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John W.; Alcorn, Bruce K.Facilities for Instruction in SmallFinal Report Summary 1968-71.Regional Education Board, Atlanta, Ga.Science Foundation, Washington, D.C.
MF-$0.65 HC-$3.29*Colleges; *Computer Assisted Instruction; Computers;Educational Innovation; Educational Research;*Educational Technology; *Higher Education;Instructional Innovation; *Instructional Technology;Program Evaluation
ABSTRACTIn August 1970, the National Science Foundation
funded a program to study the advantages and disadvantages oflow-cost mini-computers as instructional devices at 10 smallcolleges. The small colleges involved in the experiment havedemonstrated that a computer facility can be used to considerableadvantage in the instruction process, and students and faculty alikeare highly enthusiastic about the uses to which the computer can beput. It was found that strong support from administrators issufficient to get the hardware on campus, but faculty support andinterest are necessary for the equipment to be utilized. Thesuccessful utilization of computer facilities on a college campus isto a great extent dependent on the leadership, enthusiasm, andoutlook of the personnel in charge of such facilities. In fact,personnel seem to be more important than size, type, or evenreliability of the facility. (Author /HS)
COMPUTER FACILITIES FOR
INSTRUCTION IN SMALL COLLEGES:
FINAL REPORTNational Science Foundation Grants 269-275, 277-280, 330, 404-406, 417, 481, 664-667
Coordinated By: Computer Sciences Project Southern Regional Education Board
U S OEPAHIMENT Of HEAL IIIEDUCATION & WELT AlitOFF ICI OF I OUCA HON
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Computer Facilities for Instruction in Small Colleges:Final Report Summary*
1968-71
ByJohn W. Hamblen
Bruce K. Alcorn
Computer Sciences ProjectSouthern Regional Education Board
Atlanta, Georgia 3031
*This a summary of a report for 1968-71 on an "Experiment On Ways OfSupplying Computer Facilities To Small Colleges For Instructional Uses,"supported by NSF Grants 269-275, 277-280, 330, 404-406, 417, 481, 664-667.
2
Table of Contents
Preface
1 Introduction1Background
Objectives
2 Scope 5Meth3ds of Access to Computer FacilitiesDescription of Participating Institutions
3 Specific Activities Of The SREB Staff 11Case StudiesAttitude QuestionnaireBibliographyPrototype Users' ManualTime-Sharing Fact SheetProblem SetCommon Library for Call-A-Computer Time-Sharing UsersFortran Short CourseMachine Independent Measures of Computing Needs for Students in Higher Education: A Pilot StudyCurriculum Development Grants and WorkshopsVisitationsOther Activities
4 Computing Facilities 13SoftwareHardwareServices
5 Curriculum Development 17Special Curriculum Development GrantsCourses Using the Computing Facilities
6 Comments From The Institutions 21
7 Case Studies 29
8 Attitude Questionnaire 101IntroductionProcedureResultsConclusions
9 Summary 103
3
Tables And Figures
Table 2.1 Colleges With Terminals 6Table 2.2 Colleges With Small Computer On-Campus 7'fable 2.3 Cluster Of Colleges Sharing A Small Computer 7Figure 2.1 Geographic Distribution Of Participating Institutions 8Figure 2.2 Characteristics Of The Participating Institutions 9Table 4.1 Languages Used: Status As Of June 1, 1971 13Table 4.2 Facilities: Status As Of June 1,1971 14Table 4.3 Type Of Services: Status As Of June 1, 1971 15Table 8.1 Significant Differences Among Students By Class 102Table 8.2 Significant Differences Among Students By Class And Major 102Figure 9.1 Average Total Expenditures 106Figure 9.2 Type Of Use 106Figure 9.3 Estimated Percent Of Students Participating 107Figure 9.4 Percent Of Faculty Participating 107Figure 9.5 Average Console Hours Per Month 108Figure 9.6 Average Costs Per Student Participating For Instructional Use 109Figure 9.7 Average Expenditure Per Registered Student 110
4
Preface
The reader should be cautious in interpreting the data con-tained in this report. The emphasis is placed on utilization ofthe different types of computer facilities for instructional pur-poses. Research and administrative uses are referred to onlyin the context of totals, be they costs, computer hours, orfacility staff work loads. The reader should keep in mind thefollowing as he reads this report:
1. The initial thirteen participating institutions had little or nocomputer use experience prior to July 1, 1968, and the laterseven had little or none prior to July 1, 1969.
2. The "first year" of computer use covered by this reportvaries from six to eleven months, whereas the "second" andthe "third" years cover full twelve month periods.
3. The character of the institutions differs considerably (seeFigure 2.2).
Introduction and Summation
Background:
During the late spring of 1968 the Office of Com-puting Activities of the National Science Foundationfunded ten experimental projects aimed at obtainingguidelines for future support of computer facilities inthe nation's 2500-plus institutions of higher education.As of June 30, 1969, only an estimated 1255 of theseinstitutions had computer facilities of any kind availablefor use by their faculty and students. Because of thetremendous costs involved large sums must be expend-ed if the colleges are to come close to meeting thechallenge of the 1967 report of the President's AdvisoryCommittee. An NSF supported survey conducted bythe Southern Regional Education Board estimated thatfor the fiscal year 1968-69 higher education institutionsin the U.S. expected to utilize 276 million dollars worthof computer facilities for research and instructionaluses alone. A conservative estimate for administrativeuses of computers for the same period is another 50million dollars.
The stored program electronic digital computer hasbecome such an integral part of college and universityresearch, instructional, and administrative activitiesthat most universities or colleges over 4,000 studentshave at least one. The larger colleges and universitiesare obtaining computers which can service many sta-tions by direct input devices or visual display devicessimilar to TV consoles. Computer-communication sys-tems are becoming extremely flexible and adaptableto almost any need or circumstance, anywhere, at anytime. These systems can be as available as the telephoneif the telephone circuits are in good condition.
The computer-communication systems now in usepermit colleges and universities to concentrate theirprocessing power and required technical staff, yet atthe same time decentralize input-output stations tothe offices and laboratories where the data originate.Intrauniversity cooperation is necessary to supportthese complex systems.
1
Interinstitutional cooperation in utilizing a computer-communication system will be attractive since smallcolleges can have a terminal from nearby universitycomputer-communication systems as easily as an addi-tional office or laboratory on the larger campus if thetelephone circuits are in good condition. Similar sys-tems are being installed in the data centers of computercompanies and other agencies in the major cities. Nearlyevery major city has one or more of the computer-communication systems available for time-sharing bysmall businesses, laboratories, and educational in-stitutions.
Since this project was initiated, another alternativefor acquisition of computing capability by the smallcollege has become a practical reality. Low-cost gen-eral purpose computing systems can now be purchasedin the $12,000 to $75,000 range. This new breed ofcomputers, commonly referred to as mini-computers,is expected to offer the small colleges a greater varietyof educational computer uses than was previously avail-able due to the high costs.
In August 1970 the NSF funded a three-year experi-ment to evaluate the advantages and disadvantages ofthis low-cost approach to instructional computing ser-vice. This new investigation involves ten small collegesin seven states and is also coordinated by the ComputerSciences Project of the SREB.
Objectives:
To make wise decisions with regard to providingcomputer facilities for their faculties and students, ad-ministrators of colleges need answers to questions suchas the following:
1. At colleges alike in curricula, student body make-up,etc., what percent of the students by year and majorwill show interest in computer instruction under differ-ent settings or methods of operation, e.g., terminalversus small computer, small computer on campus ver-sus small computer nearby?
2. Which operating practices or teaching techniquesproved most successful, e.g., availability of computer,tutorial assistance?
3. What are the real costs of each of the programs perstudent credit hour?
4. Do attitudes of staff and students toward computerschange because of the presence of the computer facility?
5. When minimum necessary usage of a terminal foradequate instruction has been established, how largea factor do communications costs become if distanceexceeds 50 miles?
6. How much terminal time is required per student indifferent kinds of courses? Are there planning tech-niques which can reduce terminal (or computer) timerequired without harming the adequacy of the in-stitutions?
7. Are there any special considerations relative to com-puter instruction in the developing institutions?
Summation:
Caffrey and Mosmann, in Computers on Campus,(American Council on Education, 1967), sum up verywell the characteristics of a healthy college computerfacility:
The most highly regarded centers seem to have emergedin situations in which both administrators and facultyfeel strongly that the computer and its functions are avital part of the whole educational program, in terms ofboth content and methodology. Such integration seemsto be most evident when the president and the topleadership of the institution take the lead in establishingobjectives and standardsand especially attitudes.
Observations of the project staff strongly endorsethis view, especially its reference to the role of "bothadministrators and faculty."
The small colleges involved in the experiment havedemonstrated that a computer facility can be used toconsiderable advantage in the instruction process. Stu-dents and faculty alike are highly enthusiastic about theuses to which the computer can be put. Deans andpresidents of some colleges have become involved inmatters relating to the operation of the facility and haveencouraged curricular innovations to bring the com-puter into the instruction process.
It is noteworthy that all of the institutions plan to con-tinue computer utilization at a level equal to or greaterthan that reached by the end of the experiment. Manyconcur they would be loath to function without thefacilities. As of this writing, plans for the 1971-72 yearcan be summarized as follows:
Basically the SameWofford, Huntingdon, MississippiValley State (plans are in the making for a larger system),Murray State, Huston-Tillotson (the budget will be theunexpended NSF funds), George Peabody, EasternMennonite, and Atlanta University Center Corporation.
2
Some ChangesQueens (fewer student assistants),Xavier (add another cardpunch, proposed addition of ex-ternal disk, 1403 printer, and staff consultant), Centenary(loss of programmer), Fairmont (addition of communica-tions adapter to tie the 1130 to W.V.U.'s 360/75, anotherterminal, and more space), Transylvania (addition ofanother cardpunch and cardpunch operator for ad-ministrative work).
Major ChangesLoyola (purchase of PDP-11), Mary-ville (purchase of H-P 2114B as part of NSF grant),Millsaps (purchase of PDP-8/E).
Strong support from administrators is sufficient toget the hardware on campus, but faculty support andinterest are necessary for the equipment to be utilized.Based on our experience, we urge administrators notto acquire, nor permit the acquisition of, computer fa-cilities unless first, there is strong interest expressedby several faculty (current or recruited) and second, atleast one faculty member is willing to spend as muchtime as is necessary (with release from other duties,of course) to promote the use of the facilities by teach-ing and assisting other faculty to program and to usethe facilities.
The successful utilization of computer facilities on acollege campus is to a great extent dependent on theleadership, enthusiasm, and outlook of the personnelin charge of such facilities. In fact, personnel seem tobe more important than size, type, or even reliabilityof the facility.
Conclusions:
I. Problems.
A. Processing delays. The delays were due to anumber of causes, including hardware and/or soft-ware failures, slow printers, insufficient number ofterminals or cardpunches, increased usage, anddelayed equipment installation. Soon after initiationof the project, many institutions discovered thatdemand exceeded the limits of the available inputequipment. By the expiration of the experiment,seven additional terminals and twenty-one additionalcardpunches had been obtained.
B. Personnel. Problems related hereto involved ashortage of staff (including an underestimation ofthe time required to manage a terminal facility), alack of faculty with an understanding of the useful-ness of computers and/or ability to use them, un-authorized telephone calls with the terminal com-munications equipment, and vendor contracts.
C. Application packages. A glaring need for com-puter-related curriculum materials exists.
D. Physical facilities. Inadequate housing was acommon problem.
II. Comments from Institutions. Some comments fromthe participating institutions were repeated so fre-quently that they merit listing here in a distilled form.(For more detailed comments, see Chapter 6.)
A. Students, especially science students, have be-come computer-oriented; many learn programmingbefore signing up for formal courses; they feel com-puter knowledge has made them more valuable inthe job market.
B. Several colleges are considering the purchase ofa mini-computer; some have developed a requiredcourse in computer science.
C. Administrators are highly appreciative of the usesto which the facilities have been put and anticipateincreased use of the installations after terminationof the NSF funds.
D. An immediate need is felt for texts, lab manuals,and other instructional materials providing problemswhich can be solved on the compute:.
111.0uantltatIve data. (For statistical details, see Chap-ter 9.)
A The number of students participating increasedat most of the collet' with a high increase of about200%.
B. Overall the percen. of faculty who participateddid not change appreciably during the project.
C. The average total computer use for instructionand research only in console hours per month by theend of two years ranged from three to 149 or fromone percent to 42 percent of capacity based on amaximum (conservative) two shift operation (352
S
hours/month). Even by the end of the third year thesingle highest utilization for research and instructiononly reached 70 percent of capacity. When admin-istrative uses were included the percent utilizationreached 70 percent at another institution.
D. Costs per participating student are still inflatedas compared to similar costs at centers which areseveral years old. However, total costs do representgood measures of "start up" costs for the differenttypes of facilities included. Second year total costsfor all of the colleges increased 21 percent whilecosts per participating student showed a 33 percentdecrease. As computer use becomes greater theoperation of the facilities becomes more efficientand unit costs will tend to level. This leveling can beexpected when the facilities approach two full shiftsof usage and may not occur before the fourth or fifthyears of operation. It should be pointed out that in-structional costs are usually computed on the basisof all students enrolled in the institution and not onlyon those using the facility or service.
E. The nine institutions with terminals spent anaverage of $17 per year per registered student forcomputer facilities for instruction. The six collegeswith their own small computers averaged $28 peryear per registered student for instructional andresearch uses. The five institutions sharing a com-puter spent approximately $18 per year per regis-tered student for instruction and research.
3
Methods of Access to Computer Facilities:
To obtain at least partial answers to the questionsstated in the previous chapter and other related ques-tions, the National Science Foundation made grantsto 20 colleges in the SREB region for experimentationin ways of supplying computer facilities to the smallinstitution for instructional uses. Three different waysfor the small college to obtain access to computer fa-cilities were involved in the experiment. These meth-ods were:
A. Remote Terminals From Computers at a Universityor Commercial Time-Sharing CenterColleges withless than 1,000 students may find that this is the bestapproach. Where communications costs are separatethey are proportional to distance and the colleges mustgive careful consideration to these costs when select-ing a supplier of time-sharing services. The nine col-leges which used terminals are listed on Table 2.1 alongwith their suppliers.
B. The Use of an Independent Small Computer in EachCollegeUnless there are distinct differences in costs,many colleges will prefer to have their own small com-puter. Some of the small computers now have massstorage capabilities, card input-output, and a line printer.These features open up possibilities for administrativeuse as well as instruction and research. The six collegeswhich participated in the SREB/NSF Regional Com-puter Experiment with this method are identified inTable 2.2.
C. Cooperative Use of Small Computer with Other Col-leges (by means other than over communication lines)Where several small institutions are clustered or areat least in the same metropolitan area, a small com-puter which offers more flexibility than a typewriterterminal might be shared in a central location. Five
9
Scope
institutions of the Atlanta University Center Corpora-tion shared such a facility for instructional and researchuses (see Table 2.3).
Description of Participating institutions:
Thirteen of the institutions received grants for a two-year period at the beginning of the experiment, justprior to the start of the 1968-69 academic year. Theremaining seven (Huntingdon, Millsaps, MississippiValley State, Murray State, Huston-Tillotson, Queens,and Transylvania) received their grants just prior to the1969-70 academic year, also for a two-year period.
The original thirteen institutions, with one exception,1participated during the 1970-71 year (their third year)by submitting data and attending two meetings of thePrincipal Investigators (discussed in Chapter 3) withoutadditional financial support of their facilities by NSF.However, funds were made available to cover their ex-penses to the two meetings by NSF through SREP.
Figure 2.1 is a map of the SREB states indicating thelocation of each participating institution and the methodof access to computing facilities.
Fall enrollments for 1970, highest level of offering,public or private control of the institutions, predomi-nant sex of the student body, and type of term are givenin Figure 2.2. Of the 20 institutions, eight have pre-dominantly Black student bodies and 12 are located inmajor metropolitan areas (Atlanta, Austin, Baltimore,Charlotte, Jackson, Montgomery, Nashville, NewOrleans). Two others are in a rural setting whereas theremaining six are located in small to medium size cities.
1 Maryville College received a grant from NSF to participate in AnExperiment on Utilizing Mini and Very Small Computers for Instruc-tional Uses** during the summer of 1970. In this latter project theyacquired an HP2114B. This project is also administered by SREB.through NSF Grants 1072,1111. All future references to MaryvilleCollege will pertain to their activities prior to June 1. 1970. unlessotherwise stated.
Table 2.1
Colleges With Terminals
COLLEGE PRINCIPAL INVESTIGATOR TERMINAL 81 SUPPLIER
Loyola College
Maryville College
Wofford College
Huntingdon College
Millsaps College
Mississippi Valley State College
Murray State College
Huston-Tillotson College
Queens College
Dr. Bernard J. Weigman, Jr.Chairman, Physics-Engineering
Department4501 North Charles StreetBaltimore, Maryland 21210
Dr. Norman D. LoveAssistant Professor of PhysicsMaryville CollegeMaryville, Tennessee 37801
Dr. Dan Olds, ChairmanPhysics DepartmentWofford CollegeSpartanburg, South Carolina 29301
Dr. Rex C. Jong- HeadDepartment o'Huntingdon C1500 E. Fairvh. A; Amo. ueMontgomery, Alacodma 38108
Mr. Guy T. SolieAssistant Professor of Economics
and Business AdministrationDepartment of EconomicsMillsaps CollegeJackson, Mississippi 39210
Dr. Sherif A. KahnMississippi Valley State CollegeMa Bello, Mississippi 38941
Mr. Wayne DayDirector of Federal ProgramsMurray State CollegeTishomingo, Oklahoma 73406
Dr. James H. Means, Jr., HeadDepartment of Mathematics and PhysicsHuston-Tillotson CollegeAustin, Texas 78702
Dr. Frank DeFeliceAssociate Professor of EconomicsQueens CollegeCharlotte, North Carolina 28207
ASR-33 TeletypeLeasco-Response(H-P 2116B)(C-A-C, 1968-70)
ASR-33 TeletypeCall-A-Computer(GE 265)(1968-70)
ASR-33 TeletypeH-P 7200 A PlotterCall-A-Computer(GE 265)
ASR-35 TeletypeUnited Computing Systems(GE 265)
ASR-33 TeletypeUnited Computing Systems(GE 265)
IBM 1050 with card readerMississippi Research and Development
Center(IBM 360/40)
IBM 2741Oklahoma State University(IBM 360/65)
ASR-33 TeletypeUniversity of Texas(CDC 6600)
ASR-33 Teletype and IBM 1050Triangle Universities Computing Center(IBM 360/75)
6
10
Table 2.2
Colleges With Small Computer On-Campus
COLLEGE PRINCIPAL INVESTIGATOR COMPUTER FACILITY
George Peabody College
Xavier University
Centenary College
Eastern Mennonite College
Fairmont State College
Transylvania College
Dr. James H. HoggeAssistant Professor of PsychologyGeorge Peabody College for TeachersNashville, Tennessee 37801
Sister Patricia MarshallDirector, Computer CenterXavier University of LouisianaNew Orleans, Louisiana 70125
Dr. Rufus F. Walker, Jr.Department of Physics and Engineering
ScienceCentenary College of LouisianaShreveport, Louisiana 71104
Mr. Mahlon N. RisslerComputer Center DirectorEastern Mennonite CollegeHarrisonburg, Virginia 22801
Dr. B. G. DunnProfessor of Business and EconomicsFairmont State CollegeLocust AvenueFairmont, West Virginia 26554
Dr. James E. MillerAssistant Professor of Mathematics
& PhysicsDepartment of MathematicsTransylvania CollegeLexington, Kentucky 20508
Table 2.3
IBM 1130, 8K2310 Disk340 1/m Printer
IBM 1130, 8K
IBM 1130, 8KCalcomp 565 12" PlotterNuclear Data Pulse Height Analyzer
IBM 1130, 8K
IBM 1130, 8K
IBM 1130, 8K
Cluster Of Colleges Sharing A Small Computer
Atlanta UniversityClark CollegeMorehouse CollegeMorris Brown CollegeSpelman College
Mr. Grover SimmonsDirector, Computer CenterAtlanta University Center CorporationAtlanta, Georgia 30314
IBM 113016K, 2310 Disk340 1/m Printer1627 PlotterIBM 1232 Optical Reader
11
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Number of Students, Fall 1970
Loyola (Md.) 849
Maryville (Tenn.) 1
768
Wottord (S.C.) 989
Huntingdon (Ala.) 1
Milisaps (Miss.) 1
952
777
Mississippi Valley (Miss.)
Murray (Okla.) 705
Houston-Tillotson (Tex.) 664
Queens (N.C.) 1
670
George Peabody (Tenn.)
Xavier (La.)
Centenary (La.) 1
931
Eastern Mennonite (Va.) 1
1012
1 1422
1
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2005
Fairmont (W. Va.)
Transylvania (Ky.) 1
859
3551
XAtlanta (Ga.)
Clark (Ga.)
I
I 967
978
1 1015 Morehouse (Ga.)
Morris Brown (Ga.)
. X Spe {men (Ga.) 1
1004
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1456
Specific Activities of the SREB Staff
During the period of the grant, the staff of the Com-puter Sciences Project of SREB engaged in a varietyof activities in addition to those related directly to thecollection of data for the NSF report.
Each activity is described below in a short but usuallycomplete statement. Some, however, require more de-tail than is fitting for this chapter. In such cases, a ref-erence is made to other sections of the report for anexpanded discussion of those activities.
Case Studies:
A case study was developed for each institution inthe project. Each study includes descriptive informa-tion about the college, its students, and its curricula. Achronological narrative presents the computing experi-ences of each institution from a point prior to andthrough the experiment to a point after the cessationof the NSF funds. The individual case studies are inChapter 7.
Attitude Questionnaire:
The questionnaire which was designed by the pro-ject staff to measure attitudes toward computers ingeneral was administered to students, faculty, and ad-ministrators in a pre- and post-experiment fashion. Adescription of this endeavor and the results are sum-marized in Chapter 8.
Bibliography:
A bibliography was prepared and disseminated toprovide educators with information on texts and ref-erence materials available for Introductory coursesin computer education. Texts were reviewed by facultyin the colleges and annotations added by the reviewers.
Prototype Users' Manual:
A prototype users' manual for a small college com-
1 4
3
puter center was prepared and disseminated. It wasintended to serve as an example for colleges operatinga small computer installation. The content was notnecessarily recommended as appropriate to all schoolsbut was to be considered as typical of the kind of ma-terial which should be included in a college computercenter users' manual. With this as a starter local adap-tions could readily be made.
Time-Sharing Fact Sheet:
A fact sheet listing time-sharing services availablein the SREB Region was prepared and disseminated.Twenty-three (23) different suppliers were identified.The intent was not to provide complete information butto give a general view of what was available, where,and what it cost.
