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How Vision, Collaboration, How Vision, Collaboration, and Assessment Lead to a and Assessment Lead to a
SuccessfulSuccessfulMobile Computing ProgramMobile Computing Program
Joni Spurlin, Kathy Mayberry, Charles Joni Spurlin, Kathy Mayberry, Charles Hunt & Dianne RaubenheimerHunt & Dianne Raubenheimer
UNC TLT Conference March 2006
Vision, Collaboration, Vision, Collaboration, AssessmentAssessment
The Beginning ….Vision, Leadership, The Beginning ….Vision, Leadership, CollaborationCollaboration
Assessment…shows success of the vision…Assessment…shows success of the vision…
Leads to current activities, collaborations…Leads to current activities, collaborations…
… … and to future visionand to future vision
Leadership and Vision: Leadership and Vision: The BeginningThe Beginning
Charles Hunt Charles Hunt
and Kathy Mayberryand Kathy Mayberry
UNC TLT Conference March 2006
Fall 2000Fall 2000
90 % incoming COE students bring computers90 % incoming COE students bring computers Students wanted mobilityStudents wanted mobility Task Force – all departments representedTask Force – all departments represented Chairman of Task Force – Faculty memberChairman of Task Force – Faculty member Must enhance student learning experienceMust enhance student learning experience Funding through Compact PlanFunding through Compact Plan Search for Coordinator – Kathy MayberrySearch for Coordinator – Kathy Mayberry
UNC TLT Conference March 2006
Computer Ownership Among Incoming FreshmenComputer Ownership Among Incoming FreshmenCollege of EngineeringCollege of Engineering
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
Perc
en
t
Percentage of students bringing computers
Percentage of students bringing laptops
UNC TLT Conference March 2006
First StepFirst Step
Help students gain access to campus computing Help students gain access to campus computing resources using their own computer.resources using their own computer.
E115 Course– E115 Course– Introduction to Computing Introduction to Computing EnvironmentsEnvironments; Empower students; Empower students Maintain their own computerMaintain their own computer Effective use of their own computer to Effective use of their own computer to
interface with campus computing interface with campus computing infrastructureinfrastructure
UNC TLT Conference March 2006
Wireless arrivesWireless arrives
802.11 a/b/g now makes mobile computing 802.11 a/b/g now makes mobile computing much more attractivemuch more attractive
More students bringing laptopsMore students bringing laptops Survey – Over 80% of the students felt that Survey – Over 80% of the students felt that
having a laptop having a laptop enhanced their learningenhanced their learning outside outside of classof class
UNC TLT Conference March 2006
Next Step – The ClassroomNext Step – The Classroom
Opportunities for Opportunities for active active learninglearning
Laptops allow students to Laptops allow students to bring the “bring the “lablab” to the ” to the “lecture”.“lecture”.
Classroom evolution Classroom evolution takes a whiletakes a while Projects with small Projects with small
numbers of facultynumbers of faculty Faculty sharing with Faculty sharing with
other facultyother faculty
UNC TLT Conference March 2006
Alleviating ConcernsAlleviating Concerns
1.1. HardwareHardware
2.2. SoftwareSoftware
3.3. Support for studentsSupport for students
4.4. Students with high level of financial needStudents with high level of financial need
UNC TLT Conference March 2006
Alleviating ConcernsAlleviating Concerns
11. . Hardware Hardware Do we need a computer requirement?Do we need a computer requirement?
