Post on 23-Dec-2015
Information Literacy is Important, But Can I Get College Credit for It?
Computer Science 100: Introduction to Internet Research
and Resources
October 29, 2001Copyright Pattie Orr and Joan Campbell, 2001. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright
statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
Joan CampbellResearch and Instructional
Services Librarianjcampbell@wellesley.edu
Pattie OrrDirector of
User Servicesporr@wellesley.edu
Department of Information ServicesA Merged Library/IT Organization
Who is Wellesley?
Student body: 2300 very bright students 45% ethnically diverse 7% international 4% nontraditional
A four-year, undergraduate, liberal arts women’s college.
The Need for CS100
IS staff’s increased recognition (seconded by WC faculty reports) that students did not have technical or critical skills to cope with information explosion
IS workshops/library one-shot sessions insufficient for depth; poorly attended
Students will commit only if for credit
Purpose of CS100
Address the needs of students whose weak backgrounds in technical and critical skills would hamper their use of the wide range of electronic resources that have increasingly become integral parts of teaching, learning and communicating at Wellesley College.
Target Audience
First year studentsTransfer studentsNon-traditional aged studentsInternational studentsAt risk or under-served studentsFirst generation college students
Doing Our Homework: Collecting the Data
Data from the following surveys:
Annual CIRP Survey for entering students (Fall 1996)
Andrews/Kipperman Student Technology Survey (Fall 1996)
Enrolled Student Survey (1997)
Students Have Varying Degrees of Computer/Information Literacy
Some have used computers and the Internet a great deal in high school; others report little familiarity beyond word processing.
67% of entering students surveyed in Fall 1996 described skills as adequate or better
33% described skills as very limited Librarians’ experience & student self-reports show
students both lack & overrate info lit skills
Computer Ownership Varies by Ethnicity & Financial Aid Status
In 1997, 81% owned a computer, but only 1/2 of black and 2/3 of Latina students who responded owned a computer
91% of students who received no financial aid owned a computer but only 46% of those on full financial aid owned a computer
Student Ownership is Increasing
Fall 1997 81% ownership overall for students Fall 2001 First Year Students: 90% ownership *
70% brought laptops Of the 57 who did not bring a computer, 34 planned
to acquire one in the fall Of the 23 remaining students, only 8 are considered
to have deep financial need and the college is working toward a grant program to address the need
*Data Gathered from 2001 Fall DormNet Survey for First Years
But Computer Ownership Does Not Guarantee Computer or Information Literacy...
“I had a fair amount of computer experience (I bought my first computer seven years ago) but could do very little with it.” ~Spring 2001
“Stop fearing/hating computers.” ~Fall 2001
“I want to learn to do research on the Internet and to find good sources not garbage.” ~Summer 2001
We asked students, what are you hoping to learn by taking CS100?
Creating the Course
Evolved from an existing team-teaching model between Computer Science and Information Services
Needed an intro course that starts really at the beginning, but would not equal a full-credit class
College opened the door for CS100 by approving and welcoming creation of new .5 credit courses (equal to 2 hours of credit at most colleges)
Modeled after CS1 at Stanford University (based on the work of Eric Roberts)
Structure of the Course
One 90-minute evening meeting per week60 student maximumTheater seatingNot hands on Mandatory pass/failWeekly homework assignmentsFinal project is a published Web portfolio
Who Teaches CS100?
