Seton Hall University Who Are We? We Are A Mid Sized, Private, Catholic Affiliated University in Central New Jersey Carnegie Classification: Research / Doctoral II Main Campus in South Orange, NJ –15 miles from New York City 10,000 Students –4,400 Full Time Undergraduates (50% Residential) 350 FT Faculty (450 FTE Faculty) FY’01 Annual Operating Budget Approx. $150 million –FY’00 G&E for South Orange Campus Approx. $115 million

Pace Of Change at Seton Hall University Before 1995: –Inadequate Computer Labs –Inadequate Local Networks/ –Lack of Integration of Technology in Teaching –Disorganized Support/Allocation of Resources

Pace Of Change (Cont.) Now: –Seton Hall University is doing IT “right” 2000 EDUCAUSE Award (Honorable Mention) for Systemic Progress in T&L with Technology 1999 EDUCAUSE Award for Campus Networking Excellence In Top 50 of Yahoo! Internet Life Survey of “Most Wired” Universities Growing National Reputation of our Mobile Computing Initiative and other Teaching, Learning, and Technology Initiatives Alliance with IBM Corporation Site Visits by National/International Universities Presentations at National Conferences/Workshop

A Vehicle for Change: University Strategic Planning Seton Hall University has accomplished heightened recognition among top-tier Catholic Universities nationally The strategic goals include a critical focus on the intellectual, personal and spiritual development of all students Students experience a rigorous, value-centered and technologically enhanced environment

Advancing Strategic Goals with Technology To advance the strategic goals, a strong focus was placed on communication, teaching and learning as well as support services for students using technology It was recommended that a strategic agenda include an Information Technology Strategic Planning process to build an IT Long-Range Plan

Seton Hall University How Did This Happen? Began With Development of IT Plan in 1995 –Part of the University’s Strategic Planning Process –Cross Functional Team Included Faculty and Administrators Given Half-Time Release to Work on IT Plan Intensive Immersion in IT Issues, Trends, Directions –Executive Sponsorship/Commitment to Implement Chief Academic Officer/Chief Financial Officer –Involvement of User Community Focus Groups/Surveys Involvement of Faculty and Administrator Constituency Groups (e.g., Academic Computing Advisory Committee, Administrative Computing User Groups, etc.) –Technology Planning Consultant from IBM Education

Seton Hall University’s Strategic Technology Plan Our Technology Strategy: –Seton Hall University will develop and implement a learner-centered, network-centered, distributed (mobile) learning environment –The core of our distributed learning environment will be a robust set of digital information resources (e.g., a “digital library”) in support of teaching, learning, scholarship, and institutional transformation

SHU’s Strategic IT Plan Implications of the IT Plan: Focus on student experience –Students Want / Need: Ubiquitous Access to Technology University-wide Hardware and Software Standards University-wide Network Central IT Support Services Greater Curricular Integration of Technology More Efficient Business Processes / Greater Access to Institutional Information and Services / Bringing Together Academic and Administrative Computing

Implementing the Strategy In order to implement the strategy, the University undertook a number of teaching, learning, and technology initiatives: –Mobile (Ubiquitous) Computing Program –SetonWorldWide (Online Professional Programs) –Web-enabling Enrollment Services –Reorganization of Computing Services Created New User Services Organization, Including a Teaching, Learning, and Technology Center –Major Technology Infrastructure Upgrade Gigabit Ethernet Campus Backbone; Server Consolidation; Campus-wide System; b Wireless; Internet Upgrade; etc.

Mobile Computing at Seton Hall University Seton Hall University’s Mobile Computing Program is an innovative academic program involving three components: –Access: The University licenses the use of a laptop computer to all undergraduates as part of their tuition and fees –Curricular Integration: The University provides support and incentives to faculty to use technology in innovative ways to enhance teaching and learning –Network and Support Services: The University provides the infrastructure and support services that enable the effective use of technology in teaching and learning

Mobile Computing (cont.) Current Model: IBM ThinkPad R-series computer –1.2 MHz PIII; 14” TFT Screen; 256 Mb RAM; 30 Gb HDD; CD- RW; Built-in b wireless networking; 10/100 Ethernet; 56Kb Modem; LiON Battery –Computer is replaced every two years Current Technology Fee: $700 per semester for students in the program (“non mobile” students, e.g., many graduate students, pay a technology fee of $200 per semester) Bundled software includes: MS Windows ME, MS Office 2000, SPSS, Maple V, various utilities Bundled services include: –Technology Help Desk, PC Repairs, Loaner Computers –Network Services, including wireless network access from most academic and public spaces

