Rationale One of the main challenges in teaching the engineering and science courses at VSU is being able to handle a wide range of background and learning abilities in students. Some of our students are quick in learning how to use computer tools and commands but many are challenged in understanding geometric and angular relations/laws, and logical reasoning associated with problem-solving fundamentals in physics and engineering. Most of the freshman students in the engineering graphics course need to be motivated to perform hand-drawing/analysis of geometric shapes in 2-D and 3-D that is necessary for development of their critical thinking skills. Because of these issues, the rate of retention of students in engineering is low. We plan to transform the teaching/learning process in our science and engineering courses to overcome these challenges. Generally, our students have shown more interest in engineering problem-solving and projects when they are asked to work collaboratively on real-life problems in the field, with individual attention given by the instructor. Therefore, with the use of the Tablet PC technology we have designed more project and field activities in some of our courses, particularly in the lecture-base science and engineering courses to encourage student learning through collaborative interaction.

Implementation (pedagogy) Before receiving the HP grant most of our science and engineering courses were taught in the traditional style in which the instructor lectured in the classroom using a white board or PowerPoint and students took notes using pen and paper. Some of our science courses are taught in large classes and a faculty member in our research team who has taught more than 450 students each semester has found the traditional style of teaching in these large classes to be less effective because there is little opportunity for interaction with students. In previous years in our Engineering Graphics For Design Course, students were using Desk-top computers in the computer lab and it was not quite possible to perform CAD based projects in the field. However, the course has been revised to include more field activities using mobile technology. During the past several semesters students in this course and in other engineering and science courses have shown a significantly more interest in using the Ink- writing capabilities of the Tablets for drawing/geometric analysis as compared with the traditional method of using pen and paper. Every semester we are using the Tablet PC technology in more courses in science and engineering to make teaching and learning more interactive, hands-on, field-base, meaningful, and enjoyable for our students. Based on the results obtained by other educators (Rogers and Cox), in our large classes (e.g., geology, physics, and physical science courses) we are using one Tablet PC for presentations of materials. Because of the positive feedback and enthusiasm shown by the students, we expect that in the long-term, the success and retention rates in all programs, particularly in our engineering studies program will increase significantly.

