Computing Across the Curriculum

This document was prepared by the Academic Planning Committee
during the Spring 1997 term.

• Objective
• Motivation
• Definitions
• Goals
• Faculty Training

Objective

Computing Across the Curriculum implies promoting throughout the curriculum ways of using computer-based skills to expand students' mastery of methods of academic inquiry and production. This means that faculty should regularly and consistently demonstrate effective utilization of this technology and must provide appropriate computer tasks for their students.

Motivation

Two complementary driving forces provide the motivation for this initiative. First is the belief that computers can be an effective aid to students' learning in almost every field of study at the University. Secondly, while the ways that computers are used in different disciplines will vary, it is important that we as educators train our students to use the basic tools they will need as they prepare for their futures.

Traditional classroom instruction, with a professor lecturing to a class of students supplemented by use of a blackboard (or overhead projector), is still a commonly-used teaching method and can be effective. However, in many situations, additional lecture aids (such as photographs, video tapes, and physical models) can be very beneficial. The use of computers in the classroom opens up the possibility of supplementing lectures in ways not easily achieved by other methods. To give just a few examples, a mathematician could interactively demonstrate how the graph of a function changes when variables are altered, an art instructor could show how color changes affect the mood or tone of a painting, an accountant could demonstrate how a spreadsheet dynamically updates cells, and a chemist could interactively rotate a three-dimensional molecule in "real-time". While the potential benefits of computer use in the classroom are enormous, it is important to temper this with the realization that use of computers is not appropriate in all situations. To achieve the goals of Computing Across the Curriculum, it is essential that faculty training includes both familiarity with the tools necessary to make use of computers in the classroom and enough expertise to evaluate when computer use is appropriate. For this to be accomplished, perhaps the most important tool is the sharing of ideas (particularly within disciplines) for implementing this technology and assistance in bringing these ideas into the classroom.

While the previous paragraph focused on supplementation of traditional lectures, it is a recognized fact that this is not the only method of instruction that works, and in some situations significantly better alternatives exist. Computer labs open up the possibility of radically different types of instruction. For example, in situations where students are being taught how to use application software, there is typically no better way of accomplishing this than by sitting in front of the computer and doing it. When this can be done in a classroom setting with a knowledgeable instructor available, many of the common pitfalls can be avoided. In addition, students should gain valuable insights observing how instructors successfully deal with or work around problems that arise.

In addition to classroom instruction, computer networks allow a wide range of additional opportunities. To give a few examples, simply giving students an e-mail address can allow for a different type of communication, which may be less intimidating than a phone call for some students. A Web page or noticeboard can be used to share information such as review sheets and dates for examinations. Online testing (either graded or as practice tests) may be utilized. The wealth of information available on the World Wide Web can be accessed. This list is not meant to be exhaustive, but simply illustrates some of the potential for using computers.

The second basic premise of Computing Across the Curriculum is the realization that we have an obligation to train our students to use the basic tools they will need as they prepare for their futures. While the importance of computers will vary widely by discipline, it is hard to imagine computer use diminishing in the foreseeable future. Students should be given enough exposure to see some of the possibilities that exist with computers and given enough basic skills so that they are able to find out more when they want or need this information. This should be accomplished both by "training" in use of application software and by demonstrating effective uses of computers in the classroom.

Definitions

Computing expertise can have a wide variety of meanings to different individuals. Because of this, it is important to clearly define what is meant by this term. For the purposes of Computing Across the Curriculum, we define the following levels of expertise. While these definitions are somewhat arbitrary and incomplete, they provide a starting point. More detailed definitions (particularly for the Intermediate and Advanced levels) will need to be developed within the individual disciplines/units. These levels are defined in terms of the ability to perform certain tasks, since this will both allow relatively easy assessment (formal or informal) and provide guidelines for appropriate training.

Basic

• Understanding of fundamental computer tasks (such as logging-on, using a mouse, viewing a file directory, or running an application program).
• Ability to access and send electronic mail.
• Ability to use basic library resources on the computer (such as KentLink, OhioLink, or some of the research databases).
• Ability to use a World Wide Web browser (such as Netscape) to search for information on the Internet and the ability to evaluate the information gathered.
• Ability to create a simple document using a word processor.

