Context
We conducted a survey of faculty in November 2023 to learn more about how our teaching faculty across all ranks and schools perceive the campus computer lab classrooms, their experiences with teaching students with computers, and what they wish we could have in an ideal space for teaching with computers in the classroom.
This report begins with general recommendations and continues with a review of the responses and recommendations from each school.
General Recommendations
Members of our committee consulted with IT to review the survey findings and recommendations of each school, and we considered them in the context of the current budget situation for the University and Behrend College. Under these circumstances, it is unlikely that IT can build new things or experiment with outfitting totally new spaces. It is also unlikely that our college can support the provision of personal laptops for incoming students. We need to work with existing resources to enhance classroom computing. In light of that context, we present these recommendations:
- Supporting classroom computing on Mac and Linux is a shared interest represented across our schools.
- We should limit expenditures to external cloud service providers and concentrate on home-built Behrend solutions where we can.
- IT is playing for cloud expenses this year, but in future these will be the responsibility of schools / programs / labs.
- IT will provide data from this for us to understand what to expect.
- We should try creating and marking our customized computer lab classrooms for distinct kinds of services:
- High-powered GPUs
- HPC farm environments for rendering / processing data + simulations for long stretches of time (where this is useful for teaching students and classroom access)
- Establish more networks of classroom labs that serve custom software that can only be used on site (Currently there are only 4 or 5 of these): The School of Science people could use their own dedicated software group.
- Establish mobile lab environments in the form of a laptop cart with 25 high-quality laptops with good CPU/GPU specs, maintained and updated by IT can support flexible general-purpose computing for classes. Such a rolling lab environment could serve multiple classes at any given hour for those courses in which most students can install course software on their own computers and where the cart provides service to those who lack a good laptop of their own.
- Such a lab could be customized for distinct software needs based on location and courses that need access to the machinery.
- Potentially such a lab could be deployed with specialized software for all students in a particular class based on programmatic needs and scheduling arrangements.
- 1 to 3 such mobile labs might go a long way to supporting access to computers where it is difficult to schedule a computer lab classroom and specialized in-lab software is not required.
- Increasing access to power outlets and chargers will help even to motivate students to bring their devices to class.
- Identify which units of Behrend should be purchasing computing resources that support general education and interdisciplinary coursework. What software, cloud, and hardware support is needed for cross-disciplinary general education coursework? Determine where there are college-level resources to pay where IT resources are slashed.
- We should consider how to engage Behrend faculty and schools in software purchasing processes.
- Purchases are made by academic units within schools. Individual faculty seeking software purchases must first initiate the University courseware approval process.
- Schools could be sharing software purchases we’ve purchased locally
- Open-source software means less bureaucracy involved: no purchases required, but the University still requires a software choice for class to undergo the courseware approval process.
- Support suggestions from IT and TLT and Library:
- Seek volunteers from faculty for a Bring-Your-Own-Device (BYOD) or Bring-Your-Own-Computer (BYOC) program: This may help to facilitate increased use of computers in the classroom when labs are not available for appropriate classes. (This will not work so well in contexts where a controlled lab environment is required.)
- Loaner Laptop Support: The Library on consultation with Matt Ciszek may be able to provide increased support in number of devices and duration of loans for students.
Black School of Business
Key Themes and Insights:
- Computer Lab Usage:
- A significant number of respondents indicate regular use of computer labs, either daily or weekly, highlighting their importance in the curriculum.
- However, there is also a notable group that either does not seek out computer labs or only uses them for specific purposes like exams or assignments.
- Software Requirements:
- Several respondents mention the necessity of specialized software, like Microsoft SQL Server, Python, Excel, SAPGUI, and @RISK, indicating a need for diverse software support.
- Some faculty arrange for special software installations, while others rely on free or open-source alternatives.
- The accessibility of software on personal devices is a recurring concern, suggesting a need for more flexible software solutions.
- Equity and Accessibility:
- Equity in access to computing resources is a recurrent theme. Respondents emphasize the need for all students to have equal access to software and computing environments, especially for labs and exams.
- The option of providing laptops or enhancing the availability of campus computers is mentioned, indicating a potential gap in student access to personal computing devices.
