received New from family

member or friend 5%

Purchased with my own money;

28%

Received brand new from parents;

47%

Alleviating ConcernsAlleviating Concerns

HardwareHardware See graphsSee graphs

SoftwareSoftware MS Office Select for studentsMS Office Select for students VCLVCL Licensing for student owned computersLicensing for student owned computers

Support for studentsSupport for students Empower students – E115Empower students – E115 Vendor support – Warranty and Damage ProtectionVendor support – Warranty and Damage Protection ITECS Help DeskITECS Help Desk

High need studentsHigh need students

Plans for Fall 2006Plans for Fall 2006

Informational brochure mailed to incoming Informational brochure mailed to incoming studentsstudents The College of Engineering expects all The College of Engineering expects all

incoming freshmen to have a laptop.incoming freshmen to have a laptop. Students will “opt out” of laptop sections of Students will “opt out” of laptop sections of

E101 and E115E101 and E115

Future Teaching “Labs”Future Teaching “Labs”

How many fixed desktops?How many fixed desktops? Virtual Computing Lab (VCL)?Virtual Computing Lab (VCL)? Data and power wired to the seat?Data and power wired to the seat? When is wireless sufficient?When is wireless sufficient?

Assessment of Assessment of Laptop Program Laptop Program

Dianne RaubenheimerDianne Raubenheimer

Evaluation of Pilot ProgramEvaluation of Pilot Program The pilot laptop program was evaluated from 2001 – The pilot laptop program was evaluated from 2001 –

2005. 2005.

The evaluation focused on 7 program objectives, The evaluation focused on 7 program objectives, including (a) the impact of teaching with wireless including (a) the impact of teaching with wireless technology on technology on student performance, student performance, and (b) the impact and (b) the impact of teaching with wireless technology on of teaching with wireless technology on faculty faculty workload, pedagogy workload, pedagogy and and amount of material delivered.amount of material delivered.

The detailed report By Dr Joni Spurlin can be found at The detailed report By Dr Joni Spurlin can be found at … … http://www.eos.ncsu.edu/soc/assessment/http://www.eos.ncsu.edu/soc/assessment/

Selected ResultsSelected Results

Selected results in three categories will be Selected results in three categories will be presented:presented:

Impact on student learningImpact on student learning Student attitudesStudent attitudes Faculty perceptionsFaculty perceptions

Student LearningStudent Learning

Enhanced Problem SolvingEnhanced Problem Solving - GC120, CSC 116, - GC120, CSC 116, and MA141/241 used the laptop program to and MA141/241 used the laptop program to integrate lab and lecture sections of the course.integrate lab and lecture sections of the course.

Assessment results show that student had Assessment results show that student had

significant gainssignificant gains over non-laptop sections in over non-laptop sections in regard to:regard to:

the the visualization visualization of the course content, of the course content, several dimensions of several dimensions of problem solving,problem solving, graphics graphics and and computer-aided drawingcomputer-aided drawing, , programmingprogramming was improved in several sections. was improved in several sections.

Student AttitudesStudent Attitudes

85% felt laptops make 85% felt laptops make learning more enjoyablelearning more enjoyable

84% felt in-class use of instructional technology 84% felt in-class use of instructional technology stimulated learningstimulated learning

84% indicated the E115 experience 84% indicated the E115 experience increased comfortincreased comfort in in using their laptop using their laptop

99% 99% preferprefer working on their working on their own computerown computer instead of in a instead of in a computer lab computer lab

96% say laptop gave them 96% say laptop gave them freedomfreedom to work any place, to work any place, any time any time

Faculty AttitudesFaculty Attitudes

Over the four year period, Over the four year period, 57% said 57% said pace pace had had increased; 43% said increased; 43% said varietyvariety increased and 61% said increased and 61% said course course depthdepth increased.increased.

66% of the faculty agreed that students were 66% of the faculty agreed that students were more more involved in learninginvolved in learning in their laptop course in their laptop course

20 out of 32 (62%) faculty said 20 out of 32 (62%) faculty said preparation timepreparation time for the for the laptop section was increased because of modifications in laptop section was increased because of modifications in

pedagogy.pedagogy.