Problem Set:
A collection of 135 problems categorized as beingmost useful in teaching programming and computerscience, mathematics and physics, business and eco-nomics, and statistics was prepared and disseminated.Each problem was given a source identification andlevel of difficulty rating (i.e., with respect to programming).
Common Library for Call -A- Computer Time-SharingUsers:
In order to provide a vehicle for exchange of pro-grams among the schools using Call-A-Computer time-sharing services, arrangements were made for a com-mon library of programs. The user numbers for theseschools were in the same "equivalency class." Thus,any program name with an asterisk (*) in the sixth posi-tion could be accessed by the other schools. An infor-mation file was established to allow the schools to learnwhat had been added recently to the common library.This was abandoned after about six months from lackof use and changes in CAC service locations.
Fortran Short Course:
A need soon arose on most of the campuses for ma-terials which could be used to assist potential users inacquiring programming skills. In an attempt to provide aprototype mini-course in a programming language forself study or as an adjunct to an 8-10 hour short coursewith an instructor, the publication Prototype FORTRANMini-Course for a College Computer Center was pro-duced and disseminated.
The first drafts were prepared from the recording ofa short course taught to faculty at the Atlanta UniversityCenter Corporation Computing Center, with revisionsbased on the experiences of the project staff. The finalform was FORTRAN for an IBM 1130 with a 1403 printer.Only minor changes are required for other configura-tions of the IBM 1130 or FORTRAN for other compu-ters. If another language is desired more modificationswill be required.
Machine Independent Measures of Computing Needsfor Students in Higher EducationA Pilot Study:
In an effort to create an instrument for determiningindependent measures relative to courses utilizing thecomputer, a pilot study was conducted. A descriptionof this special study and the results are given in thecomplete report submitted to the NSF.
Curriculum Development Grants and Workshops:
During the summer of 1959 the NSF funded somecomputer involved curriculum development activitiesin five academic disciplines on four of the campuses.In general they involved the development of curricularmaterials incorporating the computer and the dissemi-nation of the results to the other institutions via a seriesof two workshops. A more complete description ofthese activities is given in Chapter 5.
Visitations:
Project Director: The initial visit to the campusesafter the grants were awarded was made by the projectdirector. These visits were approximately one-half dayat the colleges with terminals and a full day at the col-leges with a small computer. The principal objectivesof this first visit were as follows:
through conferences with the President, Vice Presi-dent, Dean, Principal Investigator and faculty groups tocreate and/or assess the awareness of the college's par-ticipation and interest at the top administrative levels.
12
to review the commitments of the colleges, particu-larly with regard to reporting requirements and theadministration of the attitude questionnaire.
to provide consultation on installation problems suchas space requirements, physical arrangements. trafficflow, and late-hour accessibility of equipment, acces-sories, and supplies.
to suggest applications of the computer to instruc-tion and research in all areas of interest.
Associate Project Director: The associate projectdirector's first visits to the institutions laid the ground-work for collection of the case study data and admin-istration of the attitude questionnaire. These arrange-ments were usually made with the Dean or AcademicVice President.
He also participated in an all-campus seminar, a tele-vision program, and in discussions of curriculum devel-opment, computer operation, and campus-wide utili-zation of the computer facilities.
Assistant Project Director: 1 The assistant projectdirector's activities during his visits to the institutionscentered around discussions of and leads to curricularmaterials, pedagogical and research applications, andways of encouraging broader usage of facilities. Hetaught a FORTRAN short course for faculty at theAtlanta University Center as a starting point to the de-velopment of the 8-10 hour short course referred topreviously.
Other Activities:
During the period of the grant the principal investi-gators from the campuses met ten times. Early meet-ings were largely devoted to discussing the installationand management of the computer facility. Later meet-ings dealt primarily with curriculum and curriculummaterials development and project evaluating andreporting.
An observer at an early meeting was reminded ofthe meetings of the university computer center direc-tors which were held in the Midwest and the South-west in the mid-1950's. The important difference is thatwe now have nearly fifteen year's experience in uni-versity centers to draw upon and much better hard-ware and software than we did then. Consequently,we are able to bring the college computer operationsthrough the "starting-up" pains, which lasted for sev-eral years in the 1955-60 period, in a few months.1 E. M. Chandler, 1968-70.
Computing Facilities
Software:
Table 4.1 summarizes the various languages usedby or available to the students and in which mode ormodes. It also lists the operating systems and othermiscellaneous items available.
Hardware:
Table 4.2 lists the hardware facilities on each campus
and, in the cases of terminal facilities, the off-campuscomputer resources.
Services:
Table 4.3 presents services provided users of thecomputer facility. Services include mode of use, availa-bility, charges, and other aids.
Table 4.1
Languages Used: Status As of June 1, 1971*
Assam.Institution bier
Loyola
Maryville
Wotford
Huntingdon
Mlllups
Mississippi BValley
Murray Slate
Huston.Tillotson
Queens
Peabody B
Xavier
Centenary
Eastern BMennonite
FairmontState
Transylvania B
Atlanta Univ.Center Corp.
BA- FOR- AL. CO.SIC TRAN GOL BOL
RB,B
I,RJE I,RJE I,RJE I,RJE
I,RB RB
B
B
B
B
B
B
B
RJE
PL/I RPG APL Operating MISC.System
Response I
GECOS
GECOS EDIT,LISP
GECOS EDIT
GECOS
B R8,6 B 011.360
I 011.364)
I,RJE TAURUS
I,RB RB RB 011.360
B 18 1130 DiskMonitor
B I 1130 DiskMonitor
B I 1130 DiskMonitor
B 1130 DiskMonitor
B B I 1130 DiskRJE RJE Monitor ECAP
B 1130 DIskMonitor 00 TRAN
1 1130 DiskMonitor SLI
NAM The exception of Maryville In which me It la the status as of June 1, 1970.Batch I Interactive RB Ramo!' Batch RJE Remote Job Entry
Tab
le 4
.2
Fac
ilitie
s: S
tatu
s A
s of
Jun
e 1,
197
1*
1970
-71
%O
n-C
ampu
s H
ardw
are
Off-
Cam
pus
Har
dwar
e Inst
itutio
n/C
ompa
nyIn
stitu
tion
R&
I Use
*U
nit
Mod
e of
Use
Uni
tLo
catio
n of
Com
pute
r
Loyo
la10
0A
SR
-33(
4)Lo
cal T
elep
hone
H-P
211
6BLe
asco
-Res
pons
eB
ethe
sda.
MD
Mar
yvill
e10
0A
SR
-33(
2)In
-Wat
tsG
E-2
65C
all-A
-Com
pute
r, In
c.Lo
s A
ngel
es, C
A.
Wat
ford
100
AS
R-3
3(2)
In -
Wat
tsG
E-2
65C
all-A
-Com
pute
r, In
c.H
P-7
200A
Plo
tter
Ral
eigh
, NC
Hun
tingd
on10
0A
SR
-35
In -
Wat
tsG
E-2
65U
nite
d C
ompu
ting
Sys
tem
s,K
ansa
s C
ity, M
O.
MI l
imps
100
AS
R-3
3(2)
In-W
atts
GE
-285
Uni
ted
Com
putin
g S
yste
ms,
Kan
sas
City
, MO
.
Mis
s. V
alle
y10
0IB
M 1
050
In-W
atts
IBM
360
/40
Mis
s. R
esea
rch
& D
ay.
Sta
teC
ente
r, J
acks
on
Mur
ray
Sta
te10
0IB
M 2
741
Long
Dis
tanc
eIB
M 3
60/8
5O
klah
oma
Sta
te U
niv.
Stil
lwat
er, O
K.
Hus
ton-
Till
otso
n10
0A
SR
-33(
2)Lo
cal T
elep
hone
CD
C-6
800
Uni
vers
ity o
f Tex
as,
Aus
tin, T
X.
Que
ens
95A
SR
-33
In-W
atts
IBM
360
/75
Tria
ngle
Uni
v. C
orn.
Con
.IB
M 1
050
Res
earc
h T
riang
le P
k., N
C
On-
Cam
pus
Har
dwar
eC
ore
Dis
kC
ard
Spe
edLi
ne P
rinte
rS
tora
geS
tora
geR
ead
Pun
chS
peed
Pea
body
88IB
M 1
130
8K15
36K
300
6034
01/m
Xav
ier
52IB
M 1
130
8K51
2K30
060
801/
m
Cen
tena
ry75
IBM
113
08K
512K
400
6080
1/m
Eas
tern
34IB
M 1
130
8K51
2K30
060
801/
mM
enno
nite
Fai
rmon
t Sta
te42
IBM
113
08K
512K
400
6080
1/m
Tra
nsyl
vani
a60
IBM
113
08K
512K
300
6080
1 /m
Atla
nta
Uni
v.10
0IB
M 1
130
16K
1536
K30
060
3401
/mC
ente
r C
orp.
Com
men
ts
3 un
its o
n-lin
e; 1
uni
t for
off-
line
tape
prep
arat
ion.
IBM
113
0 an
d U
niva
c 11
08al
so a
vaila
ble
at c
ompa
nies
.
1 un
it on
-line
; 1 u
nit f
or o
ff-lin
e ta
pepr
epar
atio
n.
1 un
it on
-line
; 1 u
nit f
or o
ff-lin
e ta
pepr
epar
atio
n.
2 un
its o
n-lin
e. IB
M 1
130
at J
acks
on S
tate
used
for
som
e co
urse
s.
IBM
360
/20
on-c
ampu
s fo
r ad
min
istr
ativ
eus
e m
ainl
y.
Cal
l-A-C
ompu
ter
in R
alei
gh, N
C a
lso
used
.
Com
men
ts--
-X
DS
Sig
ma
7 an
d IB
M 7
072
at V
ande
rbilt
also
ava
ilabl
e.
Cal
com
p 56
5 12
- P
lotte
r. N
ucle
ar D
ata
2200
mul
ticha
nnel
pul
se h
eigh
t ana
lyze
r
AS
R-3
3 to
W. V
a. U
niv.
on
cam
pus.
Als
o av
aila
ble
is IB
M 3
60/6
5 U
niv.
of K
entu
cky.
1232
Opt
ical
Pag
e R
eade
r, 1
627
Cal
com
pP
lotte
r. IB
M 1
401
for
adm
inis
trat
ive
use
only
. AS
R-3
3 to
Em
ory
Uni
v. fo
r S
choo
lof
Bus
ines
s.
'With
the
exce
ptio
n of
Mar
yvill
e C
olle
ge in
whi
ch c
ase
it is
the
stat
us a
s of
Jun
e 1.
197
0la
illR
esea
rch
and
Inst
ruct
ion
Tab
le 4
.3
Typ
e of
Ser
vice
s: S
tatu
s A
s of
Jun
e 1,
197
1*
Mod
eIn
stitu
tion
Uni
t
Loyo
laA
SR
-33
X
Mar
yvill
eA
SR
-33
X
Wat
ford
AS
R-3
3X
Hun
tingd
onA
SR
-35
X
Mil
!sap
sA
SR
-33
X
Mis
s. W
iley
IBM
105
0S
tate
Mur
ray
Sta
teIB
M 2
741
Hus
ton-
AS
R-3
3X
XT
illot
son
Que
ens
AS
R-3
3X
IBM
105
0
Pea
body
IBM
113
0X
Xav
ier
IBM
113
0X
Cen
tena
ryIB
M 1
130
X
Eas
tern
IBM
113
0M
enno
nite
Fai
rmon
tIB
M 1
130
XA
SR
-33
XX
Tra
nsyl
vani
aIB
M 1
130
Atla
nta
Uni
v.IB
M 1
130
XC
ente
r C
orp.
App
roxi
mat
eR
JER
BB
Ava
ilabi
lity
Cha
rges
Ser
vice
Aid
s
X X
810
pm-6
00 p
m M
-F(1
)
800
am-5
00 p
m M
-F90
0 am
-120
am
Sat
.20
0 pm
-500
pm
Sun
.
$400
/mo.
fline
+ S
tora
ge
S89
0/m
o. +
Sto
rage
810
am-6
00 p
m M
-F58
90/m
o. +
900
am-1
210
am S
at(1
)S
tora
ge
700
am-1
10 p
m M
-F
200
am-1
110
pm M
-Sat
.
10:0
0 am
-4:0
0 pm
M-F
800
am-5
00 p
m M
-F
910
am-4
:00
pm M
-Sat
.5:
30 p
m-1
000
pm M
-F
9:00
am
-900
pm
M-F
$100
/mo.
+S
tora
ge
5100
/mo.
+S
tora
ge
S10
0-15
0/hr
+$1
939/
12m
o.C
om."
5100
/hr.
CP
U
5200
/hr.
TM
$345
/hr.
CP
U 4
$3/h
r. c
onne
ct
X80
0 am
-100
0 am
M-F
Res
erva
tion
Per
.;10
:00
am-3
00 p
m M
-F O
pen
Sho
p
XS
taff
-21
hrs
/wk;
Bat
ch-1
9 hr
s/w
k;O
pen
Sho
p-15
hrs
/wk.
Cla
sses
-9 h
rs/w
k;A
dmin
.-3
hrs/
wk
(1)
XO
pen
Sho
p-30
hrs
/wk;
Adm
in.
10 h
rs/w
k; B
atch
-8 h
rs/w
k; R
eser
vatio
ns-
5 hr
s/w
k.
X80
0 am
-1:0
0 pm
, 5:0
0-8:
00pm
M-F
Clo
sed
Sho
p;10
0 pm
-50
0 pm
M-F
, 600
pm
-10:
00 p
mM
-Thu
Ope
n S
hop
XA
dmin
.-25
hrs
./wk.
; Qui
ck T
urn
Aro
und-
15 h
rs. /
wk.
; Bat
ch-1
2 hr
s./w
k.; C
lass
es3
hrs.
/wk.
X80
0 am
-100
pm
M-F
Clo
sed
Sho
p;11
0 pm
-500
pm
M-F
Ope
n S
hop
(1)
X80
0 am
-111
0 pm
M-F
Clo
sed
Sho
p;10
:00
am-1
10 p
m S
a C
lose
d S
hop
Lang
uage
man
uals
from
Lea
sco.
Com
pute
rm
agaz
ines
In s
peci
al r
eadi
ng r
oom
.
Non
-cre
dit s
emin
ars
& C
-A-C
Man
uals
.N
ewsl
ette
r
Use
rs' m
anua
l, C
-A-C
man
uals
, new
slet
ter,
one-
cred
it in
tro.
cou
rse
and
inte
rimpr
ojec
t in
com
pute
r us
e.
Use
rs m
anua
l and
stu
dent
ass
ista
nts
Uni
ted
Com
putin
g m
anua
l & o
ne-h
r. n
on-
cred
it sh
ort c
ours
e tw
ice
each
sem
este
r
IBM
man
uals
, com
pute
r lo
gic
devi
ce,
audi
o ta
pes,
and
film
Use
rs m
anua
l & c
onfe
renc
es w
ith O
.S.U
.C
ompu
ter
Cen
ter
pers
onne
l
Lang
uage
& u
sers
man
uals
from
U o
fT
exas
and
CD
C.
Lect
ure
and
disc
ussi
on w
ith a
ll m
ath
Bas
ses
& w
ith a
ll F
resh
men
Eng
lish
stu-
dent
s. S
epar
atio
n &
dis
trib
utio
n of
"Io
wa
Con
fere
nce"
rep
orts
.
Use
rs m
anua
l for
cen
ter
& P
eabo
dy S
ta-
tistic
al L
ib. &
tour
s fo
r hi
gh s
choo
l &co
llege
cla
sses
.
IBM
man
uals
, use
r m
emos
, film
s, a
ndle
ctur
e-de
mon
stra
tions
for
spec
ial g
roup
s.
Sho
rt c
ours
e (n
on-c
redi
t, 6
mee
tings
) ea
chte
rm, m
anuf
actu
rers
man
uals
, pro
gram
-m
ing
club
, & s
taff
cons
ulta
tion
IBM
& U
sers
' man
uals
IBM
man
uals
& s
taff
cons
ulta
tion
IBM
man
uals
and
sho
rt c
ours
es in
GO
TR
AN
.
Tw
o pr
ogra
mm
ing
shor
t cou
rses
for
facu
ltyan
d st
atis
tical
con
sulta
nt a
vaila
ble
wee
kday
s
IIn
tera
ctiv
eR
JER
emot
e Jo
b E
ntry
As
of J
une
1. 1
970
for
Mar
yvill
eC
omm
unic
atio
nC
ost
RB
Rem
ote
Bat
chB
Bat
ch It
t O
ther
tim
es b
y sp
ecia
l arr
ange
men
ts
Curriculum Development
Special Curriculum Development Grants:
Faculty at four of the colleges received one-yearcurriculum development grants from the NationalScience Foundation to work in the areas of chemistry,economics, mathematics (numerical methods), naturalsciences, and physics. In conjunction with these grantsSREB was awarded travel funds to bring approximatelytwo faculty from each of the twenty colleges to twoworkshops. The first one was a "Demonstration andTutorial" workshop conducted at the University ofTennessee, Knoxviile, using the IBM 1130 computerfacilities of Knoxville College. The second workshop, a"Review and Critique", was held four months later atDaytona Beach, Florida, using the IBM 1130 computerfacilities of Daytona Beach Junior College. Insofar aspossible the same faculty attended both workshops.
The principal investigators for the curriculum de-velopment grants were as follows:
Chemistry:
Dr. Joyce H. CorringtonDepartment of ChemistryXavier University of LouisianaNew Orleans, Louisiana 70125
Economics:
Dr. Tridib K. MukherjeeDepartment of EconomicsFairmont State CollegeFairmont, West Virginia 26554
Mr. William Laughlin, Jr.Department of EconomicsFairmont State CollegeFairmont, West Virginia 26554
Numerical Analysis:
Dr. James F. KeyDepartment of MathematicsGeorge Peabody College for TeachersNashville, Tennessee 37203
Natural Science:
Mr. Harold CrowellAssistant Professor of PhysicsGeorge Peabody College for TeachersNashville, Tennessee 37203
5
Physics:
Dr. Bernard J. Weigman, Jr.Department of PhysicsLoyola College4501 North Charles StreetBaltimore, Maryland 21210
Dr. James RozicsDepartment of PhysicsLoyola College4501 North Charles StreetBaltimore, Maryland 21210
The following papers, presentations, and other par-ticipations in the "Conference on Computers in theUndergraduate Curricula" at the University of Iowa,June 16- 18,1970, were a direct result of these activities:
Session Chairmen:
Dr. Joyce H. CorringtonDr. Elizabeth D. SwigerDr. Bernard J. Weigman
Papers presented: (Included in Proceedings)
Corrington, Joyce H. and Sister Patricia Marshall; "Com-puter Programs for Use in the Undergraduate ChemistryCurriculum." (Xavier)
Love, Norman D.; "The Introduction of the Computerinto Maryville's Freshman Science Course."
Swiger, Elizabeth D.; "A Staged Plan for IntegratingComputer Instruction into the Chemistry Curriculum atFairmont State College."
Walker, Rufus F.; "Use of ECAP in Undergraduate Elec-tronics Instruction." (Centenary)
The following materials were produced through thesegrants:
Key. James F.; A Computer-Oriented Activities Manualfor Principles of Numerical Methods; George PeabodyCollege for Teachers, Nashville, Tennessee 37203,335pp.
Key, James F.; Programmed Solutions to Selected Ex-ercises in Numerical Methods: A FORTRAN IV Instruc-tor's manual for the IBM 1130 Computer; GeorgePeabody College for Teachers. Nashville. Tennessee37203.
Weigman, Bernard J. and James D. Rozics; "Collectionof Physics Problems and Laboratory Experiments";Loyola College, Baltimore, Maryland 21210, 204pp.
Corrington, Joyce H. and Louis C. Cusacks; "ComputerPrograms to Supplement Undergraduate ChemistryCurriculum"; Xavier University of Louisiana, New Orleans70125.
Inquiries as to availability of copies of the above ma-terials should be directed to the authors.
Courses Using The Computing Facilities:
Courses using the computing facilities during the1970-71 academic year are listed below. The number inparentheses after each course indicates the number ofcourses involved which were similar at least in title.
Programming' 1
Introduction to Computer Programming (12)Computer Programming (4)Computer Concepts (1)Computer Use (1)Computer Programming and Numerical Analysis (1)Assembly Language (1)Business Analysis and Machine Accounting (1)Orientation (1)Programming Languages and Techniques (1)
Computer Science 2
Computer Systems (1)Mathematical Problems (1)Introduction to Computing (1)Computers and Programming (1)Discrete Structures (1)Numerical Methods (1)Data Structure (1)Programming Languages (1)Numerical Analysis (1)Systems Analysis in Library and Information Science (1)Data Processing of Library Operations (1)Documentation and Information Storage and
Retrieval (1)
1 Courses concerned primarily with a programming language regard-less of where they are "housed" academically.
2Courses dealing with systems programming, information structures,computer organization, etc. regardless of where "housed."
18
Mathematical and Physical Science
Physical Chemistry (10)General Chemistry (8)Introduction to Chemistry (1)Chemical Principles (1)Instrumental Analysis (5)Analytical Chemistry (2)Advanced Inorganic Chemistry (1)Quantitative Analytical Chemistry (1)Thermodynamics (1)Honors Program (1)Undergraduate Research (1)Numerical Analysis (10)Analytic Geometry and Calculus (4)Elementary Statistics (4)Probability (3)Fundamentals of Mathematics (3)Introduction to Finite Mathematics (1)Pre-Calculus Mathematics (1)Advanced Calculus (2)Linear Algebra (3)Modern Algebra (2)Intermediate Algebra (1)Differential Equations (2)Theory of Equations (1)Plane Trigonometry (1)Independent Study in Mathematics (1)General Physics (10)Electricity and Magnetism (5)Atomic and Nuclear Physics (3)Electronics (2)Mathematical Physics (2)Physics I (3)Physics II (2)Matter and Energy (2)Modern Physics (1)Intermediate Physics (2)Intermediate Mechanics (1)Advanced Mechanics (1)Electromagnetic Waves (1)Physics Laboratory (2)Quantum Mechanics (2)Mechanics and Heat (2)Heat and Thermodynamics (1)Introduction to Dynamics, Properties of Matter, Vibra-
tions and Waves (1)Introduction to Computer Applications (1)Computers in the Arts and Sciences (1)Seminar (1)Interim (1)Introduction to Physical Science (1)Science Thought (1)Science Fundamentals (1)
Biological Science
Genetics (1)Introduction to Plant Physiology (1)Independent Research (2)
Social Science and Education
Psychological Statistics (8)Measurement (2)Factor Analysis (1)Group Dynamics (1)Experimental Psychology (1)Physiological Psychology (1)Computer Applications in the Behavioral Sciences (1)Research Seminar (1)Microeconomics (2)Macroeconomics (4)Principles of Economics (1)Business Finance (1)Economic Analysis (1)Economic Statistics (1)Educational Media (1)Automated Data Processing in Education (1)Research and Measurement (1)Methods of Educational Research (1)Thesis Dissertation Problems (1)Sociology (1)The American Community (1)Technology and Social Change (1)American Politics (1)American Legislature (1)Seminar (1)
21.
