Centering Ourselves in the Future

Building a Course on

Technology and Student Affairs

Amy Karaban

Kimberli Keller

April Kooiman

Benjamin Kulp

Eastern Michigan University

Why We Need This Course

• Importance of technological skills in the information ageThose who realign their practices most effectively to Information Age standards will reap substantial benefits. Those who do not will be replaced or diminished by more nimble competitors.”

Dolence & Norris, 1996

• Trends of increasing use of technology on campusUpcraft, Terenzini, & Kruger, 1999

• Rising student expectations with regards to technologyJones, 2002

• Lack of recognition and/or response to student expectations and values on the part of schools and teachers

Levin & Arafeh, 2002

Why We Need This Course

• Value and importance of student learning and development in student affairs work

“Student affairs professionals must seize the present moment by affirming

student learning and personal as the primary goals of undergraduate education.”

ACPA Student Learning Imperative

• General Student affairs/Technology personality incompatibility“Student affairs and technology may be best thought of as oil and water.”

Barratt, 2000

• Collaboration required by technological advances in postsecondary institutions and emphasized in student affairs literature

Ernst & Segall, 1995; ACPA Student Learning Imperative; Kuh, 1996

Why We Need This Course

• Lack of discussion and research on technology’s impact on student learning and development within student affairs field

“In Technology, we found…no evidence of student affairs professionals engaging in institutional or transinstitutional discussions related to the implementation of distance learning and its impact on issues of holistic student learning and development.”

Love & Yousey, 2001

• Important roles for student learning and development advocates in technology-related discussions and decisions

McLoughlin, 1999; Love & Yousey, 2001

Why We Need (Cont.)

“To date, there has been little discussion, and even less research on the impact of technology on student learning and development, and on the implications for student affairs. We need both, and soon, if we are to remain relevant to students’ education. We must ensure that we are partners with other administrators and faculty in developing policies which define the role of technology in higher education. If we fail to do so, others will define our role, or leave us out altogether. Neither of those alternatives will benefit students.

Upcraft, Terenzini, &Kruger, 1999

Looking Beyond the Horizon:

Trends Shaping Student Affairs

Intended Learning Outcomes

By the end of the course, students will show:

• An understanding of the impact of technology on higher education and student affairs practices.

• An increased competence in the efficient utilization of technology for the enhancement of communication in student affairs areas.

Intended Learning Outcomes (Cont.)

• An understanding of both the advantages and disadvantages of modern and developing technologies in student affairs, including their effects on marginalized populations.

• A mastery of key competencies and technological skills that are necessary for everyday student affairs practices.

• The ability to recognize critical legal and ethical issues affecting the implementation and use of technology in student affairs practices.

Intended Learning Outcomes (Cont.)

• The ability to integrate technology into applicable pedagogical practices.

• Sufficient knowledge of technological terminology to allow for participation in department, university, and interuniversity discussions on technology.

• An understanding of the importance of advocacy by student affairs professionals in matters dealing with technology.

Overview of Course

• Base Theory, Skills, and Information– Intro to Technological Concepts/Why it is Important for Student Affairs Professionals to Study Technology

– Technology and Student Learning/Development

– Introduction to Web Design

– Social/Historical Issues in Technology

– Legal/Ethical Issues in Technology

• Practical Use of Technology in Student Affairs Practice– Increasing Access Through Technology

– Using Technology To Increase Student Engagement

– Student Services and Beyond

– Further Developing Web Pages

– Technology as Tools in Student Affairs Research and Pedagogical Practices

Overview (Cont.)

• Practical Uses (Cont.)– Student Services and Beyond

– Further Developing Web Pages

– Technology as Tools in Student Affairs Research and Pedagogical Practices

• Advocating for Students in Discussions on Technology– Creating Seamless Learning Environments through Collaboration

– Advocating for Students/Access and Equity

Course Assignments

• Website Analysis – Due Week 4

• www.ilstu.edu www.umd.umich.edu• www.d.umn.edu www.keuka.edu• www.berkeley.edu www.uiuc.edu

Browse each site and select one from each list to analyze. To begin this project, look at the student handbook for each university as it is represented online. Compare and contrast the two university websites answering the following questions in a three to four page essay:

• How does the site add value to the university?• What services are available to students, prospective students, faculty and staff?• How does the site change the work of the student affairs professionals at the university?