Laptop Program Laptop Program SupportSupport

Spring 2005 Spring 2005 Rebecca BrentRebecca Brent

Activities Spring 2005Activities Spring 2005

January: Individual interviews and consulting January: Individual interviews and consulting sessions with 8 faculty participants sessions with 8 faculty participants

January 31: Opening meetingJanuary 31: Opening meeting Participants shared plans for semesterParticipants shared plans for semester Distributed material on active learning and classroom Distributed material on active learning and classroom

management strategiesmanagement strategies

February-April: February-April: Consulting meetings with individual faculty Consulting meetings with individual faculty Classroom observations and feedbackClassroom observations and feedback

May 4: Final meetingMay 4: Final meeting Four faculty participants formally presented their Four faculty participants formally presented their

projectsprojects Jeff Joines presented material on Silicon ChalkJeff Joines presented material on Silicon Chalk

May 12: Workshop by Dr. David Clough, May 12: Workshop by Dr. David Clough, University of Colorado University of Colorado Integrating Spreadsheet Problem Solving into Integrating Spreadsheet Problem Solving into Teaching in Engineering and ScienceTeaching in Engineering and Science

Sample ProjectsSample Projects

Teaching Excel with Visual Basic stressing Teaching Excel with Visual Basic stressing problem-solving algorithmsproblem-solving algorithms

Developing software proficiency testDeveloping software proficiency test Developing spreadsheet simulation of Developing spreadsheet simulation of

wastewater treatment plant wastewater treatment plant Using short computer activities in nearly Using short computer activities in nearly

every class to reinforce lecture materialevery class to reinforce lecture material

Learning Benefits of Laptop Use

0%

10%

20%

30%

40%

50%

60%

SA A N D SD

N=220

Perc

enta

ge o

f Stu

dents

Enhanced learning

Enhanced computingskills

Affective Benefits of Laptop Use

0%

10%

20%

30%

40%

50%

60%

SA A N D SD

N=220

Perc

en

tage o

f S

tuden

ts

More enjoyableMore stimulating

Benefits Outweighed the Difficulties

0%10%20%30%40%50%60%70%80%90%

100%

1 2 3 4 5 6 7

Instructors

Perc

enta

ge o

f stu

dents

Activities Spring 2006Activities Spring 2006

Working with Working with Faculty member in CBE using laptops in a Faculty member in CBE using laptops in a

large class—pilot testing MatLab installation large class—pilot testing MatLab installation on student computerson student computers

Assessment of new course with emphasis on Assessment of new course with emphasis on Excel and VBAExcel and VBA

Revision of E115 for student-owned Revision of E115 for student-owned computers, more hands-on activities, and computers, more hands-on activities, and more effective TA preparationmore effective TA preparation

What We Are LearningWhat We Are Learning Effective use of laptops or classroom Effective use of laptops or classroom

computers takes time to learn computers takes time to learn Faculty need help with classroom Faculty need help with classroom

management strategies (particularly off-task management strategies (particularly off-task behavior)behavior)

Renewed enthusiasm for teachingRenewed enthusiasm for teaching Faculty support (from experienced peers, Faculty support (from experienced peers,

pedagogical consultants, graduate students) pedagogical consultants, graduate students) is vital for genuine course transformationis vital for genuine course transformation

To promote effective in-class To promote effective in-class computer use in the COE:computer use in the COE:

Provide Provide systemic supportsystemic support for forTeaching consultant, peer coaching, Teaching consultant, peer coaching, faculty interest groups & forums, student faculty interest groups & forums, student assistantsassistants

Offer Offer ongoing faculty developmentongoing faculty development for for pedagogical aspects of computer usepedagogical aspects of computer use

AssessAssess the impact of new pedagogies the impact of new pedagogies on student learningon student learning

Spin-offsSpin-offs

Faculty are Faculty are increasing their useincreasing their use of laptops of laptops in subsequent coursesin subsequent courses

