From the SDSM& T English Faculty
December 18, 1995
As you can see, this is way out of date. I provide it only as an example.
1. Overview
We propose a 25-computer networked teaching classroom with server, presentation station, and laser printer to serve the needs of English classes at SDSM& T. All students at SDSM& T must pass through the three Writing/Technical Communications classes, and our advisors in business and industry are clamoring for students who are well prepared in communications skills, especially writing. Our students need to be using state-of-the art writing and research tools in order to remain competitive on the job market and enter the workforce with up-to-date communication skills.
Instructors using computerized writing classrooms at other schools have demonstrated that students tend to write, revise more, and become more involved in writing and communication activities if they meet and work on assignments in such a classroom. Students in a computerized classroom can quickly become familiar with and comfortable with the processes of writing, including critical research skills which they need to develop as more and more sources of information migrate to the computer and Internet. They can share ideas, including comments on each others' work, in writing on the computer, while at the same time working in groups with some oral discussion. Students may work with idea generation software in groups or under the guidance of the instructor, and submit drafts of work in progress to teacher or peers across the network. The printer allows them to switch over to hard-copy revision if they so desire.
Currently, the existing computer labs on campus are difficult if not impossible to reserve for writing classes. The only lab that can be reserved has too few computers to accommodate a writing class. Adding a computerized classroom for writing would make sense because it could also be used as a writing center and drop-in lab outside of class hours. It would allow SDSM& T students access to writing tutors, as well as to increased campus computing resources.
Michael Day has been awarded a one year site license grant for the Daedalus Integrated Writing Environment, so we would not have a startup cost in that area. We would also need an instructor station with LCD panel and overhead, a server for the classroom software, and at least one good printer.
2. Introduction
Over the last 10 to 15 years, the computer and computer networks have become primary tools for writing and communication, so it stands to reason that to enable up-to-date instruction and practice in writing and communication, we should make every effort to provide the tools currently in use in business, industry, and research facilities around the world. Our colleagues in writing and communication around the country have taught us that students can accomplish more with writing, revision, and collaboration in class if they use the current tools of writing, revision, research, and collaboration in that class . That means using word processing, collaborative writing software, text sharing, and networked information sources as they master the processes of writing.
Many writing classes at SDSM& T already do some in-class drafting, small group discussions, peer editing exercises, Internet writing and research exercises. However, we are limited in the kinds of activities we can offer because of the fact that we have no dedicated computerized classroom for writing. Computers in the writing classroom allow teachers to stimulate students to write more, write for a variety of audiences, revise more, and look at writing as process.
Further, since much professional writing depends on thorough research, writing teachers need to find ways to encourage students to develop effective research skills. With a computerized classroom, teachers can help students to use computer networks to gain access to information for their papers from databases and individuals.
Other universities, including technical universities such as Michigan Tech, have been using computerized classrooms for writing for several years. We feel that SDSM& T students should have the opportunity to take writing and communications classes which meet once a week or once every two weeks (at the discretion of the instructor) in such a computerized classroom. When not in use for writing classes, the computerized classroom could be used for other classes, workshops on writing and networking across the curriculum, and as a drop-in lab.
2. Rationale
Program and Instructional Goals:
The instructional goals of the writing program at SDSM& T are similar to the goals of writing programs at other universities. Our emphasis on meeting the needs of business and industry for employees with good communications skills means that we strive to provide instruction and experiences which improve practical communication skills.
In English 101, we want students to become comfortable with the processes of writing, to be able to master the basic essay, and to master basic research skills in order to write a researched paper. It is in the areas of writing process and research that class time in a computerized classroom can help us better meet our goals.
At the idea-generation stage, the networked computers facilitate quick and easy sharing of ideas among members of groups, as they can have a conversation on a topic in writing, and then transfer the best ideas into a word processing program for further development. They develop ideas in writing for the least threatening audience, their peers, and so can overcome some of their fear of writing. They might also use one of several sets of idea-generation questions, or a set of questions preset by the instructor, to develop an approach to an essay topic. When they are ready for peer critique, they can share drafts of essays in progress with others across the network, and even share a copy of one essay on several screens for group discussion and revision. As suggestions for revision are made, changes can immediately be incorporated into the draft in progress. Finally, the classroom will have a printer so that those who prefer to work with printed drafts can do so.
