New Opportunities When Computers are Ubiquitous: Lessons from the Wake Forest Experience A Presentation at a Special Faculty Seminar at Rensselaer, Troy, NY By David G. Brown Vice President and Dean Wake Forest University May 10, 1999

Why are you here? [To get a new computer; impress new Prexy?] The Market! Professional Respectability Conscience! Curiosity! Results! (more fun, more learning) All of the Above

Outline of My Remarks A Proven Strategy for Redesigning Courses and Campuses –What’s important to YOU (write it down)? –The “cookbook” steps Using the Wake Forest Experience to Catalyze Your Own Thinking –The Wake Forest Laptop Plan –The Economics Class I Teach as Example –Lessons Learned for RPI and others

I think we’re here because... Our profession has new gardening tools. We want to learn which ones will be useful in stimulating growth in our own gardens.

What Works for You? [7 Ways to “tease out” your answer] Types of assignments and/or lectures that seem to be most effective? Want to give your student more of what? Your philosophy of teaching? Idea behind your course? Diagram? Metaphors for your role? 3 Most Important Principles of Good Teaching?

P Time Student Knowledge S A S P A S P A

Test Diagrams of a Course

Metaphors for Professors’ Role Coach and team Master and apprentices Sage on the Stage Guide by the Side Fountain of Information Salesman ___________________

Principles of Good Teaching plus an 8th Encourage contact between students and faculty Develop cooperation among students Encourage active learning Give prompt feedback Emphasize time on task Communicate high expectations Respect diverse talents and ways of thinking Utilize a full range of learning materials

Beliefs of 91/93 Vignette Authors Pedagogy and Philosophy Interactive Learning Learn by Doing Collaborative Learning Integration of Theory and Practice Communication Visualization Different Strokes for Different Folks From Interactive Learning Forthcoming June, 1999 From Anker Publishing David G. Brown, Editor

Steps Recognize that you are redesigning a course, not learning technology for its own sake. Identify the teaching ideas behind your course & decide which ideas you wish to develop & intensify. Identify what ideas are best pursued in which setting Focus on those activities and ideas that are best pursued in virtual & mixed settings Learn about the tools and techniques available. Implement!

3700 undergrads 92% residential 500 each: Med, Law, MBA, PhD $800M endowment Winston-Salem NC Tim Duncan (ACC) 1300 avg SAT 28th USNWR Top 35 Privates in Barron’s Guide Rhodes Scholars 1997 National Debate Champions

THE WAKE FOREST PLAN F96: IBM 365XD, 16RAM, 100Mhz, 810MB, CD-ROM, 14.4 modem F97: IBM 380D, 32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modem F98: IBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modem F99: IBM 390, 128RAM, 333 Mhz, 6 GB, CD-ROM, 56 modem Thinkpads for all New Every 2 Years Graduation Standard Template IGN for Faculty Keep Old Computers 75% CEI Users +15% Tuition 4 Year Phase In 1999 Software Load Netscape 4.5, Dreamweaver 2, SPSS 9, Maple V 5.1 Windows 98, MS Office Prof 97

Outcomes More Freshman Applications Higher SAT scores Greater Yield (Offers/Enrolled) Higher Retention (92% to 94%) Stronger Faculty Recruitment More National Firms Recruiting Here Rapid Faculty Consensus Enthusiastic Alumni

Computers Enhance My Teaching and/or Learning Via-- Presentations Better--20% More Opportunities to Practice & Analyze--35% More Access to Source Materials via Internet--43% More Communication with Faculty Colleagues, Classmates, and Between Faculty and Students--87%

The Big Three Course Web Page Internet URLs

Computers allow people---- to belong to more communities to be more actively engaged in each community with more people over more miles for more months and years TO BE MORE COLLABORATIVE

FIRST YEAR SEMINAR The Economists’ Way of Thinking A Course Required of All Freshmen Wake Forest University

COURSE OBJECTIVES To understand a liberal arts education as an opportunity to study with professors who think by their own set of concepts To learn how to apply economic concepts To learn how to work collaboratively To learn computer skills To improve writing and speaking skills

Learning is enhanced by-- Collaboration among Learners Frequent student/faculty dialogue Prompt Feedback Application of Theory Student Self Initiatives Trustful relations Personal & Individual Teaching

Brown’s First Year Seminar Before Class –Students Find URLs & Identify Criteria –Interactive exercises –Lecture Notes – dialogue –Cybershows During Class –One Minute Quiz –Computer Tip Talk –Class Polls –Team Projects After Class –Edit Drafts by Team –Guest Editors –Hyperlinks & Pictures –Access Previous Papers Other –Daily Announcements –Team Web Page –Personal Web Pages –Exams include Computer –Materials Forever

Results: Compared to Other First Year Courses MoreSame Less How much did you learn?2/3 1/3 -- How much time did you spend?-- 2/3 1/3 How much did you enjoy the course?3/

Lessons Learned from The Laptop Initiative

The Culture Changes Mentality shifts-- like from public phone to personal phone. Teaching Assumptions shift-- like from readings are on reserve to everyone owns a copy of his/her own. Timelines shift-- like from “our class meets MWF” to “we see each other all the time and MWF we meet together ” Students’ sense of access shifts-- like from “I can get that book in the library” to “I have that book in my library.” Relationships shift-- like from a family living in many different states to all family members living in the same town

Distinctive Opportunities Available Only in Laptop Settings Faculty are always available Students expect messages between classes Student PowerPoint talks are common Team assignments increase On site data collection & essay writing Papers often include visuals, even motion Study at best location, not limited to dorm Continuous contact

Distinctive Opportunities Available Only in Laptop Settings Quick exchange when machine is broken Fewer computer labs are needed Departmental clubs thrive Student Portfolios Emerge Students teach faculty Access to college continues after graduation

Lessons Learned Universal laptops are a boon to student recruitment and retention. Computer knowledge is highly valued by students & prospective employers Computer availability throughout the student body attracts new faculty Computer challenged students learn basic skills quickly, without special classes

Lessons Learned Greatest benefits are what happens between classes, not during classes. Greatest gains from computing come from universal usage and “the big three.” Standardization speeds faculty adoption and eases the pressure upon support staff. Standardization saves class time. Student groups are larger and more active.

Lessons Learned Reliability is critical, especially the Help Desk Wireless systems aren’t yet effective Disciplines use computers differently Students/Faculty want specific computer training that is centered around a task-at- hand; general classes don’t work well Faculty migrate to the student standard very quickly

Lessons Learned The cheapest and easiest way to provide printing is to give an injet printer to all. Rewiring to every seat is not cost effective. Students “in front of” the first class receiving laptops leave angry. Boundaries re the size of student mailboxes and web pages need to be established. Academic units need staff of their own.

Lessons Learned PC’s are only 10% of the challenge (support/networks/policies/train/expose) Expectations require management. Selling used computers in large lots reduces headaches. A two-year cycle is just about right. Secretaries need laptops too.

Perceptions By Students via Formal Evaluations Feedback and Hearsay By Faculty via Formal Evaluations Observed Behavior/Performance Behaviors Metadata re Computer Use Adoption By Others Other Behaviors Outcomes & Student Performance Matched Pairs Over Time Matched Pairs Simultaneous External “Tests” MEASURES OF IMPACT

Congratulations and Good Luck!

David G. Brown Wake Forest University Winston-Salem, N.C http//: fax: