Technology in Higher Education

Heather Allebach, Andrea Krukowski, Tricia Pearl O’Connor,

and Elizabeth (Annie) Russell

Technology in Higher Education: Course Rationale

• Students entering colleges and universities today have grown up with many aspects of technology. These students have become familiar with computer applications, email, and the Internet, as well as other forms of technology such as television and the media. These forms of technology have helped to shape the students we wish to reach and educate. In order to fully understand the students we will be working with, we must educate ourselves about the various aspects of technology.

Course Rationale Continued

• Additionally, our positions as student affairs practitioners are being shaped by the level of expertise we have with technology. In order to effectively complete our job requirements, we must become proficient at handling the various aspects of technology, which includes but is not limited to: the Internet, computer applications, database systems, and communications. We must also become aware of the effect technology has on the laws and regulations we must abide by to keep our students and their privacy safe.

Course Rationale Continued

• Despite these ever-evolving advances in technology, student affairs practitioners must remember that their jobs as educators are not obsolete. Komives and Peterson (1997) state that student affairs practitioners must become futurists. “As futurists, student affairs practitioners can be campus guides and pathfinders for those who are fearful of, overwhelmed by, or even overly enamored with technological innovation” (p. 83). We must be prepared to educate and serve our students on the topic of technology because it is becoming an inevitable aspect of our daily lives.

Course Rationale Continued• A course focusing on Technology in Higher

Education is vital in any student personnel graduate program. Without this important information, future student affairs practitioners will not be adequately prepared to serve and educate their students. Norris and Dolence (1996) state that, “in order to provide effective leadership, the senior staff members must model the need to continually learn about new innovations...” (as cited in Ausiello and Wells, 1997, ¶ 23). This is true not only of senior staff members, but all professionals within student affairs. This course will provide students with the information necessary in effectively beginning and continuing their careers in student affairs.

Course Rationale Continued• References

• Ausiello, K., and Wells, B. (1997). Information technology and student affairs: Planning

for the twenty-first century. New Directions for Student Services, 78, 71-81.

• Komives, S.R., Peterson, R.J. (1997). Values and principles guiding technology decision

making for the future. New Directions for Student Services, 78, 83-95.

Technology in Higher Education Syllabus

• Course Overview• Technology is an important facet in nearly

every occupation today. In the field of Higher Education, technology is constantly changing. Current professionals are at times finding it difficult to keep up with the dynamic aspects of technology. Future student affairs professionals need to be cognizant of technology in their field, how it affects their careers, and more importantly, how technology is affecting their students.

Syllabus Continued• Course Objectives• Upon completion of this course, students will

have: – Expanded their knowledge on today’s incoming

students, and how technology and technological communication is affecting them

– Been introduced to the various technological facets currently affecting student affairs, including basic computer applications, the Internet, computer databases, and online surveys

– Considered the lawful ramifications in regards to student privacy and technology via FERPA and other laws protecting students

Syllabus Continued

• Course Objectives Continued:– Engaged in thoughtful dialogue concerning

technological expectations of students and students who may fall short of those expectations

– Applied their new-found knowledge to the future of student affairs and technology

Syllabus Continued

• Course Requirements• Class Participation• Class attendance is very important in this course.

The dialogue and in-class discussions are an integral part of this course, and students are expected to come to class with the assignments read and prepared to openly discuss. Students may have one excused absence throughout the course, provided that the student has contacted the professor ahead of time.

Syllabus Continued• Personal Reflection Paper• Personal reflection is important in any student

affairs course. In order to understand incoming students, one must be prepared to reflect and understand one’s own experiences. Therefore, it is required that students write a concise 8-10 page paper regarding their own experiences with technology as an undergraduate. The personal reflection must address these key questions:– How do you define technology? – When were you first introduced to technology? – What influence has technology had on your life? – What fears do you have regarding technology?