Course Assignments (Cont.)

• Legal or Ethical Issue Overview Paper – Due Week 6Students will research an ethical or legal issue affecting technology and student affairs. Present an in-depth overview of the topic, highlighting the major issues and concerns and provide a critical analysis of the implications for higher education. The paper should be five to six pages in length and will include relevant supporting data from credible sources.

• Program Enhancement Project – Due Week 8Find an existing program or service on campus and identify areas that could be benefited by an increase in technology. Write a seven to ten page paper outlining the original program, the technology that could enhance it, and any positive or negative outcomes associated with the implementation of the program. Include any relevant student development theory in your justification for the changes.

Course Assignments (Cont.)

• Reflective Journaling – Kept All Semester, Paper Due Week 12Each week, students will be presented with a quote relevant to the current class topic. Students will be asked to spend the first five to ten minutes preparing a personal response to the quote. Students are expected to keep their responses in a journal, which is brought to class each week. During the twelfth week after completing the assigned reading, students will compose a one-page thematic analysis detailing their own mental models regarding technology and how they might promote or hinder necessary collaborative discussions on technology.

• Website Design Project – Final – Due Week 14Each student will be assigned to a three or four person group for this project. Groups will be intentionally designed to balance previous technological experience. Each group will be responsible for designing a website that features information about a group disadvantaged by the advanced use of technology. Each group will present their website in a fifteen to twenty minute presentation. Additionally, each student will turn in a two to three page paper reflecting on the group assignment.

Introduction--Foundations (Wk. 1)

• Introduction to Course/Go Over Syllabus

• Introduction of Participants

• In-Class Readings and Discussion of Why it is Important for Student Affairs Professionals to Study Technology

– American College Personnel Association (ACPA). (1994). The student learning imperative: Implications for Student Affairs. Washington, DC: Author.

– Upcraft, M.L., Terenzini, P.T., &Kruger, K. (1999). Looking beyond the horizon: Trends shaping student affairs—Technology. In C. Johnson and H. Cheatham (Eds.), Higher education trends for the next century: A research agenda for student success (pp. 30-35). Washington, DC: American College Personnel Association.

Foundations (Wk. 1 Cont.)

– Komives, S. R., Petersen, R. J. Values and principles guiding technology decision making for the future. (1997, Summer). New Directions for Student Services, 78, 83-95.

– Ausiello, K., Wells, B. (1997, Summer). New Directions for Student Services, 78, 71-81.

• Detailed survey of proficiency/comfort with technology– Will be used to determine which skills (MS Excel, Using Video Technology, File

Storage, etc.) need to be covered in class. These activities will be used as enrichment throughout the semester as the survey indicates necessary.

– Also will be used to create higher/lower comfort pairings/groups for projects dealing with technology

• Introduction to Computer Terminology– Online In-Class: www.dave-cushman.net/computing/tutorialindex.html

Technology and Student Learning and Development (Wk. 2)

• Assigned Readings– Gustafson, K. (2003). The impact of technologies on learning. Planning for higher

education, 32, 37-43.

– Kuh, G.D., Hu, S. (2001). The relationships between computer and information technology use, selected learning and personal development outcomes, and other college experiences. Journal of College Student Development, 42(3), 217-232.

– Treuer, P., Belote, L. (1997). Current and emerging applications of technology to promote student involvement and learning. New Directions for Student Services, 78, 17-30.

– Small packet containing review of selected student development theories

Technology and Student Learning and Development (Wk. 2)

• Topics to be covered:– Review of student development theories, particularly

involvement theory (Astin)– Relationships between use of IT and personal

development– Effective uses of technology for increasing student

learning and development– Challenges to student learning and development

presented by increasing technology use

Introduction to Web Design (Wk. 3)

• Visiting expert will introduce students to beginning concepts of web design and the programs used for the creation of web content

Social/Historical (Wk. 4)

• Assigned Readings– AL-Bataineh, A. & Brooks, L. (2003). Challenges, advantages,

and disadvantages of instructional technology in the community college classroom. Community College Journal of Research and Practice, v27, 473-484.