Business
Principles of Accounting (3)Marketing (3)Investments (1)Business Policy and Problems (1)Introduction to Data Processing (1)Managerial Finance (1)Principles of Business (1)Economic Research (1)Intermediate Macroeconomic Theory (1)
Arts and Humanities
Communication (2)Seminar (1)Contemporary Composition (1)
Engineering, Forestry, and Agriculture
Electronics (2)Industrial and Microwave Technology (1)Vectors, Tensors and Statics (1)Introduction to Mechanics (1)Foundations of Electrical Engineering (1)Engineering Laboratories (4)Systems Analysis (1)Theory of Signals, Systems, and Noise (1)
19
Comments from the Institutions
A few statements extracted from the individual re-ports of the colleges serve as testimonials to the recog-nition and high regard for the computer facilities onsome campuses as well as gratitude and appreciationto the National Science Foundation for helping to makethese facilities available. Additional comments of thisnature can be found in the "Official College Statements"section of each case study in Chapter 7.
Loyola College:
One of the more interesting results of our one-yearexperiment so far is the computer-oriented attitude thatseems to be coming into existence on our campus, atleast among science-oriented students who have beenusing it. Students regularly use the computer for labora-tory data analysis, homework, takehome tests and otherroutine assignments. They seem to have accepted thecomputer now in the same way as they did the sliderule and calculating machine two years ago. Many stu-dents learn simple programming themselves even be-fore they sign up for any formal courses. Our next majorgoal in this coming year is to interest as many non-science students in the computer as we can. (1968-69)
The computer program has had a tremendous effecton the Physics and Engineering curricula at LoyolaCollege. It has had a somewhat lesser effect on the pro-grams of Accounting, Economics, Business Administra-tion, Mathematics, Chemistry, and Philosophy. Never-theless it has had some effect and this in itself isencouraging. It has had little or no effect on the otherdepartments, but the word is getting around that thecomputer is here to stay on our campus and I think thatbefore long the Departments of Sociology, Psychology,Education, Biology, and even English will begin tomake use of the facility.
The computer has made such a mark on the depart-ments that are using it regularly that one is hardput toremember what it was like without it. Students are usingit instead of the calculator and find it hard to believe
that students here just three years ago could do any-thing significant without a computer. All laboratory re-sults are routinely analyzed with the computer. Lastweek the administration authorized money for the Eco-nomics Department to rent two terminals to be housedin their building. Even with the expiration of NSF moneythis year, the college has authorized $10,500 for nextyear's computer budget, a sum which would have beenunthinkable three years ago.
We have talked to a large number of companies sell-ing computer time in the past year. Competition amongthese companies is keen, and we are in a knowledgeableposition to get the best rates available. We have gaineda lot of experience in the last two years. This summer,Dr. Rozics and Dr. Weigman will be paid by LoyolaCollege to study the new FORTRAN system recentlydeveloped by LEASCO. If used, this system could saveLoyola $15,000 to $20,000 the next year alone.
Our students feel that the knowledge of computerprogramming has made them more valuable to com-panies when they graduate. This is the message thatwe are taking to the local industries and they agree withus. Timesharing, which was a new toy when we startedin this program, is a well-accepted means of computa-tion today. (1969-70)
Perhaps the most significant fact about the computerprogram on our campus is its tremendous growth. Fiveyears ago we had no facilities at all on campus. Todaywe are at the point where we cannot afford timesharing.Our budget rose from $10,550 in FY1971 to $19,500 inFY1972. Last year we reported that Dr. Rozics was be-ing paid by Loyola to investigate Leasco Fortran sinceit might save us money. If we had bought two unlimitedCAC contracts for $890 per month for 10 months andpaid about $150 per month storage charges for 9 monthsthe total cost would have been $19,150. Comparingthis to the actual cost of $9,270, we came out ahead.Plus we had better service since there were times whenwe had 3 and even 4 terminals on-line at the same time.
Next year we are considering purchasing our own mini-computer in the $60K to $100K price range. The al-ternative to this seems to be a strict pay-as-you-gobasis. The cost of Leasco time is $5.75/hour prime and$3.00/hour non-prime to educational institutions. Twoprime hours to each non-prime hour averages to $4.80per hour. Based on last years figures of 2016 hours,this would be about $9,700. An anticipated growth of50% (Loyola is increasing from 800 students to 1,150due to a merger with a woman's college) would raisethe cost to $14,500 which would strain our budget of$19,500 because communication costs and teletyperentals must still be deducted.
The growth in the Evening College is also hearten-ing. The first time we offered Eg110 (Computer Pro-gramming) in the evening we set a limit of 25 students.The course filled. The money this brings in (about $129per student) helps defray expenses of the computer.(1970-71)
Maryville College:
One of our goals was to develop a course whichwould be required of all our students. This course wouldgive students the knowledge of what a computer is byactually teaching them how to use the computer. Wedid develop a two week short course and incorporatedit into an existing science course required of all stu-dents. The two week course consists of four one hourlectures and a set of simple problems to be solved onthe computer making use of the BASIC language. About1/3 of the students in this course have a working knowl-edge of programming. (1969-70)
Wofford College:
Prior to the July 1968 receipt of funds to participatein this regional experiment, Wofford had very little ex-perience with computers. An active unit record systemhad already been put into effect by the Controller'sOffice, however. A time-sharing terminal had beeninstalled in the Physics Department on April 15, 1968,but the usage was greatly restricted by financiallimitations.
The funds obtained through participation in this re-gional experiment are being used to support this singleModel ASR 33 teletype and to purchase time-sharingservice from Call-A-Computer (Raleigh, N.C. and Atlanta,Ga.). It is. now possible to make use of this system in amuch wider range of courses and other educational ap-plications. This expansion is already affecting coursesin several departments. (1968-89)
MIllsaps College:
Students who completed the computer 300 coursewere eager to use programming in other courses. Stu-dent assistants were very helpful in programming modelsused In some courses. Biology usage was apparentlyby faculty only.
The non-credit, short course (X150) in BASIC offered
22
two periods during the spring semester, taught by asenior, interested some students in computers andprogramming without their risking grade point credits.
An evaluation of usage reports during the year re-vealed that Geology used the computer in the fall butnot during the spring semester and apparently not forstudent use, because no report was received. In bothPhysics and Chemistry usage was very high the firsttwo months but tapered off drastically in Chemistry bythe end of the year. The close proximity of the terminalto these two departments and the novelty of the facili-ty when first installed may account for this pattern ofusage.
There was considerable and consistent use in thecomputer course. Mathematics appeared to make con-sistent use during the entire year. Economics madeconsiderable and sustained use during the springsemester.
Some of the computer costs associated with theComputer 300 course are not reflected in the figurespresented here because student projects for the coursein FORTRAN IV had to be run on the 1130 at JacksonState College where the instructor for that course isChairman of the Department of Mathematics and Com-puter Center Director. This time was provided withoutcharge. (1969-70)
Mississippi Valley State College:
A few short years ago there was very little awarenessof the computer era among the general student bodyon this college campus. With no facilities available, stu-dents could not become computer-oriented nor thinkof computers for problem solving. After the installationof the IBM/360 Model 20 on this campus in 1968, manystudents assumed the computer was limited to process-data for the Business Office and payroll sections of theinstitution.
Soon after the initiation of the NSF computer pro-ject, student attitudes began to change. The studentsin the Department of Science and Mathematics whowere not actually registered in a course in programmingbegan talking in terms of using the computer in theirdaily routines. During the second year of the NSF ex-periment, these students started using the computerfor their daily routines, and the personnel who adminis-tered the project were as busy with non-programmingstudents as with those actually registered in program-ming. Student users were from Biological Sciences,Business, and Industrial Technology. The administra-tors were already highly appreciative of the use of thecomputers and hoped this use could continue and in-crease even after the termination of the NSF grant.Discussions with various academic personnel confirmedthe need for better computer facilities. The distributionof the proceedings of the Iowa Conference on Com-puters among the college faculty played a significantrole in this respect. The Impact of the NSF project hasbeen so significant that a majority of the college com-munity Is In favor of getting a midi-computer and using
it for both administrative and academic purposes. Class-room teaching combined with practical applicationshould better prepare students for the uses of compu-ters outside the academic environment.
As Mississippi Valley is a state supported institu-tion, any significant changes concerning monetarymatters must first be approved by the Board of Trustees.The State of Mississippi has already appropriated a sumof $400,000 for the construction of a building, part ofwhich will house the central computing facility.
An increasing percentage of students now use thecomputer facility in their area of training, especiallystudents in Business, and Biological and PhysicalSciences. The interest of the faculty members in areasinvolving complicated problem-solving is also increas-ing, but the 1050 Terminal has only a subset of FOR-TRAN and PL/1, and CPU time is limited. Thus longand complicated problems cannot be solved. We hopethe installation of a midi-computer would improve thisto some extent. (1970-71)
Houston-Tillotson College:
Our computer program got off to a late start duringthe first semester. The teletype machines were notreadily available. The teacher from Houston-TillotsonCollege who is to handle the computer project wasgiven a year's leave to study computer programming.A graduate student from the University of Texas wasgiven the job of teaching the course which was offered.Also, a graduate student from the University acted asa laboratory assistant in the computer laboratory. Inall respects the computer personnel at the Universityhelped in our program. Some of our faculty participatedin several computer workshops. A COMPUTER AS-SISTED INSTRUCTION program was designed andput on tape for future use here at the college. Severalof the science faculty members have agreed to partici-pate next year in the program. All at the college arevery appreciative of the opportunity to participate insuch a program that can mean so much to our collegeand to our students and graduates. (1969-70)
The new teacher of the programming courses, Mr.General Marshall, spent much effort and time with thestudents and the course. Consequently, the studentswho completed both sections of this course were ableto understand the principles of programming and areable to apply it to other disciplines. Mr. Marshall keptin close touch with the personnel of the University ofTexas Computation Center. (1970-71)
Queens College:
The computer seems primarily to get students in-terested in it and secondarily interested in the field inwhich it is being applied. It tends to motivate studentsbut seldom has it encouraged interest in problems thatwould otherwise not have been contemplated. (Note:We did not do any.simulation work, and this could havemodified our findings.) In numerical analysis and pro-gramming the computer evidently allowed the doing of
problems that time-restrictions would not have other-wise allowed. In one instance, an application to styli-metric analysis of literature, it did encourage someresearch that would not have otherwise been consid-ered. A faculty member carried out an extended studyof a putative work of St. Augustine.
We found that "blitz" introductions to programming(one-two clock hours) in PL/1 worked very well indeed.However, they do require careful preparation and goodbrief hand-outs (ours was one page) and must dependon simple examples and not precepts (especially whenloaded with programming jargon). Terminals must beavailable for the student, with no more than four stu-dents per terminal. It is essential that the students beable to get on the terminals within a very short timeafter the first class hour, preferably immediately afterthe class has ended. Optimal class size is probably6-8 students per available terminal. Somewhat of a fiascooccurred when we tried the "blitz" approach in a sec-tion with about 100 students (The Concepts of Com-munication Course). We had expected trouble andfound enough of it to label the large-class approach ascontraindicated. We did get about 85 percent of thestudents to run simple programs, but they were left withstrong negative feelings about the whole operation:the confusion in the Computer Center, the waiting,the inexperienced computer center assistants (i.e., in-experienced in handling mobs). (1969-70)
The quantitative data on Form 400 understate usageand overstate costs per student by discipline, becausethe cost of the TTY hook up with Call-A-Computer isincluded in costs but could not be broken down by dis-cipline. There were 161 runs made during the report-ing period over the TTY with Call-A-Computer. Connecthours for these runs was 19.02. Because tapes and pro-grams were prepared on the TTY, it was not availablefor much more than the connect time. Assuming that5% of the usage is the connect time, then the consolehours on the TTY would have to be increased by 20 X19.02 or 380.4 hours. If these hours and runs could bedistributed to the correct disciplines, costs per studentwould be significantly less.
The "infusion" requirement of the grant was carriedout by presenting a one-hour lecture to all freshmenand all math courses in the fall semester. The lecturetopics were Computers in General, Applications, andProgramming Languages, and a simple program in PL1 (Whinot) was distributed to all students. This was usedas an example of a program and after it was explainedline by line, the students were invited to come to thecomputer center and run it. Only a few did, but theselectures did create interest in computers as indicatedby the fact that several students signed up for the Math100 course shortly after the lectures plus the fact theMath 100 enrollment was up 25% over last year eventhough college enrollment fell. In the infusion lecturesthe students were given the Call-A-Computer phonenumber, Queens account code number, step-by-stepinstruction in how to call up the simulated slot machinegame called BANDIT, and invited to come to the com-
23
puter center on their own to try their luck. Many did.Games do seem to stimulate interest. And the fact thatthey require hands-on experience immediately bridgesone of the psychological gaps inhibiting computer usage.
Step-by-step proced ures (1) for using Call -A- Computerlibrary programs, (2) to address NCECS library pro-grams in RJE, and (3) to address NCECS library pro-grams in CPS were written and distributed to all Math100 students and posted in the computer center alongwith a IBM 1050 Deck composition diagram using JETcontrol. These were well received and quite helpful.
The use of the simulation in Econ 352 added an ex-citing, dynamic dimension to the course. However,simulations of this type generate punched card outputand the lack of this capability on our 1050 setup wasonly overcome because of the small size of the class(2).A class of 30 making use of 8 runs of the simulationwould require the punching of over 1,000 cards. Theprogram was modified for the punched card output tocome back printed; it then had to be punched for eachsuccessive run of the program. If only 2 or 3 such simu-lations were used with average size classes, there wouldbe cost savings to upgrade by adding punched cardoutput capability to the 1050. At the very least thereshould be "left zero': capability on the keypunch.(1970-71)
Xavier University of Louisiana:
Social Sciences are encouraging their new majorsto take computer science or programming prior toresearch methods and statistics.
Some departments, including Social Sciences, arenow seeking new faculty members who have had formercomputer exposure.
A "developing" Computer Science Department plansto implement either a minor in computer science or aconcentration within other majors within four or fiveyears.
Business Administration has developed a three-semester sequence in business data processing. Someexploration will be made into the feasibility of coordi-nating this curriculum with the one that develops in com-puter science. Some accounting courses are using thecomputer already.
Undergraduates are being involved in some researchactivities in the Chemistry Department.
Humanities faculty, while apparently not yet mov-ing, do borrow and read publications from the com-puter center about computer-related activities in theirfields. (1969-70)
Needing still further experience, we can only makea few observations.
Chemistry, heaviest academic user, has not con-vinced us that the canned-program approach is best.Textbook publishers are still dragging their heels; con-sequently, professors still feel insecure about launch-ing out into the deep. There is great need for lab man-uals and texts that call for or at least provide forproblems that can be solved on the computer.
24
Our experiences show also that meaningful usagemust (1) develop from within a department and (2) mustsomehow involve the entire faculty. The voluntary home-work approach used in some math courses this yearworked well, because (a) the faculty set an exampleand (b) the department established a climate that en-couraged use of the computer wherever feasible.
Bolstering all efforts at Xavier is a new curriculumeffective last September (1970). In addition to a three-hour computer science requirement for first-semesterfreshman majors in math, math education, physics, pre-engineering, and chemistry (and for pre-med sopho-mores), the University has designated computer scienceas one of the choices in one of the categories in thenew core curriculum for all students. We are workingtoward a minor (or something fairly comparable) incomputer science.
Another ray of hope: while little actual computerusage has occurred in some departments, interest isincreasing more rapidly this year as evidenced by re-quests for information and assistance, invitations to ad-dress classes, etc. At least two additional departmentsare ready to go on the computer as soon as we canspare the manpower to give them the needed attention.And students, introduced to the computer by way of thenew core curriculum choice, may well turn into thatneeded manpower. (1970-71)
Centenary College of Louisiana:
Progress has been made in extending computerusage among both faculty and students; while suchprogress is slow it is encouraging. The most notablesuccess in expanding usage has been in the Depart-ment of Business and Economics. A considerable frac-tion of our programmer's time is currently devoted topreparing for expanded applications in that area.
No place has been provided for explicit mention offaculty development outside formal courses, so a fewitems will be mentioned here. Two faculty members(in the Math Department) not formally associated withthe project have become quite interestedand quiteexpertin using the computer. They have been par-ticularly helpful in expanding usage both in formalcourses and in assisting interested students with indi-vidual projects. In addition, two papers have been givenby the co-directors of the computer installation; one waspresented to the Louisiana Academy of Arts and Sci-ences while the other will be given at the Iowa Confer-ence on Computers in the Undergraduate Curriculum.The principal investigator and computer staff have beencooperating in a research project with a member of thefaculty of the Louisiana State University School of Med-icine in Shreveport; for the summer of 1970, the prin-cipal investigator holds an appointment as VisitingAssociate Professor of Biophysics at the institution,working in the area of computer applications. Further,one of the co-directors of the computer installationserved this year as Program Chairman of the ShreveportChapter of the Association of Computing Machinery and
the other has been elected Vice Chairman for next year.There was no formal use by students in the Arts and
Humanities but in practice we got a rather good pressbecause one of the members of the faculty is doing aPhD thesis involving word frequencies in some of theworks of Shakespeare. A member of the math depart-ment collaborated with him to automate this tedious pro-cess (word counting) with the result that a number ofhis classes were informed that the machine had donein a weekend what would have taken him at least sixmonths.
The decision to acquire a plo:lermentioned pre-viously in passingdeserves some comment. The pres-entation of information in graphic form seems particu-larly appealing to the inexperienced user; this appealmay be missed by the more experienced user who hasconditioned himself to accept the limitations of lineprinter output. A 12" plotter can be purchased for the1130 for less than $5,000 which is about 10 percent ofone year's budget for an installation such as ours; thisis a relatively small incremental cost for the large bene-fits resulting from the presence of a plotter. It is true thatan on-line plotter is slow and that a plotter might createproblems in a situation where most of the available timeis already used; however, in our present situation wefeel it to be a highly desirable addition and recommendthat those in a similar situation seriously consider acqui-sition of a plotter if at all possible.
The budget is always a problem area (by definition,presumably) so a few words seem in order at the expira-tion of the NSF funding. During the grant period ad-ministrative data processing has been relegated tosecond priority in order to devote maximum attention toinstructional usage. Next yearwhen the computer issupported entirely by the Collegethe data processingfunction will be expanded, though not at the expense ofinstructional usage since a staff member will be addedto handle data processing. One policy change will bethe running of administration work during prime shift;such work has previously been run at night (except fora day or two after registration) in order to keep primetime available to faculty and students. We believe that asmall college computer must serve both administrationand academic users if it is to give the most service perdollar expended and that with proper management it ispossible to serve both harmoniously.
We believe our handling of administration work to bea "significant success" which has implications for thecontinuing stability of the installation. The key was care-ful selection and development of the very limited num-ber of applications undertaken; our major data process-ing work is in the processing of current enrollment. Itis crucial that data processing be done correctly; anycampus will have some persons who are quick to down-grade a computer installation if they can find examplesof errors attributable to automated processing. Thesystem in use was developed during the summer of 1969and has run very smoothly this year, thanks to the coop-eration of the administration and the computer staff. Asa result, plans for expanded data processing are based
upon real needs and proven capabilities.Contact with other installations, both through this pro-
ject and through attendance at professional societymeetings related to computing, has been most valuable.We share the beliefrepeatedly expressed in the "FirstReport of An Exploratory Program of Regicnal Coop-erative Computing Activities" published by OregonState Universitythat the development of on-campusabilities is very important. We suggest that it might beappropriate for NSF to consider continuing supportin institutions having some hardware capabilityofcomputing by grants explicitly for travel and facultydevelopment related to computer applications.
While signific.cnt progress has been made, we areby no means using our hardware to the fullest. We ex-pect continued expansion of applications, both in num-ber and in quantity of usage per application. At thepresent time, it appears that the computer is regardedas a valuable resource of the college and one worthy ofsupport at least at the present level. Because the centralprocessing unit was purchased, we are somewhat com-mitted to the 1130 for a number of years to come; we donot regard this as a major problem. The input/outputequipment is leased and can be upgraded to higherspeeds if the need should arise. If more computingpower is needed, we feel that we are most likely to addcommunications hardware to the 1130; the cost of suchhardware is far less than that of a significantly more pow-erful computerat least at the present. (1969-70)
For the most part, the comments in this section inlast year's report still seem to be valid. Computers aredifficult to use meaningfully, systems are not user ori-ented, and good instructional programs are hard to get.
The installation of the plotter has been helpful,though it has not been exploited fully. In spite of a spe-cial description of how it can be used, very few peoplemake use of it in their own programs until they are ratheraccomplished programmers. On the other hand, experi-enced programmers do use it routinelyespecially indemonstration programs in which graphical output isthe natural presentation.
There is a fundamental problem which limits the ex-pansion of computer use among undergraduates andinexperienced faculty: if a program is to be run onlyonce or twice, it is easier in most cases to do the calcu-lation by hand than to program it. We have repeatedlyencountered this situation in our promotional attempts;upon learning what is involved, students and faculty tendto conclude that the effort to program a problem is ex-cessive. This is often true, since in educational situationsone tends to consider a subject or a problem brieflyand then move to something else. For the most part,the sorts of problems which are considered in typicalclassroom situations (including the sciences) comefrom many years of a selection process which has pro-duced problems soluble by hand. Motivation for pro-gramming their solutions can be difficult.
We do have a number of students and faculty mem-bers who have become quite interested in the machineand expert with it. In practice, it appears at present
25
that the expansion of our usage depends upon the in-terests of these individuals and the time they have avail-able for promotion. One should keep in mind here that,in a four-year college situation, teaching loads are apt tobe heavy. This limits the amount of time a faculty mem-ber can devote to development of computer applications(or any other development, for that matter). We antici-pate a continuation of the expansion of usage of themachine, though a number of years will be requiredeven to work out the ideas we have now. (1970-71)
Eastern Mennonite College:
Chem 422 Chemistry Seminar (Independent Study)A student has developed a program for computing theconformational energies of cyclic hydrocarbons and de-termining the conformation of minimum energy. Thismakes available a rather flexible program for these com-putations which will run on a small computer (IBM 1130).
Chemistry ResearchThe computer is used rou-tinely in analyzing and plotting kinetic data being ob-tained in a current research project.
Demonstration ProgramsOne of our students wrotea program which has all the letters of the alphabet andall the numbers stored in core. Entering the desiredcharacter on the typewriter will produce a printout of thecharacter 12 inches wide. One character can be enteredat a time, or with a slight modification 100 characterscan be entered before the printer takes off.
