Goals This grant involves putting HP iPAQ technology into the hands of first-semester engineering design teams (called HP iPAQ Teams) in the E101, Introduction to Engineering and Problem Solving course at NC State. The overall focus of the project is to address issues related to technology use and its effect on retention and persistence in engineering for traditionally underrepresented populations in engineering. The grant addresses two important opportunities within the E101 course. 1. Exposure to new technology in this introductory course is important because it demonstrates to students how they are to learn during their years at NC State. We set the expectation that technology is a tool to amplify learning, not a shortcut or substitute. In this way, research into how HP iPAQ technology can be integrated into the current class affords an enormous potential to impact students not only in E101, but also in their approach to learning in general. 2. In E101 we seek to expose students to technology early in their college careers in order to engender a connection to engineering and foster wonderment regarding new and emerging technologies. This strategy aims to stimulate students' interest in technology and, at the same time, to educate them about the academic disciplines which make these technological marvels possible. These opportunties are important for all students in engineering. We are especially interested in the effect that exposure to HP iPAQ technology has on the retention and success on women and underrepresented ethnic minorities in engineering.

Project Implmentation Quick Facts Course: This project was implemented using the E101, Introduction to Engineering and Problem Solving course at NC State University. All first-semester engineering students take this course each fall. In fall 2004 and 2005 we created special sections of the course called "Project iPAQ" sections. iPAQ Sections: All ~30 students in the iPAQ section were given HP iPAQ handheld computers for the semester. Students used their iPAQs as part of the E101 course, and were encouraged to use the machines in other courses and their personal lives. Faculty: Dana Lasher and Joyce Hatch, lecturers in the Computer Science program at NC State, were the instructors for the course in fall 2004 and 2005.

TA Joy Johnson works with students Implementation in E101 HP iPAQ Section Class Structure: Each semester, students enrolled in the special section were given HP iPAQ pocket PCs to use as their own for the entire semester. The idea was for the students to have as broad of exposure as possible with this technology. Students were encouraged to use the iPAQs as part of their life as a student, and in there personal lives. The course itself was developed around the iPAQ as the central mode of accessing information for the course. A course-website was developed for viewing and interaction with the iPAQ. In-E101-class, and suggested personal, uses of the iPAQs are given below: In-E101-Class Uses: (1) View the iPAQ course website with weekly To-Do lists, exercise descriptions, and lecture notes. (2) Complete in-class exercises using the iPAQ, exercises included: MS Excel projects on iPAQ involving estimating and calculations, MS Word document creation, editing, and electronic submission to the course electronic locker via iPAQ, Web-based scavenger hunt via iPAQ, Formatting and submission of a resume for the iPAQ. (3) Each team was assigned a 5-minute iPAQ-related tutorial to be presented to the class. Each tutorial required the team to develop an in-class demo that the rest of the class could follow along with. Below are the tutorials from Fall 2005: Accessing and viewing webpages with the HP iPAQ, includes access and validation processes, as well as re-sizing for iPAQ, Sending and receiving email on the campus email system using the iPAQ, Detail of Active Sync capability between the iPAQ and laptop/PC station: what is it, how does it work, how to load and maintain, Detail of Blue Tooth capability: how to use, how to activate, transferring files, etc., Downloading software for the iPAQ system disk: how to use and implement the included software, Details of backing up the HP iPAQ: how do you do it, what are the options, limitations, Description of internet sites that have useful iPAQ software: types of useful software, costs, sizes, how to download, etc., Details on accessing wireless networks both on and off-campus: security checks, ethics, etc. The in-E101-class uses were designed to center the course around the HP iPAQ as a tool. Students explored various uses and aspects of the pocket PC in this context. Suggested Personal Uses: Below are a few ways that students can incorporate use of the iPAQ in their personal lives: Academic: Note taking for classes, dictionaries, tutorials, submission of assignments, Communication: email and Instant Messenger, contact lists, Time Management: scheduling of events, to-do lists, project management, Fun: games, travel planning. Students were asked to learn about, and try to use, the iPAQ in as many ways as possible to improve their personal and student life. Again, this was meant to expose the students to new ideas and technologies. A major element of the E101 course is the semester-long engineering design project. This is a team-based design project that takes students through the entire engineering design cycle. It is an integrative experience which pulls together all of the learning objectives in the course. For the iPAQ sections, students are required to propose and have approved a design project that uses the HP iPAQ. An important aspect of the course is the use of upper-class students as project mentors for each student design team. These project mentors are successful students in computer science, computer engineering and electrical engineering majors who have experience and expertise with technology, computers, and wireless environments. The project monitors also attended every class section and were available to answer questions and assist in issues related to the designed in-E101-class uses of the iPAQ.