– Green, K.C. (1999). When wishes come true: colleges and the convergence of access, lifelong learning, and technology. Change, v31 n2, 10-15.

– Ntiri, D.W. (2001). Access to higher education for nontraditional students and minorities in a technology-focused society. Urban Education, v36 n1, 129-144.

Social/Historical (Cont.)

• Topics to be covered– Brief history of technology-from the early computer to

the Internet– Introduction of technology use in higher education– Impact of technology on disadvantaged populations– Overcoming social barriers

• Due: Website Analysis Paper

Legal/Ethical Weeks 4 & 5

• Assigned Readings-Bashram, M. (2003). Technology, the law, and higher education policy: visions for community college administrators. Community College Journal, v73 n6, 44-47.-Peace, A.G. & Hartzel K.S.(2002). Ethical concerns raised by the use of the internet in academia. Journal of Information Ethics, v11 n2, 17-32.-Plowman, T.S. (2000). Academic integrity and informational technology. Tech Trends, v44 n1, 24-30.-Schaefer, R.M. (2002). Technology—safety and security. New Directions for Student Services, 99, 77-86.-Weinberg, J. (1998). Technology, free expression, and the law. Update on Law-Related Education, v22-2, 4-7.

Legal/Ethical (Cont.)

• Topics to be covered:– Freedom of speech, content regulation, and censorship– Intellectual property and ownership– Copyright Infringement– Plagiarism and academic integrity– Safety and security, confidentiality, FERPA– Access, budgetary concerns– Misinformation/inaccuracies– Email in the workplace

Increasing Access Through Technology (Wk. 6)

• Assigned Readings:– Hirt, B., Murray, B. & Murray, J.H. (2000). Technology and

Diversity: An Impending Collision on the Information Superhighway. NASPA Journal, v. 36, 1-17.

– Hosler, D. (1999). Using the Internet in College Admission. Journal of College Admission, v.62, 12-19.

– Racial Differences in Information Technology Use in College. (2003). College Student Journal, 37 no2, 235-41.

– Scagnoli, N. (2001). Student Orientations for Online Programs. Journal of Research on Technology in Education, 34 no1, 19-27.

Increasing Access Through Technology ( Wk. 6 Cont.)

• Topic to be covered:– Use of technology in programs and services dedicated

to pre-college activities, such as recruitment and orientation.

• Due: Ethical/Legal Issue Overview Paper

Using Technology to Increase Student Engagement (Wk. 7)

• Assigned Readings:– Moneta, L. (1997). The Integration of Technology

with the Management of Student Services. New Direction of Student Services, v78, 5-16.

– Seabreeze, J. (1997). Student Affairs World Wide Web Sites. New Directions for Student Services, Summ ’97, 97-103.

– Poindexter, S. (2003). The Case for Holistic Learning. Change, Ja/F, 25-30.

Using Technology to Increase Student Engagement (Wk. 7 Cont.)

• Topic to be covered:– The use of technology in everyday campus

activities– How technology has positively and negatively

impacted on campus programming in areas such as student activities, counseling centers, and housing.

Student Services and Beyond (Wk. 8)

• Assigned Readings:– Ausiello, K., Wells, B. (1997). Information Technology and Student

Affairs: Planning for the Twenty-First Century. New Directions for Student Services, v78, 71-81.

– DeAlva, J. (1999/2000). Remaking the Academy in the Age of Information. Issues in Science and Technology, v16, 52-58.

– Lajoie, S. (2002). Plotting Online Gift Strategies. Currents, v28 n4, 16-21.

– Ofiesh, N. (2002). Service Delivery for Post Secondary Students With Disabilities: A Survey of Assistive Technology Use Across Disabilities. College Student Journal, v36 no1, 94-108.