Mobile Computing (cont.) Program Phase-In –1995 – 1997: Pilot Programs Focus on Teaching and Learning Based on cohorts with common academic experiences (e.g., Business Honors Program in 1995, expanded to all 1st Year Business, Biology, and Honors students in Fall 1997) Began Teaching, Learning, and Technology Center and internal grant program to provide incentives to departments willing to integrate technology into large enrollment core courses

Mobile Computing (cont.) Program Phase-In (cont.) –1998 – 1999: Full Roll Out of Program Program is Mandatory for ALL Incoming FT Undergraduates Focus on Infrastructure Major Network / Server Upgrades –Lotus Notes / Lotus LearningSpace Course Management System –MS FrontPage Enabled Web Servers for Faculty and Students –ATM Backbone / Campus Internet Upgrade / Server Consolidation / Y2K Preparation

Mobile Computing (cont.) Program Phase-In (cont.) –2000 – Present: Enterprise Perspective Focus on Enterprise Systems –Implementation of Web services for students (e.g., online registration, course audit, grades, etc.) –Automation of Mobile Computing processes (e.g., asset management, account generation, etc.) –Implementation of BlackBoard course management / portal system; 24/7 support services through Eduprise –Campus-wide wireless networking / Campus network upgraded to gigabit Ethernet backbone

Mobile Computing (cont.) Major investment on the part of the University –Central IT Budget (incl. laptop leases /student fees) for FY’02 approx. $15 million or 13% SO Campus G&E (10% of the total University budget) Almost equally divided between personnel, operating, and Mobile Computing Program (technology fee) budgets Most costs are operationalized / very little capital funding Seton Hall University is a different place because of the University’s strategic initiatives (enrollments up, SAT’s up, new programs launched, etc.) Mobile Computing Assessment Project indicates the program has had positive impact on learning / student recruitment

Charge of the Mobile Assessment Team Assess the impact of mobile computing on fall 1998 entering freshman This includes student satisfaction with the learning environment and student learning outcomes

Full Report and Resources Available On-Line at: Key Researchers and Co-Authors Eric Fountain, Ed.D. John Collins, Ed.D. Janet Easterling

Circles of Assessment Institution External Faculty Students

When Assessment Occurs Before Determine Needs During Make Changes in Process After Evaluate Experience

Examples of Assessment Topics FacultyStudentsInstitution Technical Skills Instructional Goals Technical Skills Enrollment Decisions Community Engagement Resources Support Time Distribution Access General Satisfaction Bottlenecks Network Stability Training Needs Tool Fits Goal Info. Access Communication Technical Skills Delivery Change Evaluate Tech. Options D A B

Types of Assessment Focus Groups Interviews Journals Observations Portfolios Performances Standardized Tests Surveys Tracking Systems Longitudinal Records Document Reviews Skills Application Demonstrations

Narrowing the Question Fantasy: a + b = c a = teaching, b = technology, c = learning Reality: a + b + c + d + e + f… discipline, teaching style, technology proficiency, fit of application to task, desired learning objectives...

Faculty Journals (1997) “Cognitive, behavioral and affective sides of transition” “Technology has become a natural part of my teaching” “Be prepared to punt” “A year ago I couldn’t imagine using all this stuff: now I can.” “Technology is only, alas, a dumb machine that is no more creative, inventive, or productive than the human using it”

Technology Functions Edit Collaborate Create Compose Automate Visualize Simulate Communicate Store Structure Practice Retrieve

Contact between student and professor Cooperation among students Active learning Prompt feedback Time on Task High Expectations Respect diversity in talents and learning Seven Principles (Chickering and Gamson, 1989)

Nature of Learning (AAHE, NASPA, 1998) Strongly affected by educational climate Rapid, rich, frequent feedback Much is informal and incidental Requires transfer of specific knowledge Ability of learner to monitor own learning Making Connections Compelling Situation Active search for meaning by learner Developmental, cumulative process Individual learners are social beings

Evaluation of General Satisfaction, Technology Use, and Student Perceptions of the Impact of Mobile Computing on the Learning Environment at Seton Hall University Spring 1998 – Fall 2000

Gender R1a. Does a student’s gender have an effect on their perceptions regarding the satisfaction of the SHU Mobile Computing Program? R2a. Does a student’s gender have an effect on their perceptions regarding the use of computers in the SHU Mobile Computing Program? R3a. Does a student’s gender have an effect on their perceptions regarding the desired outcomes of the SHU Mobile Computing Program? Independent Variables