Syllabus Continued• Portfolio• Students will be learning various computer

applications throughout this course. A portfolio containing the student’s work is required by the end of this course. This portfolio not only will determine the student’s growth but will provide the student with the beginnings of a portfolio that can be used when applying for positions after graduate school. The portfolio must contain:

• Exercises from basic computer applications • Printout of the website they create (3 pages) • Tables they create in NCES, PAS, and DAS • A 3-4 page synthesis paper regarding what they

have learned and how it applies to student affairs

Syllabus Continued• Group Project• Groups will be determined by the instructor. Each

group must choose a topic in regards to technology and Higher Education and present their findings to the class. In essence, they will be teaching the class. The topic must be chosen by Week 8 and must be approved by the instructor on that date. Additionally, groups must arrange a meeting with the instructor to discuss progress by Week 11. Groups must include a Powerpoint presentation when teaching the class, as well as some other handout to be provided to the class. Presentations will be approximately 40 minutes long for each group.

Syllabus Continued

• Grading System– Class Participation 15%– Personal Reflection Paper 20%– Portfolio 35%– Group Project 30%

• Readings• Many articles will be provided by the instructor,

but the following text is required for the course:• Office XP Simplified (manual) by Ruth Maran of

Maran Graphics Inc. (Review of this text prior to class will be required.)

Syllabus ContinuedSession Topic Reading Assignments Due

Week 1 Why this course is important

Week 2 Today’s students and what they know

Articles on Millennials, incoming students, Jones article

Technology PR Paper

Week 3 Media types and their effects on students

Wood, Chapter 11, Gerbner article

Week 4 Computer jargon and using basic computer applications

Maran, Boulais & Sturgis article

Week 5 Online Websites and Resources for Student Affairs Practitioners

Visit and become familiar with websites

Week 6 FERPA agreements and databases

O’Donnell article, look over FERPA website

Week 7 Technology and the Law Goodrich, Olsen, McCollum, & Schaefer articles

Syllabus ContinuedWeek 8 Communication via Technology Identify group

presentation topic

Week 9 Technology and the classroom Research different ways in which professors bring technology in the classroom and be prepared to talk about their experiences

Week 10 Institutions and the Internet: Everything’s on the Web!

Visit other institutions’ websites and see what information is online

All groups should have meetings arranged for week 11

Week 11 Class Cancelled: All groups should have met with professor to discuss presentation.

All groups meet with professor to discuss presentation

Week 12 What if students didn’t grow up around computers?

Resmer, Oblinger & Mingle article

Week 13 Presentations Presentations due

Week 14 The future of Technology and Student Affairs

Kretovics articles Final Portfolios due

Lesson 1: Why This Course Is Important

• Lesson Rationale• Students may feel that this course does not apply

to them because they are not going into a technological field or that they know enough about technology to be successful at their careers. However, technology is rapidly changing and the information a person knows now may become obsolete. Additionally, today’s students are very computer savvy and may be deemed technologically dependent.

Lesson 1 Continued• Lesson Rationale Continued:• It is important that student affairs professionals

keep up with technology in order to remain useful in their positions and understand their students.

• Lesson Outcomes• By the end of this lesson, students will have an

understanding of course expectations, goals and outcomes. They will also have a better understanding as to why this course is important to their future careers in higher education and how technology is affecting student affairs.

Lesson 1 Continued

• Lesson Content• Materials: None• Introductions• Group discussion of how technology affects

student affairs-what do you think student affairs professionals need to know in the area of technology? (Segue into course requirements)

• Explanation of syllabus, course requirements, etc.

Lesson 1 Continued

• Instructor-led discussion on Ausiello and Wells article– Student affairs staff as architects– Student affairs staff as facilitators of change– Student affairs staff as educations and learners– Student affairs staff as policymakers

• This article was written in 1997-does it still apply? (Answer: yes!) How does it apply?

Lesson 2: Today’s Students and What they Know

• Lesson Rationale• This discussion based lesson focuses on today’s

college students, what they are like, what they know and do not know, as well as what effects growing up with technology, specifically computers, has had on the students. Because most college students have grown up with computers in their homes, and are not familiar with life before computers, this lesson is necessary in order to understand student knowledge and mindsets. This lesson covers both non-technology and technology based knowledge.

Lesson 2 Continued

• Lesson Outcomes• By the end of this lesson students will have an

understanding of what the current population of undergraduate students know, and are like, and what impact having a computer throughout their lives has had on them. Students will also have an understanding of why it is important for student affairs professionals to know what students know, and what students are like.

Lesson 2 Continued• Lesson Content• Materials:

– O’Reilly, B. (2000). Millennial article. Fortune, Found February 15 2004 at http://www.youthintelligence.com/company/yiarticle_print.asp?yiArticleId=20

– Sax, L.J. (2003). Our incoming students: What are theylike?. About Campus, 8(3), (15-20).