Another demonstration program written by one ofour students will respond to a person's birth date bygiving the day of the week on which he or she was born.I believe this program is more exciting than any otherdemonstration we have come up with.
Programs to Analyze QuestionnairesA number ofdifferent programs have been written to evaluate datafrom questionnaires.
One program evaluates up to 130 questions with 26options for each question. Another program can acceptmultiple answers per question. Another program plotsthe number of responses for each question and printsthe total number of responses. Another program ac-cepts Porta Punch cards as input. These are a few ex-amples. (1969-70)
Traditionally, education has been conducted in alock-step method. All students progress at the samepace whether they are capable of moving twice as fastor have difficulty in keeping up. The student capableof moving ahead at a faster pace often becomes boredwhile the slower student experiences repeated failuresthrough his entire educational experience and is handi-capped by a cumulative deficit of information.
Dr. John H. Hess, Jr., Head of the Psychology De-partment at EMC, is administering an introductorycourse based on operant learning principles. Fred S.Keller developed the course format which IndependentLearning Systems, Inc., of San Rafael, California, pro-duces commercially.
The course consists of 13 units, each dealing with amajor area of psychology. Within an unit, each short
26
section of narrative material is followed by a set of ex-ercises and review questions which are graded on thecomputer. The exercises and review questions insureactive student participation in learning the material.
Because students will work at the pace best suitedto their ability, the computer must grade different testsat the same time. It will sort the answer cards submittedto it and print out the key and wrong answers for eachstudent.
Instead of depersonalizing faculty-student relations,as computers are so often accused of doing, the pro-gram will improve relations. The teacher will be ableto have individual sessions with each student in orderto go over the wrong answers. The student will spendmore time in interchange with his teacher, and he willbe bound only by his own progress, not by time or anyother student.
This approach to learning is being tested as a pilotproject in the Psychology Department and will then beavailable for other departments at EMC.
For 50 years we have talked about individual instruc-tion, but very little has been done effectively in thisarea until the era of the computer.
A series of 23 different programs developed byLoyola College (Md) for time-sharing terminals was con-verted by EMC's senior physics major Rich Landes foruse on the IBM 1130 Computer.
The computer also proved to be a very valuableassistant during an alumni fund raising campaign. TheDevelopment and Alumni Offices use the facilities formailing list purposes maintaining a 25,000 record file.(1970-71)Fairmont State College:
The year of activity with an on-campus computer canbe conservatively described as a complete success.The college has decided to continue its present level ofcomputer activity when outside funding ceases. Moreimmediate evidence of success is the volume of utili-zation of the facility in instruction. The computer hasbeen directly responsible for the addition of new classesor permanent alteration of existing classes in at leastsix separate instances.
In summary, the IBM 1130 computer facility on theFairmont State College campus has, in less than ninemonths, affected the entire undergraduate program ofinstruction and become an indispensable facet of theinstitution. The facility has provided a greater contri-bution to academic improvement and program growththan any other single development in the institution'shistory. (1968-69)
The computer facility has been a major factor in therecruitment of quality students and faculty to the col-lege in a number of instances.
A significant number of students and faculty havebegun using the computer for individual projects andproblem solution after introduction in classes formallyusing the computer. The largest increase has been ininstructional use and in individual projects andapplications.
rrw
Increased demands on the computer facility haveforced the addition of a terminal connection with a largercomputer system to accommodate growing academicapplications.
A formal 2-year computer science major is now in theplanning stage for introduction in 1972.
Administrative application has increased. A fasterprinter has become necessary for addition July 1, 1971.(1970-71)
C
Transylvania College:
One of our academic objectives at Transylvania is toteach all students something about the computer beforegraduation. To help fulfill this objective a compiler whichdoes not require format specification by the programmerfor input and output was developed. The compiler waspatterned after the IBM 1620 GO TRAN compiler. Ithas been found that after two hours of lecture studentscan be punching and running their own program with theaid of the GO TRAN compiler. (1970-71)
27
Case Studies
The purpose of this chapter is to give the reader anover-all view of the institutions which participated inthis research. Each case study is presented in threesections: the first describes the institution itself andits computing facilities, next is a year-by-year narrativeof experiences while participating, and finally somegraphs present data pertaining to the use of computerson that campus. This format has been departed fromslightly with regard to the institutions under Method C,Cooperative Use of Small Computers with Other Col-leges. In this instance the first section (institutionaldescription) for each of the five colleges is presentedsequentially followed by one listing of the computingfacilities, with sections two (narrative) and three (graphs)combined for the whole group.
The case studies are presented in the same order asused elsewhere in this report. For additional details thereader must also refer to Chapters 4, 5, 6, 8, 9.
Loyola College
Financial Support:Student FeesPrivate Grants and AppropriationsPublic Grants
88%9%3%
Enrollment: (Fall 1968) 872Fulltime 100%Undergraduate 100%Men 100%
Degrees: Bachelor (1966-67)Science 74Other 111
Term:Two semesters plus summer session
Faculty: Fulltime 70Earned Doctorate 35%
Computing Facilities Prior to Project:ASR-33 teletype to a commercial time-sharingservice since 1967
Computing Facilities at Start of Project:Equipment
ASR-33 teletype to a commercial time-sharing service
Space - 288 sq. ft.Personnel - (in FTE's)
Center Director .25Other Professional .50Other Staff .00
Expenditures - (1968-69) $14,531Type of Use Percentage - (1968-69)
Instructional 100%Research 0%Administrative 0%
Located in Baltimore, Maryland, Loyola College is aprivate, liberal arts college for men under the controlof the Society of Jesus of the Roman Catholic Church.
Currently occupying a 10 acre campus in a residentialarea of the city, the college is the ninth of the survivingAmerican Jesuit Collegiate foundations and the first tobear the name of the founder of the Society of Jesus.
The college was established in 1852 and openedwith a class of 90 students. It has occupied several lo-cations in Baltimore during its existence. Eveningclasses were begun in 1942 and graduate classes sevenyears later.
Neither the Evening College nor the Graduate Col-lege was involved directly with this project. They bothare co-educational and part-time. During the 1968-69academic year less than 2,000 students (not FTE's)were involved, with 71 percent being male and 62 per-cent undergraduate. The faculty involved, excludingthose from the regular college, are mostly part-time.
Academic accreditation has been extended by the
Middle States Association of Colleges and SecondarySchools, the Maryland State Department of Education,and the Regents of the University of the State of NewYork.
Students may earn the A.B., B.S., M.Ed., and M.A. Inmajors such as accounting, biology, business adminis-tration, chemistry, economics, education, English, his-tory, Latin, mathematics, modern languages, physics,physics-engineering, political science, psychology,and sociology.
Ninety percent of the students come from communi-ties within Maryland and one percent from foreign coun-tries. The typical student needed approximately $2100for tuition, fees, room and board for the 1968-69 aca-demic year (two semesters).
Prior to July 1, 1968, some programming courseswere taught by faculty of the Physics and EngineeringDepartment with the programs being run at local in-dustrial plants. One ASR-33 teletype connected to acommercial time-sharing service was rented in January
31
1967. It was used only by some of the students in thePhysics and Engineering Department under the direc-tion of three faculty members.
1968-69
Use of the terminal was mandatory or encouragedin a Principles of Growth course and in ten other courses,all in the Physics and Engineering Department. Facultymembers from economics, chemistry, mathematics, andphilosophy also used the facilities to a significant degree.
A second terminal was purchased during the firstyear to permit more off-line capabilities.
The only major operational problem during the firstyear was the "down-time" of the central computer.
1969-70
A third terminal was added for off-line preparation ofthe tape due to the increased student use of the facili-ties, especially between 9:00 a.m. and 5:00 p.m. In addi-tion space was rearranged to house the terminals sepa-rately and provide a small preparation room. Prior tothis the terminals were part of a large laboratory usedfor several activities.
The major problem was the significant decrease inthe quality of service from the time-sharing vendor.
1970.71
Instructional uses of the facilities continued to in-crease. All courses in the curriculum had to be revisedin preparation for a change to a 4-1-4 academic programto begin with the 1971-72 year. Some of the instructorsused this opportunity to incorporate computer use intotheir courses.
The major change in operations involved a switch toanother time-sharing vendor for more favorable rates.The change was from Call-A-Computer to Leasco.Another on-line teletype was added and placed in theeconomics building. This brought the number of termi-nals to three on-line and one off-line for tape prepara-tion. Although the formal staffing remained the same, afaculty member in business administration became moreactive with the facilities.
The only major problem arose when a salesman withthe time-sharing vendor wrote a contract with unau-thorized rates and then left the company.
The Future
Rising costs of equipment rental and computer timerates plus increased use of the facilities led to the de-cision to purchase a mini-computer. The budget for1971-72 was originally set at $19,500 (85 percent in-crease over 1970-71). Increasing the budget to $25,000for each of the next three years would permit the pur-chaseof a PDP-11 costing about $65,000 with peripherals.
Official College Statement
As a result of a study made in 1966 by a faculty com-mittee, Loyola College determined the following plan:
32
1. Start small and encourage the growth of the compu-ter on campus by attracting interested students andfaculty members to use it.
2. Encourage the administration to use the computerfor daily operations and thus cut costs in its operations.
3. Find some outside financial support while statisticsare being gathered.
In January 1967 Loyola entered into a working agree-ment with the Johns Hopkins University to rent com-puter time on a time-sharing basis. As a result of thisexperience a proposal was submitted to the NationalScience Foundation to participate in a two-year studyunder the auspices of the Southern Regional EducationBoard (SREB).
During this two-year study, a number of interestingdiscoveries were made. Chief among these was the tre-mendous educational value of time-sharing in the con-versational mode when it comes to teaching studentshow to program a large computer.
During the past three years, the following stand out:
1. Mr. Wolsey has been on loan part of the time fromthe Physics Department to the administration offices ofthe college to computerize operations in the Comp-troller's Office and the Registrar's Office. With the aidof free use of an IBM 1130 at the J.E. Griener Company,the administrative offices are experiencing the advan-tages of computerizing their operations.
2. Four different three-credit courses are being offeredby Loyola College in computer programming and ap-plications. One of these is for liberal arts majors and isoffered each semester. The response has been en-couraging. Over 200 students at the college have usedthe computer in these first 20 months.
3. The teletype terminal is in contact with the com-puter for approximately 100 to 120 hours each month.The total number of hours the students and the facultyare punching programs, etc. is about three times thisamount. This necessitated buying one extra terminaland renting a third. All three teletypes are frequentlyin use at the same time. Thus our facilities are usedabout 300 to 360 hours each month, an average of 10to 12 hours each day, including weekends.
4. Student in physics and engineering are using the fa-cil ity in all aspects of their courses and laboratories. Otherdepartments are starting to use the facility. Chief amongthese are the Chemistry, Economics, Business Adminis-tration, Mathematics, and Philosophy Departments.
5. Students are solving problems now that they nevercould solve before, End they are enjoying doing it. Thusour courses have taken on a new dimension and ourlaboratories are more professional.
Fr. Joseph A. SellingerPresident
21
1
Total Computing Expenditures Cost Per Registered Student
$20,000-
$10,000-
Year
NSF
$30-
$20-
$10-
NSF
ONO =WO ,I=E1
COL
NSF
MM MMI 410110
COL
=11.
COL
1 2 3 Year 1 2COL- College-
3
Students Participating* Percent of Faculty Participating30% -
90%-- 932658
60%-
414
30%-
Year 1 2 3Avg. No. of Console Hrs. Per Month(Hrs. terminal in use) forInstruction and Research
150-
100-
50-
20%-
10% -
Year 1 2 3
Type of Use Percentage111IMININS
80%-
60%-
40%-
20%-
R= 11. Moe 11.
Imla
Year 1 2 3 Year 1 2 3
A-AdministrativeR-ResearchI -Instruction
These figures are Inflated primarily due to the fact that the college enrollment data did not Include the eveningschool, but thefacilities were used by evening school students.
32 33
Maryville College
Financial Support:Student Fees 88%Public Grants 6%Private Grants and Gifts 6%
Enrollment: (Fall 1968) 757Fulltime 99%Undergraduate 100%Men 45%
Degrees: Bachelor (1966-67)Science 51Other 67
Term: Three quarters plus an interim andsummer session
Faculty: Fulltime 53Earned Doctorate 37%
Computing Facilities Prior to Project:Student Programs were run at the University
of Tennessee
Computing Facilities at Start of Project:Equipment
ASR-33 teletype to a commercial time-sharing service
Space - 300 sq. ft.Personnel - (in FTE's)
Center Director .33Other Professional .00Other Staff .20
Expenditures - (1968-69) $13,101Type of Use Percentage - (1968-69)
Instructional 100%Research 0%Administrative 0%
Located in Maryville, Tennessee, Maryville Collegeis a private, co-educational libelal arts institution. Itis under the control of the United Presbyterian Churchin the U.S.A.
Currently occupying a 375 acre campus at the edgeof the city, the college originated with the establish-ment of the Western Theological Seminary in 1819.
During the Civil War the college closed since bothstudents and faculty entered military service. The build-ings were destroyed during the war. In 1925 the Prepa-ratory Department was closed with all effort beingdirected toward the development of the college.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools, theNational Association of Schools of Music, and theTennessee State Department of Education.
Students may earn the B.A. in art, biology, chemistry,economics, English, elementary education, foreignlanguages, history, mathematics, medical technology,
33
music, physics, political science, psychology, religion,or sociology.
Twenty-eight percent of the students come from com-munities within Tennessee and three percent fromforeign countries. The typical student needed approxi-mately $1900 for tuition, fees, room and board for the1968-69 academic year (not including summer).
Prior to July 1, 1968, there were no computing facili-ties on campus. During the 1967-68 academic year oneprogramming course was taught. The student programswere punched on the card punch on campus and thenrun on the computer at the University of Tennesseein Knoxville.
1968-69
Two required freshman courses utilized the facili-ties in various activities ranging from a demonstrationto the solving of simple problems. An introductory pro-
35
gramming course used the terminal, whereas previouslythe student programs were transported to an off-campuscomputer for processing. Physics students were givensome in-class instruction on Terminal use and program-ming, and a mathematics course used it for problemsolving. In addition, several non-credit seminars wereheld for both students and faculty.
. During the spring term a second ASR-33 was ac-quired. This one is mobile and is equipped with anacoustical coupler enabling it to be used in a class-room. When not in use in a classroom as a terminalits primary role is for off-line paper tape preparation.Such use allows more efficient utilization of the on-line terminal.
No particular problems were encountered duringthe first year with regard to installation and operationof the terminal.
1969-70
The major problem encountered was that of deteri-orating service from the time-sharing vendor.
1970-71
A major change was made in equipment and opera-tions when the college received an additional grantfrom the NSF to participate in a different project. The
38
34
new effort, which is titled "An Experiment on UtilizingMini and Very Small Computers for Instructional Uses"(NSF Grants 1072 and 1111), is also administered bySREB. Under this experiment the terminal facility wasreplaced by an on-campus mini-computer (H-P 2114B).
The Future
The activities will remain much the same, exceptfor an increase in use, for the next several years. Thenew grant runs through the 1973-74 academic year.
Official College Statement
Since computers are becoming a vital part of oursociety, they will fast become a vital part of our educa-tional systems. The biggest impact of computers oncampus is the discovery that they are not used exclu-sively in computer training but more as a learning re-source. In a period of only two years, our computerhas become a tool or aid to learning in many (about10) of our other courses. Thus, if computing servicewere removed from our campus, it would be somewhatlike reducing an important library service.
Joseph J. CopelandPresident
$20,000-
$10,000-
Total Computing Expenditures Cost Per Registered Student
$20-
NSF NSF
COL COL
610-
Year 1 2 Year 1 2COL- College
Students Participating Percent of Faculty Participating20%-
45%
15%
326
426
10%-
Year 1 2 Year 1 2Avg. No. of Console Hrs. Per Month(Hrs. terminal in use) forInstruction and Research
150-
100-
50-
Year 1 2
35
Type of Use Percentage
80%
60%
40%-
20%-
Year 1 2
A-AdministrativeR-ResearchI -Instruction
37
Wofford College
Financial Support:Student Fees 74%Private Grants 26%
Enrollment: (Fall 1968) 1013Fulltime 99%Undergraduate 100%Men 100%
Degrees: Bachelor (1966-67)Science 135Other 73
Term: 4-1-4 (mos.) plus summer session
Faculty: Full time 54Earned Doctorate 50%
Computing Facilities Prior to Project:Very limited use of a time-sharing service
Computing Facilities at Start of Project:Equipment
ASR-33 Teletype to a commercial time-sharing service
Space - 150 sq. ft.Personnel - (in FTE's)
Center Director .33Other Professional .00Other Staff .15
Expenditures - (1968-69) $14,531Type of Use Percentage - (1968-69)
Instructional 100%Research 0%Administrative 0%
Located in Spartanburg, South Carolina, Wofford isa private, liberal arts college for men. It is under thecontrol of the United Methodist Church.
Currently occupying a 75 acre campus in a residentialarea of the city, the college was founded in 1851.
The first classes were not held until 1854, but theyhave continued ever since, although quite limited dur-ing the Civil War. The college's endowment was com-pletely lost during the war; however, the South CarolinaConference met the emergency and re-established itsfinancial basis.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools.
Students may earn the A.B. and B.S. degrees inbiology, chemistry, economics, English, foreign lang-usages, government, history, mathematics, philosophy,physics, psychology, religion, and sociology.
Seventy-two percent of the students come fromcommunities within South Carolina and less than onepercent from foreign countries. The typical studentneeded approximately $2300 for tuition, fees, roomand board for the 1968-69 academic year (not includingsummer).
Prior to July 1, 1968, the college had only unit recordequipment under the direction of the Business Officeplus a very limited use of a time-sharing service. Itsactivity was almost exclusively for financial accountingplus some student record keeping.
1968-69
Instructional use was limited to existing coursesrather than implementing new ones. A one-month pro-ject between the regular terms used the terminal ex-tensively, and one section of an introductory sciencecourse became strongly computer-oriented. In addi-tion, the terminal was used for an international relationssituation as part of an honors project in governmentand for computations in several science and mathemat-ics courses.
The only change in equipment and/or operationswas the shift from one time-sharing center to anotherwithin the same corporation in order to share in a com-mon library with Loyola College and Maryville College.The switch did not have any negative effects.
Three major problems were encountered during the
39
initial year of operation. The amount of time requiredfor the management of a terminal installation was un-derestimated. The amount of "down-time" of the supplierof the time-sharing services was greater than antici-pated. Further, overloaded system conditions duringpeak hours often forced users into late evening or earlymorning operations.
1969-70
A second ASR 33 terminal was purchased for basicuse as an off-line tape preparation unit to permit moreefficient use of an on-line unit. It can also be used on-line if necessary. A Hewlett-Packard 7200-A graphicplotter was ordered.
A continuing problem was the lack of proper staffing.Even with a terminal facility, faculty needed considera-ble assistance, and "down-time" from the central com-puter increased. Another terminal related problem wasthat of data transmission errors which, among otherthings, dampen the enthusiasm of users, especially theless experienced.
1970-71
The terminal facilities continued to be used as inte-gral parts of several courses in the sciences, mathe-matics, and psychology. Furthermore, two new coursesrelating specifically to computers were introduced. Thefirst is a three-credit course, "Computer Appreciation."It is designed as an introduction to computer concepts,is open to all students, and has no prerequisites. Thesecond is a one-credit "how to" course designed toteach the student use of the terminal, the plotter, andsome programming. This latter course is intended tobe a prerequisite to several courses in which studentsare now expected to make some use of the computingfacilities.
The major change in equipment and/or operationsinvolved the - stallation of a H-P 7200-A plotter. Inaddition, face'. ; released time is no longer calculatedfor operation of the terminal facilities.
No significant operational problems were encoun-tered this year.
40
The Future
The present plans are to continue operating with thepresent equipment; however, consideration is beinggiven to a larger room with direct access to a hallway.The college is following the progress of the mini-computer experiment (see the narrative for 1970-71 ofthe case study of Maryville College) with great interest.This interest has been generated by conclusions drawnfrom our own experience:
One on-line terminal is easily overloaded.
A remote terminal does not facilitate the study of thecomputer itself.
Very little administrative work can be done with ateletype terminal facility.
An on-campus computer might save money.
Official College Statement
The presence of computing facilities on the WoffordCollege campus continues to have a favorable impacton our educational program. According to our best es-timates between 10 and 20 percent of our total studentbody came into constructive contact with our computerterminal each year. In several of our courseshave undergone a change in emphasis and have beendirectly influenced by the presence of the terminal.Indeed, two new computer courses were introducedinto our curriculum in 1970-71.
We feel that the computer terminal will be even moreimportant in the future. We hope to use it during thenext academic year for some administrative researchin aid of long range planning.
Present usage is at a high rate. Our teletype terminalwill have been in actual use more than 1650 hours dur-ing the 12-month period June 1, 1970 - May 31, 1971.This is an average of more than 4.5 hours per day. Westill see students at work in our computer center latein the evening and on weekendsdoing optional workas well as work required in their courses.
In sum, the students, faculty, administration, andBoard of Trustees at Wofford College are convincedthat the computer terminal has been a useful additionto our campus facilities.
Paul Hardin, IllPresident
Total Computing Expenditures$20,000-
NSFNSF NSF1 mw OM 0. .al
$10,000-
MENI 1'
COL COL COL
Year 1 2 3COL - College
Cost Per Registered Student$20
$10-
.
Year 1 2 3
Students Participating Percent of Faculty Participating20%-
30%1
20%-
10%-
Year
112
310 316
Air
1 2 3Avg. No. of Console Hrs. Per Month(Hrs. terminal in use) forInstruction and Research
10%-
Year 1
Type of Use Percentage150-
100-
50-
Year
80%-
60%-
40%-
20%-
1 2 3 Year
3
I I
rR
WI WOW 1I .I1
I
1 2 3
A-AdministrativeR-ResearchI -Instruction
41
Huntingdon College
Financial Support:Student Fees 75%Private Gifts and Endowments 18%Private Appropriations 7%
Enrollment: (Fall 1969) 770Fulltime 93%Undergraduate 100%Men 39%
Degrees: Bachelor (1967-68)Science 52Other 154
term: Two semesters plus summer session
Faculty: Fulltime 46Earned Doctorate 31%
Computing Facilities Prior to Project:None
Computing Facilities at Start of Project:Equipment
IBM 2741 terminal to Auburn UniversitySpace - 150 sq. ft.Personnel - (in FTE's)
Center Director .25Other Professional .25Other Staff .00
Expenditures - (1969-70) $10,788Type of Use Percentage - (1969-70)
Instructional 100%Research 0%Administrative 0%
Located in Montgomery, Alabama, Huntingdon Col-lege is a private, co-educational liberal arts college. Itis under the control of the United Methodist Church.
