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Key
Teaching and Learning Issues
Introduction
to Computer Science: A primary objective of
this course redesign centered around integrating group problem solving
activities into introductory computer science courses. This is important
for two reasons. First, many educators believe student understanding can
be improved through group work, especially in disciplines where multiple
answers to the same problem are possible. Second, many students
incorrectly perceive computer science as a discipline devoid of human
interaction. Group problem solving helps students learn that a computer
science career provides considerable opportunities for team work and
collaboration.
Cognitive
Psychology: A primary objective of this course redesign involves
providing Cognitive Psychology students with active learning experiences
during class. For example, students in the redesigned course analyze
data, generate hypotheses, and draw graphs that would be expected if
their hypotheses were supported or refuted. The graphs are shared and
discussed, making the class experience more student-driven.
Foundations
of Education: This course redesign involves using
Tablet PCs to provide students in a writing intensive Foundations of
Education course with rich, timely, feedback on writing assignments. This
feedback includes a mixture of ink annotations and audio commentary and
helps students learn to argue more cogently. Tablet PCs are also used
during teacher-student conferences as student writing is constructively
critiqued.
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Pedagogy
Implementation
In-class
team-based problem solving activities have been incorporated into the
introductory computer science course sequence. Each activity requires
students to work in groups of two to three students to solve a problem
mediated by the Tablet PCs and DyKnow software. At the end of each
problem solving session all answers are collected electronically for
later evaluation. In addition, selected answers are shared with the class
to promote discussion.
In
addition to supporting group problem solving, the Tablet PCs and DyKnow
software are being used to support collaborative note-taking, in class
software development exercises, and note review and replay in Computer
Science classes. Similar a pedagogies are being used in the Cognitive
Psychology course where the content focuses more on helping the students
improve their abilities to draw and interpret graphs.
Our
project also includes the redesign of a writing intensive course in
Education Studies. Students in this course are receiving rich ink-based
feedback on their writing and portfolios are being used to watch how
student writing develops over time. Using Tablet PCs to improve feedback
on student writing has also been part of the Psychology course redesign
that is described above.
In
addition to Computer Science, Education Studies, and Psychology, faculty
members have also used the granted HP Tablet PCs to teach additional
courses in Arabic, Biology, Chemistry, Economics, Geosciences,
Kinesiology, Japanese Language, and Physics.
This
project is supported by DePauw's Faculty Instructional Technology Support
(FITS) department. FITS members have assisted with the course redesigns
as well as with the evaluation process.
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Quick
Facts
Departments:
Computer Science, Psychology, and Education Studies with additional uses in
Modern Languages (Arabic and Japanese), Biology, Chemistry, Economics,
Geosciences, Kinesiology and Physics.
Students
Enrollments in Impacted Courses During 2006-2007, 2007-2008, and
2008-2009: 1099
Number
of Faculty Involved: 19
Number
of courses Impacted: 70
Courses
Impacted: Biology
· Organismal Biology (Fall 2007)
· Human Anatomy (Spring 2008)
· Animal Physiology (Spring 2008, Spring 2009)
· Senior Seminar (Spring 2008)
· Cells and Genes (Fall 2008)
· Molecular Neuro Biology (Fall 2008, Spring 2009)
· Biology Topics (Spring 2009)
Courses
Impacted: Computer Science
· Computer Science One (Fall 2006, Fall 2007)
· Compilers (Fall 2006, Fall 2008, Fall 2009)
· Computer Science Two (Spring 2007)
· Human Computer Interaction (Spring 2008, Spring 2009)
· Can Computers Think? (Spring 2009)
·
Science
of Design (Fall 2009)
Courses Impacted: Chemistry and
Biochemistry
· Chemical Kinetics (Fall 2006, Spring 2008)
· Chemical Thermodynamics (Spring 2007, Fall 2007, Spring
2008, Fall 2008, Spring 2009)
· Structure and Properties of Inorganic Compounds (Spring
2007, Fall 2008)
· Quantum Mechanics (Fall 2007, Spring 2009)
· Theory and Experiment (Spring 2008, Spring 2009)
Courses
Impacted: Economics and Management
· International Economics (Fall 2007, Fall 2008)
· Urban Economics (Spring 2008)
· Comparative Economic Systems (Spring 2009)
· Senior Seminar (Spring 2008)
Courses
Impacted: Education Studies