– Jones, S. (2002). Internet goes to college. Retrieved February 13, 2004, from www.pewinternet.org/

– The Beloit College Mindset list, found at http://www.beloit.edu/~pubaff/releases/2003/03mindsetlist.html

Lesson 2 Continued• College students today are much different than

they were only a few years ago because their experiences growing up are much different than those who were born before them.– Using the Millennial article, Sax article, and Beloit

College Mindset List, discuss what the characteristics of incoming students are. Focus on their personalities, their stress levels, and attitude towards jobs as well as family and friends. Knowing what incoming students are like is important when trying to find common ground with them, and trying to understand how best to reach them.

– Discuss with the class what they see to be different between themselves and the current undergraduate students, and why they believe these differences to exist, and how it could affect their communication with the students.

Lesson 2 Continued• College students today have grown up in an

entirely different environment than past college students and most were fortunate enough to have a computer in their home from the time they were in kindergarten. – Use the Jones article to discuss current students’

relationship with technology and how the availability of technology has affected undergraduate students’ lives. Review the statistics found in the summary of findings in the Jones article and discuss whether or not the class agrees with the statistics based on what they have observed in college students. Pay particular attention to the statistics on when students began using computers, how many use the computer to search for information, and how use of the internet has affected college social life. Discuss how internet use has affected communication between students and what impact that could have on future generations.

Lesson 2 Continued

• Open dialogue about why it is important for student affairs professionals to understand how current students were raised, how they use technology, and some of the challenges current professionals may face when trying to understand current students. It is important to mention that many current student affairs professionals did not grow up with computers, and because of this, many of them do not like to communicate via computer. This can pose a communication challenge between students and professionals.

Lesson 2 Continued

• Also important to discuss in the open dialogue is how to come to a common ground when communicating with students, especially since the experiences of both student and professional are different, and may be difficult to understand.

Lesson 3: Media Types and Their Effects on Students

• Lesson Rationale• This lesson focuses on the different types of media

that currently exist in society and how those media affect students. Because most incoming and current students have grown up with a variety of media at their fingertips, this lesson is necessary in order to understand student culture and perceptions. The lesson covers television and film, primarily, with some attention called to radio and the vast availability of information.

Lesson 3 Continued

• Lesson Outcomes• By the end of this lesson, students will be able to

identify various media and the contexts of those media. Students will also be able to discuss how media affects our current students, as well as the role that media continues to play in our students lives. Finally, students will be able to understand the role that a student affairs practitioner plays in educating students, given the effects of media.

Lesson 3 Continued• Lesson Content• Materials:

– Wood, J.T. (2000). Communication Theories in Action. Chapter 11. Belmont, CA: Wadsworth/Thompson Learning.

• Types of media that affect our students are television, film, radio, newspaper, magazines, and the Internet.

• Television is a medium that students are often very familiar with. Students’ perceptions of the world are affected by television and the images that they view on television.

Lesson 3 Continued

• Explanation of Cultivation Theory by George Gerbner. Students view images on television and base their assumptions about and expectations of the world on those images.

• Similarly, students’ perceptions are also greatly affected by popular media through film.

• Discussion of representations of different cultural groups and norms in film, with particular emphasis on the representation of college students and the college environment.

Lesson 3 Continued

• Show clips from Animal House and Road Trip.• Radio, newspaper, magazines, and the enormous

availability of information in general also play a role in our students’ lives. Students have not grown up in a world without these media, as students once had. Additionally, because information is so readily available, students’ ability to learn at a different level and in different contexts is an important notion to recognize.

• Reference to Technological Determinism theory.

Lesson 3 Continued

• Open dialogue about how these representations in the media affect the development of our students and change their perceptions of life as they enter college. We have to be aware that the affects of media on students’ lives changes the students’ perceptions of world issues, multiculturalism and diversity, gender norms and behaviors, and methods for learning. We also have to be cognizant of the expectations of students concerning media, especially when it comes to programming for student populations.

Lesson 4: Basic Applications of Technology

Lesson Rationale• This class will provide a basic overview of all

Office XP programs (Word, PowerPoint, Excel, Access). Students will be given the opportunity to gain hands on experience using these programs, performing tasks from each program. Computer jargon will also be defined. By defining computer terms, students will better understand the language involved in the use of technology and it will help the students to better communicate when using technology.