UNC TLT Conference March 2006
Computer Ownership Among Incoming FreshmenComputer Ownership Among Incoming FreshmenCollege of EngineeringCollege of Engineering
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
Perc
en
t
Percentage of students bringing computers
Percentage of students bringing laptops
UNC TLT Conference March 2006
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
UNC TLT Conference March 2006
ExpectationExpectation
In the fall of 2006 the College of Engineering In the fall of 2006 the College of Engineering expects expects all incoming freshmen to bring a laptop all incoming freshmen to bring a laptop or tablet.or tablet. We are striving to provide an environment that We are striving to provide an environment that
is is supportive of student ownershipsupportive of student ownership.. Students who do not bring a laptop can “opt out” Students who do not bring a laptop can “opt out”
and will be scheduled for a lab section of the two and will be scheduled for a lab section of the two introductory engineering courses (E101, E115)introductory engineering courses (E101, E115)
UNC TLT Conference March 2006
Alleviating ConcernsAlleviating Concerns
22. . SoftwareSoftware Microsoft Office – Reduced price through Microsoft Office – Reduced price through
the Select program for students ($60)the Select program for students ($60) Negotiating with vendors for software for Negotiating with vendors for software for
studentsstudents Some software can be loaded on student Some software can be loaded on student
computer and monitored with a license computer and monitored with a license server (Matlab, Solidworks)server (Matlab, Solidworks)
VCL – Virtual Computing LabVCL – Virtual Computing Lab
UNC TLT Conference March 2006
Alleviating ConcernsAlleviating Concerns
3.3. Support Support Empower the student (E115)Empower the student (E115) Peer groups helping each otherPeer groups helping each other Vendor support (Identify vendors who have a Vendor support (Identify vendors who have a
strong track of building quality laptops and strong track of building quality laptops and providing excellent warranty support)providing excellent warranty support)Warranty Warranty Damage protectionDamage protection
Engineering help deskEngineering help desk
UNC TLT Conference March 2006
Alleviating ConcernsAlleviating Concerns
4. Students with high level of need4. Students with high level of need
Surveyed incoming students to determine Surveyed incoming students to determine which students are bringing a laptopwhich students are bringing a laptop
UNC TLT Conference March 2006
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%
UNC TLT Conference March 2006
Alleviating ConcernsAlleviating Concerns
4. Students with high level of financial need4. Students with high level of financial need
Providing laptops for a small number of high Providing laptops for a small number of high need studentsneed students
How Do We Know If the How Do We Know If the Program Is Successful?Program Is Successful?
Joni SpurlinJoni Spurlin
UNC TLT Conference March 2006
ObjectivesObjectives To evaluate the impact of teaching with wireless laptops in a To evaluate the impact of teaching with wireless laptops in a
collaborative setting on collaborative setting on student performancestudent performance, specifically related to , specifically related to problem solvingproblem solving..
To evaluate the impact of teaching with wireless laptops in a To evaluate the impact of teaching with wireless laptops in a collaborative setting on collaborative setting on faculty workload, pedagogy, and amount of faculty workload, pedagogy, and amount of material deliveredmaterial delivered..
To identify the To identify the technical challengestechnical challenges using wireless technology in using wireless technology in the classroom have for students, faculty, and technical staff.the classroom have for students, faculty, and technical staff.
To measure To measure satisfactionsatisfaction of students, faculty and technical staff with of students, faculty and technical staff with the use of this technology in academic settings.the use of this technology in academic settings.
UNC TLT Conference March 2006
Success Measured by….Success Measured by….
Influence on others Influence on others Collaboration with othersCollaboration with others Evaluation and Assessment efforts: 2001 – 2005. Evaluation and Assessment efforts: 2001 – 2005.
Did we meet our objectives? The evaluation focused on 7 Did we meet our objectives? The evaluation focused on 7 program objectives, including (a) the impact of teaching with program objectives, including (a) the impact of teaching with wireless technology on wireless technology on student performance, student performance, and (b) the and (b) the impact of teaching with wireless technology on impact 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 can be found at …The detailed report can be found at … http://www.eos.ncsu.edu/soc/assessment/http://www.eos.ncsu.edu/soc/assessment/
UNC TLT Conference March 2006
Influence on OthersInfluence on Othersand Collaboration with Othersand Collaboration with Others
Engineering SOC collaboration with faculty in English, Engineering SOC collaboration with faculty in English, Mathematics, Graphics, Computer ScienceMathematics, Graphics, Computer Science
English Department – integrating the lab into the lecture English Department – integrating the lab into the lecture by using their own labs and laptop cartsby using their own labs and laptop carts
Faculty used the laptop program to Faculty used the laptop program to incorporate the lab sectionincorporate the lab section of of the course into the the course into the lecture lecture portion. portion. Computer ScienceComputer Science MathematicsMathematics Chemical Engineering Chemical Engineering
Influence on space design – wireless capabilities and Influence on space design – wireless capabilities and new spacesnew spaces
UNC TLT Conference March 2006
Selected ResultsSelected Results
Selected results in four categories:Selected results in four categories:
Impact on student learningImpact on student learning Student attitudesStudent attitudes Faculty perceptionsFaculty perceptions InfrastructureInfrastructure
UNC TLT Conference March 2006
Assessment MethodsAssessment Methods
Direct Assessment:Direct Assessment: RubricsRubrics Tests Tests Student course workStudent course work
Indirect Assessment:Indirect Assessment: Faculty surveys three Faculty surveys three
times per semestertimes per semester Student surveys end of Student surveys end of
semestersemester
UNC TLT Conference March 2006
Student Learning: Student Learning: Enhanced Problem SolvingEnhanced Problem Solving
Assessment results show that student had Assessment results show that student had significant significant gainsgains over non-laptop sections in regard to: over non-laptop sections in 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.
