Clemson University Laptop Program: Insiders' Perspectives

Chapter 4: Conducting Cost/Benefits Analyses: Short-term Effects of the Laptop Program

By Robert Yates , Thomas Zubrzycki, Reed Watson, Matt Ciuca

Abstract

The purpose of this project is to analyze the impact and effectiveness of the laptop program in the college of Arts, Architecture, and Humanities at Clemson University. This project was introduced to the English 102 class, and research began immediately. After this main research, the class split into four sub-groups. Each of the four small groups concentrated on specific issues of the laptop program including: short-term benefits and costs, long-term benefits and cots, the Clemson University culture, and the teaching and learning styles. The short-term group after researching found that most students felt that in lieu of the costs and combined with benefits, the program was worth continuing. The one main question left open was from where this funding will come.

Chapter 5: Our Crystal Ball: Long-term Effects of the Laptop Program

By Mark Stewart, Justin Haas, Jeremy Christie, and Seth Carroll

Abstract

This study explores the long-term cost and benefits for the current Clemson University's laptop program and its students in the college of Architecture, Arts and Humanities for the next 15 to 20 years. The goal is to objectively inform the stakeholders of the program about its expected long-term effects on Clemson University, specifically the economic costs of the programs continuation versus the cost of not continuing the program. Some costs are obvious such as the cost of using wiring classrooms, but most long-term costs are not as clearly defined as the short-term costs. These hard to define costs are the ones incurred if the laptop program is not continued, such as lower paying jobs for graduates that are not technically apt. The rising costs of the program are mirrored by the rising costs in all areas of education.

The benefits are even harder to judge monetarily. Higher freshmen retention rates and average test scores and class rank of applicants are becoming apparent due to laptop-based programs.

The research for the long-term costs and benefits of the Clemson University Pilot Laptop Program was conducted by Mark Stewart, Justin Haas, Jeremy Christie, and Seth Carroll. Research was conducted, through a survey of Laptop students, at the Cooper Library, on the Internet and through interviews of various individuals that have direct connections to the Laptop Program.

Chapter 6: English 101 Laptop Inquiry Project: College of Engineering and Science

By the Students of Dr. Cynthia Selfe's English 101 Class

Executive Summary

In the Fall semester of 2000, students in English 101-103 conducted a classroom inquiry project designed to answer the following question:

What effects, if any, has the Clemson Laptop Program had on students and faculty in the College of Engineering and Science (CES)?

As a part of this project, class members designed and sent out a survey to the 275 students enrolled in the CES Laptop Program and interviewed three faculty members teaching in this program. To carry out this inquiry project, students in English 101-103 formed eight different teams: a Survey team, a Computer Resource Team, a Sampling Team, a Student Interview Team, a Faculty Interview Team, a Digital Photography Team, an Analysis Team, and a Writing Team.

Chapter 7: Conclusion: Insiders as Knowledge-Makers: What We Learned

After our analysis of the Laptop program at Clemson University, it is apparent that, like many new programs, there are initial problems; however, the benefits found are believed to countervail and exceed those problems. First, it is understood that the cost to integrate the program permanently into the college would be high and that the source of such income is still uncertain, but the students are confident in its administration and know that such funding could be found and negotiated if they were inclined to do so.

We also understand that some professors may be hesitant to try this new teaching style, especially when its benefits are still uncertain. But in an era where computers are becoming the gateway of the future, it seems necessary for the generations of tomorrow be computer literate. And nothing provides a greater center for this than the classroom.

The fears or uncertainty that many faculty and staff may also have about the benefits of the program may be calmed when students say that the program does indeed promote learning. It may not be a type of knowledge easily measured by a standard test; however, observation can reveal the students� progress.

Bibliography by Chapter: Chapter 2

Chapter 2: From Gun-Toting to Computer-Toting: The Changing Culture of Clemson University

Ellers, Joseph. Getting to Know Clemson University is Quite an Education. Columbia: The R.L. Bryan Company, 1987.