Implementation (technology) We are developing a technology-based teaching methodology to enhance student learning in engineering related courses such as engineering graphics, physics, engineering mechanics, and other courses. In the engineering graphics course, using the mobile technology, we employ 15 different 3-D solid objects that we have constructed from wood blocks to create hands on projects for students in CAD and solid modeling. Students use the AutoCAD program to construct 2D/3D computer models of these objects on Tablet PCs, then compare/discuss their drawings and computational techniques with each other and with the instructor in the lab/field to become familiar with various problem-solving methods. Tutorial videos have been developed on Camtasia software for students to learns step-by-step methods of development of selected solid models. The Vision classroom management program is used to monitor student progress in the CAD class. WEBCT VISTA is being used extensively as a course management tool in the engineering and some sciences classes. In large classes (e.g., physics and geology courses), the stylus of the Tablet PC is used by the instructor to place annotations on slides during PowerPoint presentations or to write/draw on the Tablet using the Windows Journal to interact with students. In small classes/labs a Tablet PC is used/shared by 1-3 students. Particularly, in our engineering mechanics and thermodynamics courses students use the Windows Journal program to draw free-body-diagrams, control volumes, and energy system on Tablet PCs (some times superimposed on a photograph of the enginnering structures and systems imported into the Windows Journal). They are then able to share their notes with each other in class or in the field. Impact on Teaching We are applying the Tablet PC technology in selected large and small classes to encourage collaborative interaction among students. Also, by designing more field-base projects and activities, we are making teaching and learning more meaningful and enjoyable for both faculty and students. We expect that because of the success of this project we will have an increased rate of student success in many other engineering and science courses, and will improve student retention in engineering. A survey is being distributed to students to evaluate the effectiveness of mobile technology in learning fundamentals of each course. Another survey related to teaching was completed by faculty. Based on the initial survey, about 80% of the students indicated that the effectiveness of Tablet PC in their learning was high or very high, and they were motivated in using Tablet PC in classroom . Also, all 4 professors involved on the Project have indicated that the Tablet PC has made their teaching more interactive and that they enjoy using it in their teaching. Also, all students are being administered appropriate tests and quizzes during a semester to measure their understanding of fundamentals and problem solving techniques related to the courses. The results are documented and compared with those from similar courses from previous semesters in which no mobile technology was applied. In physics and geology courses, the effectiveness of using one Tablet PC in the classroom is being determined by comparing the student success rates with those from previous semesters. In some courses (e.g., Engineering Graphics), selected topics are presented to students using a traditional approach and other topics with the same level of difficulty are presented using Mobile Technology. Then the student grades from each topic are compared. The retention rate of students in engineering will be determined using the student enrollment in upper level courses (e.g., statics and dynamics), and number of students transferred to Georgia Tech and other engineering schools and compared with those from previous years. "This grant not only has facilitated learning in engineering and science courses through collaborative interaction and field-based learning, but also has provided opportunities for them to be actively involved in learning through undergraduate research. Also, the Mobile Technology has made it possible for our faculty to collaborate in interdisciplinary and interdepartmental research projects related to science and pedagogy." Dr. Louis H. Levy, Vice President for Academic Affairs. ---------------------------------------------------------------- "The HP Technology for Teaching Grant and the HP Technology for Teaching Leadership Grant are being used to integrate this cutting edge instructional technology with traditional methods to improve the effectiveness of teaching and learning in many areas in VSU College of Arts and Sciences. These grants have had a very positive impact on our institution and the broader community." Dr. Linda Calendrillo, Dean College of Arts and Sciences. Impact on Student Learning Several Years Ago (before implementation of the HP-Technology project) - Many classes in the engineering and science courses were taught inside and students and faculty were confined to the traditional classroom or laboratory with traditional methods of teaching (using powerpoint slides and adding notes on the white board). Note-taking and sketching were done by students using pen and paper. This method of teaching allowed for little spontaneity or interaction, and there were little or no experiments or projects that could engage students in the field. Also, students had difficulty in relating supplemental notes written by the instructor on the white board with the drawing and text materials shown on the screen. Our initial survey indicates that more than 75% of our engineering and science students did not have any knowledge of or experience with Tablet PCs. One Year Ago (the first year of the project) - Only three of the VSU faculty members from engineering, geology, and biology programs were experienced with Tablet PC. Most other faculty members were teaching their courses using either a white board or PowerPoint presentations from a desktop computer. None of our students had the opportunity to borrow and use a Tablet PC for the entire semester to learn about its advantages in note-taking compared to the traditional method. Today - Sixteen of our colleagues have used Tablet PCs in their classrooms on a continuous basis. Also, six students have had the opportunity to use Tablet PCs in various courses for several weeks or the entire semester. Several VSU students have performed geology field experiments more than 200 miles away from our campus. Faculty members from various fields of science, engineering, dental biomaterlas have used Tablet PC to include annotation on their PowerPoint slides. Also, in place of the whiteboard, they have employed Windows Journal and other tools that incorporate an electronic ink option for classroom projection. Furthermore, these presentations are made available to the students electronically using course management programs such as WebCT. Based on student feedback, when the instructor makes annotations directly on the projected information, the Tablet PC helps students to better integrate the instructions comments with the projected content. Because of the opportunity for interaction and active participation in real-world experiments, students have shown more interest in learning the fundamentals of problem-solving techniques. Comparison of student course evaluations from all courses taught by the same instructor during the last three years either with or without use of Tablet PC indicates greater student satisfaction when the technology was employed by the instructor. All upper level engineering students and many science students have used a Tablet PC in at least one of their classes. In the engineering graphics for design course, teams of students can work on collaborative field projects to perform measurements, sketching, CAD drawing and design/modifications in the field using their Tablet PCs. Because of opportunity for interaction and active participation of students in real-world experiments, they have shown more interest in learning the fundamentals of problem-solving techniques. In introductory biology and geology courses, one Tablet PC has been used by the instructors in large classes (~120 student/class). This method has been very effective in generating student and instructor interest in lecture and learning and in increasing lab efficiency. This improvement was due to the fact that supplemental notes and drawings could be added directly on each corresponding PowerPoint slide shown on the screen that dramatically reduced any chance for confusion. Many field experiments are performed in laboratory courses with Tablet PCs including: 1. A geology field experiment conducted in a cemetery near VSU campus to evaluate erosion characteristics of various rocks. They analyzed the data, plotted the results in graphical forms, and compared their findings in the field. 2. A second geology field experiment conducted in the north Georgia mountains ~250 miles away from campus using Tablet PCs. 3. A biology lab exercise that demanded students to go to the field for sample-collection was modified (due to inclement weather). Instead students used their Tablet PCs to search the web for simulated field samples and virtual data-acquisition of plants and animals found in different ecosystems to classify study and tally the samples. In groups of four, students used the electronic ink option of Tablet PCs to enter data, make tables and draw graphs. They also saved their work and submitted to WebCT. Results - Shown in the figures 1-5 are some of the results/examples from the application of Mobile Technology in our courses during he Fall 2006 and Spring 2007 semesters. It is evident that the number of students receiving a grade of "A" or "B" was increased significantly and in general, the number of "C"s and "D"s decreased when Tablet PCs were used in the classroom (Figs. 1, 3, & 4). Also, the course enrollment in statics and dynamics increased when Tablet PC was used in teaching and learning (Fig. 2). Note that the results shown in Figs. 3 & 4 correspond to the application of one Tablet PC in classroom which confirm the findings by Rogers and Cox that using one Tablet PC in classroom can have a significant impact in student learning. Fig. 1- Comparison of student grades in the Engineering Graphics for Design course when two sets of problems (with the same level of difficulty) were given to the students. Teaching/learning in problem set #1 was without the use of mobile techonology, while in set #2 Tablet PC's were used in classroom. Fig. 2- Comparison of the course enrollments in statics an dynamics in recent semesters during which the Mobile Technology was used with those from previous semesters (without the use of Mobile Technology). Fig. 3- Comparison of student grades in a geology course for two methods of teaching (traditional vs. technology-enhanced). Note that in the technology-enhanced method, only one Tablet PC was used by the instructor. Fig. 4- Comparison of student grades in a general biology course for two methods of teaching (traditional vs. technology-enhanced). Note that in the technology-enhanced method, only one Tablet PC was used by the instructor. Fig. 5- Two examples about the applications of Windows Journal in enginering statics and dynamics courses. 1. Drawing the free-body-diagram (FBD) of an enginnering structure on its picture (Figure on the left). Instead of drawing the FBD in a separate diagram (as done conventionally), this method is proposed to give better underestanting of real-life problems to engineering studensts. 2. An example of a Tutorial work-sheet prepared on Windows Journal for our statics students (Figure on the right). Fig. 6- Comparison of student grades in a general biology course for two methods of teaching (traditional vs. technology-enhanced). Note that in the technology-enhanced method, only one Tablet PC was used by the instructor. Fig. 7- Comparison of student grades in a general biology course for two methods of teaching (traditional vs. technology-enhanced). Note that in the technology-enhanced method, only one Tablet PC was used by the instructor. Fig. 8- Comparison of student grades in a general biology course for two methods of teaching (traditional vs. technology-enhanced). Note that in the technology-enhanced method, only one Tablet PC was used by the instructor. Fig. 9- Comparison of student grades in a general biology course for two methods of teaching (traditional vs. technology-enhanced). Note that in the technology-enhanced method, only one Tablet PC was used by the instructor. Summary of the Results - Based on analyses of data obtained from student/faculty surveys, students test performance in several courses during our studies since the Fall semester of 2007, we have observed that the technology-enhanced teaching and learning has made a very positive impact in student learning. One Year From Now - We expect to obtain more positive results (higher grades, increased rate of retention, and improved course evaluation) in our enginering and sciences courses. We will include new courses (e.g., several physics courses), perform more controlled experimentations with Mobile Technology in classroom, and conduct statistical analysis of the data for comparison of teaching/learning methods with or without the use of Mobile Technology. We anticipate that we will continue to obtain very positive results from our new approuach and will confirm our preliminary finding that application of Mobile Technology will result in: A significant increase in student interest in class participation. A significant improvement in student grades in all courses. An improved student evaluation in all courses, thus, will have a very positive impact in faculty attitute toward teaching. An increase in student retention rate in the VSU engineering studies program.