Maple® Use in CalculusMaple® Use in CalculusMaple®, a modern engineering tool for visualizing concepts in calculus used to solve real world Maple®, a modern engineering tool for visualizing concepts in calculus used to solve real world problems. In laptop sections students "Let Maple® do the sketching". As a result, they have the problems. In laptop sections students "Let Maple® do the sketching". As a result, they have the advantage of seeing the surfaces immediately in front of them as the instructor discusses the advantage of seeing the surfaces immediately in front of them as the instructor discusses the process.process.
TEST QuestionsTEST Questions Regular Regular SectionSection
Laptop SectionLaptop Section
Two integrals - one used substitution and the Two integrals - one used substitution and the other used integration by parts.other used integration by parts.
85%85% 87%87%
Convergence of a seriesConvergence of a series 80%80% 76%76%
Students’ graphic understanding of the Students’ graphic understanding of the relationships among the integral, right sums and relationships among the integral, right sums and left sums for increasing functionsleft sums for increasing functions
79%79% 94%94%
Graph the region between two curves and find the Graph the region between two curves and find the area between them. Then revolve this region area between them. Then revolve this region about a line to produce a solid of revolution -find about a line to produce a solid of revolution -find the volume of this solid. the volume of this solid.
69%69% 79%79%
UNC TLT Conference March 2006
Student Attitudes:Student Attitudes:Increased Student EngagementIncreased Student Engagement
73% … laptops 73% … laptops improved communicationimproved communication with with classmates. classmates. 96% … laptop gave them 96% … laptop gave them freedomfreedom to work any to work any place, any time. place, any time. 87% … classes were 87% … classes were positively affectedpositively affected by by integrating laptops. integrating laptops. 84% … experience 84% … experience increased comfortincreased comfort in using their in using their laptops. laptops. 85% … laptops make 85% … laptops make learning more enjoyable.learning more enjoyable. 84% … in-class use of instructional technology 84% … in-class use of instructional technology stimulated learning.stimulated learning. 99% ….prefer to use99% ….prefer to use own computers own computers than lab than lab computerscomputers
Enhanced Learning: Students and Enhanced Learning: Students and Faculty AgreeFaculty Agree
Laptop Laptop Students: Students:
% “Agree”% “Agree”
Fall 2003Fall 2003
Laptop Laptop Students: Students:
% “Agree”% “Agree”
Fall 2004Fall 2004
Faculty: Faculty:
% “Agree”% “Agree”
Fall 2003Fall 2003
Faculty: Faculty:
% “Agree”% “Agree”
Fall 2004Fall 2004
Laptops in class enhance Laptops in class enhance learninglearning
77%77% 77%77% 77%77% 79%79%
Laptops are a distractionLaptops are a distraction 12%12% 19%19% 15%15% 21%21%
Laptops make learning Laptops make learning more enjoyablemore enjoyable
90%90% 86%86% 62%62% 79%79%
Use of instructional Use of instructional technology made learning technology made learning more stimulatingmore stimulating
84%84% 85%85% 69%69% 77%77%
Laptops improved Laptops improved communication with communication with instructorinstructor
61%61% 54%54% 23%23% 36%36%
UNC TLT Conference March 2006
Students’ Opinions About Maple®Students’ Opinions About Maple®
Regular SectionsRegular Sections ““Maple is a waste of my time.”Maple is a waste of my time.”
““Made the material more Made the material more confusing.”confusing.”
““It is horrible way to submit It is horrible way to submit homework.”homework.”
““It hurt my learning.” It hurt my learning.”
““I hate Maple! ItI hate Maple! It is quite positively is quite positively the absolute worst program on the absolute worst program on campus.”campus.”
Laptop SectionsLaptop Sections ““At first, maple was aggravating. But At first, maple was aggravating. But
after I learned how to use it, it helped after I learned how to use it, it helped my comprehension of the material.”my comprehension of the material.”
