Classroom usage, among known faculty users, of computers was studied in three land grant universities to determine the level at which computers have been integrated into the instructional process. Among the 302 faculty surveyed across six collegiate categories, at best only one of four actually integrates computing into the classroom experience. One in three uses computers for laboratory teaching. The majority assign students to use computing outside of the classroom. Availability of resources is seen as the greatest barrier, but training and incentives also deter computer use in the classroom. Somewhat surprising is the finding that these users of computing are not totally convinced that classroom use of computers is worthwhile.

Evaluating theDespite restricted budgets, most colleges and universities continue to experience a rise in demand for computing resources for instructional purposes.The cost of such service and its educational importance are becoming matters of critical concern both on and off campus. Although periodic efforts have been made to survey colleges and universities about expenditures and hardware resources, no serious effort to establish a normative standard has taken place since the initial effort of the President's Science Advisory Board in 1967. No effort at all has been made to establish standards of quality independent of cost. An NSF project began with a survey of representative institutions in an effort to determine what kinds of measures are now in use, as a basis for the design of criteria that would De aceeptaSle and meaningful to a large range of institutions. A second effort was to develop procedures and standards in terms of which these measures can be evaluated. Findingsof the project will be reported in this session. A lively panel discussion will follow the presentation.