I suggest that you make SHAQ itself an optional, but highly recommended activity OR that you make SHAQ a part of a larger "demonstrate basic computer skills" assignment. I suggest that you identify students who are knowledgeable users and assign them in groups of 2-4 students. Have them to go in a small group to a computer lab and have the students demonstrate basic computer competencies including: finding a CSULB open access computer lab, using a word processor, saving a file to a floppy disk, printing a page, using an Internet browser (Internet Explorer or Netscape), sending email from their CSULB account, and exploring the Internet.

The above competencies are all demonstrated in the following SHAQ assignment:

[Students should have gotten a CSULB email account during SOAR, if not they can get one in minutes.]

1. Bring Student ID with current semester stamp, 2 floppy disks, your name, and your email address.

2. Find CSULB Open Access Computer Lab:

LOCATIONS:

* North Library (lab turn RIGHT as enter) find a Pentium IV computer

* FO5-371 (any computer in room).

* Library Open Access Lab

* After semester starts, College of Business Open Access Lab, find latest computers with Java 1.3 installed.

3. OPEN Internet Browser. Go to and then to the start SHAQ page.

4. Follow the SHAQ Instructions (takes about 1-2 hours to complete entire process).

5. When SHAQ results print out, OPEN A WORD PROCESSOR (such as Wordpad or Word),

6. COPY the results to the word processor (1-Move cursor inside Results window, 2-Select All [contr-A], 3-Copy [contr-C], 4-Move Cursor Word Processor, 5-Paste[contr-V] the results there).

7. SAVE the SHAQ Results to a floppy disk, then repeat to a second backup disk.

8. PRINT part or all of the results (perhaps just select scale results section and print it). WARNING: the results could be 35-50 pages long, and the university charges up to 20 cents/page for printing. Print it out from home or a friend’s computer.

9. Explore the HELP LINKS that SHAQ gives in the main left window beneath the Results Window. Go to at least one or two Internet sites that are recommended for areas the student needs improvement on.

10. Make a list of self-improvement goals for improving personal success and happiness (e.g. during the next year).

I will be able to send instructors a list of all student completing SHAQ. However,  I suggest that you have students do this assignment in small 2-4 person groups that include at least one experienced PC computer user and sign an "honor statement" that they have done this (their email to you?). You could tell them that you will probably have a list of students who have completed SHAQ, but that you still want the honor statement. (Contact me if you want one.)

The advantages are that it prevents problems with too many students using CSULB labs at once, and it makes it easier to print SHAQ results. The disadvantages are that the knowledgeable students can’t help the less fortunate and they don’t locate the CSULB labs.

To reinforce the process and get more follow-up, some instructors may want to do something in class that reinforces the SHAQ experience and helps students set goals for self-improvement that can help them in the academic and life success. Key issues include: What behaviors or skills do they need to change to maximize academic success? What other key life areas do they want/need to improve (self-esteem, emotional control, time-management, self-motivation, interpersonal, etc.)? What feedback did they get from SHAQ about what is needed? Prioritize those areas. In what ways would they like to improve before they graduate and face the work world as a professional? What Internet help links, CSULB classes, student activities, work experiences, or student services can help them achieve their self-improvement goals? Report on one good resource that they try.

I recommend that some of the time (at first) be spent in quiet thought considering these kinds of questions and writing summaries of their thoughts BEFORE any discussion occurs. If you use discussions, keep the groups at about 3-5 max so everyone will participate.

PILOT SEMESTER--PATIENCE PLEASE! Please only do this if you are willing to let students who report problems off the hook grade wise. If they made an honest effort, give them full credit. The problem could have been in the lab or even (God forbid) in SHAQ itself. SHAQ has been run by hundreds of people, with few problems reported, but we are making some new changes, so you never know.