Fetterman, David M. "Ethnography Step by Step". Applied Social
        Research Methods Volume 17. London: Sage Publications, 1989.
      
Littlejohn, Mary Katherine. Tales of Tigertown. Clemson, 1979.

McKale, Donald, ed. and Jerome Reel Jr, ed. Tradition; A History of the
        Presidency at Clemson University. Macon: Mercer University Press, 1988.

Scaffer, Alan. Visions; Clemson's Yesteryears. Louisville: Harmony House
        Publishers, 1990.

Bibliography by Chapter: Chapter 3

Chapter 3: Teaching Tech and Loving Learning: Theory and Practice in the Clemson University Laptop Program.
       

        Benton, Christa A. "Laptop Survey." Email to Laptop Professors.
        18 October 2000. Campus Planning and Facility Design "Laptop Classroom Program" http://www.rensselaer.edu/dept/cpfd/Laptop_Classroom.htm.
       

        Dell. "Laptops in the Classrooms Conference". University of
        Central Florida College of Engineering and Division of Continuing Education.
        20 January 2000 <http://www.engr.ucf.edu/laptops/index.htm>.

       

        Experimental Learning: Experience as the source of learning and development. New Jersey: Prentice Hall, 1984.
       

        Frieran Literacy in North America. The Community Based Education Movement 20 Jun 95 Thomas Heaney. National-Louis University. 22 Oct 2000 <http://www.nl.edu/ace/Resources/Documents/FreireIssues.html>

Bibliography by Chapter: Chapter 4

Chapter 4: Conducting Cost/Benefits Analyses: Short-term Effects of the Laptop Program.

All-State Insurance. Telephone interview. 12 October 2000.

Farm Bureau Insurance. Telephone interview. 12 October 2000.

http://www.ces.clemson.edu/laptop/2000.html

http://www.ces.clemson.edu/laptop/orientation98.html

http://clemsonnews.clemson.edu/WWW_releases/1997/december1997/Laptop_Plot_Program.html

Bibliography by Chapter: Chapter 5

Chapter 5: Our Crystal Ball: Long-term Effects of the Laptop Program.
    
Amos, Rebekah. Interactive Learning Is More Complete Learning, Study Finds.
8 Oct. 1999. The State News, Michigan State University. 22 Oct 2000. <http://www.studentadvantage.com/article/0,1075,c4i8t398-a16787,00.html>.
       

        Branham, Michael Christopher. Email to Seth Carroll. 17 Oct 2000.

      
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Appendices by Chapter: Chapter 3

Chapter 3: Teaching Tech and Loving Learning: Theory and Practice in the Clemson University Laptop Program The Survey

10/18/2000

Subjects: AAH Laptop Faculty

Burns, James

Kanet, Priscilla

Mack, Pamela

Stasiukaitis, Beth

Weaver, Barbara

Burns, James

Appendices by Chapter: Chapter 4

Chapter 4 Conducting Cost/Benefits Analyses: Short-term Effects of the Laptop Program

Short Term Benefits of the Laptop Program Survey

Are you in favor of smaller class sizes and concentrated learning environments?

Do you believe that more integration of technology in the classroom would benefit students in their effectiveness in finding and holding a job after their education?

Do you believe there is a definite advantage in having a portable computer?

Do you think that laptops in the classroom would enhance the effectiveness of the teacher�s pedagogy?

Would you enjoy a special support desk to solve technical problems and provide loaner laptops?

Do you believe that working online while in class could become a significant distraction to ones learning?

Do you think that innovations with technology in class can successfully replace traditional teaching methods?

Does the cost of a laptop computer balance the benefits of having a personal portable pc?

What would you estimate a top of the line laptop would cost?

Do you feel that almost 500 thousand dollars is too much money to be spent on a program with under 200 students?

Should faculty members be paid extra to teach laptop sections? If so, how much?

After the innovation grant ends, (after this year), who should make up the difference in funding?

With such a high cost to the University, what do you see as the benefits being? Do these benefits justify the costs of the program.

Please send replies to Cusurvey@yahoo.com

Thank You!