Rationale Three years ago, the science and mathematics departments have embarked on transforming their curricula and delivery formats from traditional lecture/lab classes to computer-based. In addition, the college started an engineering program, and the PI has integrated wireless/mobile technology into the curricula to improve student learning and outcomes. STEM courses generally have negative behavioral reactions from students: anxiety, fear, and boredom (images of students sleeping in class, as the instructor’s monotonous presentation seems unending). There is no method for instructors to measure student comprehension until test time and that may be too late. With the HP tablet PCs this grant provided, the STEM instructors engaged students by making the lecture environment more interactive and hold the students instantly accountable for their learning. The technology also allow instructors to know, almost instantaneously, if students comprehend the material, allowing instructors to redirect or review the material as needed. HP tablet PCs enabled the STEM faculty to incorporate real-world application of engineering and physics into their classes where they generally would not with traditional methodologies. Using the technology, students learn complex material in an active, engaged format that builds confidence. Confidence is the cornerstone of success.

Implementation (pedagogy) The revision of ECE102 involve revamping the lecture format. The revision utilize a learning community format (ECE 102, ENG101, and MAT 220). The current course uses a variety of labs and activities to enhance and reinforce engineering/science competencies but the lecture delivery component comprises a majority of class time and has a variety of problems. Instead of the current lecture format where the instructor writes notes on a whiteboard and/or shows notes on a Power Point presentation and the students listen and copy notes, the lectures became engaging and interactive. On individual tablet PCs, students respond to concept questions and work out problems. With the implementation of this project, where the current lecture format fails to engage students and student comprehension levels are not easily determined, students are able to provide instant feedback and learn in an integrated environment (Learning Community: English Composition First Year: ENG101, Analytic Geometry and Calculus I: Math 220 and ECE102). Students effectively communicate both orally and in writing (ENG101), gain an in-depth comprehension of analytic geometry and calculus (MAT220) and master complex problems with more efficiency because they are using tablet PCs.

Impact on Teaching The tablets have impacted our teaching in the following ways: Student-Centered Learning : More and improved in-class group activities made possible by using the pen-based capabilities Instruction Efficiency: Using the pen-based and wireless capabilities saves time and enriches the instruction delivery Mobility: Moving the cart from one classroom to another. Our future goals are as follows: Find more and better ways to use the tablets to improve student-centered learning Become more proficient in using the tablet capabilities during instruction and assessment Determine how the tablets may be more useful in field-based learning projects Attract more students to the science, technology, engineering, and math disciplines (S.T.E.M.)

Impact on Student Learning The overall learning has been enhanced because of the added computing technology available. More interactive opportunities during class resulted in increased comprehension and problem-solving skills Access to lecture material online to take notes, write equations and draw directly on the computer screen to save, study and distribute Individual, small and whole-group online demonstrations by completing drawing oriented exercises such as virtual digital circuitry, diagrams, and equations Quality of written reports improved both visually and in content Use of the tablet at some field-based projects to collect data Added design ability and simple addition of diagrams, equations and drawings to reports Peer review and group revising during writing-oriented exercises

Group of Learning Community students brainstorming their design project "Egg Drop" Students effectively communicate both orally and in writing (ENG101), gain an in-depth comprehension of analytic geometry and calculus (MAT220) and master complex problems with more efficiency because they will use tablet PCs.

Quick Facts Courses Impacted: ECE102: Engineering Analysis Tools and Techniques Engineering Analysis Tools and Techniques (ECE102) is a 16-week, semester long, 2-credit course, meeting 2 times per week, 100 minutes per session. It is the required core engineering course usually taken in the first year of many science/engineering programs (Aerospace, Chemical, Computer Systems, Computer Science, Electrical, Civil, Industrial, and Mechanical) at the college and at the three major Arizona universities. As an engineering class, it requires science and math backgrounds. MAT 220:Calculus with Analytic Geometry I Limits, continuity, differential and integral calculus of functions of one variable. ENG 101: First-Year Composition Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total. Number of Students Impacted: 120 Number of Faculty Involved: 3

Contact Us Mr. Bassam Matar 2626 E. Pecos Rd. Chandler, Arizona 85225 Department of Engineeirng and Sciecne Chandler/Gilbert Community College [email protected] 480-732-7139

References & Publications 1. CGCC Awarded HP "Technology for Teaching" Grant, http://www.cgc.maricopa.edu/press/20060512-23894/index.shtml 2. Classroom Presenter, http://www.cs.washington.edu/education/dl/presenter

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