In the area of research (a key component of professional writing) as print sources become more and more costly and inaccessible, the web of interconnected databases on the Internet continues to grow. Currently, students at SDSM& T have no class in which they learn and practice the vital skill of navigating their way to information they need for projects and reports. Further, they risk embarrassment if they do not learn to differentiate between reliable and unreliable sources for their writing, both on and off the network. For these reasons, some sort of critical information literacy should be a part of a class in which research skills are taught (English 102 continues the instruction on research). The networked computer classroom would allow students to learn and practice networked information-gathering for their writing, in a workshop atmosphere, with the guidance and encouragement of the instructor. The practice in research need not be limited to secondary sources, but could also include primary research techniques such as questioning a discussion group, administering a survey, or interviewing an expert on the network.
In English 279 and 379 students learn, practice, and master practical technical and professional communication skills such as writing reports, proposals, memos, and technical instructions. In addition, they develop skills in resume and application letter writing, interviewing, and professional oral presentation. Research on project topics and on career paths is an integral part of both courses. A networked computer classroom would help technical communications classes in the ways outlined above, but could provide additional resources for students involved in preparing professional visual displays for oral presentations and documents, students tapping Internet databases such as the On-line Career Center for job and career information. and for students who wish to learn and practice up-to-date communication and publication skills on the Internet and World Wide Web.
For all writing classes, time in the computerized classroom would not replace such activities as oral discussion, lecture, and paper-based writing exercises. Time in the computerized classroom would simply add a much needed component to the class, in which students could learn strategies through hands-on activities, and then practice them in a workshop-like environment. We also know that students benefit from being asked to deal with a wide range of communications situations, including electronic ones. Currently, our students of writing and communication do have access to some machines at which they can accomplish some of the activities outlined above. Yet research has shown that students learn more, retain more, and are more enthusiastic about writing and communication tasks if they come together physically in a classroom to practice them. The class develops a community identity, students teach other students, and classes get much-needed practice in collaborating on projects -- a skill which tops the lists of most of our college's industrial advisors.
Dissemination: The SDSM& T Writing Center
During at least some of the hours it is not in use, the computerized writing classroom could become a campus-wide writing center staffed by tutors who can help students with their writing and communications needs. English 379 currently has a limited but successful tutorial program set up for Tech Comm II students in CB 328. It would provide a much needed service to the campus community to have a writing center equipped with up-do-date writing, publishing, presentation, and communication tools -- a center open to the entire SDSM& T community. We could provide even further outreach by hosting workshops for area teachers on using computers and networks to teach writing, and for area business people on using collaborative software and networked information sources.
The classroom/writing center would revert to a staffed open lab when not in use for classes or writing center hours. Demand for further drop-in facilities has been demonstrated in responses to several recent surveys. For example, in a survey conducted fall 1995, 86% of the 75 students surveyed said that at times they had found it difficult to find an open computer in the facilities on campus.
3. Plan:
Setting up funding, administration, and maintenance plans (when permission is granted)
We would first need to appoint a qualified faculty or staff coordinator for the lab. An effective coordinator would need release time from the normal course load, beginning at the start of the semester in which the funding is to be organized and the equipment ordered. The facility will need a coordinator with release time for every semester it is in operation as a writing classroom/writing center. The coordinator should be a faculty member with experience and expertise in the computers and writing field, and would have the following duties.
A. Preparation
1. Determine the percentage of first year funds that will be allocated from each source (tentatively, the Tech fee, the foundation, and hopefully outside sources.)
2. Determine what room will be used, and what maintenance CNS can and cannot provide, then develop an exact budget, with bids from suppliers.