Currently occupying a 58 acre campus in a residentialarea of the city, the college's existence dates from1854. It was in that year that Alabama chartered theTuskegee Female College. In 1872 the property of theschool was purchased by the Alabama Conference ofthe Methodist Episcopal Church, South.
The college moved to Montgomery in 1909 andchanged its name to the Woman's Col:ege of Alabama.Its present name was made official in 1935, three yearsafter the institution admitted its first male student. Itwas not until the close of World War II, however, thatmales became a significant proportion of the studentenrollment.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools.
Students may earn the B.A., B.S., and B.M. in ac-counting, applied music, art, biology, business admin-istration, chemistry, Christian education, drama, eco-nomics, elementary education, English, French, German,history, library services, mathematics, medical tech-
nology, museum staff preparation, music, literature,music theory, organ, physics, piano, premedicine, psy-chology, secondary education, social welfare, sociolo-gy, Spanish, speech, theology, violin, and voice.
Seventy-four percent of the students come fromcommunities within Alabama and 26 percent from otherstates. The typical student needed approximately $1900for tuition, fees, room and board for the 1969-70 aca-demic year (two semesters).
Prior to July 1, 1969, the only data processing facili-ties were in the office of the Dean of the college andwere used for administrative applications. Some of theequipment was used, however, during part of one se-mester each year for a beginning course in dataprocessing.
1969-70
The major change this year was to a different sup-plier of remote computing service. The shift, whichtook place at the first of this year, was made to anASR-35 teletype terminal to United Computing Ser-vices, Inc.
43
Major problems were limited access time, lack ofdevelopment of Auburn University's remote service,and a delay in FX-line installation between Huntingdonand Auburn. These problems necessitated the switchin remote-service supplier.
1970-71
A major change was the addition to the core cur-riculum of a new course, "Man and the Scientific Age."A part of this new instructional effort will be devoted toa study of the computer. Six other courses utilized theterminal facilities; four in science and mathematics andone each in economics and marketing.
There were no changes in equipment or operationsand the only real problem was the length of time userssometimes had to wait to gain access to the teletype.This was caused by increased use and the lack of asecond terminal.
The Future
The present arrangements will be continued untilimproved facilities can be provided.
44
Official College Statement
By participating in the project, "An Experiment inWays of Supplying Computer Facilities to Small Col-leges for Instructional Uses," the faculty of HuntingdonCollege has developed an awareness of the impact ofthe computer upon education. Several faculty membersare actively engaged in innovative applications of thecomputer in the classroom.
The project has led to the inclusion in the core cur-riculum of several weeks of study of the computer. Itis felt that this will better enable students to relate tothe world of today.
The impact of the project upon the student body isbest reflected in their conversations regarding applica-tions in all disciplines. Enrollment in the computercourses is now spread among all disciplines whereasit formed:, was predominantly science majors.
Allen K. JacksonPresident
Total Computing Expenditures Cost Per Registered Student$20,000- 30 %-
$20-
$10,000-NSF NSF
ra/M IMO
$10-
11, 11.1 111= .1M1
COL COL
Year 1 2 Year 1 2
30 %--
20%-
10%-
Year
COL-College
Students Participating
216219 20 %-
10%-
Year
Percent of Faculty Participating
1 2 1 2
150-
Avg. No. of Console Hrs. Per Month(Hrs. terminal in use) forInstruction and Research Type of Use Percentage
80%-
100-60%-
40 %-50-
A-Administrative20%- R-Research
I -Instruction
Year 1 2 Year 1 2
45
Millsaps College
Financial Support:Student Fees 70%Private Appropriations 19%Public Grants 8%Private Grants 2%
Enrollment: (Fall 1969) 979Fulltime 92%Undergraduate 100%Men 51%
Degrees: Bachelor (1967-68)Science 86Other 114
Term: Two semesters plus summer session
Faculty: Fulltime 64Earned Doctorate 36%
Computing Facilities Prior to Project:None
Computing Facilities at Start of Project:Equipment
Two ASR-33 Teletypes to a commercialtime-sharing service.
Space - 250 sq. ft.Personnel - (in FTE's)
Center Director .25Other Professional .25Other Staff .00
Expenditures - (1969-70) $15,712Type of Use Percentage - (1969-70)
Instructional +00%Research 0%Administrative 0%
Located in Jackson, Mississippi, Millsaps College isa private, co-educational liberal arts college. It is relatedto the Mississippi and North Mississippi Conference ofthe United Methodist Church.
Currently occupying a 96 acre campus in a resi-dential area of the city, the college's existence datesfrom 1890. It was in that year that the Methodist Episco-pal Church South established a college for men. It wasnamed after Major Reuben Webster Mil !saps who gavethe first endowment to the institution. The first classeswere held in 1892 and the first women were admittedin 1899.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools.
Students may earn the B.A., B.S., or B.M. in suchfields as accounting, biology, business administration,chemistry, economics, elementary education, English,French, geology, German, history, Latin, mathematics,music education, organ, philosophy, physics and astron-omy, piano, political science, psychology, psychology-sociology, religion, sociology, Spanish, speech andtheatre, and voice.
Eighty-one percent of the students come from com-munities within Mississippi and about one percent fromforeign countries. The typical student needed approxi-mately $1960 for tuition, fees, room and board for the1969-70 academic year (two semesters).
Prior to July 1, 1969, the Business Office utilized asmall unit record operation but no computer facilities.
1969-70
A change was made to a different time-sharing vendorin January due to a policy change on the part of theoriginal supplier which eliminated the "unlimited usecontract."
First-year problems were mostly in the area of per-sonnel. The arrangements for an instructor of the pro-gramming course were not completed until late inAugust, 1969. The original Principal Investigator leftthe campus during the summer and his replacementwas called into active military duty late in April.
47
1970-71
The terminal facilities were utilized by students intwenty-seven courses, only two of which were com-puter courses per se. In the six mathematics courses theuse was for problem solving, with the students writingfrom five to thirty programs per course. In physics (sixcourses), computer usage was usually optional and mostoften used for laboratory data analysis. In some of theeight chemistry courses using the terminals, computerusage was mandatory while in others it was optional. Allof the chemistry applications were either for problemsolving or data analysis. Students in economics courses(three) were all required to run programs to simulateor solve problems, as were the students from an ac-counting course. A political science course had students
48
performing a statistical calculation of a legislative rollcall.
The only change made in operations was the movingof one terminal to another building, with no problemsencountered.
The Future
It has been decided to purchase a mini-computer toreplace the off-campus source of time sharing services.A PDP-8/E with DEC jape and two teletypes is on order.
Official College Statement
No statement was available due to a recent changein presidents.
?-1_1,3
Total Computing Expenditures$20,000-
$10,000-NSF
=NV 111 al= .1=1
COL
NSF
/=, .111 111 .11M111 MEM
COL
Cost Per Registered Student
$10-
Year 1 2 Year 1 2
.Students
CM-College
Participating15%-
Percent of Faculty Participating
32630%- 277
10% -
20% -
5% -10%-
Year 1 2 Year 1 2Avg. No. Console Hrs. Per Month(Hrs. terminal in use) forInstruction and Research Type of Use Percentage
150-
100-
50
80%-
60%-
40%-
20%-
Year 1 2 Year 1 2
A-AdministrativeR-ResearchI -Instruction
49
Mississippi Valley State College
Financial Support:State Appropriations 58%Student Fees 38%Public Grants 4%
Enrollment: (Fall 1969) 2282Fulltime 99%Undergraduate 100%Men 48%
Degrees: (1967-68)Science
Associate 14Bachelor 28
Total Science 42Other
Bachelor 267
Term: Two semesters plus summer session
Faculty: Fulltime 102Earned Doctorate 9%
Computing Facilities Prior to Project:IBM 360/20-8K card system for administrative
uses
Computing Facilities at Start of Project:Equipment
IBM 1050 terminal to the MississippiResearch and Development Center
Card Punch (1)Space - 700 sq. ft.Personnel - (in FTE's)
Center Director .50Other Professional .00Other Staff .00
Expenditures - (1969-70) $15,037Type of Use Percentage - (1969-70)
Instructional 100%Research 0%Administrative 0%
Located about one mile from Ma Bena, Mississippi,Mississippi Valley State College is a state supported,co-educational institution. It is under the control of theBoard of Trustees of the State Institutions of HigherLearning.
Currently occupying a 450 acre campus in a ruralsetting, the college's existence dates from 1946. Inthat year the Mississippi Legislature chartered the Mis-sissippi Vocational College for the purpose of prepar-ing teachers for Negro schools and to provide voca-tional training for Negro students. The college's curric-ula have expanded beyond its original charter. Thepresent site, a former plantation, was purchased in1949, and the present name was acquired in 1964.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools and the
College Accreditating Agency of Mississippi.Students may earn the Associate in applied science,
B.S., or B.A. degree. The baccalureate majors are art,business, elementary education, industrial arts educa-tion, modern language, music, natural science andmathematics, nursing education, social science, andspeech.
Ninety-four percent of the students come from com-munities within Mississippi and less than one percentfrom foreign countries. The typical student neededapproximately $800 for tuition, fees, room and boardfor the 1969-70 academic year (two semesters).
Prior to July 1, 1969, there were no instructionalactivities using a computer. The Business Office had anIBM 360/20-8K Card System for administrative usesonly.
51
1969-70
No major changes were made in operations duringthis year.
Four major problems arose, three of which continueto exist. Initially the prime trouble area involved thelate (by three weeks) installation of the telephone line.The persistent problems are some long turn-aroundtimes, very inadequate staff, and the lack of under-standing by the faculty of the usefulness and need forthe facility.
1970-71
Several new courses were introduced this year giv-ing the students exposure to various languages andthree different computer systems. The languages in-cluded FORTRAN, COBOL, RPG, and one for a desktop computer, while the computers included an IBM360/20 and a Programma 101 in addition to the termi-nal facility. Some of these courses are now requiredfor a few majors. Student and faculty use increasedboth in terms of computer time and in diversity of uses.
The major changes in operation were the addition ofanother language capability to the terminal (PL/I),COBOL processing via an off-campus system, and theavailability of the Programma 101 for student use.
No major problems were encountered; however,some minor hardware failures did occur occasionally.
The Future
Use of the facilities will continue to increase, and akey punch operator will be added to the staff. Work willcommence shortly on a new building which will provideadditional space for the Computer Center. The collegeis currently developing a plan for new computing equip-ment and a new management organization to operate it.The plan will probably dictate central management of alarger computer to be used for instructional and ad-ministrative purposes.
Official College Statement
The impact of the computing facility on our collegeduring the past two years has been significant. We havebeen teaching a course on FORTRAN during our regu-lar as well as summer semesters. Because of the in-creasing awareness and participation in computing,both on the part of students and faculty, we felt theneed to include more courses and languages in thisarea. Our Business Administration departments have a
52
grant from Kellogg Foundation which includes partici-pation in computer science. We have therefore revisedour curriculum and introduced new courses in com-puter sciences. Recently PL/I has been made availa-ble on our IBM 1050 terminal. We plan to teach a coursein PL/I starting shortly. Preparations are underway toteach COBOL during the fall semester of 1971 especial-ly to our students in the School of Business. Several ofour departments, the Department of Science and Mathe-matics and those of the Business School in particular,have revised their syllabi to include computer sciencecourses in their curricula.
Presently the college is involved in its Self-StudyProgram and all our data are being analyzed on the com-puter. All of our questionnaires in this regard are com-puter oriented.
We also have an IBM 360/20 computer for adminis-trative work. Recently students have started using itand learning RPG on their own with a little guidancefrom the personnel in the computer science area. Theyalso use it to list their classroom programs before sub-mitting them to the terminal for processing. This helpsthem to correct some obvious errors.
In response to the general interest in computing andto provide for small scale computation needs, ourScience and Mathematics Department purchased a deskcomputer, Programma 101. We have introduced twocourses in our computer science program based on Pro-gramma 101. To further stimulate student interest andprovide incentive, our Science and Mathematics Depart-ment is in the process of purchasing some equipmentto teach computer logic. In fact, the appreciation ofour college community for computers has gone so farthat we are investigating the possibility of replacingthe IBM 1050 terminal and IBM 360/20 computer by asmall computer the size of the IBM 1130 or NCR Cen-tury 100.
Besides the faculty and students who are involvedin actual programming, our computing facility is alsoused by the general student body. Students, especiallythose in mathematics, run programs involving smallcomputations on the IBM 1050 terminal. They receivehelp from the computer science instructor.
Thus, the last two years have brought significantchanges in our college programs and have generatedenthusiasm among our students so that many now plancareers in this modern and exciting field.
J. H. WhitePresident
Total Computing Expenditures Cost Per Registered Student$20,000-
$10,000-NSF
11IMNII IME
COL
NSF1MI solm
$10-
$5-
Year 1 2 Year 1 2COL- College
Students Participating Percent of Faculty Participating10%-
5%-
231
140
Year 1 2Avg. No. of Console Hrs. Per Month(Hrs. terminal In use) forInstruction and Research
300-
200-
100-
5 %-
Year 1 2
Type of Use Percentage
80%-
60%-
40 %-
20%
Year 1 2 Year 1 2
A-AdministrativeR-ResearchI - Instruction
53
Murray State College of Agriculture and Applied Science
Financial Support:State Appropriations 67%Student Fees 27%Public Grants 5%Private Grants 1%
Enrollment: (Fall 1969) 757Fulltime 93%Undergraduate 100%Men 74%
Degrees: Associate (1967-68)Science 33Other 127
Term: Two semesters plus summer session.
Faculty: FulltimeEarned Doctorate
Computing Facilities Prior to Project:None
383%
Computing Facilities at Start of Project:Equipment
IBM 1050 Terminal to the Universityof Oklahoma
059 VerifierCardpunch (1)
Space-121 sq. ft.Personnel - (in FTE's)
Center Director .33Other Professional .00Other Staff .00
Expenditures - (1969-70) $11,654Type of Use Percentage - (1969-70)
Instructional 100%Research 0%Admini. Wye 0%
Located in Tishomingo, Oklahoma, Murray State Col-lege is a public, co-educational junior college under thecontrol of the Board of Regents for Oklahoma Agricul-tural and Mechanical College.
The college currently occupies a 30 acre campus atthe edge of the community in addition to operating afarm.
Its existence dates from a 1908 legislative act whichprovided for "the establishment and maintenance ofagricultural schools of secondary grade in each su-preme court judicial district, with branch agriculturalexperiment stations and short courses in connectiontherewith." By the 1923-24 academic year two yearsof college work had been added to the curriculum withthe high school not being completely phased out until1943. The present name was acquired in 1967.
Academic accreditation has been extended by theNorth Central Association of Colleges and SecondarySchools and all Oklahoma State School AccreditingAgencies.
Students may earn the Associate in Science Degreein agriculture, agriculture education, art, business ad-ministration, business education, chemistry, draftingand design technology, elementary teaching, engineer-ing, forestry, general education, history, home eco-nomics, industrial arts, journalism, mathematics, music,nursing, physical education and coaching, predentistry,prelaw, premedicine, preoptometry, prepharmacy, pre-veterinary medicine, science, secretarial administra-tion, or wildlife management.
Ninety-six percent of the students come from com-munities within Oklahoma and one percent from foreigncountries. The typical student needed approximately$800 for tuition, fees, room and board for the 1969-70academic year.
Prior to the experiment there were no computingfacilities on campus. The terminal was installed duringthe latter part of May, 1969, and was used some fromthen through the first part of June for faculty instruction.
actSS
1969-70
The only change in operations during the first yearwas the moving of the terminal to a room across the hallto provide better access and to facilitate the installa-tion of some data processing (unit record) equipmentwhich is independent of this project.
The major problems centered around the lack of useof the facilities. Staff of the Computer Center of the Uni-versity of Oklahoma held classes in terminal operationand programming for the faculty shortly after the termi-nal was installed, late in May, 1969. During the summermost of the faculty were gone, and during the schoolyear their teaching loads were heavy. Early in the yearRAX was available but only from 3-5 p.m. and a list ofavailable programs was never provided. Late in the fallof 1969, RAX became available only on an appointmentbasis, and with a one-day advance notice. Once theIBM 360/50 was installed the only service providedwas Coursewriter which was of little use to MurrayState College.
The absence of on-campus programming assistanceand of programming classes for students also contrib-uted to the lack of terminal use. Programming was nottaught because no instructor was available and becausestate regulations require new courses to be approvedone year in advance of their being offered.
56
1970-71
The terminal was used instructionally in a physicsclass and by a biology instructor to analyze researchdata.
A major change was made from the IBM 1050 con-nected to the IBM 360/50 at the University of Okla-homa to an IBM 2741 connected to the IBM 360/65 atOklahoma State University. This change was necessi-tated by the problems encountered during 1969-70.
Again, the faculty used the facilities very little, and,again, no programming instructor was available.
THE FUTURE
The current plans are to continue with the presentfacilities, staff, and budget.
Official College Statement
Although very gradually, the main impact has beenfaculty acceptance of the computer as an instructionaldevice. The hesitancy to change has illustrated quitevividly the extent to which traditional teaching methodsare difficult to overcome.
It is my opinion that the pioneering experience willcontinue to have an influential impact for many yearsas resources become available to expand the use of thecomputer as an instrument of teaching.
Clyde R. KindellPresident
Total Computing Expenditures Cost Per Registered Student$20,000-
$10,000-
NSF NSF
COL COL
$20-
$10-
Year 1 2 Year 1 2COL- College
Students Participating* Percent of Faculty Participating75%-
526 15%
10%-45%H
5%-
15%H
261
1 2 1 2Year YearAvg. No. of Console Hrs. Per Month(Hrs. terminal in use) forInstruction and Research Type of Use Percentage
4-
2-
Year
IMO .1111. MI R
80%
60%-
40%-
20%A-AdministrativeR-ResearchI -Instruction
1 2 Year 1 2
During the first year every freshman received a very light exposure to the facilities.
5057
Huston-Tillotson CollegeFinancial Support:
Student Fees 51%Private Grants and Appropriations 29%Public Grants 20%
Enrollment: (Fall 1969) 631Fulltime 98%Undergraduate 100%Men 48%
Degrees: Bachelor (1967-68)Science 33Other 57
Term: Two semesters plus summer session
Faculty: Fulltime 49Earned Doctorate 30%
Computing Facilities Prior to Project:None
Computing Facilities at Start of Project:Equipment
Two ASR-33 teletypes to the Universityof Texas
Space - 75 sq. ft.Personnel - (in FTE's)
Center Director .10Other Professional .25Other Staff .00
Expenditures - (1969-70) $5,716Type of Use Percentage - (1969-70)
Instructional 100%Research 0%Administrative 0%
Located in Austin, Texas, Huston-Tillotson Collegeis a private, co-educational liberal arts college affiliatedwith the United Methodist-United Church of Christ.
The college currently occupies a 23 acre campus ina residential area of the city.
It is the product of a merger of Tillotson College andSamuel Huston College. The former institution wasfounded in Austin in the year 1875. It was first recog-nized by the state of Texas as a junior college and for anine year period beginning in 1926 it was a women'scollege.
Samuel Huston College was organized in 1876 inDallas as Andrews Normal. In 1890 it moved to Austin.The merger of the two institutions was consumated in1952 after a number of years of consideration.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools, TheTexas Education Agency of the State of Texas, and theNational Committee on Accrediting.
Students may earn either the B.A. or B.S., with ma-jors in biology, . business administration, chemistry,
communication, health and physical education, history,home and family relations, mathematics, medical tech-nology, philosophy and religion, physics, sociology,and teacher education.
eighty -four percent of the students come from Texasand about three percent from foreign countries. Thetypical student needed approximately $2100 for tuition,fees, room and board for the 1969-70 academic year(two semesters).
Prior to July 1, 1969, there were no computing facili-ties on campus.
1969-70
No major changes or additions in operations weremade during the first year. The year was started, how-ever, with two terminals rather than the proposed one.
The major operational problem was related to thedelay in terminal installation until after the start ofclasses.
59
1970-71
Use of the terminal facilities was exclusively relatedto the programming courses. These two courses, in atwo-semester sequence, changed this year both inname and emphasis. They changed from Data Process-ing to Computer Programming and went from the De-partment of Business to Mathematics.
The only change involved a change in the instructorfor the courses over the previous year.
The major operational problems centered aroundthree areas. By way of hardware problems the centralcomputer was often down and one of the terminals fre-quently needed repair. The absence of a suitable lab-oratory assistant also caused problems. Access to theterminals after 5:00 p.m. was difficult since they op-erated through the college switchboard. This was madenecessary due to unauthorized long distance calls whendirect lines were used.
80
The Future
During the 1971-72 year operations will remain thesame utilizing unexpended NSF funds. The budgetwill be equal to the remaining grant funds. Plans havebeen made to expand the usage to other disciplines.
Official College Statement
The computing facilities on our campus have madethe entire college community aware of the powerfulinstrument for problem solving, computation and re-search. Some of our teachers have taken short coursesin the use of the computer, and the entire faculty haveattended a lecture on the computer and its uses. I can-not say how many students have come to this collegebecause of the availability of computer courses, but Iam sure that our enrollment has increased somewhatbecause of the computer.
Exalton A. Delco, Jr.Academic Dean
r--,(1.,
Total Computing Expenditures
$5,000- NSF
MD MI= 111 4111 MEM
COL
NSF
'MI IN= =Mb .1I
COL
Year 1 2COL- College
Cost Per Registered StudentS10-
Year 1 2
Students Participating Percent of Faculty Participating9%- 9%-
.616-
3%-
52
24
Year 1 2
Avg. No. of Console Hrs. Per Month(Hrs. terminal in use) forInstruction and Research
100-
50-
6%-
3%-
Year 1 2
80%-
60%-
40%-
20%-
Year 1 2 Year
Type of Use Percentage
1 2
A-Ad mintstrativeR-ResearchI -Instruction
61
Queens CollegeFinancial Support:
Student Fees 82%Private Appropriations 15%Public Grants 3%
Enrollment: (Fall 1969) 707Fulltime 98%Undergraduate 100%Women 100%
Degrees: Bachelor (1967-68)Science 82Other 93
Term: Two semesters
Faculty: Fulltime 68Earned Doctorate 42%
Computing Facilities Prior to Project:ASR-33 teletype connected to Triangle
Universities Computation Centerduring 1968-69
Computing Facilities at Start of Project:Equipment
ASR-33 Teletype IBM 1050 TerminalBoth connected to Triangle UniversityComputation Center
Space - 400 sq. ft.Personnel - (in FTE's)
Center Director .38Other Professional .00Other Staff .00
Expenditures - (1969-70) $17,450Type of Use Percentage - (1969-70)
Instructional 80%Research 17%Administrative 3%
Located in Charlotte, North Carolina, Queens Collegeis a private, liberal arts women's institution associatedwith the North and South Carolina Synods of the Pres-byterian Church. It is under the control of the Board ofTrustees.