· Foundations of Education Section A (Fall 2007)
· Foundations of Education Section B (Fall 2007)
Courses
Impacted: Geosciences
· Geosciences First Year Seminar (Fall 2006)
· Geosciences First Year Seminar (Fall 2007)
Courses
Impacted: Kinesiology
· Therapeutic Modalities (Spring 2009)
Courses
Impacted: Modern Languages
· Arabic I (Spring 2008, Fall 2008, Spring 2009, Fall 2009)
· Arabic II (Fall 2008, Spring 2009, Fall 2009)
· Elementary Japanese I Section A (Fall 2006, Fall 2007, Fall
2008, Fall 2009)
· Intermediate Japanese I (Fall 2007)
· Elementary Japanese II, Section A (Spring 2007, Spring 2008,
Spring 2009)
· Elementary Japanese II, Section B (Spring 2008, Spring 2009)
Courses
Impacted: Physics
· Physics for Poets (Fall 2007)
· Principles of Physics II (Spring 2008)
· Thermal Physics (Spring 2008)
Courses
Impacted: Psychology
· Cognitive Psychology (Fall 2007, Fall 2008, Spring 2009,
Fall 2009)
·
Research Methods (Fall 2009)
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Impact
on Student Learning
While
the Tablet PCs have been used in dozens of courses, we focus our evaluation
on those courses that were formally redesigned as part of our project
proposals. This section presents our progress in measuring the impact of
the course redesigns on student learning, success, and attitudes. The
evidence ranges from formal to informal and includes information about
traditional measures of student success, anecdotal information about
changes in student engagement levels, and information related to student
attitudes.
Evaluations
of the Cognitive Psychology and Education Studies courses are in
progress. Key aspects of our evaluation to date include:
· Interpretation of Graphs: We are studying the impact that the redesigned Cognitive
Psychology course had on student's retained ability to interpret
graphical information. Central to this study is a comparison between
students enrolled in the traditional course (taught in spring 2007) and
those enrolled in the redesigned course (taught in fall 2008).
Participants from each course were invited to complete a graphical
analysis task 4 to 6 months after they finished the course. The task
required each student to read summaries of two published empirical
research articles from a top-tier psychology journal. The summaries
included background information about a research study, a description of
the experimental method, information about the results, and a graphical
presentation of the study results. After reading these materials,
students answered two essay questions for each summary that required them
to determine whether the original hypotheses had been supported and to
extrapolate from the results to a real-world applied situation. Each of
these tasks requires students to demonstrate skills that psychology
majors are expected to learn through their course work. Data has been
collected from 13 students in the original course and from 18 students in
the redesigned course. Correctness of student solutions is being compared
between the two groups.
· Impact of Providing Feedback on Student Writing using Tablet
PCs: The Cognitive
Psychology class and the Education Studies class were offered as W
(writing intensive) classes. Attitude surveys were administered to
students at the beginning and end of each course. The surveys explored
the student's attitudes toward receiving critiques on their writing as
well their attitude's toward revising their writing based on these
critiques. In total, data was collected from 55 students at the start of
these courses and from 45 students at the end of the courses. We will be
evaluating this data to better understand the impact that using Tablet
PCs had on student attitudes toward revising their writing.
Emerging
evidence gathered from the evaluation of the Computer Science course
redesign includes:
· Observed Changes in Student Engagement: Each class meeting of the redesigned
section of Computer Science Two lasted 110 minutes. Because of the
extended meeting time we typically took a ten-minute break after the
first fifty minutes of class. Almost every student in the class would
regularly leave the classroom during the break in order to visit the
restroom, vending machines, and so on. On one occasion the break happened
to fall while the students were working on an interactive exercise using
the Tablet PCs. The instructor was surprised to see that 22 of the 24
students remained in the classroom and worked through the break. Several
weeks later the instructor intentionally scheduled another break during
an interactive hands-on Tablet PC activity. Once again a large percentage
of the students (18 of the 22 who were present) stayed and worked through
the break. While these observations are more due to a fortunate accident
than to a controlled study, they suggest some additional mechanisms we
may be able to employ to more formally measure student engagement in
subsequent semesters.