- Lab Design and Functionality:
- Several suggestions revolve around the reconfiguration of computer lab spaces. Ideas include dual monitors, larger screens, and the ability to switch between personal laptops and lab computers.
- Preferences for classroom design vary, with some advocating for stadium-style seating and others for flexible spaces with movable monitors and computers.
- Use of Virtual Environments and Cloud Computing:
- Interest in virtual environments (like Azure Labs) is apparent, with some faculty already using such resources and others eager to learn more.
- This suggests a potential move towards cloud-based computing solutions for software accessibility.
- Cross-Platform Compatibility:
- The need for support across multiple operating systems (Windows, Mac, Linux) is mentioned, indicating a requirement for cross-platform compatibility in software and hardware choices.
Potential Action Items
- Enhance Software Accessibility:
- Cloud-Based Solutions: Implement solutions like Azure Labs or similar cloud platforms to enable remote access to specialized software. This would allow students to work from any location, using any device with internet access, ensuring that software availability is not limited by the student's personal computer capabilities.
- Site Licenses and Bulk Purchases: Negotiate with software providers for site licenses or bulk purchasing agreements. This approach could significantly reduce costs and simplify software distribution, allowing for a more uniform software environment across campus. It would also make it easier to ensure that all students have access to the same versions and updates of software, reducing compatibility issues.
- Lab Space Reconfiguration:
- Flexible Design: Redesign computer labs to be modular and adaptable, accommodating different class sizes and teaching methods. This could include movable furniture and configurable computer stations.
- Dual Monitors and Personal Device Integration: Equip lab stations with dual monitors and docking stations that allow students to connect their personal laptops or tablets. This would enable a hybrid approach where students can choose between using lab computers and their own devices, potentially increasing comfort and productivity.
- Improve Equity in Access to Computing Resources:
- Laptop Loaner Program: Establish a program where students can borrow laptops for short-term use, ensuring that those without personal laptops have access to necessary technology for their coursework.
- Increase Campus Computer Availability: Place additional computers in accessible areas across campus, such as libraries or common study areas, to provide more opportunities for students to access computing resources.
- Support for Multiple Platforms:
- Cross-Platform Compatibility: Ensure that all software and digital resources used in the curriculum are compatible with multiple operating systems (Windows, MacOS, Linux). This could involve selecting software that is inherently cross-platform or providing alternative solutions for different operating systems.
- Collaborate with Faculty for Customized Solutions:
- Faculty Collaboration: Regularly engage with faculty to understand the specific needs of different courses and disciplines. This could involve periodic meetings or surveys to gather feedback on technology needs and preferences.
- Customized Technology Plans: Based on faculty input, develop tailored technology plans for each discipline, ensuring that the provided resources align closely with educational objectives and teaching styles.
- Facilitate Training and Awareness:
- Training Sessions: Organize regular training sessions for faculty and students on how to use new technologies and software, particularly focusing on cloud-based solutions and any new tools introduced on campus.
- Informational Resources: Develop online guides, tutorials, and FAQs to assist users in navigating new technologies. This could include step-by-step instructions, best practices, and troubleshooting tips.
Actionable Steps:
- Conduct a feasibility study for implementing cloud-based software solutions.
- Initiate negotiations with software providers for bulk purchasing or site licenses.
- Design a pilot project for lab space reconfiguration in one of the computer labs.
- Explore partnerships with technology companies for a laptop loaner program.
- Survey students and faculty to identify the most common operating systems and software requirements.
- Schedule a series of faculty workshops and student orientation sessions focused on new technologies and resources.
- Create a task force to regularly evaluate and update the technology plans based on faculty feedback and technological advancements.
School of Humanities & Social Sciences
Review of 19 survey responses
Summary of survey responses
- 42% (8) mention equity issues regarding student access to software for assessments
- 16% (3) say their students must all be using school computers (surprisingly low)
- 53% (10) mention mix of personal laptops and school computers
- 42% (8) need computer access on daily/weekly basis.
- 47% (9) indicate that computer access for all students is necessary.
- For the others, would it be helpful to have just a few computers available in a classroom? (At least for one, yes.)
- 37% (7) say they need special software
- 5/7 indicate that software is available already, both for school access and student personal download
- 2/7 say software is only available on school computers.
