Transcript StudentAffairs.com Virtual Case Study Student Affairs and Technology Class Proposal Presented by Dawn Weaver, Celeste Williams & Heather Edwards Mississippi State University.

2004
StudentAffairs.com
Virtual Case Study
Student Affairs and Technology
Class Proposal
Presented by
Dawn Weaver, Celeste Williams & Heather Edwards
Mississippi State University
Change in Education
“In the next 50 years, schools and
universities will change more and more
drastically than they have since they
assumed their present form more than 300
years ago when they organized
themselves around the printed book.”
Peter Drucker
What the Future Holds
•
Web from 377 million users to 1 billion users by 2005
•
Internet traffic doubles every 100 days
•
2 in 5 households to be hi-speed by 2005
•
Over 1.2 Billion Web pages (doubles each year – 38
pages a second)
•
Over 25% of stock trades take place online
•
760 Million messages daily (2x the USPS)
•
24% of US. Organizations use e-learning to train
employees
What the Future Holds cont.
•
Over 70% of adults use a computer
•
91% of adults projected online by 2005
•
Over a third of “wired” adults shop online
•
More than ½ of Americans send an e-mail each day
•
Average E-mail received per year: Grow from
1,800 to 5,600 by 2005
•
Consumer E-Commerce $300 Billion by 2002
•
B-to-B E-Commerce $2.7 Trillion by 2004
The practice of student affairs must
shift from a campus-based model to a
learner-based model, wherever the
learner is.
M. Barr and Mary Desler
Need for a Technology Course

Enhances collaboration between Academic Affairs and Student
Affairs.

Knowledge and understanding of technology provides flexibility for
future change.

Allow graduates to take an active role in technology decision making
with respect to strategic objectives, policy issues, & level of
standards in their respective departments.

Gain exposure to technology terminology and etiquette that will
enhance their level or professionalism.

Expose students to the highest quality learning environment.
Get Ahead




Understanding Technology will keep
practitioners ahead of the game.
Students are moving more towards technology
as time continues.
Finding the balance will keep the new
professional ahead in the changing world as well
as sensitive to the needs for students.
The need to be more knowledgeable of
technological uses and limitations and of
influences on student learning is essential to
fulfill student affairs obligations.
Technological Needs

As information technology becomes more
and more a vital element in people’s daily
lives, prospective students are looking
more closely at the way colleges and
universities provide and support
technology resources for their students.
~EDUCAUSE
Student Affairs Policy and Practice
Legal and ethical ramifications
 Affect of technology on departmental
mission statements
 Adaptive technology
 Future implications of technology in
Student Affairs.

Technology in Student Affairs
Fall 2004 Course Syllabus
Student Affairs and Technology
Mississippi State University
Fall 2004
Course Syllabus
Dawn Weaver and Celeste Williams
With Heather Edwards
540 Allen Hall
Office & Voice Mail 662-555-3712
Cell Phone 662-555-9371
Email: [email protected] or [email protected]
Office Hours: (Contact me via email or phone to schedule a meeting.)
Monday 3:00 p.m. – 4:00 p.m.
Tuesday 9:00 a.m. – 2:00 p.m.
Or By appointment
Catalog Description:
Provide an overview of technology use in Student Affairs in higher education through readings and
practical application.
Course Objectives:
The student will:
1. Use technology tools and information resources to increase productivity, promote creativity,
and facilitate academic learning
2. Use content-specific tools (e.g., software, Web tools) to support learning and research
3. Use technology to locate, evaluate, and collect information from a variety of sources
4. Use technology in the development of strategies for solving problems in the real world
5. Use technology tools and resources for managing and communicating information (e.g.,
finances, schedules, addresses, purchases, correspondence)
6. Use a variety of media and formats, including telecommunications, to collaborate, publish, and
interact with peers, experts, and other audiences
7. Demonstrate an understanding of the legal, ethical, cultural, and societal issues related to
technology
Course Rationale:
To fulfill the need of today’s graduate students in making the connection between technology and
student affairs practices.
Methods of Instruction:
Text, discussions and site visits.
Class Text:
Growing Up Digital: The Rise of the Net Generation
by Don Tapscott
Class Schedule Outline:
Week One: TECHNOLOGY HISTORY, OPERATIONS AND CONCEPTS
Goal: Demonstrate introductory knowledge, skills, and understanding of concepts
related to technology.
Content: Includes an overview of the current and emerging technology in higher
education. A look at the way technology is affecting student services across student
affairs and the way that students utilize technology throughout their education. An
active comparison of practitioner’s abilities and skills to those possessed by the
students who are attending college today and in the future. Look at how departmental
missions need to adapt to the change in technology.
Week Two and Three: PLANNING AND DESIGNING LEARNING ENVIRONMENTS
AND EXPERIENCES
Goals: Design developmentally appropriate learning opportunities that apply
technology-enhanced instructional strategies to support the diverse needs of students.
Identify and locate technology resources and evaluate them for accuracy and
suitability.
Understand strategies to promote student learning in a technology-enhanced
environment.
Use technology to support learner-centered strategies that address the diverse
needs of students.
Manage student-learning activities in a technology-enhanced environment.
Content: Discuss the implications technology based services, including adaptive
technology, has on the needs of students (admissions, career center, student services)
of varied abilities. Discuss resources and approaches available to student affairs
professionals in disseminating information and reaching the student population at large.
Discuss the resistance to technology within student affairs. The second week of this
topic will include site location visits to various on-campus student affairs facilities.
Students will have the opportunity to speak with professionals and observe technology
being utilized within each respective department.
Weeks Four through Eight: PRODUCTIVITY AND PROFESSIONAL PRACTICE
Goals: Use technology resources to engage in ongoing professional development.
Continually evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student learning.
Apply technology to increase productivity.
Use technology to communicate and collaborate with peers, parents, and the
larger community in order to nurture student growth.
Content: Facilitate discussion about technologies that are pertinent to the student
affairs community currently and in the future. Use and evaluate productivity packages.
Facilitate a hands-on experience with applications currently in use by the university.
Weeks Nine and Ten: SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES
Goals: Model and teach legal and ethical practice related to technology use.
Apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
Identify and use technology resources that affirm diversity.
Promote safe and healthy use of technology resources.
Facilitate equitable access to technology resources for all students.
Content: Discuss developments in technology to ensure that the campus and student
affairs are prepared to deal with the consequences of problems that are derived from
misuse of technology. Look at censorship policies, freedom of speech, and other legal
nuances. Introduce the ethical and legal challenges that are faced among faculty, staff
and students with access to the Internet. Discuss the age of cocooning among students
and the rise in misuse of technology that has arisen in society. Topics to include but not
limited to sexual misconduct, sexual harassment, file sharing, and academic dishonesty.
Weeks Eleven and Twelve: ASSESSMENT AND EVALUATION.
Goals: Apply technology in assessing student learning of subject matter using a variety
of assessment techniques.
Use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize student learning.
Apply multiple methods of evaluation to determine students' appropriate use of
technology resources for learning, communication, and productivity.
Content: Discuss the use of technology in student affairs programming. Look at the
evaluation process that student affairs departments at our university use. Formulate
ways to collect and present data in a usable format. Discuss different tools to aid in the
interpretation of findings. Research the feasibility of implementing new technology to
collect data. Facilitate discussion concerning the importance of assessment and
evaluation as it applies to student affairs.
Weeks Thirteen and Fourteen: PRESENTATION OF INDIVIDAUL STUDENT WORK
Goals: For the students to leave with a culmination of technology and student affairs
practices and tools.
To leave the educational program and enter the professional workforce with
tangible skills and materials.
Content: Students will present their digital portfolio to the class. The professor and
classmates will give constructive feedback to each presenter. The portfolio will be a
beneficial tool that the student will take with them into the professional work world.
Student Activities:
Class participation: Participation is important in this course. Each students thoughts and opinions
contribute to the learning experience. Attendance is expected, and you are responsible for everything that is
covered, distributed, or announced during class. Your attendance accounts for 30 percent of your overall
grade.
Technology Critiques: You will be assigned various topics to critique. The critiques will be based on
your evaluation of the use of technology in departments and websites. You will use information
gained in class and outside sources to support your paraprofessional opinion on the quality and
outcomes you observe. The critiques will count as 30 percent of your overall grade.
E-Portfolio Presentation: Throughout the semester you will gain knowledge and skills, which will
enable the construction of E-portfolio. This portfolio will include samples of your proficiency in each of
the areas covered this semester. You may also include material you feel will be beneficial to your
professional job search. The E-portfolio will count as 40 percent of your overall grade.
Grading Scale:
91 – 100
=
A
81 – 90
=
B
71 – 80
=
C
61 – 70
=
D
60 and below
=
F
Academic Integrity:
You will be held accountable to the highest standards for academic integrity and should read and understand
the policy on academic integrity as printed in MSU's Graduate School Bulletin.
Documented Disability
In compliance with the Americans with Disabilities Act (ADA), academic accommodations are made for any
student with a documented disability. Students should register with the Office of Student Support Services. I
would be happy to speak to any student to discuss appropriate accommodations.
Course Topics
August 24
Historical development of technology in general and how this has
impacted the delivery of student services.
August 31
Discuss the use of technology among Student Affairs departments
September 7
On-site visits (Garner Hall, Student Union, and Housing)
September 14
Microsoft Office Package
September 21
Multimedia (AV) Package
September 28
MarcroMedia Package
October 5
Digital Devices
October 12
Web /Email Etiquette and terminology and research
October 19
Legal and Ethical Issues
October 26
Fall Break
November 2
Human and Social Issues
November 9
Assessment/Evaluations
November 16
Assessment/Evaluations
November 23
Thanksgiving Break
November 30
Final Presentation Digital Portfolio
December 7
Final Presentation Digital Portfolio
Course Adaptability
Flexibility and the ability to change how
various aspects of the course are taught
are based on the resources available at
the respective university and within the
Student Affairs departments.
Our View
The Campus is a student affairs
practitioner’s classroom and the Web and
technology is the gateway that gets
students onto our campus.
References
Barr, M., Desler, M & Associates (2000). The handbook of student
affairs administration. Jossey-Bass.
Kendall, J. R. & Moore, C. (Eds.), (2001). Student services for distance
learners: A critical component. NASPA’s Net Results
(http://www.naspa.org/netresults/index.cfm
Komives, S., Woodward, D. & Associates (1996). Student services: A
handbook for the profession. Jossey-Bass.
http://www.educause.edu/consumerguide/
http://www.league.org/league/projects/digital_divide.htm