Currently occupying a 50 acre campus in a residentialarea of the city, the college was first chartered in 1773as Queens Museum (present name since 1912).
Because of its sympathy for the colonial cause itlater became known as Liberty Hall Academy. In 1896it became affiliated with the Presbyterian Church andin 1930 it merged with Chicora College of Columbia,South Carolina. Since that time, the school has beenconnected with both the North and South CarolinaSynods of the Presbyterian Church.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools and theNational Association of Schools of Music.
Students may earn the B.A. or B.M. in majors such
as applied music, art, biochemistry, biology, chemistry,economics, French, German, history, Latin-Americanstudies, literature, mathematics, music, music education,philosophy, physics, piano pedagogy, political science,psychology, religion, Russian studies, sociology, andSpanish.
Twenty-two percent of the students come from com-munities within North Carolina and less than one per-cent from foreign countries.
The typical student needed approximately $2900 fortuition, fees, room and board for the 1969-70 academicyear (two semesters).
Prior to July 1, 1969, Queens had an ASR-33 tele-type connected to the Triangle Universities Computa-tion Center. This terminal operated during the 1968-69academic year as part of the North Carolina ComputerOrientation Project. Close to 40 students in chemistryand mathematics used the facilities for programmingexperience. Faculty seminars were held and some re-
363
search in psychology and literature was also assistedwith the terminal.
1969-70
Two temporary additions were made, the first beingin November. At this time another ASR-33 terminal wasadded for a six-week period due to a heavy studentuse. In April a CP/301 Plotter was brought in for a one -month period to provide some additional experience.
Operational problems were in two areashardwareand personnel. It took several weeks to get the 1050terminal working reasonably well. It was never clearwhether the problem was in the terminal itself, data set,or in the communication lines. In addition, it took sev-eral months to get the AUTOCALL operating.
The terminal facility, has been staffed with part-timestudent assistants which has caused problems, especial-ly when trying to assign responsibilities.
1970-71
The terminal facilities were used instructionally in anumber of courses. The chief use in economics courseswas in simulation such as financial management. Insociology and biology use was made of several statisti-cal routines. One programming course was taught,Mathematics 100, Introduction to Programming.
The major change in operations occured when theprincipal investigator took a leave of absence and wasreplaced for this year. A significant number of newprograms were made available on the system by theNorth Carolina Educational Computer Service. An addi-tional part-time staff member was hired to assist inthe operation of the center. The new staff member isreferred to as a para-professional having an associatedegree.
Problems were mostly centered around the facili-ties themselves. Slow turn-around and down-time re-lated to the supplier were occasional sources of diffi-culties. In addition the slow speed of the terminalsmitigated against the use of problems with large amounts
64
of input and/or output. Queing problems were also fre-quently encountered due to having only one card punchand one papertape punch. Limited finances caused ashortage of assistants to staff the center at all times.
The Future
Operation of the terminal facility next yaar will be es-sentially the same as at present, although a little dimin-ished due to a 17 percent budget cut when the grantmonies expire. This will be noticed most in the numberof student assistants hired. The teletype may also beswitched to a commercial vendor of time-sharing ser-vices to secure a lower rate. The only other change willbe the return of the original principal investigator fromhis leave of absence.
Official College Statement
The presence of computer facilities at Queens Col-lege has had a significant impact upon the educationalprogram during the past two years, particularly for math-ematics, natural sciences, and social sciences. With twoterminals, our faculty and students have been intro-duced to the opportunities available through a largecomputer facility. Some have taken computer program-ming for use on their academic projects as well as forjobs after graduation. The faculty has a heightenedlevel of awareness about the use of computers, notmerely for the solution of mathematical problems, butalso in the humanities. One professor has done a com-puter study of a classical manuscript in an effort todetermine authorship.
In addition, the presence on campus of these facili-ties has created a positive atmosphere, for it is anothervisible sign of our effort to provide an outstanding pro-gram for young women.
It has given our representatives, Dr. Ben Fusaro andDr. Frank DeFelice, an opportunity to contact otherinterested persons in different institutions.
John E. SmyliePresident
$20,000-
Total Computing Expenditures$30-
Cost Per Registered Student
NSF $20-NSF
$10,000-
$10-
MO 11 111. MIMI MIMI
COL COL
Year 1 2 Year 1 2
COL- College
Students Participating Percent of Faculty Participating75%- 10%-
408
403
45%-
5%-
15%-
Year 1 2 Year 1 2
Instruction40%-
Avg. No. of(Hrs. terminal
Console Hrs. Per Monthin use) for
and Research
A._Type of Use Percentage
AR
_ _ ...R
s_ ._ wi. simII= =1 =PO 11 ON
80%- MO =MP MM.. IIMI IMO
60%-
20%- I I
40%-
A-Administrative20%- R-Research
I -Instruction
Year 1 2 Year 1 2
36 65
George Peabody College for TeachersFinancial Support:
Student Fees 57%Public Grants 38%Private Grants 5%
Enrollment: (Fall 1968)FulltimeUndergraduateMen
Degrees: (1966-67)Science
Bachelor 55Master 144Specialist 3Doctorate 6
TOTAL 208Other
Bachelor 198Master 152Specialist 30Doctorate 32
TOTAL 412
Term: Two semesters plus summer session
Faculty: Fulltime 128Earned Doctorate 56%
Computing Facilities at Start of Project:Some use of computer at Vanderbilt
University for research by graduatestudents and faculty
Computing Facilities During Project:Equipment
IBM 1130 8K Disk 1024K340 1/m Printer Card Punches (2)514 ReproducerStorage Access Channel! II
Space - 1200 sq. ft.Personnel - (in FTE's)
Center Director .50Other Professional .50Other Staff 2.00
Expenditures - (1968-69) $54,504Type of Use Percentage - (1968-69)
Instructional 50%Research 50%Administrative 0%
177579%59%33%
Located in Nashville, Tennessee, Peabody Collegeis a private, co-educational teacher-training institutionat both the undergraduate and graduate levels. It is un-der the control of the Board of Trustees of the college.
Currently occupying a 75 acre campus in a resi-dential area of the city, the college's existence datesback to 1785 and the founding of Davidson Academy.
Peabody College took upon itself the major role ofpreparing teachers after the Civil War. Its development
was accelerated by generous financial support of thePeabody Fund from 1875 to 1904.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools, theNational Council for Accreditation of Teacher Educa-tion, the American Library Association, and the NationalAssociation of Schools of Music.
Students may earn degrees from the B.A. and B.S.up through the Ph.D. Undergraduates may major in art,
67
biology, business education, chemistry, elementaryeducation, physics, geography, history, home eco-nomics, mathematics, modern languages, music, physi-cal education, psychology, or special education.
Sixty-five percent of the students come from com-munities within Tennessee and two percent from foreigncountries. The typical undergraduate needed approxi-mately $1800 for tuition, fees, room and board for the1968-69 academic year (two semesters).
Prior to July 1, 1968, there existed only a unit recordequipment operation under the direction of the Busi-ness Office and staffed by a director and a machineoperator. Education 297, Automatic Data Processing inEducation, utilized this center some, but its major rolewas for administrative purposes.
Other activities, such as faculty research, Psychology211-Computer Applications, and class scheduling bythe Division of Surveys and Field Services, requiringcomputers utilized off-campus facilities at VanderbiltUniversity.
1968-69
Fifteen formal courses, both undergraduate andgraduate, utilized the computer facilities in varying de-grees of involvement. Two psychology courses wereheavily programming oriented and the other thirteenwere taught by the Departments of Education, LibraryScience, Mathematics, Psychology, and Sociology.Numerous non-credit seminars for faculty and studentswere also offered during the first year.
The majority of students using Peabody's ComputerCenter are graduate students. As a result, about one-half of the computer activities are related to researchefforts.
Major changes in equipment and operation includedthe addition of three card punches to bring the total tofive. The decision was also made not to shift to a datacommunications terminal with the XDS Sigma 7 atVanderbilt University as anticipated.
The major operational problem during the first yearcentered around the monitor. The applications pack-ages which were "sold" with the system would onlywork on Version I and Peabody's 1130 had Version II.In addition, the processing of student programs washindered by an insufficient number of card punches.
1969-70
During this second year, a third disk drive was addeddue to the increased storage requirement caused by
68
the presence of extensive disk-resident software. TheStorage Access Channel! II was removed due to a lackof use and three additional card punches were addedto reduce the card preparation delays.
The operational problems were minor and took theform of some "bugs" in a few applications packages.
1970-71
The computing facilities continued to influence cur-riculum development. In particular, new workshop-format courses emphasizing computing in educationaladministration, statistical analysis, and the secondaryschool were developed and approved by appropriatecampus committees. Also, the 1971-72 college cata-logue was revised to include a special listing of com-puter-related courses available on campus.
The only major change was the reduction of "workstudy" student personnel, a reduction occasioned bya cut in funds for student support.
Expanding use of the computer for alumni office mail-ings created some scheduling problems during theyear; however, users seem to have taken these de-velopments in stride.
The Future
The operation of the computer center will continuethrough next year with no anticipated changes in hard-ware, personnel, space, or budget. Increased utilizationof the system is anticipated especially in research man-agement and instruction.
Official College Statement
Our computing facilities continue to be used exten-sively for instructional purposes. Some departmentswhich used the facility during the fall semester didnot offer computer-based courses in the spring term,but they have definite plans to offer these coursesagain in the fall and tentative plans to extend the usageinto the spring semester, 1972. Professors report thatstudent interest is high. At any rate, the overall pictureof usage for the school year 1970-71 remains essen-tially the same as last year.
Mitchum E. Warren, Jr.Chairman, Undergraduate InstructionCommittee
Total Computing Expenditures5100,000 -
NSF$75,000-
$50,000- NSFNSF
IMM maw Ii imED NM
$25,000-
COL COL COL
Year 1 2 3COL- College
45%-
15%-
Students Participatina
815
311
671
Year 1 2 3
Cost Per Registered Student$40-
$30-
$20-
$10-
Year 1 2 3
15%-
10%-
5%-
Percent of Faculty Participating ..
Year 1 2 3
100-
Avg. No. of Console Hrs. Per Month(Hrs. computer in use) forInstruction and Research
80%
60%-
50-
40%-
20%-
Year 1 2 3 Year
39
Type of Use Percentage
R
A
R. 1111
A
R
11Mr ima ima imED .11
PM MM. ima OlIM OM
I I I
1 2 3
A-AdministrativeR-ResearchI -Instruction
69
Xavier University of Louisiana
Financial Support:Student Fees 40%Private Appropriations 15%Public Grants 29%Private Grants 16%
Enrollment: (Fall 1968) 1335Fulltime 88%Undergraduate 94%Men 41%
Degrees: (1966-67)Science
Bachelor 41Master 7
TOTAL 48Other
Bachelor 73Master 6
TOTAL 79
Term: Two semesters plus summer session
Faculty: Fulltime 85Earned Doctorate 19%
Computing Facilities Prior to Project:None
Computing Facilities at Start of Project:Equipment
IBM 1130 8K Card Punch (1)082 Sorter 548 Interpreter085 Collator
Space - 1536 sq. ft.Personnel - (in FTE's)
Center Director 1.00Other Professional .50Other Staff 2.00
Expenditures - (1968-69) $69,551Type of Use Percentage - (1968-69)
Instructional 43%Research 7%
Administrative 50%
Located in New Orleans, Louisiana, Xavier Universityis a private, co-educational liberal arts institution atboth the undergraduate and graduate levels. It is Cath-olic Church related.
Currently occupying a 23 acre campus in a residen-tial/commercial area of the city, the college's existencedates from the opening of a high school in 1915. Thatsecondary school was the result of the Sisters of theBlessed Sacrement going to the city to "undertake theeducation of the colored Catholic youth of New Orleans."
Two years later a Normal Department was addedand in 1925 a further expansion established a Teach-er's College and a College of Liberal Arts. Still latercame the College of Pharmacy and the Graduate School.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools, theState of Louisiana Department of Education, and theAmerican Council on Pharmaceutical Education.
Students may earn the B.A., B.S., and M.A. degreesin areas such as accounting, art, art education, biology,business administration, business education, chemistry,early childhood education, economics, education, ele-mentary education, English, French, history, languageeducation, marketing, mathematics, mathematics edu-cation, music therapy, pharmacy, physical education,physics, preengineering, premedicine, prepharmacy,political science, Russian, science education, socialstudies education, sociology, Spanish, speech arts,
71
speech education, and speech pathology.Seventy-five percent of the students come from com-
munities within Louisiana and two percent from foreigncountries. The typical undergraduate needed approxi-mately $1500 for tuition, fees, room and board for the1968-69 academic year (two semesters).
Prior to July 1, 1968, there were no actual computingactivities on campus. In October, 1967, a Director ofData Processing was appointed to assess Xavier's com-puting needs and make recommendations accordingly.
1968-69
Four computer programming courses were taughtby three different departments in addition to Intro-duction to Data Processing by the Department of Busi-ness Administration and Education. Further, numerousseminars and demonstrations were conducted for facultyand students.
No major changes in equipment or operations weremade during the initial year.
Major first year operational problems were of twotypes: educating users and software. Vigorous effortsby the computer center staff to get faculty and studentsto use the facilities did not provide sufficient momentumfor the majority. The beginner needs more assistancethan a new center can provide. Simple problems, suchas checking out the scientific subroutines, became majorissues for a first year center with insufficient supportby the manufacturer.
1969-70
The programming classes grew in enrollment but notspectacularly. These courses did become two and threehour courses from the original one hour. A short coursein APL generated some enthusiasm among faculty andselected students but little follow-through resulted.This was probably due to the unusual difficulty encoun-tered when working with APL via an 1130 console. De-partments using the computer in their courses duringthe second year were Business Administration, Chem-istry, Economics, and, to a lesser degree, Mathematics.Lecture-demonstrations were also given to groups fromeducation and sociology. Some of the faculty memberswho had made plans for using the facilities during thisyear did not return to the institution or assumed otherresponsibilities. Also during this year Computer Sciencewas named a "developing" department with a smalllibrary budget. Its goal is to support the other disci-plines rather than to specialize.
The most significant change was started when theAcademic Council voted to move from its previouslyinflexible core curriculum (heavily loaded with 20 cred-its required in philosophy and theology) to a core cur-riculum which not only included 8 hours of free elec-tives but also named computer sciences as one of thenew categories. This was to become effective in Sep-tember 1970. In addition, three hours of computerscience would now be required of majors in mathe-matics, preengineering, mathematics education, phys-
72
ics, and chemistry at the first semester freshman leveland premed at the second semester sophomore level.Other departments would strongly recommend it as anelective, (Pharmacy did so in the bulletin). BusinessAdministration and Economics would at least continueto offer a three-semester sequence for their purposes.
The only equipment changes involved the additionof two more card punches which made a total of four.The collator was also removed.
A major problem centered around trying to increasefaculty and student response to and use of the com-puter. This problem should be alleviated with the im-plementation of the new core curriculum mentionedearlier. Personnel problems centered around too inex-perienced a staff, too short a supply of adequatelytrained student assistants, and too many different re-sponsibilities for the key staff.
Some indirect problems were created by the initia-tion of a five-year planning cycle, the turmoil associatedwith the core curriculum changes, student unrest, andthe trauma of administrators whose time-honored waysof doing things were changed by the use of the com-puter systems.
1970-71
Instructional uses varied considerably, ranging fromdemonstrations for kindergarten children to program-ming classes. Students from seventeen different coursesutilized the facilities in one or more ways. In some casesthe programs were written by the instructors or werepart of packages; however, in most courses the studentsdid some programming themselves. Most of the usecame from the sciences or mathematics, but one musiccomposition class did use the 1130 for some compo-sitions of all melodies.
During this year two more card punches were added,one for peak administrative loads and student use andthe other for the chemistry students. The 1130 COBOLcompiler was also added.
One multi-responsibility staff position (for administra-tive data processing) was eliminated but replaced bytwo separate positions. In addition three student work-ers were added. The physical facilities were expandedslightly and rearranged to improve traffic flow and tocreate a student lab area.
The major problems encountered during the 1970-71academic year center in three areas: hardware, staff,and facilities. Throughput is now being held down bythe slow speed of the printer, and the existing staff arevery overworked due to the increased use of the com-puter system. The still inadequate facilities and staffprohibit the separation of the academic and administra-tive functions, cause the noise and temperature levelsto remain too high, and do not permit the center to re-main open regularly late at night.
The Future
Usage will continue to increase. To alleviate the re-sulting problems, an IBM 129 Cardpungh-Verifier will
$100,000 -
$75,000 -
Total Computing Expenditures Cost$70-
Per Registered Student
NSF
am awl
NSF JNSF
$50,000 - M11.11
$30-
$25,000 - COL COL COL
10%-
Year 1 2 3 Year 1 2 3COL- College
60% -Students Participating 859
15 %-Percent of Faculty Participating
10%-
425 46230 %-
5%-
Year 1 2 3 Year 1 2 3
(Hrs.Instruction
150 -
100-
507
Year
Avg. No. ofcomputer
and
Console Hrs.in use) forResearch
Per Month
80%,
60%
40%
20%
Year1 2 3
Type of Use Percentage
A
MO MO MIS MI ID 4=M
R
A
-- a s_A
a aMD WM MIN. IIMI
M 00 MID IMO mml
I I I
1 2 3
A-AdministrativeR-ResearchI -Instruction
73
be added and several other changes are proposed.They include the addition of a one-spindle disk driveand a 1403 printer (340 1/m), a staff consultant to assistin the social and behavioral sciences, a budget increaseto $73,810, and the addition of 960 sq. ft. of floor spacefor the center.
Official College Statement
The computer has had noticeable impact on theXavier campus during the short period since its advent.
Students are discovering that they can now add an-other dimension to study in their majors; some arechanging into fields in which they can get maximum ex-posure to computer experience.
Some professors are planning the reorganization ofentire courses to take advantage of the presence of acomputer on campus.
Department chairmen have reorganized curriculato include, in some instances, a requirement for fresh-men in computer science and, in others, strong recom-mendations to students to take programming before acertain level. One department has organized a sequenceof courses involving the computer.
74 G
Two chemistry professors are involving undergrad-uate students in research which would be impossiblewithout the computer.
Administrators have discovered that work can bedone efficiently on the computer, and some are moti-vated to approach the computer as a desirable compo-nent in new systems.
At Xavier the computer has changed more than thecurricula, administrative systems, and people; it haschanged the budget. Although the strain is severelyfelt, the benefits show sufficient hope to encourage usto explore new and efficient operating procedureswhich would permit us to continue forging ahead. Xavierhas invested critical resources and personnel to makecomputer services a reality. We believe that the totalbenefits of our investments are still in the future. There-fore, it would be difficult to think of the future without acomputer on the Xavier campus.
Norman C. FrancisPresident
Centenary College of LouisianaFinancial Support:
Student Fees 45%Endowment 35%Private Grants 18%Public Grants 2%
Enrollment: (Fall 1968) 1310Fulltime 87%Undergraduate 100%Men 54%
Degrees: Bachelor (1967-68)Science 23Other 156
Term: Two semesters plus summer session
Faculty: Fulltime 75Earned Doctorate 50%
Computing Facilities Prior to Project: None
Computing Facilities at Start of Project:Equipment
IBM 1130 8K Disk 512K80 1/m Printer Card Punches (2)082 Sorter 548 InterpreterStorage Access Channel! II
Space - 500 sq. ft.Personnel - (in FTE's)
Center Director .25Other Professional 1.25Other Staff 1.00
Expend itures - (1968-69) $46,869Type of Use Percentage - (1968-69)
Instructional 67%Research 0%Administrative 33%
Located in Shreveport, Louisiana, Centenary Collegeis a private, co-educational liberal arts institution. Itis affiliated with the United Methodist Church.
Currently occupying a 40 acre campus in a residentialarea of the city, the college is the oldest institution ofhigher education in the state. It was founded in 1825 inJackson, Louisiana, and graduated its first class in 1827.
During the Civial War, classes were suspended be-cause most of the students and faculty were in militaryservice. In 1909 the college moved to its presentlocation.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools, theNational Association of Schools of Music, and theAmerican and the General Board of Education of theUnited Methodist Church.
Students may earn the B.A., B.S., or B.M. degree.The majors are art, biology, business, chemistry, drama,economics, education, engineering, English, Frenchand Spanish, geology, German and Spanish, govern-ment, history, humanities, Latin, Latin and Spanish,
G4
mathematics, medical technology, music education,natural sciences, philosophy, physical education, phys-ics, piano, psychology, religion, social science, soci-ology, Spanish, speech, and speech education.
Fifty-nine percent of the students come from com-munities within Louisiana and one percent from foreigncountries. The typical student needed approximately$1800 for tuition, fees, room and board for the 1968-69academic year (two semesters).
There were no computing activities on campus priorto July 1, 1968.
1968-69One new course, Computer Systems, was developed
in the Mathematics Department because of the newlyadded computer facilities. Three non-credit program-ming courses were taught in addition. Nineteen othercourses made formal use of the facility during this initialyear.
Operational problems during the first year centeredaround the difficulties faced by new users including
75
staff, who had to be trained. Too much is required of theinexperienced individual before he can make effectiveuse of a computer system, since he must learn FOR-TRAN and how to deal with the monitor. There is a lackof good applications packages for instructional purposesespecially outside the natural sciences. A number ofscience laboratories have modern electronic desk cal-culators; this makes it difficult to justify the effort in-volved in using the computer for small problems. Anadditional difficulty arose from the inability of the facultyto prepare adequately for computer usage; the equip-ment was not installed until August, at which time mostfaculty members had departed for the summer.
1969-70
Two major changes were made during this year. In-creased use and the resultant delays in card prepara-tion necessitated securing an additional card punch.In addition, a student operator was employed two nightsper week for running administrative jobs to save theprime time for student use.
The problems of software bugs and restricted spacecontinued from the initial year, as did those problemsrelated to instructional use caused by inexperiencedfaculty.
1970-71
The computer has continued its penetration of thecurriculum with two particularly significant develop-ments. First, the explicit computer course has becomea prerequisite for the Math Department's numericalanalysis course. In addition the Physics Departmenthas revised its curriculum to include a sophomore-level applied mathematics course, to be taught for thefirst time next year. This course will include a good dealof instruction in computing and will be a prerequisitefor all upper-level physics courses, so that computerapplications can be included in these courses asappropriate.
The staff situation this year was changed by the addi-tion of a Data Processing Coordinator. This part-timeemployee is charged with liaison between the Com-puter Center and the administrative offices using thecomputing facilities. He has been most useful in clari-fying procedures, scheduling work, and developing newapplications. It should be made clear that this individualis not a programmer; his function is to work with thepeople involved. Except for this addition, the staff situ-ation has remained unchanged.