Intermediate

• Ability to create a complex document which includes such features as automatically numbered pages, footnotes (or endnotes), a variety of type formats (bold headings, bullets, etc.), and to use a spelling and grammar-checker.
• Ability to use applications appropriate to the individual's field of study. This may include:
  • Ability to use more advanced library resources on the computer (particularly some of the specialized databases).
  • Ability to create and use a spreadsheet program.
  • Ability to perform simple statistical analysis.
  • Ability to use a database program.
  • Ability to use a presentation package.

Advanced

The definition of an "Advanced" skill level will need to be developed by individual disciplines/units, but should identify advanced applications appropriate to the individual's field of study.

Goals

While it might seem ideal for all of our students to have "advanced" computer skills by the time they graduate, this may not be appropriate in all disciplines. (This is obviously dependent on the definitions used). A more realistic and worthwhile set of goals is outlined below.

1. By the end of a student's first semester at Kent-Stark, he or she should have acquired all of the "Basic" computer skills defined above. Many students will enter the University having already mastered these. For those that do not, appropriate remedial coursework must be made available (either through Orientation, creation of a new course, or regularly scheduled workshops) to correct this deficiency.
2. Throughout the students' first year, these basic computer skills should be enhanced in all disciplines by faculty regularly and consistently demonstrating use of computer applications and skills appropriate for the courses being taken and requiring students to make use of these.
3. During students' second year, "Intermediate" computer skills should be introduced. Training becomes a crucial (and troublesome) element during this period. A concerted effort will need to be made by each discipline to define what levels of computer experience are appropriate for students in each field and a determination made of how best to train students. Some computer training will occur in the classroom as part of courses outside of Computer Science. For a few of the more general skills, it is possible that training in these areas could occur as part of University-sponsored workshops. Again, it is essential that faculty in all disciplines both demonstrate and require students to make use of these skills for them to be retained.
4. More advanced students who have already developed "Intermediate" computer skills will see the importance and utility of acquiring "Advanced" skills. In addition, this more advanced training lends itself more to individual learning. Given the mission of our Campus and the nature of these advanced skills, Computing Across the Curriculum should focus initial efforts on student acquisition of the first two skill levels.

Faculty Training

Obviously, if we require students to acquire computer skills and make use of these skills in the classroom, faculty will need to be trained in these areas. Ultimately, this is the responsibility of individual faculty members. While computer training per se is not part of our job descriptions, it is our duty as professionals to learn the skills appropriate for training our students. In our society, students will need computer skills, and it is our responsibility to provide them. With that said, the campus administration needs to make every effort to facilitate enhancement of faculty skills. This can be accomplished through a variety of means, including workshops, Computer Circle, tuition reimbursement for appropriate coursework, and (in certain circumstances) load lifts to allow time to develop necessary course materials. Realistically, faculty will need some incentive to devote the time and effort that will be required to make Computing Across the Curriculum a success.

In addition to the computer skills that we as faculty convey to our students, it is important that we are able to make appropriate use of available technology to provide the best education for our students. In addition to training students in course material, we also need to show students in all disciplines the most effective means of communicating ideas using appropriate technology, since this is a skill that is appropriate for all college graduates. This does not mean that we need to constantly purchase the newest piece of equipment, but we should be trained and able to use the resources that we currently have available. Only when current resources are over-utilized and/or proven to be inadequate do we need to worry about "upgrading".

While most of the above discussion focuses on fairly specific training, it is perhaps more important to convey to faculty specific examples of how computers can be utilized in coursework (both in the classroom and in out-of-class projects). If Computing Across the Curriculum is going to succeed, we need to share success stories (and some failures), particularly within broad disciplinary boundaries. This sharing of ideas and enthusiasm for concepts that "work" should provide encouragement to help us begin the difficult task of implementing new ideas to bring into the classroom.

Ultimately, the success or failure of Computing Across the Curriculum depends on our faculty. We must begin by providing faculty the means and the expertise to use computers in their courses, and allow time for this program to develop. Expecting too much from faculty and students during the early stages will only serve to frustrate and/or intimidate, which will degrade the broad base of faculty support that will be required for this program to succeed.

Instructional Support Subcommittee of the
Academic Planning Committee
April 20, 1997

Clarke Earley, Chair
Lee Fox-Cardamone
Bill Hayden
David Hunter
Maureen Kilcullen
Jack Rowe
Terry Sosnowski

This page was last modified on August 27, 1997
and was written and is maintained by Clarke Earley
Kent State University Stark Campus
Department of Chemistry
email: cearley@stark.kent.edu
© 1997 by Clarke Earley, Kent State University.