1 Coordinating Faculty/IS Instructor
5 Information Services Staff Various Industry Speakers
“Pattie is very excited about what she teaches and her enthusiasm rubs off on other people - she also brought in some really great speakers who spoke on pertinent topics and I learned a lot from them as well.” ~Fall 2000
CS Introductory Curriculum
(Not Required for CS110)
CS100Introduction to Internet Research and Resources
.5 Unit of CreditM andatory Credit/Non (Pass-Fail)
CS110Com puter Science and the Internet
1.0 Credit
Courses for Non M ajors
CS111Com puter Program m ing and Problem Solving
1.0 Credit
Courses for M ajors/M inors
CS100 Course Topics Evolution of Computer Science and the Internet Networked Communication with Computers Effect of the Internet on Society Web Content and Culture and Publishing
Research on the Internet and using Databases,Evaluating Sources and Citation, Ethics and Copyright
Basics of Web and Hypertext markup Language Computers as Tools
Art and Graphics, Word Processing, Simple Database, E-mail,Electronic Conferencing, and Chats
It Takes a Village... Partnerships:
CS Faculty Class Deans IS Advisory Committee Information Services Staff (6) Student Tutors
10 hrs a week per 20 students
Support: Tutors/Online Help
“The tutors were indispensable. They were by far the most valuable asset to this course.” ~Fall 1998 “The fact that everything was online or virtual for this class helped a lot because it forced students to use the
Internet. The instructions were clear and concise and there was plenty of virtual and physical help if they were the least bit confusing.” ~Spring 2001
Support: Tutors/Online Help 10 hours of tutoring per week for each 20 students enrolled Drop-in tutoring Virtual Tutoring Computing First Aid One-on-one in dorms/labs Review Sessions/Study Breaks “Ask Me” online help from lecturers
Funding Funded for fall 98 as a for-credit (.5), experimental
course by Wellesley ER&D Information Services provided budget for Spring 99 Dean of the College funded the following semesters Teaching staff do not receive stipends; it is part of
their assigned duties. Comp time or flex time provided for hours worked outside of normal work day
CS100 Class Web Site
FirstClass Conferences
FirstClass Threaded Discussion
Online Software Training
Curriculum/Portfolio
“I really enjoyed this course because I learned how to search, access, and critically evaluate information available on the Internet. I also really liked the topics on copyright, privacy, and security issues of electronic communications. The best part of the class was learning about basic computer science and creating a Web- published portfolio.” ~Fall 2000
CS100 Portfolio
If You Build It… WILL They Come?
Pilot Taken as a 5th course until fall 2001/Add-Drop Marketing Mailings to all first years in the summer Academic Fair / Deans Advise Flyer in DormNet Folder Posters
Enrollment (Cumulative)
CS100 by Class Year
50.00%
9.38%6.64%
15.63%
14.84% 3.52% FirstYear
Soph
Jr
Sr
Davis
Other
Who Took CS100?
First Year Students 2300 potential
students over 4 years 128 First Years took
CS100 (5.6%) 24 Soph (1%) 17 Jr (< 1%) 40 Sr (1.7%)
Davis Scholars 120 potential new students over 4
years 38 Davis Scholars took CS100
(33%)
OtherExch, PB, Foreign, Tranfer
240 potential new students over 4 years
9 took CS100 (3.8%)
Who Liked CS100?Student Evaluation Questionnaires
(3 year averages)
87% of students either Strongly Recommended or Recommended CS100
Strongly Recommend 44% Recommend 43% Neither Recommend or Discourage 9% Not Recommend 3% No Answer 1%
Measuring Success…What did the students say?
“ This course was, without a doubt, the most practical course I've taken here. I actually use what I learned almost every day…It is the one class that I have taken where the information that I learned will carry over to any/all of my classes.” ~Spring 2001
“I loved this course so much. I learned how to use my computer!! I learned how to research on the Web. I learned how to use many of the once unknown programs such as Claris and Fireworks... I also gained a curiosity for the Internet and other aspects of the computer.”
~Fall 1998
Measuring Success…What did the CS Visiting Committee Say?
“The new course CS100 is quite unusual and intriguing, providing a good introduction to computing technology while helping students to improve their research, writing, and presentation skills.” ~Spring 99
Lessons Learned…By Us!
Be realistic about the amount of information which can be covered in a 1/2 unit course
Need for the course has remained constant Virtual Tutoring/Support Works! CS100 has been a stepping stone for
students to other Computer Science Courses, jobs in Information Services, and even a few have chosen CS Majors or Minors
Future Directions
Teach only fall and summer Summer Enrichment Program component
may be added Institutional research to make sure we are
reaching our targeted students Gain permanent funding
Credits
Quotes taken from Wellesley College Student Evaluation Questionnaires for CS100 Fall 1998 - Spring 2001
Our thanks to Eric Roberts, Stanford University, for his pioneering work in the area of introductory computer science education
For More Information Contact
Pattie Orrporr@wellesley.edu
Joan Campbelljcampbell@wellesley.edu