Figs. 10 and 11- VSU engineering students working on statics and dynamics problems. Using the Windows Journal program and the eletronic ink option of Tablet PCs students perform 3D vector analysis, draw Free-Body-Diagrams, fill the blank areas of partially solved problems, and discuss their methods of solutions with each other and with the instructor

Fig. 12 (Top Left):A VSU egineering student using a Tablet PC in a CAD project in the field.
Fig. 13 (Top Right): The 3-D CAD drawing corresponding to the field project in previous figure.
Fig. 14 (bottom Left): A VSU egineering student using a Tablet PC in a another CAD project in the field.
Fig. 15 (bottom Right): The 3-D CAD drawing corresponding to the second field project.

Fig. 16: Solution of a sample problem in dynamics on a Tablet PC.
Fig. 17: A tutorial dynamics problem developed on Tablet PC.

Fig. 18: A summary of some physics equations using Tablet PC to upload on WebCT for teaching and learning.

Fig. 19: A graphical solution of a dynamics problem on Tablet PC.

Quick Facts Dept.: Engineering Studies program, at Physics Astronomy and Geosciences Dept. Courses Impacted: Engineering Graphics for Design (ENGR 2500), Statics (ENGR 2010), Dynamics (ENGR 3210), Thermodynamics (ENGR/PHYS 4310), Computational Physics (PHYS 3820), Introduction to Biology (BIOL 1030), Introductory Physics I & II (PHYS 1111 & PHYS 1112), & Geology (GEOL 1010). # Students Impacted: Approximately 1200 students in 2007 & 2008 (In large classes e.g., BIOL 1030 and GEOL 1010, one Tablet PC is used by the instructor, in engineering, physics and laboratory courses a Tablet PC is shared by 1-3 students). # Faculty Involved: 16 Keywords: Engineering, Physics, Biology, Geology, Science, CAD, LabView. Fig. 20 (Top Left): Soil temperature measurement using Tablet PC and the LabView Data Acquisition Program in a thermodynamics field project. Fig. 21 (Top Right): VSU geology students using thier Tablet PCs at a north Georgia mountain (250 miles from VSU campus). Fig. 22 (Middle Left): Tablet PC being used in a geology field experiment at a cemetery near VSU (evaluating erosion characteristics of rocks). Fig. 23 (Middle Right): Students in an Engineering Graphics field project redesigning a walkway at VSU. Fig. 24 (Bottom left): Two views of the VSU walkway and its sketch on the Windows Journal. Fig. 25 (Bottom Right): Drawing of the walkway by a VSU student on a Tablet PC.