The hardware situation has changed only in two ways:A Univac VIP keypunch/verifier/interpreter has replacedan IBM keypunch/interpreter and a verifier. The changereduced costs somewhat and has had most satisfactoryresults. The VIP is used almost entirely for administra-tive applications as it is far too sophisticated for casualuse or use by the inexperienced. The second changewas the addition of a CalComp 565 12" plotter. This de-vice has been most useful in a number of applications,though its potential has not been fully realized as yet.
Some of the problems this yearindeed the major
76
onesand the plans for next year reflect the financialcrisis faced by the college. This crisis has led to the dec-laration of a financial emergency by the Trustees of theCollege and to an announced intention to make a sig-nificant reduction in the size of the faculty. Such a situ-ation is not conducive to the development of new com-puter applications. A computer installation is, of course,an expensive facility not viewed benignly by non-users.The facility itself is necessary and will continue; how-ever, the financial situation is sufficiently severe thatwe have been forced to reduce staff by elimination ofthe programmer, effective at the end of the 1970-71academic year.
The Future
Operations will essentially be the same in tho im-mediate future except for increased use and the lossof the programmer.
Official College StatementWhile the IBM 1130 has been on campus for only
three years, it has had a significant effect in severalimportant areas of activity of the college. It is only rea-sonable to expect its impact to increase with the pass-ing of time.
The expansion of the computer into the classroom isoccuring somewhat slowly but steadily. The facultyincluding the managers of the computerinsist thatclassroom usage be manifestly relevant to the subjectmatter and involve problems of sufficient magnitude towarrant the use of this powerful device. Thus, whilethe computer has not found its way into every class, oreven the majority of them, it has materially enriched anumber of them.
The computer is a valuable resource for individualprojects of faculty and students. A number of studentshave used it for independent projects. It is most sig-nificant that several members of the faculty have usedit to expand their professional activities and compe-tence. We expect that the computer will assist us inattracting desirable faculty members and students inthe future.
Administrative data processing, presently limited tocurrent student enrollment information, has benefitedus greatly by providing timely information needed byadministrators, faculty advisors, and students. Through-out the development of this application, harmony hasprevailedbetween computer management and adminis-trators, an apparently unusual state of affairs. The suc-cess of this use of the computer has led to plans forincreased automation of college record-keeping.
Lastly, we must acknowledge that the impact of acomputer Installation upon the budget is significant.The expense must be justified by service to the col-lege in Its entiretyincluding faculty, students and ad-ministrators. We believe we have made a good begin-ning in all these areas and that, with careful planningand development, the computer will become an impor-tantif not indispensableresource of the college.John H. AllenPresident
$50,000-
$25,000-
Total Computing Expenditures Cost Per Registered Student$60-
NSFImm 111 mow col
NSFWm., Omit am 111
NSF $40-
$20-
Year 1 2 3 Year 1 2 3COL-College
60%-
30%
Students Participating Percent of Faculty Participating25%-
495
394
15%-
426
15%-
5%-
Year 1 2 3 Year 1 2 3
Avg. No. of Console Hrs. Per Month(Hrs. computer in use) forInstruction and Research
150-
100-
50-
Year 1 2
G6
80%
60%-
40%-
20%-
Year
Type of Use Percentage
A A A........4 .............
....... OM OM
I I I
I
1 2 3
A-AdministrativeR-ResearchI -Instruction
77
Eastern Mennonite College
Financial Support:Student Fees 81%Public Grants 12%Private Appropriations 7%
Enrollment: (Fall 1968) 951Fulltime 93%Undergraduate 96%Men 46%
Degrees: Bachelor (1966-67)Science 49Other 66
Term: Three quarters plus summer session
Faculty: Fulltime 55Earned Doctorate 32%
Computing Facilities Prior to Project:One card punch was used on campus in con-junction with a local service bureau for admin-istrative work. A few students took a pro-gramming class at Bridgewater College eachyear.
Computing Facilities at Start of Project:Equipment
IBM 1130 8K Disk 512K80 1/m Printer Card Punches (3)059 Verifier 082 Sorter
Space - 1600 sq. ft.Personnel - (in FTE's)
Center Director 1.00Other Professional 1.00Other Staff .25
Expenditures - (1968 -69) $43,704Type of Use Percentage - (1968-69)
Instructional 76%Research 0%Administrative 24%
Located in Harrisonburg, Virginia, Eastern MennoniteCollege is a private, co-educational institution. It alsoincludes a graduate seminary and a high school, all ofwhich are under the control of the Virginia MennoniteConference.
Currently occupying a 100 acre campus at the edgeof the city, the college had its beginning in the organi-zation of a church school in 1913. An academy was be-gun in 1917, with the first college work offered a yearlater. Until 1947 the curriculum was primarily that oftheology and religious education. It was in that year theVirginia Board of Education authorized the awarding ofthe B.A. and B.S. in education degrees.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools and theVirginia State Board of Education.
Students may earn the B.A., B.S., and B.D. degrees
I. or't.'
and major in Bible, biology, business, business adminis-tration, business education, chemistry, elementary edu-cation, English, foreign languages, history, home eco-nomics, mathematics, music, natural sciences, nursing,psychology, and sociology.
Thirty-seven percent of the students come from com-munities within Virginia and three percent from foreigncountries. The typical undergraduate needed approxi-mately $2000 for tuition, fees, room and board for the1968-69 academic year (not including summer).
Prior to July 1, 1968, the Business Office had a com-puterized system utilizing a card punch, sorter, veri-fier, and a local service bureau. Some record keepingalso utilized this system. Two faculty members had uti-lized off-campus computers in their research projectsand a small number of students enrolled in a computerprogramming course at Bridgewater College each year.
79
1968-69
Several courses were offered which were directlyrelated to computers. The three college level creditcourses. Introduction to Computer Science Program-ming, Control Systems and Data Processing, and Busi-ness Policy and Management, enrolled a total of 45students. Another 100 students took a non-credit shortcourse in programming and 25 students took ComputerProgramming offered in high school.
The only major change in equipment and operationswas the addition of one card punch to bring the totalto four.
The major operational problems in the first year cen-tered around the fact that the computer was not deliv-ered until November and some difficulty was had inobtaining the correct power connector. The manu-facturer also supplied a faulty compiler which prohibitedthe loading of monitor up-dates. In addition, the pro-cessing of student programs was greatly delayed due toan insufficient number of Card punches.
1969-70
The one change in equipment was the ordering ofanother card punch which brought the total to five.
What operational problems there were centeredaround the hardware and software. The printer and con-sole typewriter both needed repairs and the RPG com-piler needed attention.
1970-71
The use of the computer for instructional purposes
80
continued to increase. At the undergraduate collegelevel, students in eight different courses used the facili-ties as part of their learning experiences. Five of thecourses were in science and mathematics, while oneeach was in business, sociology, and English.
The major operational change made over the pre-vious year was that the college assumed all of the fi-nancial support. This also included a small budgetincrease.
The Future
Operations will basically remain the same with aslight budget increase anticipated. Instructional andadministrative use will increase, necessitating moreefficient control of unnecessary runs.
Official College Statement
The computer added something to the atmosphereand efficiency of campus life. There is a noticeablepride among students that their own small college canboast an "on the grounds" computer with its attendantopportunities and conveniences. The cumber of stu-dents participating in computer instruction programs issubstantially on the increase. The computing centerhas greatly enhanced the processing of student recordsin the Registrar's Office and student accounts in theBusiness Office. We now have a complete financial pro-gram for the college. In the near future we will have agift accounting program for our Development Office.
Myron S. AugsburgerPresident
$75,000-Total Computing Expenditures
$60-Cost Per Registored Student
$50,000- NSF $40-NSF
NSF
$25,000- $20-
COL COL COL
Year 1 2 3 Year 1 2 3COL- College
90%-
60%-
30%-
Students Participating*
286
30%
20%-
10%-
Percent of Faculty Participating
880
426
Year 1 2 3 Year 1 2 3Avg. No. of Console Hrs. Per Month(Hrs. computer in use) forInstruction and Research Type of Use Percentage
200
100-
=I
80%
60%
40% -
20% -
Year 1 2 3 Year
A
... ..............
A
... ..- ..
A
=MO OEM IMI MEI
I I I
1 2
During the second year large numbers of students received minimal exposure to the computer.
3
A-AdministrativeR-ResearchI -Instruction
81
'11
Fairmont State College
Financial Support:Student Fees 25%State Appropriations 69%Public Grants 6%
Enrollment: (Fall 1968) 2968Fulltime 94%Undergraduate 100%Men 53%
Degrees: Bachelor (1966-67)Science 89Other 192
Term: Two semesters plus summer session.
Faculty: Fulltime 158Earned Doctorate 18%
Computing Facilities Prior to Project:1966-67 West Virginia University's facilitiesused for one programming course with physi-cal transportation of programs.1967-68 IBM 1050 to IBM 1050 at West Vir-ginia University for student programs to berun on IBM 7040.
Computing Facilities at Start of Project:Equipment
IBM 1130 8K Disk 512K80 1/m Printer Card punches (3)056 Ve.rifier 082 Sorter085 Collator 548 Interpreter
Space - 850 sq. ft.Personnel - (in FTE's)
Center Director 1.00Other Professional 1.75Other Staff 2.00
Expenditures - (1968-69) $72,502Type of Use Percentage - (1968-69)
Instructional 60%Research 0%Administrative 40%
Located in Fairmont, West Virginia, Fairmont StateCollege is a state supported, co-educational institutionto provide general and vocationai education at thecollege level. It is under the control of the West VirginiaState Board of Regents.
Currently occupying an 80 acre campus in a resi-dential area of the city, the college's existence datesfrom 1865.
Fairmont began as a private teacher-training school,but became a state supported normal school within twoyears. It is currently the oldest existing normal schoolsouth of the Mason-Dixon Line and the earliest recipi-ent of aid from the George Peabody Fund. Its first bach-elor's degree in education was awarded in 1924, fol-lowed by the B.A. and B.S. degrees in 1943.
Academic accreditation has been extended by theNorth Central Association of Colleges and SecondarySchools and the National Council for Accreditation ofTeacher Education.
Students may earn either the B.S. or A.B. degree andmajor in commerce, drama, education, fine arts, industri-al-technical education, language, literature, mathe-matics, nursing, physical education, science, socialscience, and speech.
Ninety-two percent of the students come from com-munities within West Virginia. The typical student need-ed approximately $1100 for tuition, fees, and roomand board for the 1968-69 academic year (two semesters).
Prior to July 1, 1968, the college had a unit recordoperation for administrative data processing and the
83
free use of the computer facilities of West Virginia Uni-versity for instructional purposes. Up to the 1966-67academic year very little use was made of those facili-ties; however, a Title III grant enabled the hiring of aprogramming instructor that year.
A Computer Survey and FORTRAN class was taughtwith student programs being physically transported toWest Virginia University for processing.
The following year saw the leasing of an IBM 1050terminal to West Virginia University. It was used as anoff-line device for transmitting student and facultyprograms.
1968-69
Instructional use included the teaching of three com-puter courses: FORTRAN Programming, COBOL Pro-gramming, and Introduction to Electronic Data Process-ing. At least one course in chemistry, mathematics, andelectronic technology formally used the computer aspart of the course. Numerous seminars for faculty andstudents were presented in computer application andprogramming. Some faculty research projects were alsoaided with the 1130 and some instructional tools suchas business games were tried. As a public service, somestudent scheduling was processed for six area highschools.
There were several planning activities aimed towardutilization of the facilities. Included were two new eco-nomics courses using the computer as a tool, a summertraining program for high school students, a two-yearcomputer technology curriculum, and a possible com-munication link of the 1130 with the IBM 360/75 atWest Virginia University.
Major changes in equipment and operations includedthe addition of 4 more card punches, the employmentof two additional fulltime staff members (a programmerand an operator), decentralization of the card punchesinto specific departments and the library, and reorgani-zation for permanent establishment of computer services.
Operational problems during the first year were com-plicated by the fact that the IBM 1130 was not delivereduntil October. Other related problems were caused byinsufficient space for personnel and equipment andtoo few card punches initially.
Instructional use, in general, was hindered by a lackof technological ability on the part of the faculty whichalso decreased the interest in using the facilities to en-hance instruction. Another hindrance was the absenceof a COBOL compiler for the 1130 which required stu-dent programs written in that language to be taken toWest Virginia University for processing.
Friction arose between the instructional and adminis-trative staff due to an unexpected and unplanned forset of circumstances. When the computer first becameoperational it was run on an open-shop basis almost ex-clusively; therefore, machine use required little ad-vanced scheduling or planning. As administrative useincreased, the amount of open-shop time decreasedand access conflicts resulted.
84
The Board of Regents placed a moratorium on in-creased computer activities while developing a long-range plan relative to such activities. This has retardedprogress and inhibited inter-institutional sharing.
1969-70
A fulltime programmer was added to the staff to assistthe faculty, especially those with little programming ex-perience. Another change saw the addition of an ASR-33terminal connected to the IBM 360/75 at West VirginiaUniversity to expand the instructional use of computerson this campus.
The major problem experienced during this year wasthe slow speed of the printer. Increased use also addedto the number of conflicts in work scheduling, and thelack of a COBOL compiler continued to restrict some ofthe intended applications.
1970-71
A general increase in computer applications for in-struction was experienced during the year. Regularuse was made by the divisions of business, economics,chemistry, physics, technical education, education,psychology, and social science. The major new addi-tion was computer-augmented accounting for principlesof accounting classes.
An IBM 1403 printer was ordered to upgrade thesystem. Efforts continued to increase the library and todevelop an internal information system. No changeswere made in personnel or facilities.
The project encountered no significant problems ex-cept pressure from increased usage. This problem willbe reduced by the faster printer.
The Future
The Fairmont State Computer Center facility hascome under a new state plan for computer services.This plan assures continued support and developmentof the facility. A communication adapter and transmis-sion line will be added to permit the use of the IBM1130 as an on-line terminal to the IBM 360/75 at WestVirginia University in 1972. A second teletype terminalwill be connected with the same computer in 1971.
The completion of a new science building in Sep-tember 1971 will more than double the physical spacefor the Fairmont State College Computer Center, andthe operation budget will increase to $100,000 by 1972.
Official College Statement
When the Computer Science Experiment was startedon campus, though I was enthusiastic about it from thestart, I must admit that I had some qualms about howthe faculty would respond. Our experience in the Ex-periment, very soon after it got underway, has beenjust the opposite. There is no question in my mind butthat the computer has had a significant impact on ourinstructional program. While all departments and di-visions have used the computer in their instructional
Total Computing Expenditures Cost Per Registered Student$30-$100,000-
$75,000-
$50,000 -
$25,000 -
NSFMow =mama immt
COL
NSF
MEM INIM 11M1 =IN
COL COL
$20-
$10-
Year 1 2 3 Year 1 2 3COL - College
Students Participating 1102 Percent of Faculty Participating15%-
30%-
20%-
10%-
875
604 10%-
5%-
Year 1 2 3 Year 1 2 3Avg. No. of Console Hrs. Per Month(Hrs. computer in use) forInstruction and Research
100-
50
80%-
60%-
40%-
20%-
Year 1 2 3 Year
Type of Use Percentage
I
A A
--R
R
I I I
1 2 3
A-AdministrativeR-ResearchI -Instruction
85
programs, the following disciplines have used it ex-tensively: science, economics, technical education,mathematics, and psychology. I have been particularlypleased with the response of both faculty members andstudents. Even though the Experiment officially is aboutto end, the computer has become an integral part of ourtotal educational program. We have definite plans notonly to continue what we have been doing but to pro-vide even more services when we are able to increase
86
our financial support of this program. In fact, there isone thing about which I am certainthat is, because ofthe use that many of our faculty members are now mak-ing of the computer in their instructional program, wecould not do without it even if we wanted to.
E.K. FeasterPresident
0
Transylvania College
Financial Support:Student Fees 73%Private Gifts 20%Public Grants 5%Private Grants 2%
Enrollment: (Fall 1969) 878Fulltime 99%Undergraduate 100%Men 53%
Degrees: Bachelor (1967-68)Science 38Other 114
Term: Three quarters plus summer session
Faculty: Fulltime 63Earned Doctorate 50%
Computing Facilities Prior to Project:Student programs were run at the University
of Kentucky
Computing Facilities at Start of Project:Equipment
IBM 1130 8K Disk 512K80 1/m Printer Card Punches (3)082 Sorter 059 Verifier
Space 900 sq. ft.Personnel - (in FTE's)
Center Director .50Other Professional 1.00Other Staff .25
Expenditures - (1959-70) $44,681Type of Use Percentage - (1969-70)
Instructional 70%Research 0%Administrative 30%
Located in Lexington, Kentucky, Transylvania Col-lege is a private, co-educational liberal arts college re-lated to the Christian Church. It is under the control ofthe Trustees of the college.
Currently occupying a 15 acre campus in a residentialarea of the city, the college was chartered by the Vir-ginia Legislature. This event happened in 1780 when"Kentucke" was still a part of western Virginia.
In 1865, Kentucky University, a Disciples of Christinstitution, moved to Lexington and the schools con-solidated. Later an agriculture and mechanical collegeand a theological seminary were also opened.
In 1878 the agriculture and mechanical college with-drew to become a state institution, now known as theUniversity of Kentucky. The seminary also separatedand is now known as the Lexington Theological Seminary.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools.
Students may earn the A.B. in art, biology, chemistry,computer science, drama and speech, economics, ele-
mentary teaching, English, history, intercultural studies,language, mathematics, music, philosophy, physics,political science, preengineering, premedicine, pre-theology, psychology, religion, secondary teaching,and sociology.
Forty percent of the students come from communi-ties within Kentucky and three precent from foreigncountries. The typical student needed approximately$2670 for tuition, fees, room and board for the 1969-70academic year (two semesters).
Prior to July 1, 1969, there were two types of dataprocessing activities. The Business Office utilized aunit record shop for administrative work and one com-puter programming course was being taught with thestudent programs processed at the University ofKentucky.
1969-70
During this year a part-time instructor was added tothe staff for the purpose of teaching a course in the as-
87
sembly language of the hardware. The only other changewas the addition of one card punch.
There were no real hardware or software problemsduring this initial year of operation. There was, how-ever, a problem of being understaffed for the first fivemonths.
1970-71
During this year 13 different courses used the com-puter with only three being in the area of computerscience per se. Of the other ten, three were each inmathematics and economics, and one each in biology,chemistry, natural science, and social science. Some60 students from two of the above courses divertedfrom the regular course curriculum for one week tolearn to program using a specially developed compiler.
The most significant change was the development ofa GO TRAN compiler for the 1130. The language (anadaption of 1620 GO TRAN) does not require formatspecifications when programming input and output and,therefore, students can write and run their own pro-grams after only two hours of lecture. This activity wasundertaken in line with the goal to teach all Transyl-vania students something about the computer beforegraduation.
Other changes involved moving into a newly re-modeled and expanded (about twice the floor space)computer center along with the development of somegeneral programs for questionnaire evaluation in thesocial sciences.
The only real problem is the increasing load on thesystem due to an increase in administrative use.
88
The Future
The major changes for the immediate future will bethe addition of one fulltime key punch operator for ad-ministrative applications, the addition of another cardpunch (IBM 129), and an increase in the budget tocover these changes. Use of these facilities for bothacademic and administrative purposes will, of course,continue to increase.
Official College Statement
One focal point of our academic program has beenthe institution of our Computing Center under the di-rection of Dr. James E. Miller. The facilities have beenin constant use, including late evening and night hours,primarily by the students and faculty. A concerted efforthas been made to make considerable use of the facili-ties by our faculty in the area of social sciences, par-ticularly economics. Class projects utilize many hourson the hardware while majors in our new computingscience program have the opportunity to develop theirskills.
The purchase of certain pieces and the rental ofothers have made a configuration of useable equip-ment. When the hardware is not in use by students,certain administrative tasks have been adopted for fa-cilitation of records.
We take great pride in having our Center and feelthat it is an educational plus in our academic program.
John R BrydenProvost
t -4 !---; tio
Total Computing Expenditures Cost Per Registered Studer.:$50,000- $60-
NSFl IMO 111. MEM 411=1
NSFgmml. mollg
$40-
$25,000-
$20-COL COL
Year 1 2 Year 1 2
COL- College
Students Participating35%-
25%-
15%-
5%-
295
195
Year 1 2
Avg. No. of Console Hrs. Per Month(Hrs. computer in use) forInstruction and Research
100 -1
50-
Year 1 2
76
35%-
25%-
15%-
5%-
Year
Percent of Faculty Participating
1 2..M1116
Type of Use Percentage
80%- A A
60%-
111 1=Mil .1111
tli 411 OM/0
40%-
A-Administrative20%- R-Research
I -Instruction
Year 1 2
89
Atlanta University
Financial Support:Private Grants and Gifts 58%Public Grants 23%Student Fees 16%Other 2%
Enrollment: (Fall 1968) 1003Fulltime 53%Graduate 100%Men 39%
Degrees: Master (1966-67)Science 53Other 310
Term: Two semesters plus summer session
Faculty: Full time 95Earned Doctorate 61%
Computing Facilities:See Atlanta University Center Corporation
Located in Atlanta, Georgia, Atlanta University is aprivate, co-educational graduate institution. It underthe control of its Board of Trustees.
Currently occupying a 43 acre campus in a residen-tial neighborhood, Atlanta University was chartered in1867. It began operations at the high school level andprogressed upward, with its first normal class graduat-ing in 1873, and its first college commencement in 1876.
During the 1928-29 academic year, no students be-low the college freshman or junior normal level wereenrolled. It was during that same year that the planswere laid for Atlanta University to become a graduateinstitution eventually in cooperation with four under-graduate colleges, Clark, Morehouse, Morris Brown,and Spelman.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools.
Students may earn the following degrees: M.A.,M.S., M.B.A., Ed.S., and Ph.D. The majors are biology,business administration, chemistry, economics, educa-tion, English, French, history, library science, mathe-matics, political science, social science, social work,and sociology.
Seventy-seven percent of the students are fromGeorgia and nine percent from foreign countries. Thetypical student needed approximately $1600 for tui-tion, fees, room and board for the 1968-69 academicyear (two semesters).
91
Clark College
Financial Support:Student Fees 33%Public Grants 31%Private Grants 17%Auxiliary Enterprises 13%Student Aid 6%
Enrollment: (Fall 1968) 1007Fulltime 98%Undergraduate 100%Men 33%
Degrees: Bachelor (1966-67)Science 35Other 70
Term: Two semesters plus summer session
Faculty: Fulltime 94Earned Doctorate 26%
Computing Facilities:See Atlanta University Center Corporation
Located in Atlanta, Georgia, Clark College is a pri-vate, co-educational, undergraduate institution underthe control of its Board of Trustees.
Currently occupying a 14 acre campus in a residentialneighborhood, Clark was one of the first institutionsestablished after the Civil War by a religious denomi-nation to provide Negroes in the South with formaleducation.
