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The Wake Forest Plan and Its Results

The Wake Forest Plan and Its Results. David G. Brown, VP & Dean (ICCEL) Professor of Economics Provost (1990-98) October 30, 2000. 3700 undergraduates 92% residential 500 each: Med, Law, MBA, PhD $950M endowment

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The Wake Forest Plan and Its Results

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  1. The Wake Forest Plan and Its Results • David G. Brown, VP & Dean (ICCEL) Professor of Economics • Provost (1990-98) • October 30, 2000

  2. 3700 undergraduates 92% residential 500 each: Med, Law, MBA, PhD $950M endowment Winston-Salem, NC Baptist Heritage 1300 average SAT 28th in US News & World Report Top 35 Privates in Barron’s Guide Rhodes Scholars

  3. IBM Laptops for all Printers for all New Every 2 Years Own @ Graduation 45.000 Connections Standard Software 99% E-Mail THE WAKE FOREST PLANIBM A20m, 500 Mhz, 11GB, 15”ActMatrix, CD-ROM, 90 modem ICCEL -- Wake Forest University, 2000

  4. Thinkpads for all New Every 2 Years Own @ Graduation Printers for all Wire Everything Standard Software Full Admin Systems IGN for Faculty Keep Old Computers 40+30 New People ACS in Each Dept. 85% CEI Users 99% E-Mail +15% Tuition ~$1500/Yr/Student 4 Year Phase In Pilot Year Plan for 2000 THE WAKE FOREST PLANF97: IBM 380D, 32 RAM, 130Mhz, 1.35GB, CD-ROM, 33.6 modemF98: IBM 380XD, 64 RAM, 233 Mhz, 4.1GB, CD-ROM, 56 modemF99: IBM 390, 128 RAM, 333 Mhz, 6GB, CD-ROM, 56 modemF00: IBM A20m, 500 Mhz, 11GB, 15”ActMatrix, CD-ROM, 90 modem ICCEL -- Wake Forest University, 2000

  5. 2000 Software Load Netscape 4.7 Dreamweaver 3 SPSS 10 Maple V 6 Windows 98 MS Office Prof 2000 RealPlayer 7 Acrobat Reader

  6. Students First 2 Layers: Threshold + Rapid Change Communicate/Access (Not Present/Analyze) Standardization Academic Freedom Nomadic Learners CONCEPTS BEHIND PLAN

  7. CONCEPTS BEHIND PLAN • Dominant Use After College • Empower Existing Units • Eager Faculty • Students Change Agent • Exposure, Not Mandate • Partnership • Marketable Difference

  8. Consequences for Wake Forest • +SAT Scores & Class Ranks • +Retention & Grad Rates • +Satisfaction & Learning • +Faculty Recruitment

  9. New options require rethinking all we do Our profession has new gardening tools. We want to learn which ones will be useful in stimulating growth in our own gardens. ICCEL -- Wake Forest University, 2000

  10. Tomorrow’s Trio • Customization goodbye mass production • Community goodbye mass media • Change goodbye yesterday ICCEL -- Wake Forest University, 2000

  11. Computers Enhance My Teaching and/or Learning Via-- Presentations Better--20% More Opportunities to Practice & Analyze--35% More Access to Source Materials via Internet--43% More Communication with Faculty Colleagues, Classmates, and Between Faculty and Students--87% ICCEL -- Wake Forest University, 2000

  12. Computers allow people---- • to belong to more communities • to be more actively engaged in each community • with more people • over more miles • for more months and years • TO BE MORE COLLABORATIVE ICCEL -- Wake Forest University, 2000

  13. WHY COMPUTERS?…the faculty answer • Interactive Learning • Learn by Doing • Collaborative Learning • Integration of Theory and Practice • Visualization • Communication • Different Strokes for Different Folks ICCEL -- Wake Forest University, 2000

  14. Personal Use of Computers by Wake Forest FacultySource: 1998 HERI Survey • 98% E-mail • 91% Memos & Letters • 75% Scholarly Research • 41% Presentations • 36% Data Analysis • 22% On Line Discussion Groups