· Success Rates in Introductory Computer Science Classes: Teachers sometimes compute W-F statistics
for a course (the number of students withdrawing from the course plus the
number of students failing the course) as a way of measuring the number
of students who fail to succeed in a course to the degree where they earn
credit. The redesigned Computer Science One and Computer Science Two
courses offered during the 2006-2007 academic year had a combined
enrollment of 44. Of these students, 98completed the course successfully.
By comparison, the previous time the same instructor taught these courses
there was a combined enrollment of 50 and a success rate of 86 While many
factors (including chance) could have contributed to the numbers we
report, it encouraging to note that out of the 44 initial enrollments in
the redesigned offering of Computer Science One and Computer Science Two,
only one student failed to complete the course with credit.
· Correctness of Solutions to Group Problems: We are focusing part of our evaluation
efforts specifically on the impact of using Tablet PCs and DyKnow
software to support group problem solving. Toward this end, we are using
a mixed- method evaluation strategy that combines measurement of the
impact of our approach on learning in the classroom with measurements
that are taken in a formal study in a controlled laboratory environment.
Combining the two evaluation strategies, we have collected data from more
than 500 problem solutions completed by 52 students. Approximately half
of the problems were solved with the support of Tablet PCs (experimental
condition); the rest were solved without sophisticated technology
(control). The impact of the Tablet PCs on the correctness of problem
solutions has not been fully demonstrated yet. In the largest data set we
have collected so far, students who did group practice work supported by
Tablet PCs later scored 16.38/25 on a follow-up test, while students who
did their group practice work without technology had a mean score of 14.44/25.
While these trends are interesting, the results are not statistically
significant. We are in the process of gathering additional data.
· Attitudinal Data Related to Technology Mediated Group
Problem Solving: Students also used rating scales to indicate their level of
satisfaction with the high-tech and low-tech approaches to group problem
solving described in the previous paragraph. Results have consistently
demonstrated higher student satisfaction when using Tablet PCs to solve
group problems as compared to using a non-technology approach. These
differences have been statistically significant.
· General Attitudinal Data: Attitudinal surveys clearly demonstrate that students
believe that mobile technology aided their learning of course content. For
example, an exit survey that was administered to the students enrolled in
the redesigned version of Computer Science Two asked students to indicate
their level of agreement with the following statement: "Overall the
use of DyKnow has aided my learning in this course." Twenty-one
students agreed or strongly agreed with this statement, one student was
neutral, and one student disagreed (one student was absent and did not
take the survey).
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Collaborating on a Computer Science Problem
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I
have been amazed by how the classroom comes alive when students engage
with the material and with each other to solve problems.--
Dave Berque
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Impact
on Teaching
A written survey of the
four instructors who used the Tablet PCs in the first phase of the
project indicated some common themes. On a scale of 1 (strongly disagree)
through 5 (strongly agree) all four instructors responded with 5 when
asked to indicate their agreement with the statement "[The use of
DyKnow/Tablet PCs] enhances my ability to use pedagogies that I already
value." When asked to provide specific examples of how the approach
has influenced their teaching practices comments included:
· "By collecting student work and looking at the process
by which they have solved a problem, using the playback feature [of DyKnow],
I have been able to provide a different kind of feedback to [the
students] about how to logically approach problems."
· "I have used more visual materials than I ever have
before, even when I could load them into PowerPoint as an option in the
past. This is because students get the visuals in color [on their
screens] and can annotate them in color."
· "I have had students spontaneously volunteer to share
the way they annotated something to understand it, so my 100-level class
has more camaraderie than usually develops."
· "I have incorporated more group problem solving into my
courses and can easily share solutions to group problems with the entire
class to promote discussion."
· "I can monitor the shapes and stroke order of Kanji characters
that each student writes."
· "[I have been able to] illustrate Environmental Science
ideas... the pictures I draw can be saved in [the student's] notes with
their direct annotations."
Several
of these instructors have served on panel presentations sponsored by
DePauw's Faculty Instructional Technology Support department. The faculty
panelists spoke of the increased engagement in their classrooms and of
their belief that students were leaving class with a more accurate set of
notes. The panel has generated interest from additional faculty members.
In fact, during the panel presentation one audience member asked
"why don't we have Tablet PCs as an option campus-wide?"
At the conclusion of
the Spring, 2008 and Spring, 2009 semesters we surveyed thirty faculty
members who had been using Tablet PCs to support their teaching and
learning in the most recent phase of our project. Highlights from the
first of these surveys include:
When asked to indicate
their level of agreement with the statement "Using a Tablet PC
has been valuable to my teaching."