““I really enjoyed having MAPLE on I really enjoyed having MAPLE on my computer. It made the class my computer. It made the class much easier not to have to head off much easier not to have to head off to separate labs.”to separate labs.”
““It allowed us to work with more It allowed us to work with more complex problems and find solutions complex problems and find solutions faster.” faster.”
““Maple is a pain to do, but I like the Maple is a pain to do, but I like the program.”program.”
UNC TLT Conference March 2006
Faculty Attitudes:Faculty Attitudes:Increased Course Pace & VarietyIncreased Course Pace & Variety
0%
10%
20%
30%
40%
50%
60%
70%
80%
Fall 2003Spr 2004Fall 2004
UNC TLT Conference March 2006
Infrastructure:Infrastructure:Decreased Technical ChallengesDecreased Technical Challenges
Faculty Faculty At the beginning of the semester, 60% spent time on technical At the beginning of the semester, 60% spent time on technical
issues. issues. At the end of the semester, At the end of the semester,
29% did not change plans due to technical difficulties29% did not change plans due to technical difficulties 32% changed plans once a month 32% changed plans once a month 26% changed plans more than once a month 26% changed plans more than once a month 72% said technical issues were solved in a timely manner72% said technical issues were solved in a timely manner
Empowered StudentsEmpowered Students to solve own problemsto solve own problems Developed E115 Course: students installed software and learned Developed E115 Course: students installed software and learned
about technical issues.about technical issues. The number of logged help calls for the laptop program decreased The number of logged help calls for the laptop program decreased
by more than half after developed this course.by more than half after developed this course.
UNC TLT Conference March 2006
Decreased Technical ChallengesDecreased Technical Challenges
Laptop CartLaptop Cart Problem: Battery Life Dictated Scheduling Use Problem: Battery Life Dictated Scheduling Use Electricity: With 30 laptops/cart, used 30 ampsElectricity: With 30 laptops/cart, used 30 amps
Needed dedicated circuit just for cartNeeded dedicated circuit just for cart Carts were interim solution until students bring ownCarts were interim solution until students bring ownWireless ConnectivityWireless Connectivity ComTech ComTech added newer, faster standards:added newer, faster standards:
Increased network speed, increased number that Increased network speed, increased number that could be connected via wireless in a given area could be connected via wireless in a given area
Resulted in fewer problems due to better login Resulted in fewer problems due to better login management, an increase in the number of management, an increase in the number of access points, and a diversified mix of wireless access points, and a diversified mix of wireless standards.standards.
Current Activities and Current Activities and Future Directions? Future Directions?
Dianne Raubenheimer and Kathy Dianne Raubenheimer and Kathy MayberryMayberry
UNC TLT Conference March 2006
Current Support ActivitiesCurrent Support Activities
Faculty Support ProgramFaculty Support Program Consultant – Rebecca Brent – working with faculty in Consultant – Rebecca Brent – working with faculty in
spring 2005 and 2006.spring 2005 and 2006. Involves Involves
individual interviews and consulting sessions,individual interviews and consulting sessions, open meetings to share plans and discussions/ open meetings to share plans and discussions/
materials on active learning and classroom materials on active learning and classroom management strategies, management strategies,
follow up consultation meetings, classroom follow up consultation meetings, classroom observations and feedback, observations and feedback,
formal presentation of projects at a final meeting and formal presentation of projects at a final meeting and faculty forums,faculty forums,
other professional development opportunitiesother professional development opportunities
UNC TLT Conference March 2006
Sample ProjectsSample Projects Teaching Teaching Excel with Visual BasicExcel with Visual Basic stressing problem- stressing problem-
solving algorithmssolving algorithms Incorporating Incorporating appropriate softwareappropriate software into the classroom into the classroom
activities and dactivities and developing software proficiency testeveloping software proficiency test Developing Developing spreadsheet simulationspreadsheet simulation of wastewater of wastewater
treatment plant treatment plant Using Using short computer activitiesshort computer activities in nearly every class in nearly every class