  15. Key Elements of Approval Process(Voted by Faculty, Students, and Trustees) • Faculty Committee Leadership---met rigorous requirements, joint trip to Crookston, elected policy group • Many Implementation Centers---library, departments, deans, residence halls, CIT, bookstore, IS • Administrative Leadership---team • Open Discussion & Votes

  16. Key Elements of Approval Process(continued) • Regular Planning Cycle---interim report • 37 Item Package-- salary increase goals, liberalized leave policy, first year seminar, scholarships, etc • 40 New Positions---more time + more intimacy • Lucky Timing---sympathetic board chair, weak computer environment, right national press

  17. Ways of Thinking About Presidential Campaigns and Debates A First Year Seminar Introducing Students to the Liberal Arts 15 Freshmen Meet twice per week All with open laptops ICCEL -- Wake Forest University, 2000

  18. COURSE OBJECTIVES • To understand a liberal arts education as an opportunity to study with professors who think by their own set of concepts • To learn how to apply economic concepts • To learn how to work collaboratively • To learn computer skills • To improve writing and

  19. Learning is enhanced by- • Collaboration among Learners • Frequent student/faculty dialogue • Prompt Feedback • Application of Theory • Student Self Initiatives • Trustful relations • Personal & Individual Teaching

  20. Before Class Students Find URLs & Identify Criteria Interactive exercises Lecture Notes E-mail dialogue Cybershows During Class One Minute Quiz Computer Tip Talk Class Polls Team Projects After Class Edit Drafts by Team Guest Editors Hyperlinks & Pictures Access Previous Papers Other Daily Announcements Team Web Page Personal Web Pages Exams include Computer Materials Forever Brown’s First Year Seminar ICCEL -- Wake Forest University, 2000

  21. Results: Compared to OtherFirst Year Courses More Same Less How much did you learn? 2/3 1/3 -- How much time did you spend?-- 2/3 1/3 How did you enjoy the course? 3/3 -- --

  22. Lessons Learned

  23. LESSONS LEARNED • PC’s are only 10% of the Challenge (support/networks/policies/train/expose) • Most sunk costs can be ignored • Expectations need management • Develop a comprehensive plan first, and quickly match it with a multiyear financial plan ICCEL -- Wake Forest University, 2000

  24. LESSONS LEARNED • Consulting Help is the Most Important Gift • Professional Project Mgt is Crucial • Demand will increase Much Faster than Anticipated • Pilot Year is Essential • Hardware & Software Decisions are separable ICCEL -- Wake Forest University, 2000

  25. LESSONS LEARNED • Standardization pays rewards well beyond those anticipated; non-standard configurations require 3-4 times support • Students/Faculty want specific computer training that is centered around a task-at-hand; general classes don’t work well • Be prepared to outsource challenges • Don’t wire to every seat ICCEL -- Wake Forest University, 2000

  26. LESSONS LEARNED • Reliability is critical, esp. the Help Desk • Provide academic units staff of their own & plenty of equipment without hassle • Improve communications; rumors fly fast • Spread the gains from & ownership of innovation throughout all units • Use the internet for course materials • Use a commercial Course Mgt System ICCEL -- Wake Forest University, 2000

  27. LESSONS LEARNED • Choose a Partner for the Long Haul • Budget Adequate Start Up & Operating Funds • Place in Context of an Overall Financial Plan • Balance Centralized Services & Local Control • Place Some Funds Under Faculty Control ICCEL -- Wake Forest University, 2000

  28. Lessons Learned • Contact becomes Continuous. • Students expect messages between classes • Team assignments increase • Papers & Talks often include visuals • Departmental clubs thrive • Student Portfolios Emerge • Students teach faculty ICCEL -- Wake Forest University, 2000

  29. Lessons Learned • Computer knowledge is a boon to student recruitment, retention, self-confidence. • Computer knowledge is highly valued by students & prospective employers • Computer availability throughout the student body attracts new faculty • Computer challenged students learn basic skills quickly, without special classes • Disciplines use computers differently ICCEL -- Wake Forest University, 2000

  30. Lessons Learned • Greatest benefits are what happens between classes, not during classes. • Greatest gains from computing come from “the big three.” • Standardization speeds faculty adoption and eases the pressure upon support staff • Standardization saves class time. • Student groups are larger and more active • Faculty migrate to the student standard very quickly ICCEL -- Wake Forest University, 2000

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