Lesson 4 Continued

Lesson Outcomes • By the end of this lesson, students will have used

each of the Office XP programs and learned how they can be implemented in their everyday work as each exercise and description of the specific computer program will be tied to a specific use within one’s work of student affairs. Students will better understand the language of technology and will be able to use it in their conversations when describing technology.

Lesson 4 Continued

• Lesson Content• Materials:

– Maran, R. (2001). Office XP simplified. New York City: Hungry Minds.

– Computers in the computer lab will be used for the entire class period.

Lesson 4 Continued

• For an Access exercise, the instructor will give students an Access database that has been completed prior. They will then proceed through a number of exercises, demonstrating the different functions of Access. Excel will be similar to the exercises listed in the above description of Access.

• Debriefing will then take place, answering any questions the students may have and possibly repeat exercises for those students that need the practice.

Lesson 5: Online Websites and Resources for Student Affairs

PractitionersLesson Rationale• In order to become familiar with trends in

institutions and the contexts of them, student affairs practitioners must also be knowledgeable concerning online resources that may aid them in their field. In an effort to use resources that already exist rather than duplicate resources, a session concerning online databases and websites is a necessity.

Lesson 5 Continued

• Lesson Outcomes

• By the end of this lesson, students will be able to identify a variety of resources that provide information that is valuable for student affairs practitioners. Students will also be able to use these resources to their advantage. Students will be able to develop tables of data for analysis, as well.

Lesson 5 Continued

• Lesson Content• Materials: Prior to class, students will have visited

the websites listed below and browsed through them at leisure.

• NCES – www.nces.ed.gov • PAS – http://nces.ed.gov/ipedspas/firstTime.asp • DAS – http://nces.ed.gov/dasol/ • ACPA – www.myacpa.org • NASPA – www.naspa.org

Lesson 5 Continued• Have students visit the following websites:

National Center for Education Statistics (NCES), Peer Analysis System (PAS), Data Analysis System (DAS), American College Personnel Association (ACPA), and National Association of Student Personnel Administrators (NASPA).

• *On the NCES website, take students through the various components of NCES and discuss the various data that the organization arranges. Finally, have students look at data from various resources and discuss how its content could be useful in the student affairs profession.

Lesson 5 Continued

• Have students run through how to find information on PAS and DAS. Take students through the procedure for developing tables with DAS.

• Explain the importance of national organizations and how to join.

• On the ACPA and NASPA websites, have students browse through their purposes and various components, as well as how to become a member.

Lesson 6: Databases and FERPA Agreements

• Lesson Rationale: • Student affairs practitioners must be aware of the

individual student rights to privacy. This becomes more complicated with the implication of online and computer database systems. Moreover, practitioners must be able to maneuver skillfully through the institution’s own system in order to properly assist students. This lesson is necessary to understand the various laws and agreements that practitioners must abide by, and to become cognizant of the ways in which this area is constantly evolving.

Lesson 6 Continued

• Lesson Outcomes• By the end of this lesson, students will have a

basic understanding of the Family Educational Rights and Privacy Act (FERPA), and be able to apply this information to their particular college or university. Students will also be able to look beyond FERPA and speculate what may come next with educational technology constantly changing.

Lesson 6 Continued

• Lesson Content• Materials: • FERPA website: http://www.ed.gov/policy/gen/

guid/fpco/ferpa/index.html• O’Donnell, M. L. (2003). FERPA: Only a piece of

the privacy puzzle. Journal of College and University Law, 29(3), 679-717.

Lesson 6 Continued

• Discussion of the basics of FERPA-the law itself.• Who does FERPA affect? (i.e. what places on

campus would need to be aware of this?)• Discussion of current database system at the

university-bring in speaker from registrar or comparable department that is an “expert” on the particular system. He or she should address these questions (apx. 30 min.):– how does it work?– who gets to see it?– who gets to change things on the system?

Lesson 6 Continued

• O’Donnell article-“only a piece of the privacy puzzle”-what does she mean by this?– Gonzaga University V. Doe Supreme Court

case-summarize and discuss the implications. Does FERPA limit schools too much?

