Debra Thomas Burhans is a lecturer in the Department of Computer Science and Engineering in the College of Arts and Sciences. She has studied the effects of computer ownership on students' academic performance.

Can anyone get by today without computer literacy?
From menu-based phone systems to ATM machines, microwaves, cars and library card catalogs, computers have become an integral part of our society. Computer literacy is the basic understanding of what a computer is and how it works, as well as knowing about useful computer tools, such as word processors and email. While some people can get by without being computer literate, most of us need to be computer literate for our jobs or educational pursuits.

You've conducted a study of whether college students who own computers perform any differently in school than those who don't. What's the verdict? Do computers make for better students?
We were specifically interested in whether student performance in CSE 101, a computer-literacy course, was related to computer ownership. Our study showed no correlation between computer ownership and success in the course. Some computer-owning students have almost no idea how to use their computers, while others who do not own computers have considerable knowledge.

Do students use computers differently from their parents or professors? Do they use them more for academics or amusement?
The students I know spend much more time using computers for email, playing games and surfing the Internet than do their parents. However, in general, they tend to spend more time on amusing activities than do their parents. Whether a student uses computers more for amusement or academics is a matter of a number of different sociological and psychological factors, including gender.

How is widespread student ownership of computers changing teaching?
There is pressure to use computer technology in teaching in order to keep pace with the use of computers in society in general. Students who own computers are more likely to expect their courses to include computer-based components. When good software is available to complement a course, students can benefit tremendously. However, truly innovative instructional technologies are few and far between. Maintaining a Web site that contains basic course information can be very time consuming for a professor while providing little benefit to students other than convenience. There is a critical need for determining effective ways of using computer technology in education.

In what subjects or skill areas are computers most useful as teaching tools?
Although this question is currently a subject of study and debate by experts, it is clear that many skills can be effectively taught using computers-for example, flight simulators provide excellent instruction for pilots. In general, where ideas can be conveyed visually, a computer is an ideal teaching tool. At UB, there are many examples of effective computer teaching tools, including an electronic chemistry course, the evolutionary biology course Web site, software for teaching mathematics students and computer-literacy tutorials.

What's the most important thing for the university to keep in mind as we implement Access99?
Students who have computers will expect the university to provide more computational resources, including places to quickly access email on campus, courses with online components, etc. This technology is expensive.

Tell me something about yourself that most people at UB don't know, but should.
Look for my first CD in a few years. I'll be on the cover with my electric guitar.

What question do you wish I had asked, and how would you have answered it?
When does it make sense to use computers for a particular task? Sometimes computers are used for tasks that could be easily accomplished without them. Furthermore, in some cases the cost of using computer technology may far outweigh the benefits, especially when resources are limited. It is important to ask this question whenever we need to decide whether or not to use a computer to accomplish a task.