3. Order equipment and software, and schedule modifications to the room. Software and hardware selections will be based on extensive research of existing facilities and successful programs. (Note: we already have a one year grant of the Daedalus Integrated Writing Environment)
B. Ongoing
1. Map out a schedule for writing classes to meet in the lab for each semester.
2. Schedule and hold training sessions and workshops for writing teachers and all others interested in using the lab. Demonstrate the equipment and show pedagogical applications.
3. Consult individually with writing teachers and others interested in using the facility. Find ways to meet pedagogical goals with the existing tools. Help develop lesson plans and syllabi that use sessions in the facility to meet the goals of SDSM& T writing classes.
4. Oversee tutors, schedule maintenance, and conduct Writing Center activities, including workshops for SDSM& T, area teachers, business people, and the general public.
5. Monitor relevant Internet discussion groups such as Writing Centers, ACW-L, MBU-L, and attend writing conferences to stay up to date.
6. Actively pursue further sources of outside funding to insure that the classroom remains effective and up-to-date.
4. Budget (This budget is extremely outdated, and is provided here only as an example)
Phase 1 (first year)
Hardware:
Quantity Item cost Total cost
Gateway P5-75/16MB /850MB HD/14" CrystalScan color monitor/Quad speed CD-ROM/3.5" 1.44MB diskette/keyboard/mouse/ethernet twisted pair card/DOS/Windows for workgroups 3.11/MS Office Professional 4.3/Bookshelf 94/Money 3.0
25 $2005 $50,125
Server with network card and file management software $10,000 $10,000
Presentation station with network card, LCD panel, cart, and overhead projector $8000
HPlaserjet 5si high speed printer with jetdirect card $2987 $2987
Cabletron Equipment (routers, cable, etc.) $5610 $5610
UTP Wires and connectors $804.50 $804.50
Security locks 27 $ 25 $675
Subtotal $79,201.50
Furniture
Terminal tables 26 $100 $2600
Wheeled adjustable chairs 26 $124 $3224
Lockable cabinet $169 $169
Subtotal $5993
Software
Daedalus Integrated Writing Environment No cost first year.
(granted to M. Day)
Other writing software $5000
Novel netware license for lab $1000
Subtotal $6000
Labor and maintenance
CNS Student labor 2 for 3 days $700
CNS server and lab maintenance, one year $7500
Faculty or staff coordinator release time
Tutors/monitors for open lab times $8000
Subtotal $16,200
Supplies (rough estimates)
Paper $200
Printer cartridges $1000
Floppy disks $100
Bulbs for overhead $200
Subtotal $1500
Estimated Total, first year $108,894.50
Phase 2 (second year) budget
Software
New software; upgrades on old $10,000
Novel netware license for lab $1000
Subtotal $11,000
Maintenance and staffing
CNS server and lab maintenance, one year $7500
Parts and replacements $5000
Faculty or staff coordinator release time
Tutors/monitors for open lab times $8000
Subtotal $20,500
Supplies (rough estimates)
paper $200
Printer cartridges $1000
Floppy disks $100
Bulbs for overhead $200
Subtotal $1500
Estimated Total, Second Year $33,000
Phase 3 (third year) budget
Software
New software; upgrades on old $5,000
Novel netware license for lab $1000
Subtotal $6000
Maintenance and staffing
CNS server and lab maintenance, one year $7500
Parts and replacements $5000
Faculty or staff coordinator release time
Tutors/monitors for open lab times $8000
Subtotal $20,500
Supplies (rough estimates)
Paper $200
Printer cartridges $1000
Floppy disks $100
Bulbs for overhead $200
Subtotal $1500
Estimated Total, Third Year $28,000
5. Breakdown of costs by year
Year
First Year
Second Year
Third Year
Hardware, furniture
$85,194.50
Software
$6000
$11,000
$6000
Maintenance, staffing
$16,200
$20,500
$20,500
Supplies
$1500
$1500
$1500
Totals
$108,894.50
$33,000
$28,000