– Where do we go from here? What does the article say about technological databases and a change in FERPA?

Lesson 7: Technology and the Law

• Lesson Rationale• This lesson focuses on the different ways in which

students have been known to use technology, specifically the internet, illegally, and the effect this has on them, as well as the institutions. Because many students do not understand the implications of downloading songs illegally, hacking into others computers, and spreading internet viruses can have, this lesson is a necessary component to inform student affairs professionals of these laws and ways in which they can inform their students about these laws.

Lesson 7 Continued

• Lesson Rationale Continued:• Also important is teaching students affairs

professionals how they can protect themselves and their students from hackers and internet viruses, and understanding how universities are already trying to protect those who use their internet services.

Lesson 7 Continued• Lesson Outcomes• By the end of this lesson, students will be able to

identify various ways in which current college students may be at risk for breaking the law while using the internet. Students will also understand the legal issues that are facing many universities with the growth of the internet, and have knowledge of some legal cases that have been brought against students for using the internet illegally. Students will also have an understanding of what the Patriot Act is, and why it is important to both themselves, and undergraduate students. Finally, students will know what measures universities are taking to protect themselves and students from lawsuits, and how all these legal issues affect student affairs professionals.

Lesson 7 Continued

• Lesson Content• Materials:

– Goodrich, M. (2003, August). The $97 billion student file sharing suit settled: The beat goes on. E-lumnus Online Magazine. Retrieved February 13, 2004, from http://www.admin.mtu.edu/alumni/alumnusmag/03aug/fileshare.html.

– McCollum, K. (1999). On line, ways to misbehave can outpace college rules. Chronicle of Higher Education, 46(4), 35-37.

– Olsen, F. (2000). Identifying the key weaknesses in network security at colleges. Chronicle of Higher Education, 46(45), 39-41.

– Schaefer, R.M. (2002). Technology—safety and security. New Directions for Student Services, 99, 77-86.

Lesson 7 Continued• College students today are in danger of using the

internet illegally in a number of ways, including downloading songs from file-sharing websites such as Napster and Kazaa, hacking into other’s computers, and spreading viruses along the web.

• File sharing is the most common illegal internet activity in which college students partake.– Explanation of file-sharing, including the fact

that it is not just sharing songs that is illegal, but also movies, and explain the fact that several teenagers and college students have been prosecuted for illegally downloading and sharing music. Discuss the Goodrich article here.

Lesson 7 Continued• Explain the difference between hackers and

crackers using the Schaefer article, and discuss what can happen when someone’s computer is attacked, and their information discovered. – Students often come to school using a computer

they have had at home, which has never been connected to a network, so they do not understand the dangers they face if they have important personal information on their computers. Discuss identity theft, and how devastating it can be. Also note that hacking is against the law in any form, even if the hacker is not trying to steal a person’s identity.

Lesson 7 Continued• Similarly, viruses can traumatize students.

– Viruses can be spread very easily on the internet, especially through email and communication tools such as Instant Messenger. Much like with hackers, students often do not realize the extent to which their computers are vulnerable, and will open emails and downloads from anyone, even if they do not know the person. Reference the Schaefer article to talk about how devastating a virus can be to a student, as well as a university system. Much like hacking, anyone caught creating a virus and sending it, or trying to target specific computers to send viruses to has the chance of being prosecuted.

Lesson 7 Continued

• Higher Education institutions are taking steps to insure their protection from lawsuits as well as themselves and students from hackers and viruses.– Explanation of firewalls, and virus scanners. Some

universities are requiring students to have virus scanners, and installing firewalls. Reference the McCollum article to discuss ways that universities are controlling email, and that they are turning in students to federal prosecutors who use university computers in order to distribute illegal songs. Have an open dialogue about how the students think this affects current undergraduate students today, and if students are aware of whether or not their university has such a policy.

Lesson 7 Continued

• The recently passed Patriot Act has a lot of legal implications that many people, let alone students, do not know about. – Explanation of the Patriot Act, focusing on the fact that

it permits the interception of any form of electronic communication if the investigators have reason to believe someone is involved in terrorism, computer fraud, and computer abuse. Open dialogue about the Patriot Act and the implications it has on students, focusing on the fact that computer abuse entails file-sharing, and that this means nothing students do on the internet is private, even though many of them think it is.

