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Enhancing Introductory Computer Science, Psychology, and Education Studies Courses with Problem Solving, Graphing, and Feedback Enabled by Tablet PCs and DyKnow Software Tools

Dave Berque, Professor and Chair of Computer Science
Terri Bonebright, Profossor and Chair of Psychology
Tom Dickinson, Professor of Education Studies and FITS Faculty Coordinator
Michael Gough, Instructional Technologist and Coordinator of Student Technology Assessment, Resources, and Training
Carol Smith, Chief Information Officer
Scott Thede, Associate Professor of Computer Science

DePauw University
Last Update: June 15th, 2011

In May, 2006, DePauw University received an HP Technology for Teaching grant to encourage the transformation of learning and teaching. A follow-up grant was received in summer 2007 to build on the previous project. In the initial project Dave Berque enhanced introductory computer science courses by engaging students in collaborative problem solving activities that were enabled through HP Tablet PCs and DyKnow software tools. Collaborating with Terri Bonebright (Psychology), Carol Smith (Instructional Learning Services), Scott Thede (Computer Science), and undergraduate researchers, the group used a multi-method evaluation approach to measure the impact of the project.

In the second phase of the project the HP Tablet PCs were used for formal course redesigns in Cognitive Psychology (taught by Terri Bonebright) and Education Studies (taught by Tom Dickinson).

Local dissemination activities to date have generated interest in using the granted equipment in multiple additional courses. In fact, during the 2006-2007, 2007-2008, and 2008-2009 academic years there have beena total of 63 courses enrolling 994 students taught by 19 instructors in 10 disciplines that have either been formally redesigned as part of this project or have made regular use of the Tablet PC carts even though they were not part of the formal project activities.

Additionally, local matching funds have been used to purchase Tablet PCs for several dozen faculty members to use in support of their teaching. Starting with the spring 2008 semester approximately thirty faculty members used Tablet PCs in a variety of ways including giving feedback to students on writing assignments, making instructional videos, and annotating materials during class. Support for these faculty members was provided by DePauw's FITS (Faculty Instructional Technology Support) office with instructional technologist Michael Gough serving as a point person for this work. Based on a positive evaluation of these courses, effective with the fall semester of 2008, the University is now committed to providing each faculty member and student with the option to select a Tablet PC as their primary computing platform as a new part of an existing 1-to-1 program.

This student-produced mini-documentary showcases some ways that students and faculty at DePauw University are using Tablet PCs and DyKnow software to enhance teaching and learning in multiple disciplines.


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.


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.


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, 2009-2010 and 2010-2011: 1387

Number of Faculty Involved: 19

Number of courses Impacted: 83

Courses Impacted: Biology

·  Organismal Biology

·  Human Anatomy

·  Animal Physiology

·  Senior Seminar

·  Cells and Genes

·  Molecular Neuro Biology

·  Biology Topics

Courses Impacted: Computer Science

·  Computer Science One

·  Compilers

·  Computer Science Two

·  Data Structures

·  Human Computer Interaction

·  Can Computers Think?

·  First Year Seminar: Science of Design



Courses Impacted: Chemistry and Biochemistry

·  Chemical Kinetics

·  Chemical Thermodynamics

·  Structure and Properties of Inorganic Compounds

·  Quantum Mechanics

·  Theory and Experiment

Courses Impacted: Economics and Management

·  International Economics

·  Urban Economics

·  Comparative Economic Systems

·  Contemporary Economic Problems

·  Senior Seminar

Courses Impacted: Education Studies

·  Foundations of Education Section  

Courses Impacted: Geosciences

·  Geosciences First Year Seminar

·  Geosciences First Year Seminar

Courses Impacted: Kinesiology

·  Therapeutic Modalities

Courses Impacted: Modern Languages

·  Arabic I

·  Arabic II

·  Elementary Japanese I

·  Intermediate Japanese I

·  Elementary Japanese II

Courses Impacted: Physics

·  Physics for Poets

·  Principles of Physics II

·  Thermal Physics

Courses Impacted: Psychology

·  Cognitive Psychology

·  Computational Neuroscience

·  Research Methods



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

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

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."


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.

·  Berque D.,  Bonebright T., Gough M., and  Smith C. Leveraging the Interplay Between a Grassroots Pen-Based Computing Pilot and an Institutional Laptop Initiative, in EDUCAUSE Quarterly Magazine, Volume 32, Number 4, 2009.

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.


Contact Us

Project Team Members:

·  Dave Berque, Professor and Chair, Computer Science Department, DePauw University,

·  Terri Bonebright, Professor and Chair, Psychology Department, DePauw University,

·  Tom Dickinson, Professor, Education Studies Department and FITS Faculty Coordinator, DePauw University,

·  Michael Gough, Instructional Technologist and Coordinator of Student Technology Assessment, Resources and Training, DePauw University,

·  Carol L. Smith, Associate CIO for Instructional and Learning Services,

·  Scott Thede, Associate Professor, Computer Science Department, DePauw University,

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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This project supported in part by an HP Technology for Teaching grant.

This electronic portfolio was created originally created using the KEEP Toolkit, developed at the

Knowledge Media Lab of The Carnegie Foundation for the Advancement of Teaching.  This page is now maintained as a local web site.