Contact Us If you have questions or would like to learn more about our project please contact us at any time. Dr. Jerome P. Lavelle, PI [email protected] Phone: 919-515-2315

HP iPAQ Student Design Projects Fall 2004 Projects: Compatibility of iPAQs and Cell Phones, Data Transfer Analysis of Study-On-The-Go Software Comparison of iPAQ Data Input Methods Analysis of Requiring iPAQs for Freshmen Mapping iPAQ Wireless Connectivity on Campus Design of an iPAQ-based In-class Quizzing System Design of an iPAQ-friendly Campus Map Design of an iPAQ-based Food Ordering System Fall 2005 Projects: Design of iPAQ-based Travel Buddy Design of PaqConnect: An iPAQ based community Design of an Interface of Google Maps for iPAQs Analysis of iPAQ-compatible Free Software for School and Life Design of an iPAQ-based Medical Records System A Semester-long Study and Analysis of Using the iPAQ for Note-taking Interfacing iPAQs to an In-Class Quizzing Website Analysis of use of iPAQs versus Textbooks

In Fall 2005, a design team called Freshmen Engineering Women (FEW) proposed a project called "PaqConnect." Pictured above are the members of FEW: Candace Lee, Catlin Taaffe, Manish Kaur, Jessica Duncan. Project details are given below. Project Overview: "Our idea is called PaqConnect. This idea would connect all of the students, faculty, and staff at NCSU on the iPAQ. This would be a networking system that would allow students to find human resources such as tutors, support groups, doctors, professors, etc. at NC State and in the Raleigh area. For example, Archie Thinman is a freshman at NCSU who is looking for a support group; all he has to do is type in the word anorexia and support groups and doctors will appear. Not only will the names appear but the actual address and telephone numbers will appear." Project Goals "Our goal is to provide easier and more convenient access to on and around campus resources. This allows freshman to be able to learn about NC State and Raleigh easier and quicker making their transition into college smoother. This also allows businesses the ability to reach college students who are looking for new doctors, places to eat, and more!" Deliverables "Our team will present our product and our data that was collected in a presentation and a paper. We will include how we received all of our data and how we implemented our plan. Our presentation and paper will also discuss the good and the bad of PaqConnect and how this particular project can be improved."

Assessment Plan To investigate the effects of being exposed to the HP pocket PC iPAQs for their first semester qualitative and quantitative assessment methods were used. Qualitative data was gathered using a survey, while quantitative data included cumulative GPA, retention and matriculation rates for iPAQ and non-iPAQ groups. Subjective Measures Surveys were used at the beginning and end of each semester to assess students' attitudes towards technology and their perceptions of its impact on their learning. The survey contained questions with both Likert-type 5-point scale responses as well as open ended response sections. Data was gathered for three different sections of the E101 course: those in the iPAQs section , those in laptops sections, and those in a regular computer laboratory section (this last section used table-top PCs with 2-3 students per machine). Data was collected for sections of the 2004 and 2005 engineering cohorts. The Likert-type items were analyzed by calculating averages and comparing pre- and post-test scores of matched samples for each of the three groups. Results are displayed as a percentage and include the difference between post-test and pre-test. These changes can be positive or negative. Quantitative Measures We examined students' cumulative GPAs at the end of three semesters for the 2005 cohort and contrasted the iPAQ student performance to other groups. We also compared retention and matriculation rates between iPAQ students and other groups. Matriculation rates and retention rates were not possible for the 2005 group because they had only been in college one semester.

Findings of Assessment Observations of Qualitative Measures 1. iPAQ sections seemed not to be distracted by technology. 2. iPAQ students felt more communication would take place. 3. iPAQ students were mixed on the question of enjoyable. 4. iPAQ students' confidence with technology increased. 5. More iPAQ students felt technology was boring. 6. Nearly 100% of students understand the impact of technology in jobs. Observations of Quantitative Measures 1. iPAQ sections retained at higher rate in first semester, but by third semester they lagged behind. 2. iPAQ had higher GPA in first semester, but by second semester had lagged behind. 3. iPAQ had lower rate of matriculation in engineering. 4. Women iPAQ students had a slightly higher GPA but lower matricution rate. 5. Minority iPAQ students, performed at the same rate as other minorities in the first semester, then lagged behind in GPA and retention rate. General Observations 1. HP iPAQ mobile technology was new and exciting. 2. iPAQ mobile technology had limitation of use for students because of i/o, storage, viewing, and power.

This project supported in part by an HP Technology for Teaching grant. The project team offers grateful acknowledgement to those individuals and organizations at North Carolina State University and Hewlett-Packard who contributed their invaluable expertise and efforts to make this project possible.