In its early years following its first class in 1869, thecurriculum was vocational in emphasis and very basic.However, by 1883 Clark offered its first degree. Theinstitution continued to grc-, in stature and was oneof the first colleges to receive accreditation when the
92
Southern Association of Colleges and Schools acceptedinstitutions serving Negroes.
Students may earn the B.S. and B.A. degrees in art,biology, business administration, business education,chemistry, economics, elementary education, English,French, home economics, mathematics, medical tech-nology, music, office administration, physics, psycholo-gy, religion and philosophy, social science, and Spanish.
Seventy-four percent of the students are from Georgiaand less than one percent from foreign countries. Thetypical student needed approximately $2000 for tuition,fees, room and board for the 1968-69 academic year(two semesters).
Morehouse College
Financial Support:Student Fees 27%Private Grants 19%Auxiliary Enterprises 18%Sponsored Programs 16%Appropriations 9%Endowment Income 8%Recovered Indirect Cost 4%
Enrollment (Fall 1968) 982Fulltime 97%Undergraduate 100%Men 100%
Degrees: Bachelor (1966-67)Science 74Other 48
Term: Two semesters plus summer session
Faculty: Fulltime 79Earned Doctorate 61%
Computing Facilities:See Atlanta University Center Corporation
Located in Atlanta, Georgia, Morehouse College isa private, undergraduate institution for men.
Currently occupying a 25 acre campus in a residen-tail neighborhood, it was organized by the AmericanBaptist Home Mission Society of New York. In 1935control was transferred to its Board of Trustees.
The college was organized in 1867 in Augusta,Georgia, but moved to Atlanta twelve years later. More-house occupied its present location in 1890 and re-ceived its current name in 1913.
Academic accreditation has been extended by the
Southern Association of Colleges and Schools.Students may earn the A.B. and B.S. degrees in art,
biology, business administration, chemistry, economics,English, French, history, mathematics, music, philoso-phy and religion, physical education, political science,psychology, and sociology.
Fifty-six percent of the students are frc n Georgiaand one percent from foreign countries. The typicalstudent needed approximately $2300 for tuition, fees,room and board, for the 1968-69 academic year (twosemesters).
93
Morris Brown College
Financial Support:Student Fees 70%Public Grants 20%Private Grants and Appropriations 10%
Enrollment: (Fall 1968) 1420Fulltime 92%Undergraduate 100%Men 40%
Degrees: Bachelor (1966-67)Science 22Other 97
Term: Two semesters plus summer session
Faculty: Fulltime 92Earned Doctorate 18%
Computing Facilities:See Atlanta University Center Corporation
Located in Atlanta, Georgia, Morris Brown Collegeis a private, co-educational, undergraduate institution.It is under the control of its Board of Trustees.
Currently occupying a 23 acre campus in a residentialarea of the city, Morris Brown was established by theAfrican Methodist Episcopal Church in Georgia, withthe first students being admitted in 1885.
In 1913 Morris Brown College and several otherinstitutions merged into Morris Brown University. Theoriginal name was restored in 1929.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools.
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Students may earn the B.A. and B.S. degrees in ac-counting, art, biology, business administration, chem-istry, economics, education, English, food productionmanagement, French, health and physical education,history and political science, home economics, mathe-matics, music, philosophy, psychology, secretarial sci-ence, sociology, and Spanish.
Eighty-two percent of the students are from Georgia.The typical student needed approximately $1900 fortuition, fees, room and board, for the 1968-69 academicyear (two semesters).
Spelman College
Financial Support:Student Fees 36%Public Grants 26%Private Grants 15%Student Aid 23%
Enrollment: (Fall 1968) 978Fulltime 99%Undergraduate 100%Women 100%
Degrees: Bachelor (1966-67)Science 61Other 38
Term:Two semesters plus summer session
Faculty: Fulltime 70Earned Doctorate 35%
Computing Facilities:See Atlanta University Center Corporation
Located in Atlanta, Georgia, Spelman College is aprivate, undergraduate institution for women. It is underthe control of its Board of Trustees.
Currently occupying a 33 acre campus in a residen-tial area of the city, Spelman College opened its firstclass in 1881, consisting of eleven pupils, mainly womenout of slavery. It was the result of a work initiated bythe Women's American Baptist Home Mission Societyof New England.
The first college degrees were granted in 1901 andits present name was acquired in 1924. During the1920's and 30's cooperative academic efforts wereinitiated with Morehouse College.
Academic accreditation has been extended by theSouthern Association of Colleges and Schools.
Students may earn the B.A. and B.S. degrees in art,biology, chemistry, drama, economics, English, French,( 9rman, history, mathematics, music, political science,psychology, social science, sociology, and Spanish.
Fifty-one percent of the students are from Georgia,with an occasional student from a foreign country. Thetypical student needed approximately $1900 for tuition,fees, room and board for the 1968-69 academic year(two semesters).
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Atlanta University Center Corporation
Computing Facilities Prior to Project:Equipment - (Separate Administrative D.P.
Center)IBM 1401 12K, 2 DiskEquipment - (Academic Use) - (1966-67)
ASR-33 to a commercial time-sharingservice
Equipment - (Academic Use) - (1967-68)IBM 1130 8K Disk 1024K80 1/m Printer Card Punches (3)
Space 800 sq. ft.
Computing Facilities at Start of Project:Equipment - (Academic Use)
IBM 1130 16K Disk 1536K340 1/m Printer Card Punches (5)1232 Document Reader
Space - 800 sq. ft.Personnel - (in FTE's)
Center Director 1.00Other Professional 2.00Other Staff 2.00
Expenditures - (1968-69) $70,229Type of Use Percentage - (1968-69)
Instructional 90%Research 10%Administrative 0%
The Atlanta University Center Corporation is the ad-ministrative organization which facilitates interinstitu-tional cooperation among Atlanta University, ClarkCollege, Morehouse College, Morris Brown College,Spelman College, and the Interdenominational Theo-logical Center.
Students can readily take courses on the other cam-puses and in fact, some majors require courses taughtonly on given campuses.
The instructional computing facilities utilized as partof the project are separate from the administrative dataprocessing center and are physically located on thecampus of Morehouse College. Prior to July 1, 1968,instructional computing facilities had been available forapproximately one year.
1968-69
During the first year ir the project ten courses whichwere taught on several campuses used the computingfacilities directly. They Include such course titles asIntroduction to Mathematics, Introduction to Comput-ing, Introduction to Programming, Introduction to Sta-tistics, Money and Banking, Numerical Analysis, Physi-cal Chemistry, and Thesis Research.
One additional instructor and three additional studentassistants were added to the staff. A change was alsomade from version one of the monitor to version two.Two more card punches were also added.
Two major operational problems during the initial
year centered around the lack of sufficient space andmonitor problems.
1969-70
The computer was used primarily for teaching com-puter programming and computer science courses.
The Computer Center lacked adequate floor space.The computer, director, instructors, and secretary arehoused in a single classroom. Plans are being made tomove to larger quarters.
1970-71
The primary use of the computer was still in con-junction with teaching programming and computerscience courses.
A major improvement was made by moving to dif-ferent and expanded quarters on the Morehouse cam-pus. This move provided separate spaces for thecomputer, program preparation, and offices. Operationsalso changed from open shop to closed shop with onehour turn around time. This was done to relieve con-gestion in the computer room and to encourage stu-dents to study more carefully their programming errors.
The Future
Operation of the computer will remain essentiallythe same, except that a combination of open and closedshop will be tried during the 1971-72 year.
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Official College Statement
The computing facilities have provided an oppor-tunity to add a new discipline to the curricula, Com-puter Science. Faculty members are beginning to usethe computer to supplement their courses. Finally,
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students are graduating with some knowledge of thecomputer.
Grover SimmonsDirector, Computer Center
$100,000 -
$75,000 -
Total Computing Expenditures$20-
Cost Per Registered Student
NSF
MED MS
NSF
$50,000 -11.00 11,
IMO M1115 11, IMP MMI $10-
$25,000- COL COL COL
Year 1 2 3 Year 1 2 3COL-College
Students Participating Percent of Faculty Participating15%- 15%-
662
10%- 502 10%-
305
5%- 5% -
Year 1 2 3 Year 1 2 3
250;
200-
150-
100-
50-
Year
Avg. No. of(Hrs. computerInstruction
Console Hrs.In use) for
and Research
Per Month
1 2 3
2.4
80%
60%
40% -
20% -
Year
Type of Use Percentage
=PM MO =PM 11
R
--
I I I
1 2 3
A-AdministrativeR-ResearchI -Instruction
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Attitude Questionnaire
Introduction:
The establishment of computing facilities for the 20educational institutions involved in this experiment hashad a decided effect on the respective campuses. Thetype and amount of effect is, of course, what this reportis all about. Most of the evidence of change is present-ed as descriptions of activities with usage statistics.
It is generally recognized that innovative changes arefrequently accompanied by, and may even interact with,changes in attitudes. Individual attitudes toward com-puters are often extreme and highl./ emotional.
An objective of the project from its conception wasto determine what, if any, attitude changes toward com-puters had resulted among students, faculty, andadministrators.
Procedure:
A five-point Likert-type questionnaire draft was de-veloped by the project staff based upon a list of currentattitudes towards computers, as identified by the staffand the Principal Investigators. A second draft was ad-ministered as a pilot test at the Atlanta University CenterCorporation after which it was evaluated again.
From this came the final version consisting of eighteenattitude measuring items. The questionnaire also al-lowed for pertinent identification of each participant,e.g., student, faculty, administrator, class, major.
Because the objective of the questionnaire was todetermine change, it was administered both before andafter the project. Freshmen and juniors were pre-testedand subsequently post-tested as sophomores andseniors. At some colleges incoming freshmen weretested at the end of the experiment to determine to whatextent change among participants in the experimentwas a result of the experiment itself and not reflectiveof a more general cultural change.
The administration of the questionnaire was not with-out problems and was handled in a variety of methodsamong the various campuses. Two colleges (Huston-
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Tillotson and Xavier) are not included in the resultshere due to situations which were not condusive to de-pendable results. The data from the Atlanta UniversityCenter Corporation institutions were treated as onegroup.
Some of the institutions had a very good administra-tion record in general, while at others it is highly suspectthat the Principal Investigators took a rather disinter-ested attitude. It should be noted that local conditionssometimes predisposed this activity to some difficulties.
Results:
The reliability coefficients (measures of internal con-sistency for the questionnaire) ranged from .552 to .617.These values are quite similar to many of the attitudescales reported by Shaw and Wright in Scales for theMeasurement of Attitudes, (McGraw-Hill, 1967).
There were no significant differences among adminis-trators and only one among faculty. This one differencewas negative but can be explained: the mean of thegroup was high to start with, and the remote computingservice to the campus was reported as unsatisfactoryduring the first year.
Table 8.1 shows a total of nine significant t's amongthe student group at the class level. Table 8.2 showseight significant differences by class and major.
The tables show rather clearly that the greatest num-ber of significant changes occurred in the lower divisionand in the social sciences. There were no significantchanges in attitude among the entering freshmen overthe period of the project indicating that there was nogeneral change contributing to those differences whichwere found to be significant.
Noteworthy is the fact that pre-experiment meanscores, especially of some academic majors, indicatedpositive attitudes to start with. For example, juniorsmajoring in the natural sciences started with a meanalmost as high as that attained by sophomore naturalscience majors at the end of ttla experiment.
Conclusions:
The attitudes of students in general toward compu-ters became more positive on some campuses, andmost of all among the social science majors in theirfirst two college years.
The following are suggested as possible factors be-hind the lack of more significant changes in attitude:
1. The small sample size in many cases.
2. The considerable decrease in participants from thepre- to the post-test situation.
3. The attitudes in general were somewhat positiveprior to the arrival of the computing facilities.
4. The short duration of the project itself; many of thosetested were not directly exposed to the computer be-tween testings.
5. The attitudes of the Principal Investigators, adminis-trators, and other leaders toward the facilities varygreatly and, quite naturally, set a climate of opinion.
Table 8.1
Significant Differences* Among Students by Class
Group
College Sophomore - Freshman Senior -Junior Total Number
Maryville 4.108* 1
Wofford 4.267 3.575 2
Queens 2.663 1
Eastorn Menn. 2.661 3.163 2
Fairmont 6.007 2.632 2
Transylvania 3.129 1
Total Number 6 3 9
*Expressed in t-values
Table 8.2
Significant Differences* Among Students by Class and Major
MajorCollege Group
Soc. Sci. Nat. Sci. Humanities App. ArtsTotal No.
Maryville Soph.-Fresh. 4.065* 1
Sr.-Jr. 0
Wofford Soph.-Fresh. 2.888 2.883 2Sr.-Jr. 2.692 2.992 2
Fairmont Soph.-Fresh. 4.929 1
Sr.-Jr. 2.938 1
Transylvania S.wh.-Fresh. 2.604 1
Sr.-Jr. 0
Total Soph.-Fresh. 4 1 0 0 5Number Sr.-Jr. 1 0 1 3
All 5 1 1 1 8
'Expressed in t-values
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Summary Statistics
Data reported by the colleges are summarized inthe charts which follow.
Each chart is arranged so as to show separately thedata gathered each year of the project's existence. Alltwenty colleges completed two years of the project,but only twelve are represented in the third-year tables.
Total Computing Expenditures Summary:First Year-Figure 9.1:
Average first year expenditures per college for thenine colleges with terminals was $13,939; for the sixcolleges with their own IBM 1130, $57,052; and for thefive sharing a small computer, $14,646. These are totalcosts and do not reflect discounts such as on machinerentals. However, such discounts were negligible forthe institutions having terminals, nearly constant for thecolleges with IBM 1130's at about $2,000 per 12months, and averaged about $600 per college per yearfor the five colleges sharing an IBM 1130.
Total Computing Expenditures Summary:Second Year-Figure 9.1:
As can be seen, expenditures increased for thesecond year. The colleges with terminals had an aver-age increase of approximately $2,000 (15%). Individualinstitutional expenditures in this group ranged from anincrease of $8,000, due to primarily a significant changein computer time cost and secondly an increase in sal-aries, to a decrease of approximately $1,000. The col-leges with their own IBM 1130 systems increased theirexpenditures nearly $13,000 on the average f22%). Thefive colleges sharing facilities had a total increase ofalmost $23,500 (32%) or $4,700 per institution.
In the case of the six colleges each operating its ownIBM 1130 for a second year the most interesting figureis the average total expenditure of $70,047 after dis-counts (discounts on lease were fairly uniform at thetime). This figure reflects the level of expenditure re-quired to support such a facility.
0.7
9
Total Computing Expenditures Summary:Third Year-Figure 9.1:
Nine of the twelve institutions participating for athird year saw a decrease in expenditures, one was es-sentially the same, and two increased. It should be re-called that most of the NSF funds had been expendedby the end of the second year and machine purchasesoccurred in some cases during the first and secondyears.
Type of Use: Figure 9.2:
In general, on the campuses with terminals, computeruse is almost entirely for instruction. On campuses hav-ing their own stand-alone computer, administrative useis significant and increased during the three years from29% to 42%. The total cost for these installations rangedfrom $50,000 to $100,000 after three years.
Estimated Percent of Students Participating:Figure 9.3:
The number of students participating increased atmost of the colleges with a high increase of about 200%.Of the three colleges with decreases (all with termi-nals), one had a loss from 526 to 26. This seeminglylarge decrease merely reflects an attempt, in the firstyear, to expose all freshmen to the facilities. This effortwas not attempted the second year.
Four institutions saw an increase in the number ofstudents participating during the first two years fol-lowed by a leveling or decrease the third year. Theother colleges saw a continued increase with the thirdyear level being almost two to three times that of thebeginning year.
The largest number of participating students, aboutone-third, was from mathematics and physical scienceswhile the least, less than one percent, was from bio-logical sciences.
Percent of Faculty Participatic.a: Figure 9.4:
Figure 9.4 shows the percentage of total facultywho participated in the computing activity. Overall thepercentage did not change appreciably during theduration of the project. The percentages for all col-leges combined for the three years were 12%. 11%,and 13% respectively.
Faculty participation among the varicus academicdisciplines was relatively constant. Exclusive of pro-gramming and computer science courses, in which100% participation is expected, participation was Nigh-est in mathematics and physical sciences. It increasedover the three years in business but decreased inbiological sciences. This decrease was probably notpervasive but rather the statistical effect of an iso-lated situation in which 50% of the faculty at one insti-tution participated the first year but none participatedthe second year.
Total Number of Runs:
A "Run" interpreted as "Log on/Log off" for time-sharing is quite different from "a submission to thecard reader" for batched processing. As a result com-parisons between groups should not be made. Further-more, operating procedures at individual colleges canaffect the number of "runs" significantly.
Average Number of Runs Per Participating Student:
The comments made in reference to the total numberof runs applies here as :tell. With exceptions at twocolleges, the average number of runs per participatingstudent decreased in the second year of operation.One explanation for this is that an experience factorbuilt up in the student participants which made themless curious (they make fev:or runs to see "what if. . .")and more efficient. The decrease may also reflect tighterscheduling of the computer facilityand resulting changesin operating procedures.
Number of Console Hours: Figure 9.5:
Figure 9.5 gives some indication of the amount oftime the computer facilities were in use. The data forthe terminals in most cases represents on-line connecttime. It does not indicate time involved in preparingprograms or data off-line by punching paper tape. Thedata for the stand-alone computers is determined dif-ferently. In some cases it is identical to the CPU timeas measured by the console elapsed-time meter. Someschools estimated the console hours from the CPUtime using their own algorithm. Still others actuallykept records of console hours using wall clock time.Again, caution must be used in interpreting the datain this figure. The most interesting numbers are theaverage hours per month. Only one of the collegescame near using one full shift (176 hours per month)during the first year.
Nine colleges showed substantial increases duringthe second year, but seven still were not close to the
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one full shift figure for instructional uses. Of the eightthird-year installations most were still not close to theone full shift figure for instructional uses. During thethird year one approached that level and the group offive exceeded it. When administrative uses are included,console hours increase considerably for most of the1130 users, especially during the last year.
Average Number of Console HoursPer Participating Student:
Second year figures are more meaningful due to theexperience factor and tighter scheduling mentionedpreviously. Each participating student averaged threehours of use at the colleges with terminals, one hour ofuse at the colleges with IBM 1130's, and four hours ofuse at the colleges sharing a computer. Third-yeardata were not significantly different.
CPU Time in Hours:
CPU time can only be compared within a specificmodel of computer and a certain sub-class of configu-rations. As a wide range of computer powers servicedthe nine terminals, e.g., IBM 360/75, CDC 6600, IBM360/40, GE 265, comparisons of the facilities can notbe made.
Only two installations had a decrease, and that slight,in CPU hours used from the first to the second years,one remained the same, while the remainder increasedas much as six times. Six of the seven providing third-year data also increased over their second-year results.
Ratio of Console Hours to CPU Hours:
Institutions with terminals purchased computer timefrom public service or commercial suppliers, and thebilling hopefully contained accurate information onboth the actual CPU seconds used as well as the con-sole connect time. Second-year data from these insti-tutions showed a significant decrease in console hoursused per CPU hours with one exception. This decreaseis primarily attributed to increased efficiency of usethrough experience and more sophisticated uses whichplace heavier demands on the CPU.
Unfortunately, institutions with their own computerswere less able to determine a ratio. The IBM 1130 isnot equipped with an internal clock. The time meteron the console advances whenever the machine is inuse, including swap time, CPU time, and I/O time. Mostof the institutions considered this to be inadequate andreported the total elapsed time read from the meteras both CPU and console time.
Average Costs Per Student Participating: Figure 9.6:
Average costs per participating student are based onthose costs of the computer facilities which can beattributed to instruction and incidental research. Costsper year are grouped by major areas of instruction aswell as by the now-familiar type of facility. Other vari-ables involved are the number of console hours andthe number of students participating.
Costs vary considerably. In programming coursesthey range from a low of $54 to a high of $353 for thefirst year. The first year mean for programming coursesat all institutions is $232 and the median, $228. Aswould be expected, computer science and program-ming costs are highest of all the disciplines. At institu-tions with terminals, costs per student in programmingcourses nearly tripled those for any discipline duringthe first year.
Total average costs for the stand-alone computersare more than triple those for the terminals. The seem-ingly high total figure ($230) for the Group during thefirst year can be partially explained by the intensive useof the computer by students in programming, computerscience, and social science disciplines.
If these costs appear high, even in their present con-text, the reader should bear in mind that few, if any,other aspects of college instruction are calculated on auser basis. Usually such costs as library operations arecomputed as average costs per student enrolled andnot per student user.
Again, second- and third-year figures are of primaryinterest because they are more stable. Colleges usingterminals averaged $39 per participating student dur-ing the second year while colleges with IBM 1130'saveraged $59 per participating student during the sameperiod. Although these costs declined in general eachyear, the seemingly large decline for the terminal insti-tutions from the second to the third year is exagger-ated due to the fact that it is based on data from onlytwo, rather than nine, colleges.
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Average Expenditure per Registered Student:Figure 9.7:
Figure 9.7 may be of the greatest interest to collegeadministrators because it provides an easy "rule ofthumb." Again, the second year data is most meaningful.
The nine institutions with terminals spent an averageof $17 per registered student for computer facilitiesfor instruction (research use was negligible; administra-tive use, nil). Some might argue that the usual numberof terminals on a college campus can not possibly pro-vide computer access to all registered students. Thesix colleges with their own stand-alone small computer(IBM 1130) averaged $28 per registered student forinstructional and research uses and $16 per registeredstudent for administrative uses. A stand-alone computerfacility (IBM 1130) was made available to the five in-stitutions for instruction and research at $18 per regis-tered student or at about the same cost per registered
student as a single terminal on each campus.These averages can only be meaningful when ex-
amined simultaneously with threshold costs, i.e., ap-proximately $15,000 per year is needed to support aterminal facility and approximately $50,000 is neededto provide a stand-alone computer such as the IBM1130 for instructional and research uses. An additional$25,000 should ba added to the base costs if adminis-trative uses are included.
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Figure 9.5
Average Console Hours Per Month
14378 69
N=9 N=9 N=2
Year First Second ThirdFacility Terminals
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36N=6 N=6 N=5
109
N=1
149
N=1
246
N=1First Second Third
Small Computer
Instructional and Research Use
-.- /7.4C-.../Cd
First Second ThirdGroup (5 colleges)
Administrative Use
*Fig
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9.6
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Figure 9.7
Average Expenditure Per Registered Student
614 $17 $16 $20 $28 $25 $13 $18 $12
N=9 N=9 N=2 N=6 N=6 N=5 N=1 N=1 N=1Year First Second Third First Second Third First Second ThirdFacility Terminals Small Computer Group (5 colleges)
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Instructional and Research Use
!),11-1C
Administrative Use
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