· 23 faculty members strongly agreed
· 5 faculty members agreed
· 2 were neutral
· 0 disagreed somewhat
· 0 strongly disagreed.
When
asked to indicate their level of agreement with the statement "It
is important to me to continue to use a Tablet PC next year."
· 25 strongly agreed
· 5 agreed somewhat
· 0 were neutral
· 0 disagreed somewhat
· 0 strongly disagreed
Most
faculty members explained their answers through positive open ended
comments. For example, one faculty member wrote: "As I have
indicated before, the quality and focus of my writing conferences with
the tablet pc and the digital ink have allowed me to go far beyond
anything I have been able to do before. As well, the ability to annotate
photographs that we are using in class has been a major leap forward for
me and for students in our understanding of issues illustrated by
photographs (and for the same reason, period paintings). I am a far
better teacher for this technology."
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Project
Visibility
We have disseminated
this project and its results broadly as follows: (a) authored several
refereed publication, (b) made numerous conference oral presentations
and/or poster presentations, (c) given presentations and poster sessions
at several annual Hewlett-Packard Teaching for Teaching Worldwide Higher
Education Conferences and on behalf of Hewlett Packard at Educause 2007,
(d) visited other schools to give hands-on demonstrations using Tablet
PCs, and hosted representatives from schools who have visited DePauw for
such demonstrations and class visitations, (e) arranged for multiple
on-campus dissemination activities including press releases, newsletter
articles, and on campus presentations and workshops, (f) produced a
video to share information about our project. Details of these
dissemination activities follow.
a. Refereed
Publications
· Berque D., Bonebright T., Dart J., Koch Z., O'banion S.
"Using DyKnow Software to Support Groupwork: A Mixed-method
Evaluation", in The Impact of Tablet PCs and Pen-based Computing on
Education: Beyond the Tipping Point, Purdue University Press, July 2007.
· Berque D., Byers C., Myers A. Turning the Classroom Upside
Down using Tablet PCs and DyKnow Ink and Audio Tools, in "The Impact
of Tablet PCs and Pen-based Computing on Education: Evidence and
Outcomes", Purdue University Press, October, 2008.
b.
Conference Presentations, Workshops and Poster Sessions
· Dart J., Koch Z., O'Banion S., (with faculty advisors Berque
D., and Bonebright T.) "Promoting Collaborative Learning Using a
Shared Drawing Surface on Tablet PCs", poster presentation at the
Consortium for Computer Science in Colleges: Midwest Conference, DePauw
University, September 29th - 30th, 2006.
· Berque D., Bonebright T., Dart J., Koch Z., O'banion S.
"A Mixed-method Evaluation of the Impact of Tablet PCs and DyKnow
Software on Student Learning", poster presentation at the 2007 ACM
SIGCSE Technical Symposium, March 7th through 11th, 2007, Covington, KY.
· Gourley B. "Enhancing Communication in Chemistry
Courses using DyKnow", 233rd American Chemical Society (ACS)
National Meeting, Chicago, IL, March 25-29, 2007.
· Gourley B. "DyKnow as a Mechanism for Sharing Student Work
among Peers and More Effective Note Taking", 233rd American Chemical
Society (ACS) National Meeting, Chicago, IL, March 25-29, 2007.
· Berque D. Hands-on workshop entitled "Fostering Student
Engagement in Technical Courses Using Tablet PCs and DyKnow
Software", ASEE (American Society for Engineering Education)
Southeastern Section Conference, April 1, 2007, University of Louisville.
· Berque D., Bonebright T., Dart J., Koch Z., O'banion S.
"A Mixed-Method Evaluation of Pen-based Computing Pedagogy and
DyKnow Interaction Software", Educause Annual Conference, Seattle,
WA, October 23 - 26, 2007.
· Berque D. Gave a workshop entitled "Fostering Student
Engagement in Technical Courses Using Tablet PCs and DyKnow
Software" at American Society for Engineering Education (ASEE) 2008
IN/IL Sectional Conference, Rose-Hulman Institute of Technology, April,
2008.
· Berque D. Gave a hands-on workshop entitled "Using
DyKnow Audio Capture to Support Upside-down Teaching", DyKnow User
Group Meeting, DePauw University, June 26 - 27, 2008.