Recommendations
- English Composition classes need labs. We should talk to our School scheduling staff and the Registrars and IT about classroom lab access and the logistics of scheduling.
- Can more H&SS classes be scheduled in Burke or Hammermill/ Science complex?
- On consultation with IT: H&SS composition classes are about 20 students. Being able to schedule computer lab classrooms would be helpful, but the labs that can accommodate 20 or more are usually booked, and others that go unused are too small to support (e.g., only capacity for less than 20).
- HSS technology needs require lab access and specific software access, for the most part.
- HSS (Arts/Humanities/DIGIT) tech applications require good processing capacity for rendering and also new AI transformer-based model-building applications
- Digital Media, Arts, and Technology (DIGIT) technology needs are serving GA gen education courses as well as specialized coursework, independent studies, and senior projects. DIGIT technology spaces have been invented based on available classrooms and by purchasing computers to support a render farm that can be accessed by permitted students. Is it possible to combine this with a maker space available to general student body?
- Students are usually but not always well-served by their own computers.
- Given limited availability of computer lab classrooms, 4 or 5 workstations or powerful laptops available for more classrooms could help us do more in the classroom in more classes.
- Software access needs appear to largely already be met by Behrend; but specialized digital / arts applications need to be addressed on case-by-case basis. This may also help support new interdisciplinary curriculum initiatives in AI.
School of Science
Review of 20 survey responses
Key Themes and Insights:
- Computer Lab Usage:
- A large number (40%) of our courses have the students only needing to work on a computer outside of class time.
- There is an equally large number (40%) that have the students working on a computer regularly, either once a week in a lab or possibly even every class session.
- Software Requirements:
- The majority (60%) of our faculty do not require special software for their courses.
- Equity and Accessibility:
- Equity in access to computing resources is a recurrent theme. Respondents emphasize the need for all students to have equal access to software and computing environments, especially for labs and exams.
- Lab Design and Functionality:
- 19% of our faculty indicated that their courses might change for the better if the students could use computers in class every day. Conversely, an equal percentage (19) of our faculty suggested that computers in their classroom would be a distraction.
- The majority (56%) of the respondents from our School did not have a lean on what the ideal use of computers in the classroom might be.
- Use of Virtual Environments and Cloud Computing:
- 55% have not accessed this Virtual Environment or Cloud Computing and want to learn more about it. Only 10% are already using this Virtual Environment.
- 20% do not need special software access for their classes.
- Cross-Platform Compatibility:
- 40% want support for other operating systems. Also, 40% said that they currently use open-source software.
Potential Action Items
- Enhance Software Accessibility:
- Cloud-Based Solutions: Virtual labs and cloud-based platforms would enable remote access to software without the need for additional hardware or lab space. This would allow students to work from any location, ensuring that software availability is not limited by the student's access to physical locations on campus.
- Site Licenses and Bulk Purchases: Negotiate with software providers for site licenses or bulk purchasing agreements. This approach could significantly reduce costs and simplify software distribution, allowing for a more uniform software environment across campus. It would also make it easier to ensure that all students have access to the same versions and updates of software, reducing compatibility issues.
- Lab Space Reconfiguration:
- Flexible Design: Redesign computer labs to be modular and adaptable, accommodating different class sizes and teaching methods. This could include movable furniture and configurable computer stations.
- Dual Monitors and Personal Device Integration: Equip lab stations with dual monitors and docking stations that allow students to connect their personal laptops or tablets. This would enable a hybrid approach where students can choose between using lab computers and their own devices, potentially increasing comfort and productivity.
- Improve Equity in Access to Computing Resources:
- Laptop Loaner Program: Establish a program where students can borrow laptops for short-term use, ensuring that those without personal laptops have access to necessary technology for their coursework.
- Increase Campus Computer Availability: Place additional computers in accessible areas across campus, such as libraries or common study areas, to provide more opportunities for students to access computing resources.
- Support for Multiple Platforms:
- Cross-Platform Compatibility: Ensure that all software and digital resources used in the curriculum are compatible with multiple operating systems (Windows, MacOS, Linux). This could involve selecting software that is inherently cross-platform or providing alternative solutions for different operating systems.
