Computing experience and good practices in undergraduate education: Does the degree of campus "wiredness" matter?

Responses to the College Student Experience Questionnaire Fourth Edition (C. Pace and G. Kuh, 1998) from 18,844 students at 71 colleges and universities were analyzed to determine if the presence of computing and information technology influenced the frequency of use of various forms of technology and other educational resources and the exposure to good educational practices. Undergraduates attending "more wired" campuses as determined by the 1998 and 1999 Yahoo Most Wired Campus survey more frequently used computing and information technology and reported higher levels of engagement in good educational practices than their counterparts at less wired institutions. Nontraditional students benefited less than traditional students, but both women and men students benefited considerably from campus wiredness. An appendix contains the survey items that represent good educational practices. (Contains 4 tables and 45 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Computing Experience and Good Practices in Undergraduate Education: Does the Degree of Campus Wiredness Matter? PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY S. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Shouping Hu, Assistant Professor Department of Educational Administration and Supervision College of Education and Human Services Seton Hall University 400 South Orange Avenue U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement South Orange, NJ 07079 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Tel: 973-275-2324 elris document has been reproduced as received from the person or organization Fax: 973-761-7642 originating it. Minor changes have been made to Internet: hushoupi@shu.edu improve reproduction quality. George D. Kuh, Professor Center for Postsecondary Research and Planning School of Education Indiana University 201 N. Rose Avenue Bloomington, IN 47405 Tel: 812-856-8383 Fax: 812-856-8394 Internet: kuh@indiana.edu Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Prepared for presentation at the annual meeting of the American Educational Research Association, Seattle, April 2001 2 BEST COPY AVAILABLE //c

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