· Berque D., Hamstra D., Marsh C. Panel presentation entitled
"Effective Uses of Group Work with DyKnow", DyKnow User Group
Meeting, DePauw University, June 26 - 27, 2008.
· Berque D. Gave three hands-on workshops entitled "What
Impact Can Pen-Based Technology Have in Your Classroom", National
Educational Computing Conference (NECC 2008), San Antonio, TX, June 30th,
2008.
· Berque D. Gave a presentation entitled "Fostering Student
Engagement Using Tablet PCs and DyKnow Software", Independent
Colleges of Indiana Instructional Technologies Summit, DePauw University,
August 7th, 2008.
· Berque D., Smith C. Gave a presentation entitled
"Beyond the Prototype: Scaling a Grassroots Tablet PC Pilot for
Large Scale Campus Integration", Independent Colleges of Indiana
Instructional Technologies Summit, DePauw University, August 7th, 2008.
· Berque D., Byers C., Myers A. "Turning the Classroom
Upside Down using Tablet PCs and DyKnow Ink and Audio Tools",
Workshop on the Impact of Pen-based Technology on Education (WIPTE),
Purdue University, October 15th-16th, 2008.
· Berque D., Faulk E., Fellegy D., Morrisettee C., Smith C.,
gave a video presentation entitled "Teaching with Tablets at DePauw
University: Using Pen-based Pedagogy to Enhance Teaching and
Learning", Workshop on the Impact of Pen-based Technology on
Education (WIPTE), Purdue University, October 15th-16th, 2008.
· Berque D., Bonebright T., Smith C. "Beyond the
Prototype: Scaling a Grassroots Tablet PC Pilot for Large Scale Campus
Integration", concurrent presentation at Educause 2008, Orlando,
October 28th through 31st, 2008.
· Berque D., Invited keynote speaker "Fostering Student
Engagement in Technical Courses using DyKnow Software and Tablet
PCs" at the 2009 IEEE 13th Digital Signal Processing Workshop and
5th Signal Processing Education Workshop, Marco Island, FL, January 5th,
2009.
· Berque D., Gave two hands-on workshops entitled
"Innovation in Instruction Using Tablet PCs: A Hands-On Session
Integrating Tablet PCs in Education", Educause ELI conference,
January 20th, 2009, Orlando, FL.
· Berque D. A Tutorial on Stroke-based Interfaces: Unistroke
Recognition Algorithms Appropriate for Compelling Projects in Introductory
Courses, Proceedings of the 40th ACM Technical Symposium on Computer
Science Education, March 4th - 7th, 2009 Chattanooga, TN.
c.
Hewlett-Packard Dissemination:
· Berque D., Bonebright T., Dart J., Koch Z., O'banion S.
"Promoting Collaborative Learning Using a Shared Drawing Surface on
Tablet PC", poster presentation at the 2007 Hewlett-Packard
Technology for Teaching Worldwide Higher Education Conference, February
7th - 8th, 2007, Monterey California.
· Berque D., Bonebright T., Dart J., Koch Z., O'banion S.
Supporting "Collaborative Problem Solving with Tablet PCs and DyKnow
Software Tools: An Implementation and Mixed-Method Evaluation",
Presentation at the 2007 Hewlett-Packard Technology for Teaching
Worldwide Higher Education Conference, February 7th - 8th, 2007, Monterey
California.
· Berque D. and Smith C., "DePauw University:
Transforming Teaching and Learning with HP Tablet PCs and DyKnow
Software", Educause Annual Conference, Seattle, WA, October 23 - 26,
2007.
· Berque D., Bonebright T., Smith C., "Beyond the
Prototype: Generating Campus-Wide Buy-in for a Tablet Option",
Presentation at the 2008 Hewlett-Packard Technology for Teaching
Worldwide Higher Education Conference, February 17th - 19th, 2008, La
Jolla, California.
· Berque D. and Konkle L., Gave two hands-on workshops
entitled “Overcome Common Teaching and Learning Challenges using DyKnow
Software”ť at the Hewlett-Packard Technology for Teaching Worldwide
Higher Education Conference, La Jolla, CA, February, 2009.
· Berque D. and Livingston P., Co-organized a panel entitled
" Tablet PC Hindsight: Tablet PC Leaders Share Their
Experiences" at NECC 2009, Washington DC, June, 2009 (with panelists
Kim Henninger, Shabbi Luthra, and Rob Mancabelli).
d.