- Collaborate with Faculty for Customized Solutions:
- Faculty Collaboration: Regularly engage with faculty to understand the specific needs of different courses and disciplines. This could involve periodic meetings or surveys to gather feedback on technology needs and preferences.
- Customized Technology Plans: Based on faculty input, develop tailored technology plans for each discipline, ensuring that the provided resources align closely with educational objectives and teaching styles.
- Facilitate Training and Awareness:
- Training Sessions: Organize regular training sessions for faculty and students on how to use new technologies and software, particularly focusing on cloud-based solutions and any new tools introduced on campus.
- Informational Resources: Develop online guides, tutorials, and FAQs to assist users in navigating new technologies. This could include step-by-step instructions, best practices, and troubleshooting tips.
Actionable Steps:
- Conduct a feasibility study for implementing cloud-based software solutions.
- Initiate negotiations with software providers for bulk purchasing or site licenses.
- Design a pilot project for lab space reconfiguration in one of the computer labs.
- Explore partnerships with technology companies for a laptop loaner program.
- Survey students and faculty to identify the most common operating systems and software requirements.
- Schedule a series of faculty workshops and student orientation sessions focused on new technologies and resources.
- Create a task force to regularly evaluate and update the technology plans based on faculty feedback and technological advancements.
School of Engineering
Review of 14 responses
Summary of survey responses
- Most respondents select “No, I need to stay where I am”, in response to the question of whether they would be willing to move to a different classroom location to access resources.
- Around 50% of responses selected “NO” in response for supporting instruction on multiple platforms, the other 50% divided between “Yes” or “Maybe, I would like to learn more.”
- Important comments on “Describe the ideal platform”:
- “Computers with dual monitors are important and consistent with how engineers work. It is good to be able to display my computer on their monitors during demos. It would be great if the classroom podiums worked consistently well.”
- “The projector screen should be located at the corner so the front whiteboard can be fully utilized.”
- “Hybrid classrooms are nothing but pain, example is AMIC 210. Dedicated computer labs with 2 screens each are ideal to teach a lab-based class.”
- 50% of responses does not think we need more computers for students to access, the remaining votes are between “Yes”, and “Maybe”
- 40% of respondents indicate: “Students can only access needed software in the computer lab. They cannot install it on their own computers.”
- The votes are also divided when it comes to using cloud access services like Azure Labs.
- Important comments on “What ideas do you have for improving how Behrend distribute computers”:
- “The way things are work for me ...What I need gets installed and updated in timely fashion.”
- “I think that it would be great if all students received the same laptop, provided by the University...”
- “One lab with 60 workstations or more.”
Recommendations
- It seems like the current setup works well for the School of Engineering. There is no strong interest in making changes to the lab equipment or software setup.
- Some minor modifications are needed to enhance the students' and faculty experience and to create more convenient environments. These include:
- The SoE and IT department should discuss and address why some required software packages can be used at the computer labs, but students are not able to install them on their machines. Is this due to software licensing?
- Optimize coordination between the SoE scheduling team and the IT department so that engineering classes, especially programming courses, are scheduled in computer labs with two screens, not in a hybrid classroom. This is the ideal setup demanded by faculty members.
- Set up the projector screens in the corner of the room so that the front white/black board can be utilized as much as possible.
- 50% of respondents indicated interest in strengthening support of Linux/Mac platforms. The SoE and the IT department should work together to facilitate supporting Linux/Mac platforms for the faculty members who are interested. Current members of the committee who represent SoE can coordinate this effort with the IT department.
- Cloud computing resources should only be adopted based on specific requests from faculty. Predefined computer lab software configurations for engineering courses should be preferred and maintained where these are in regular usage to avoid imposing burdens on teaching faculty who work in these environments.
- Cloud computing environments can be expensive in time and money, and may degrade educational experience in engineering courses, especially when faculty are required to to troubleshoot unfamiliar software issues and must negotiate with external service providers without local IT support.
- Faculty should be able to design flexible and localized software solutions. Localizing our support of software for campus computing lab and virtual environments (e.g., specifying a prior software version without updating to the latest release), allows for optimized use of instruction time without solving unexpected bugs or dealing with unpredictable access problems.