Lesson 7 Continued

• It is important that student affairs professionals understand the legal implications of using the internet, and what can happen if students at their higher education institutions use the internet illegally. Student affairs professionals need to be aware of university policies regarding file-sharing and using email, and of measures taken to protect students from receiving viruses such as requiring virus scanners in all computers connected to the university network.

Lesson 7 Continued

• Open dialogue about all topics discussed in lesson, but focusing on why it is important for student affairs professionals to understand the legal implications, and why it might be a challenge for some current student affairs professionals to understand the legal implications. Also, focus feelings about the Patriot Act, and what challenges they might face as student affairs professionals addressing the legal implications with students they come in contact with through their jobs.

Lesson 8: Communication Via Technology

• Lesson Rationale• Technology allows student affairs practitioners to

communicate with students in a variety of ways that have not always been available. Additionally, students are communicating with each other via technology in ways that are changing student culture and life. This session is necessary in order for student affairs practitioners to be knowledgeable concerning students’ use of technology for communication.

Lesson 8 Continued

• Lesson Rationale Continued:

• Also, student affairs practitioners need to be aware of how to use technology in order to effectively and appropriately communicate with student populations in today’s society.

Lesson 8 Continued

• Lesson Outcomes• By the end of this lesson, students will be able to

identify the various ways we can use technology to communicate with students, as well as the ways that students use technology to communicate with each other. Students will also be able to discuss the positive and negative effects of technological communication on the student population. Finally, students will be able to discuss how communication via technology is changing the students and their language.

Lesson 8 Continued

• Lesson Content• Materials: None• Begin discussion of how we currently

communicate with students through different offices in an institution of higher education. The list should include, but not be limited to: admissions, financial aid, registrar, business, housing, etc. More offices are now using the internet and websites to communicate with students.

Lesson 8 Continued

• Continue discussion by talking about the positive and negative effects of communicating with students via technology. We are lessening personal interaction with students, but are maximizing our potential to reach a larger audience. How does this play out in our daily lives in the profession?

Lesson 8 Continued

• Have a conversation about how students use technology to communicate with each other. Instant messenger, cell phones, email, etc. should all be included in this. How is this changing the interactions that students have with each other? How does this affect interpersonal communication and communication skills and strategies? How is language changing as a result of instant messenger (e.g. LOL, BRB, TTYL, etc.)?

Lesson 8 Continued

• Finally, let’s brainstorm how we can communicate through technology effectively with students versus when to communicate outside of technological realms. For example, a simple question to a student could be done through email, but a serious conversation concerning a student’s behavior should be done in person.

Lesson 9: Technology and the Classroom

• Lesson Rationale• This lesson focuses on the different types of

technology that can be included in college classrooms. Because many universities are using the internet for both distance education and to enhance the classroom experience, this lesson is necessary in order to understand the full scope of how students are being taught. This lesson covers television, film and computers, with some attention paid to tape and compact disc players. This lesson is meant to show how technology can enhance the learning experience, and how it is used in classrooms therefore, it is important to have examples in class (such as a PowerPoint presentation that outlines what is being discussed).

Lesson 9 Continued

• Lesson Outcomes• By the end of this lesson, students will be able to

identify the different types of technology used in today’s classrooms, and the advantages and disadvantages to using each type of technology. Students will also have an understanding of distance education, and how technology is used to enhance student learning outside the classroom.

Lesson 9 Continued

• Lesson Content• Materials:

– LCD Projector– Tape/compact disc player– Internet connection– Television– VCR or DVD player– Radio

Lesson 9 Continued

• Types of technology used in classrooms today include televisions, radios/tape players, and computers.

• Television offers professors many different opportunities in which to educate their classes.– Explanation of the different ways in which television

can be used to educate students, including its use to show videos of people giving speeches, and clips from movies and television shows to enhance lessons. Televisions are becoming staples in classrooms at many universities around the country.

Lesson 9 Continued

• Similarly, radios and tape players offer professors an opportunity to bring in outside materials in which to play to the class to enhance their lessons. – Radios and tape players are not normally found in

classrooms, but many professors choose to bring them in to lessons to play tapes of people speaking, or to play music that they can relate to the information being covered in class.

