How Vision, Collaboration, and Assessment Lead to a Successful Mobile Computing Program Joni...

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


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


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


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


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


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


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



11. . Hardware Hardware Do we need a computer requirement?Do we need a computer requirement?


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


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


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)



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



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



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


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%



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


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.


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/


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


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


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


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%


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:


Fall 2004Fall 2004

Faculty: Faculty:


Fall 2003Fall 2003

Faculty: Faculty:


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%


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.”


Faculty Attitudes:Faculty Attitudes:Increased Course Pace & VarietyIncreased Course Pace & Variety

0%

10%

20%

30%

40%

50%

60%

70%

80%

Fall 2003Spr 2004Fall 2004


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.


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


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


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


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)


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


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


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


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


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


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


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


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?


DiscussionDiscussion


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


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

How Vision, Collaboration, and Assessment Lead to a Successful Mobile Computing Program Joni...

Documents

Transcript of How Vision, Collaboration, and Assessment Lead to a Successful Mobile Computing Program Joni...