Housing Status R1b. Does a student’s housing status have an effect on their perceptions regarding satisfaction of the SHU Mobile Computing Program? R2b. Does a student’s housing status have an effect on their perceptions regarding the use of computers in the SHU Mobile Computing Program? R3b. Does a student’s housing status have an effect on their perceptions regarding the desired outcomes of the SHU Mobile Computing Program? Independent Variables

Ethnicity R1c. Does a student’s ethnic affiliation have an effect on their perceptions regarding satisfaction of the SHU Mobile Computing Program? R2c. Does a student’s ethnic affiliation have an effect on their perceptions regarding the use of computers in the SHU Mobile Computing Program? R3c. Does a student’s ethnic affiliation have an effect on their perceptions regarding the desired outcomes of the SHU Mobile Computing Program? Independent Variables

Structural Use of Mobile vs. Non-Mobile Construct Neutral Category Administrative Sampling Change from paper to online. Limitations

RESULTS

Term Target Popn: #FR Survey Responses #FR (FR Resp.Rate) Target Popn: #Non-FR/U (returning students) Survey Responses #Non-FR/U (Non-FR/U Resp. Rate) Target Popn: Comb. Total Survey Responses (Comb. Resp.Rate) Fall (26%)365 ( ) 90 (25%) (26%) Spring (18%)365 ( ) 124 (34%) (27%) Fall (29%)1591 ( ) 453 (28%) (29%) Spring (17%)1591 ( ) 18 (01%) ( 7%) Fall (21%)2661 ( ) 476 (18%) (19%) Totals – Fall Terms Only All 5 Terms (25%) (22%) 12,290 2,426 (20%) Response Rates

GenderEthnicityHousing Status Fall Terms Only FR Only N=870 46% Male 35% Non-White or other/(missing) 39% Commuters SHU Freshmen (Fall ’98,’99,’00) 48% Male 52% Non-White or other/(missing) 37% Commuters Response Demographics

Top Five Responses – Satisfaction

Top Five Responses – Technology Use

Top Five Responses – Outcomes

Examining the Research Questions

Gender R1a. Does a student’s gender have an effect on their perceptions regarding the satisfaction of the SHU Mobile Computing Program? R2a. Does a student’s gender have an effect on their perceptions regarding the use of computers in the SHU Mobile Computing Program? R3a. Does a student’s gender have an effect on their perceptions regarding the desired outcomes of the SHU Mobile Computing Program?

Gender

Housing Status R1b. Does a student’s housing status have an effect on their perceptions regarding satisfaction of the SHU Mobile Computing Program? R2b. Does a student’s housing status have an effect on their perceptions regarding the use of computers in the SHU Mobile Computing Program? R3b. Does a student’s housing status have an effect on their perceptions regarding the desired outcomes of the SHU Mobile Computing Program?

Housing Status

Ethnicity R1c. Does a student’s ethnic affiliation have an effect on their perceptions regarding satisfaction of the SHU Mobile Computing Program? R2c. Does a student’s ethnic affiliation have an effect on their perceptions regarding the use of computers in the SHU Mobile Computing Program? R3c. Does a student’s ethnic affiliation have an effect on their perceptions regarding the desired outcomes of the SHU Mobile Computing Program?

Ethnicity

Conclusions Attracted to Seton Hall University by the availability of technology at the University and the infusion of technology in the curriculum, as suggested by student reported positive influences on the decision to attend the University, Satisfied with the Mobile Computing Program as well as with the laptop and support services once enrolled at the University, Making good use of the technology available to all students, at least in terms of certain types of technology use, and. Perceiving a substantive positive impact of Seton Hall University’s Mobile Computing Program on the learning environment. The typical Seton Hall University student, whether representing all respondents, or particular groups of students (groups identified by gender, race/ethnicity, and residence status), is generally:

Strategic Academic Technology Initiatives Other initiatives have been developed in addition to the Mobile Computing project. Through Academic Affairs and Information Technology Strategic Planning as well as an active Teaching, Learning and Technology Roundtable, current projects/initiatives include: –ePortfolio Pilot Projects –Curricular Development Initiatives such as "Writing Across the Curriculum“ and Large Course Redesign Projects in English and Psychology –Faculty Best Practices Showcases

Sesquicentennial Plan Seton Hall University is currently undergoing a Strategic Planning process in preparation for a Sesquicentennial Strategic Agenda as we approach our 150th Anniversary. Importantly, this agenda will include the formation of a distinctive educational experience supported by technology rich resources.

Questions?