RedesignRedesign of individual of individual courses and courses and sequencessequences of courses is beginning of courses is beginning

Faculty are Faculty are making presentationsmaking presentations to peers to peers and at conferences about their workand at conferences about their work

Impacting laptop use in Impacting laptop use in other collegesother colleges Cost-effectivenessCost-effectiveness of faculty development of faculty development

projectproject

Assessing Student Assessing Student Learning OutcomesLearning Outcomes

Dianne RaubenheimerDianne Raubenheimer

Assessing Student LearningAssessing Student Learning

From the initial assessment and faculty From the initial assessment and faculty development processes, we learned that development processes, we learned that assessing the impact of technology on student assessing the impact of technology on student learning learning needed to waitneeded to wait until faculty had further until faculty had further developed their courses and integrating the developed their courses and integrating the technology.technology.

First needed to assist faculty with First needed to assist faculty with HOWHOW to use to use technology and modify their pedagogy .technology and modify their pedagogy .

So, assessment of student learning was So, assessment of student learning was resumed Spring 2006. resumed Spring 2006.

Spring 2006: Assessing Student Spring 2006: Assessing Student LearningLearning

Developed Developed assessment plansassessment plans with faculty from the with faculty from the Spring 2005 laptop support program.Spring 2005 laptop support program.

Purpose Purpose is to identify and assess specific student is to identify and assess specific student learning outcomes taught with the use of laptops.learning outcomes taught with the use of laptops.

Four coursesFour courses being assessed being assessed CSC 116 (6 sections)CSC 116 (6 sections) CE 325CE 325 BAE 495BAE 495 CHE 205CHE 205

Mixed methodMixed method research designs being used. research designs being used. Results will be analyzed this summer. Results will be analyzed this summer.

Quo Vadis?Quo Vadis?

Dianne RaubenheimerDianne Raubenheimer

Returning to the 2003 GoalsReturning to the 2003 Goals

Encourage students to purchase laptops - Encourage students to purchase laptops - Satisfactory ProgressSatisfactory Progress

Develop infrastructure to support Develop infrastructure to support technology in classrooms - technology in classrooms - Satisfactory Satisfactory ProgressProgress

Provide faculty training in the use of Provide faculty training in the use of technology and laptops - technology and laptops - Some ProgressSome Progress

Each department to identify courses in Each department to identify courses in which to use laptops – which to use laptops – Little ProgressLittle Progress

The Questions to YouThe Questions to You How can How can facultyfaculty be motivated be motivated and systematically and systematically

supported supported in using laptops and other forms of technology in using laptops and other forms of technology in class?in class?

How can effective pedagogical approaches and student How can effective pedagogical approaches and student learning learning resultsresults be most effectively be most effectively disseminateddisseminated to other to other faculty?faculty?

How can How can developments at the departmental leveldevelopments at the departmental level be be initiated, supported and sustained?initiated, supported and sustained?

How can How can people and resources be mobilizedpeople and resources be mobilized to support to support these initiatives?these initiatives?

Are there Are there other new goalsother new goals needed for the program? needed for the program?

DiscussionDiscussion

Question 1Question 1 - How can faculty be motivated and - How can faculty be motivated and systematically supported in using laptops and other systematically supported in using laptops and other forms of technology in class?forms of technology in class?

DiscussionDiscussion

Question 2Question 2 - How can effective pedagogical approaches - How can effective pedagogical approaches and student learning results be most effectively and student learning results be most effectively disseminated to other faculty?disseminated to other faculty?

DiscussionDiscussion

Question 3Question 3 - How can developments at the departmental - How can developments at the departmental level be initiated, supported and sustained?level be initiated, supported and sustained?

DiscussionDiscussion

Question 4Question 4- How can people and resources be mobilized - How can people and resources be mobilized to support these initiatives?to support these initiatives?

DiscussionDiscussion

Question 5Question 5 - Are there other new goals needed for the - Are there other new goals needed for the program?program?