to reinforce lecture materialto reinforce lecture material Curriculum revisionCurriculum revision of E 115 of E 115 Including Including teamwork and cooperative learningteamwork and cooperative learning using using
laptops, as part of their pedagogylaptops, as part of their pedagogy
UNC TLT Conference March 2006
What We Are LearningWhat We Are Learning Effective use of laptops or classroom computers Effective use of laptops or classroom computers
takes time to learntakes time to learn Ongoing faculty supportOngoing faculty support is vital for genuine course is vital for genuine course
transformation (e.g. from experienced peers, transformation (e.g. from experienced peers, pedagogical consultants, graduate students)pedagogical consultants, graduate students)
There is There is renewed enthusiasmrenewed enthusiasm for teaching amongst for teaching amongst most faculty, but even with support some faculty are most faculty, but even with support some faculty are not going to changenot going to change
Preparation timePreparation time for the laptop section was increased for the laptop section was increased because of modifications (stated by 62% of faculty because of modifications (stated by 62% of faculty involved)involved)
UNC TLT Conference March 2006
What We Are LearningWhat We Are Learning
Faculty need help with Faculty need help with classroom management classroom management strategiesstrategies (particularly off- (particularly off-task behavior) task behavior)
In classes that are well In classes that are well managed, students rate managed, students rate their their benefits at a higher benefits at a higher levellevel than in less well than in less well managed classesmanaged classes
Benefits Outweighed the Difficulties
0%10%20%30%40%50%60%70%80%90%100%
1 2 3 4 5 6 7
InstructorsP
erc
enta
ge o
f stu
dents
UNC TLT Conference March 2006
Spin-offsSpin-offs
Faculty are Faculty are increasing their useincreasing their use of laptops in of laptops in subsequent coursessubsequent courses
Redesign Redesign of individual courses and of individual courses and sequences of courses is beginningsequences of courses is beginning
Faculty are making Faculty are making presentationspresentations to peers to peers and at conferences about their workand at conferences about their work
Impacting laptop Impacting laptop use in other collegesuse in other colleges Cost-effectivenessCost-effectiveness of faculty development of faculty development
projectproject
UNC TLT Conference March 2006
Assessing Student LearningAssessing Student Learning
Assessing the impact of technology on student Assessing the impact of technology on student learning learning needed to waitneeded to wait until faculty had developed until faculty had developed courses and integrated technologycourses and integrated technology
First needed to assist faculty with First needed to assist faculty with HOWHOW to modify their to modify their pedagogy and use technologypedagogy and use technology
Assessment of student learning was Assessment of student learning was resumedresumed Spring Spring 2006 2006
Assessment data is vitalAssessment data is vital to provide evidence of how to provide evidence of how the use of technology can enhance student learningthe use of technology can enhance student learning
This should include gathering This should include gathering direct evidencedirect evidence of of student learning outcomesstudent learning outcomes
UNC TLT Conference March 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 programSpring 2005 laptop support program
Purpose Purpose is to identify and assess specific student is to identify and assess specific student learning outcomes (SLOs) taught with the use of laptopslearning outcomes (SLOs) taught with the use of laptops
Four courses being assessedFour courses being assessed CSC 116 (6 sections) – assessing SLOs and attitudes in large CSC 116 (6 sections) – assessing SLOs and attitudes in large
sections with separate lab VS small sections with integrated labssections with separate lab VS small sections with integrated labs CE 325 – assessing student abilities to use SAP when students CE 325 – assessing student abilities to use SAP when students
use laptops in class, versus when shown by the instructor use laptops in class, versus when shown by the instructor BAE 495 – assessing student learning outcomes using specific BAE 495 – assessing student learning outcomes using specific
simulation activitiessimulation activities CHE 205 – assessing problem solving with and without excelCHE 205 – assessing problem solving with and without excel
Mixed method research designsMixed method research designs being used being used
UNC TLT Conference March 2006
Where are we now?Where are we now?