Lesson 9 Continued

• Computers offer the most opportunity to enhance classroom lessons.– Like radios and tape players, computers are not yet

found in every classroom, although there are some universities that have computer classrooms. Teachers are able to enhance the classroom experience by using PowerPoint (which is often displayed on a screen from an LCD projector) to compliment their lectures. Some professors put the main portions of the lecture on the PowerPoint slides so the students can follow along, and ask students who are giving presentations to include PowerPoint slides. Other professors use internet connections to show students websites that have useful information for the course on them.

Lesson 9 Continued• Professors also use technology in order to

continue the lessons taught inside the classroom, outside the classroom.– Professors often assign homework that needs to be

done using the television or computer, which include watching movies, television shows or documentaries that the teacher feels are important for students to know. Some universities have television stations that broadcast supplementary materials. Computer uses include assigning computer quizzes to be taken in computer labs, or online quizzes found on textbook websites. Many professors also require readings that can only be found on the internet. Discuss with students the positives and negatives of having so many outside requirements.

Lesson 9 Continued

– Computer uses include assigning computer quizzes to be taken in computer labs, or online quizzes found on textbook websites. Many professors also require readings that can only be found on the internet. Discuss with students the positives and negatives of having so many outside requirements. Make sure students mention the fact that some college students may not have computers or internet access, and are therefore, inconvenienced because they cannot do the assignments from the comfort of their own home like their classmates.

Lesson 9 Continued• Explanation of online tools used by professors.

– Familiarize students with online web tools professors such as Blackboard and WebCT, and what uses such tools have. Be sure to mention the features offered by these tools, such as class chat capabilities, class message boards, and the ability to post readings.

• Explanation of distance learning. Many universities are also moving towards distance learning education because some students would rather work from their home than drive to campus.– Discussion of the impact of distance learning. Discuss how many

of the distance learning course take place, and where they take place, such as Blackboard and WebCT. Discuss the positives and negatives of distance learning, and ways that the negatives can be overcome. Be sure to discuss the lack of challenge by other students when taking an online course, as well as the lack of involvement in the university community when students do not have to be on campus to take classes.

Lesson 9 Continued • Explanation of distance learning. Many

universities are also moving towards distance learning education because some students would rather work from their home than drive to campus.– Discussion of the impact of distance learning. Discuss

how many of the distance learning course take place, and where they take place, such as Blackboard and WebCT. Discuss the positives and negatives of distance learning, and ways that the negatives can be overcome. Be sure to discuss the lack of challenge by other students when taking an online course, as well as the lack of involvement in the university community when students do not have to be on campus to take classes.

Lesson 9 Continued

• Open dialogue about how the ways in which classrooms are moving towards using technology can be positive or negative for students, and why it is important for student affairs professionals to know and understand the ways in which students are taught. Be sure to mention that knowing the ways in which students are taught can help with creating programs for students, and also understanding why some students struggle in specific classes.

Lesson 10: Institutions and the Internet: Everything’s on the Web!

• Lesson Rationale• Society’s increasing use of the internet, combined

with the disappearance of the use of hard copy methods of paperwork have created a dynamic in which students must be technologically capable. Given these expectations of students, student affairs practitioners must also be technologically capable in a variety of ways.

Lesson 10 Continued

• Lesson Rationale Continued:

• Higher education institutions are using the internet in order to provide many student services, including registration, admission, and financial aid. This requires students and professionals alike to become very familiar with these applications.

Lesson 10 Continued

• Lesson Outcomes• By the end of this lesson, students will be able to

identify the various areas that affect how students interact with higher education institutions. Students will also be familiar with the programs that offices use for various applications, such as registering for classes online. Finally, students will be able to identify how these methods affect students and their interactions with student affairs practitioners.

Lesson 10 Continued

• Lesson Content• Materials: Prior to class, students will have visited

their institutions’ websites to determine how many functions students are required to perform online.

• Have a discussion concerning the online functions that students must be familiar with in order to perform a variety of tasks. This should include, but not be limited to Admissions, Financial Aid (at the school, state, and federal level), Registration, Grades, and Graduation Procedures.

Lesson 10 Continued

• After identifying the offices that are using online systems for student use, discuss how students use those systems. For example, many students must look for open classes online and then register for classes online, as well. How does this affect our students? What happens when a hard copy form is no longer available?