– Sueltz, Patricia. (1999). Java Solutions Expand Student Services at the University Level. T.H.E. Journal, 26 no10, My 1999.

Student Service and Beyond (Wk. 8 Cont.)

• Topics to be covered:– Current technologies employed in various

student affairs departments including fundraising, alumni relations, access services, and more.

• Due: Program Enhancement Project

Web Design—Pt. 2 (Wk. 9)

• Friendly neighborhood web design expert visits the class for a second time to further instruct students on web design elements and creation

Project Week (Wk. 10)

• Class will meet in the lab as usual but will engage in a 30 minute moderated online discussion of issues related to technology and student affairs. This will be followed by critical reflection on the positive and negative aspects of online communication.

• The remaining two hours of class will be open for students to work on their final group projects. Assistance will be made available.

Technology in Research and Pedagogical Practices (Wk. 11)

• Assigned Readings– Chickering, A., Ehrmann, S.C. (1996, October). Implementing the seven

principles: Technology as lever. AAHE Bulletin, 3-6.

– Kretovics, M. (2003, Fall). The role of Student Affairs in distance education: Cyber-services or virtual communities. Online Journal of Distance Learning Administration, 6(3). Retrieved February 12, 2004, from http://www.westga.edu/~distance/ojdla/fall63/kretovics63.html

– Williams, E.A., Anderson, C.M. (1999). Applications of technology to assist student affairs researchers. New Directions for Student Services, 85, 61-71.

Technology in Research and Pedagogical Practices (Cont.)

• Topics to be covered:– Importance of student affairs research– Technologies used for gathering, analyzing,

and dissemination of information– Good practices for distance learning and

building virtual communities– The role of student affairs in distance learning

and building virtual communities

Creating Seamless Learning Environments through Collaboration (Wk. 12)

• Assigned Reading:– Kuh, G.D. (1996). Guiding principles for creating seamless learning environments

for undergraduates. Journal of College Student Development, 37(2), 135-148.

• Topics to be covered:– Conditions that foster student learning and personal development

– Seamless Learning Environments

– Mental Models and the Learning Organization

– Collaboration and Cross-Functional Dialogue

• Due: 1-2 page paper using journal entries to reflect upon personal mental models

Advocating for Students (Wk. 13)

• Topics to be covered:– Advocating for student learning and development

– Advocating for students who may be disadvantaged in use of technology

• Group Presentations on Specific Student Populations (3-4)

Wrap-Up (Wk. 14)

• Future Challenges and Potential Issues

• Remaining Presentations (3-4)

• Evaluation of Course

References Outside of Assigned Readings

• Barratt, W. (2000). Technology and student affairs: an unlikely pair. Student Affairs On-Line, 1(1). Retrieved from the World Wide Web: www.studentaffairs.com/ejournal/Spring_2000/article4.html.

• Dolence, M. G., & Norris, D. M. (1995). Transforming higher education: a vision for learning in the 21st century. Ann Arbor, MI: Society for College and University Planning.

• Hughey, A. Technology in student affairs (CNS 576) Spring Semester 2004. Retrieved from the World Wide Web: http://edtech.tph.wku.edu/~counsel/awh576.htm.

• Jones, S. (2002). The internet goes to college, how students are living in the future with today’s technology. Pew Internet & American Life Project, September 15. Retrieved February 15, 2004 from the World Wide Web: www.pewinternet.org/reports/toc.asp?Report=71.

References (Cont.)

• Levin, D. & Arafeh, S. (2002). The digital disconnect: the widening gap between internet-savvy students and their schools. Pew Internet & American Life Project, August 14. Retrieved February 15, 2004 from the World Wide Web: www.pewinternet.org/reports/toc.asp?Report=67.

• Love, P. & Yousey, K. (2001). Gaps in the conversation: missing ideas in the discourse of the student affairs field. Journal of College Student Development, 45(5).

• McLoughlin, C. (1999). Culturally responsive technologies use: developing an on-line community of learners. British Journal of Educational Technology, 30, 231-243.

Thank you!