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 technology in Develop infrastructure to support technology in
classrooms - classrooms - Satisfactory ProgressSatisfactory Progress Provide faculty training in the use of technology and Provide faculty training in the use of technology and
laptops - laptops - Some Small Progress Some Small Progress Each department to identify courses in which to use Each department to identify courses in which to use
laptops – laptops – Little ProgressLittle Progress
UNC TLT Conference March 2006
Our Vision for the FutureOur Vision for the Future
StudentsStudents coming into engineering will coming into engineering will bring laptopsbring laptops.. Those who do not will Those who do not will ‘opt out’‘opt out’ of E101 and E115. It will of E101 and E115. It will
not be compulsorynot be compulsory Power and wired Power and wired access at each seataccess at each seat Virtual Computing Lab (Virtual Computing Lab (VCLVCL)?)? Faculty using laptopsFaculty using laptops in class for active learning. in class for active learning. Faculty sharingFaculty sharing approaches, successes and failures approaches, successes and failures Assessment data usedAssessment data used forfor ongoing course improvement ongoing course improvement
focusing on enhancing student learning outcomesfocusing on enhancing student learning outcomes Assessment results usedAssessment results used to advocate to advocate use of use of
laptops/technology in classlaptops/technology in class ResourcesResources committed to support these activities committed to support these activities
UNC TLT Conference March 2006
Future DirectionsFuture Directions Continue working with faculty to provide Continue working with faculty to provide faculty faculty
development and supportdevelopment and support through through consultantsconsultants faculty forums faculty forums departmental presentationsdepartmental presentations faculty development activitiesfaculty development activities
Continue working with individual faculty in Continue working with individual faculty in developing and developing and implementing assessment plansimplementing assessment plans that focus on SLOs that focus on SLOs
Use assessment dataUse assessment data, esp. of faculty development and , esp. of faculty development and assessment of SLOs, to gain college wide support for the assessment of SLOs, to gain college wide support for the use of laptops, e.g. through CECuse of laptops, e.g. through CEC
Work with departmentsWork with departments within the college to identify within the college to identify particular courses in which to implement active learning particular courses in which to implement active learning with laptopswith laptops
UNC TLT Conference March 2006
Some Questions for Some Questions for You to Consider You to Consider
How can faculty be motivated and systematically How can faculty be motivated and systematically supported in using laptops and other forms of technology supported 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 results be most effectively disseminated to other learning results be most effectively disseminated to other faculty?faculty?
How can assessment data be systematically gathered How can assessment data be systematically gathered and used to support the vision?and used to support the vision?
How can developments at the departmental level be How can developments at the departmental level be initiated, supported and sustained?initiated, supported and sustained?
How can people and resources be mobilized to support How can people and resources be mobilized to support these initiatives?these initiatives?
UNC TLT Conference March 2006
DiscussionDiscussion
UNC TLT Conference March 2006
ResourcesResources
Student Owned Computing (SOC): Student Owned Computing (SOC): http://www.http://www.eoseos..ncsuncsu..eduedu/soc//soc/
Assessment of Mobile Computing/SOC: Assessment of Mobile Computing/SOC: http://www.eos.ncsu.edu/soc/assessment/http://www.eos.ncsu.edu/soc/assessment/
Resources on assessment of technology related to student Resources on assessment of technology related to student learning: learning: http://www2.acs.ncsu.edu/UPA/assmt/litre/http://www2.acs.ncsu.edu/UPA/assmt/litre/
Quality Enhancement Plan for Learning in a Technology-Rich Quality Enhancement Plan for Learning in a Technology-Rich Environment at NC State:Environment at NC State:http://http://litrelitre..ncsuncsu..eduedu//pdfpdf//litrelitre__qepqep..pdfpdf
LITRE Goals and Assessment Plan: LITRE Goals and Assessment Plan: http://litre.ncsu.edu/dfiles/goals_short.htmlhttp://litre.ncsu.edu/dfiles/goals_short.html
UNC TLT Conference March 2006
Contact InformationContact Information
Joni E. Spurlin, Ph.D.Joni E. Spurlin, Ph.D.University Director of AssessmentUniversity Director of AssessmentUniversity Planning and AnalysisUniversity Planning and AnalysisJoni_Spurlin@[email protected]://www2.acs.ncsu.edu/UPA/assmt/http://www2.acs.ncsu.edu/UPA/assmt/
C. Dianne Raubenheimer, Ph.D.C. Dianne Raubenheimer, Ph.D.Director of AssessmentDirector of AssessmentCollege of EngineeringCollege of [email protected]@ncsu.eduhttp://www.engr.ncsu.edu/http://www.engr.ncsu.edu/
Kathy MayberryKathy MayberryCoordinator of Student-Owned ComputingCoordinator of Student-Owned ComputingITECSITECSCollege of EngineeringCollege of EngineeringKathy_Kathy_mayberrymayberry@@ncsuncsu..edueduhttp://www.http://www.engrengr..ncsuncsu..eduedu/soc//soc/
Charles HuntCharles HuntAssistant DirectorAssistant Director
Info Tech & Engr Computer SvstemsInfo Tech & Engr Computer Svstems
[email protected]@eos.ncsu.edu