Lesson 10 Continued

• Have a discussion concerning how students’ use of online forms and procedures affects the work of student affairs professionals. Are we aware of all of the online tasks that students must perform? Do we know how to perform those tasks?

• Take students in the class through examples of online tasks that students must perform and how they are operated. Answer questions and hand out examples of tasks from different institutions.

Lesson 11: Group Meetings

• There will be no formal class meeting this week. Instead, groups will meet with the professor for an hour outside of class to discuss their presentations.

Lesson 12: Access to Technology

Lesson Rationale• This lesson addresses the realization that not all

students may have access to technology. Additionally, it is common for many, who have not been previously exposed to technology on a daily basis, to be fearful of using this tool of technology in his/her everyday work. Recognizing these barrier will allow to the class to better understand the challenges that are them when implementing technology into their work.

Lesson 12 ContinuedLesson Outcomes• By the end of this lesson, students will recognize

the barriers involved when accessing technology. Students will brainstorm different preventions of technology use and how to overcome them. After recognizing the access issues, students will learn how to overcome the fear involved when using technology or being forced into using it. Finally students will learn ways to minimize fears of technology use.

Lesson 12 Continued

• Learning Content• Materials:

– Resmer, M., Oblinger, D., Mingle, J.R. (1995 November). Computers for All Students: A Strategy for Universal Access to Information Resources. Retrieved February 13, 2004, from http://www.educause.edu/ir/library/html/nli0008.html

– Tech Republic. (2001, September 20). Help employees overcome fear of technology through tech fairs. Retrieved February 13, 2004 from http://techrepublic.com.com/5102-6297-5035269.html

Lesson 12 Continued

Lesson Content• A discussion will be had about the readings and

students will brainstorm ideas for increasing access for students (both traditional and non).

• A “mini” tech-fair will be had in the computer lab for the last two hours of class to replicate the ideas discussed in the Tech Republic article.– each computer will represent a different task (i.e.- CD

burning, digital picture downloads, building websites, using a scanner

Lesson 12 Continued

• Tech Fair:– each computer will represent a different task

(i.e.- CD burning, digital picture downloads, building websites, using a scanner

– this activity will last for the last two hours of class so that they are able to experience the process for themselves.

Lesson 13: Group Presentations

• Groups will present on their topics during class this lesson

Lesson 14: The Future of Technology and Student Affairs

Lesson Rationale• This lesson will focus on technology and it’s

impact on the field of student affairs in the future. What will be required of practitioners? Will there still be a need for these positions? These difficult questions will be discussed. Student will brainstorm creative ways that the role of student affairs is still necessary to serve the students, even after technology has attempted to replace our role.

Lesson 14 Continued

Lesson Objectives• To determine ways that the field of Student

Affairs is changing and to make students and practitioners aware of the ways they need to educate themselves in order to remain current in the field.

• To make the students recognize what is needed to be marketable when job searching positions in student affairs.

Lesson 14 Continued

• Lesson Content• Materials:

– Kretovics, M.A. (). The role of student affairs in distance education: Cyber-services or virtual communities. Retrieved February 13, 2004, from http://westga.edu/~distance/ojdla/fall63/kretovics63.html 

– Kretovics, M.A. (2002). Entry-level competencies: What student affairs administrators consider when screening candidates. Journal of College Student Development, 43, 912-920.

Lesson 14 Continued

• This class will focus on the discussion of the Kretovics articles.

• The first hour of the class will focus on the role of Student Affairs in Distance Education. – Students will be asked to brainstorm

ways that student affairs can be integrated into distance education curriculums.

Lesson 14 Continued

• The second half of the class will discuss what employers are looking for in their employees in regards to technology

• Students will be asked to bring their resumes to class to address better wording, and “showcasing” of their skills.

Adaptability Issues? How will this work at ALL Institutions?

• Schools with Quarter Systems:

Combine Lessons 1&2, 12 & 9, 4 & 14• Classroom Considerations:

– If a class was unable to be had in a computer lab the students would be assigned tasks outside of the class to complete either at a public library or computer lab elsewhere on campus. This would give them the hands on experience to fully benefit from this course.

Adaptability Continued

• These are all things to consider when applying this at a variety of institutions. The rest of our curriculum would be applicable at all institutions; however, the faculty would have the authority to combine other lessons and make changes to enhance the curriculum as they see fit.