Dissemination to Other Schools:
· Dave Berque was invited to give hands-on Tablet PC
demonstrations at Park Tudor Upper School (January, 2007), the University
of Richmond (March, 2007), Valparaiso University (May, 2007), Virginia
Tech (January, 2007 and again May, 2007 and again in October 2007) and
Rose Hulman Institute of Technology (August 2007).
· DePauw was visited by representatives from several local
schools who attended classes and/or hands-on sessions using our Tablet
PCs. These schools include: Eminence School District (February, 2007),
Cloverdale Schools (March, 2007), Indiana University School of
Informatics (April, 2007).
· DePauw hosted a workshop entitled "Teaching with Tablet
PCs in Varied Disciplines" in March 2009. This workshop was funded by
a grant from NITLE (National Institute on Technology in Liberal
Education) and involved faculty members and instructional technologists
from roughly one dozen schools.
e.
Other Dissemination at DePauw:
· DePauw issued a press release when the Hewlett-Packard award
was announced in May, 2006 with a second press release when the
Leadership grant was announced in summer 2007.
· Faculty Instructional Technology Support (FITS) and Faculty
Development co-sponsored an event for faculty to learn about teaching
with technology. More than 25 faculty members participated. The Tablet
PCs were used to support some group work. September, 2006.
· With support from FITS we organized an event entitled
"Laptops with Pens: Teaching and Learning with Tablet PCs and Related
Devices". Approximately 14 faculty members participated. October,
2006.
· Used Tablet PCs at a Hands-on Event for the 50th Reunion
Class, May 2007.
· An Enrichment Presentation about the project was given at a
Computer Science Department faculty meeting, fall 2007.
· We wrote an article entitled: "A Hewlett-Packard Grant
to Evaluate the Impact of Pen-enabled Laptops at DePauw" that
appeared in the October, 2006 Faculty Instructional Technology Support
Newsletter which is distributed to all DePauw faculty members.
· Gave a seminar entitled: "High-Tech versus Low-Tech
Approaches to Group Problem Solving During Class: An Interdisciplinary
Mixed-method Experimental Study", DePauw University Faculty Research
Presentation Series, March, 2007.
· Hosted a series of Tablet PC Exposure Sessions (20 faculty
members attended), October, 2007.
· Contributed an article to the DePauw Faculty Instructional
Technology Newsletter entitled "Trying Out Tablets", October,
2007.
· Organized a Day Long Tablet PC Faculty Develop Workshop,
November 2007.
DyKnow Website
Web site describes DyKnow software and supported pedagogy.
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Contact
Us
Project Team Members:
· Dave Berque, Professor and Chair, Computer Science
Department, DePauw University, dberque@depauw.edu
· Terri Bonebright, Professor and Chair, Psychology
Department, DePauw University, tbone@depauw.edu
· Tom Dickinson, Professor, Education Studies Department and
FITS Faculty Coordinator, DePauw University, tdickinson@depauw.edu
· Michael Gough, Instructional Technologist and Coordinator of
Student Technology Assessment, Resources and Training, DePauw University,
michaelgough@depauw.edu
· Carol L. Smith, Associate CIO for Instructional and Learning
Services, clsmith@depauw.edu
· Scott Thede, Associate Professor, Computer Science
Department, DePauw University, sthede@depauw.edu
Faculty
Members with Grant-funded Course Reforms and/or use of Tablet Carts:
· Charles Andrews, Japanese Language
· Dave Berque, Computer Science
· Terri Bonebright, Psychology
· Hiroko Chiba, Japanese Language
· Sharon Crary, Chemistry
· Tom Dickinson, Education Studies
· Bridget Gourley, Chemistry and Biochemistry
· David Harvey, Chemistry and Biochemistry
· Pascal Lafontant, Biology
· Ghassan Nasr, Arabic
· Kerry Pannell, Economics and Management
· Marie Pickerill, Kinesiology
· Jeanette Pope, Geosciences
· Michael Roberts, Psychology
· Henning Schneider, Biology
· Scott Thede, Computer Science
· Bojan Tunguz, Physics and Astronomy
· Michele Villinski, Economics and Management
· Miwa Yoshinaga, Japanese Language
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