Transcript Upgrading Student Affairs: A Technological Boost Proposal for syllabus brought to you by: Emily Allen, Lorraine Stubbs, Janeen Wilder, and Brandy Wilson The State University of.

Upgrading Student
Affairs: A
Technological Boost
Proposal for syllabus brought to you by:
Emily Allen, Lorraine Stubbs, Janeen Wilder,
and Brandy Wilson
The State University of New York at Buffalo
Justification for the Course
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“With all of the talk in years past about high tech and high touch
student affairs has maintained the high touch but has resisted the
high tech.” (Barratt, 2000)
86% of college students have been online (Only 59% of the
general population has.) and 79% of these college students say
that “Internet use has had a positive impact on their college
academic experience.” (Jones, 2002)
The future of Student Affairs rests in the advances of technology
and the development of the Internet, through which e-mail,
instant messenger and chat-rooms are the chosen methods of
communication for today and tomorrow’s college students. We, as
current and future student affairs professionals, must learn the
most effective and desired way to reach our students.
Course Syllabus
Week 1: American College Student and Technology
Week 2: History of Technology
Week 3: Using the Internet for Research
Week 4: Applying Microsoft Office
Week 5: Applying HTML and Powerpoint
Week 6: Theories: Legal and Ethical Issues
Week 7: Communication Theory
Week 8: Using Technology for Marketing Purposes
Week 9: Student Affairs Theories
Week 10: University of Phoenix/Distance Education
Week 11: Wireless Technology in the classroom
Week 12: Proper online and e-mail etiquette
Week 13: Video Conference Presentation
Week 14: Video Conference Presentation
Assignments
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Each student will complete a take home midterm
(essay format). The midterm will cover the various
theories and applications discussed in class and is
worth 30% of the total grade.
This course will culminate a group project that will be
presented during the last two weeks of class. There
are two sections of the group project:
 1. Proposal- 30% of grade
2. Presentation of Proposal- 40% of grade.
Note: Everyone in the group will receive the same grade.
Description of Group Project
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Assignment: How can technology benefit a specific
Student Affairs department (i.e. Multicultural Affairs,
Greek Affairs, Student Activities)? Propose how
technology can improve the efficiency of a
department and develop a program to be
implemented within the next year.
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Groups will present their proposal over a video
conference to the other nine universities offering this
course.
Groups will also submit their proposal using the
various applications (PowerPoint, HTML, etc.) on a
website for all classes to view.
Objectives/Goals of
Course
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To gain an understanding of the impact of technology
in the field of Student Affairs.
To provide information to help Student Affairs
practitioners overcome anxieties surrounding new
technology.
To educate students about the basic technological
necessities within the work environment.
To teach students how to use technology to increase
efficiency and create innovation within the workplace.
For students to become familiar with ethical and legal
issues surrounding technology and education.
Week 1- American College
Student & Technology
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Topics Covered:
 How are current American College Students groups (Transfer,
Traditional, Non-traditional, Commuter, Minority) different?
 How much of a student’s college career is based on technology?
 How does technology affects American College students?
Desired Learning Outcomes:
 Different groups of students , none of whom have the same needs
and issues, have different technology needs and has differing access
to technology. (I.e. Non-traditional students may not own a computer
and/or may not be as familiar with how to navigate the Internet.)
 The computer, through the Internet and e-mail, have become the
communication and operating method of choice for students.
 Students should understand why Internet research, word processing,
Power Point presentations and e-mail communication have become
vital, among other things, to achieving academic success in college.
Week 1- American College
Student & Technology
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Outside Research & Justification:
“Using technology to more efficiently do the same things is a
hallmark of adaptation to change.” (Barratt, 2000)
Students should be well educated on the diverse groups
they are working and learning with within the college or
university setting, and how their needs may differ.
Students should learn how to effectively and efficiently
utilize technological and electronic resources provided by
their college or university and the Internet to excel in their
academic journey.
Week 2- History of Technology
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Topics Covered:
 What is the historical significance behind the development of
PCs, laptops and PDAs?
 How did the World Wide Web and the Internet develop?
 What issues have arisen because of the vast expansion of
access to the Internet and World Wide Web?
Desired Learning Outcomes:
 The history and understanding of why the continued
advancement of personal computers and laptops is important.
 How and why the Internet and World Wide Web were developed
and how they affect Student Affairs, positively and negatively.
 With the development of the Internet and the World Wide Web
ethical, confidentiality, copyright and plagiarism issues have
come to light even more frequently then in the past.
Week 2- History of Technology
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Outside Research & Justification:
 “The use of the Internet and the World Wide Web (WWW) in
education is now an established fact. There is little disagreement that
they can provide a wealth of educational assets. The key for educators
is to understand how to successfully integrate technology into the
learning process.” (Codde)
 As current and future Student Affairs professionals we are also
educators who need to take on the responsibility of educating today’s
college students on the proper, efficient and effect use of the World
Wide Web.
 Knowing about the evolution of technology can give students an
understanding of what is happening in the field and will help give them
a better understanding of future technological advances.
 While computers and the Internet have provided the collegiate
community with a world of knowledge, issues have also developed
because of this technology. It is important for students to understand
the legal, ethical and societal issues that they will face.
Week 3:Using the
Internet For Research
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Topics Covered:
How can students find what they are looking for on the
internet?
How has the Internet affected higher education?
How can students identify credible websites?
Desired Learning Outcomes:
Learn how to effectively search the internet
Able to implement affective search tools for successful
research on the internet
Understand the importance of the internet to higher
education
Week 3: Using the
Internet for Research
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Outside Research and Justification:
“Today's college students have computers and Internet
connections that give them access to literally millions of
research resources around the world, but few schools offer
specific courses on the best way to navigate around the Net.
“ (Grotta, 1995)
Students in Higher Education constantly use the internet for
research. The problem is that students have a hard time
finding exactly what they are looking for.
Week 4 – Learning Microsoft
Office (Excluding PowerPoint)
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Topics Covered:
 Why is it important to learn Microsoft Office?
 How do I use Microsoft Office to assist me in
programming and events?
 How can Microsoft Office enhance my work
environment?
Desired Learning Outcomes:
 Demonstrate an ability to use technology in a Student
Affairs/university setting.
 Learn how to use Microsoft Office to best enhance the
department or office.
Week 4 – Learning Microsoft
Office (Excluding PowerPoint)
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Outside Research and Justification:
“Technology has forever changed the way we approach our
work. Instead of developing brochures and mailers to
promote upcoming programs to students, we can develop
a website or send a mass email message” (Matmiller,
2003).
Education and training can help alleviate fear of new
technology, promoting its use and benefits.
Week 5 – HTML and
PowerPoint
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Topics Covered:
Why is it important to learn HTML and PowerPoint?
How can HTML and PowerPoint enhance the work
environment?
How can HTML and PowerPoint be used to interact with
students?
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Desired Learning Outcomes:
Demonstrate a basic ability to use HTML and PowerPoint.
Learn how HTML can benefit an office.
Learn how PowerPoint can benefit a program or workshop.
Week 5 – HTML and
PowerPoint
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Outside Research and Justification:
“Increased reliance on technology in students' out-of-class
experiences” (Upcraft & Terenzini, 1998) is a current trend
within Student Affairs.
The majority of students use the Internet; it is a simple way
to reach out and interact with the campus population.
Education of these technologies may allow practitioners to
overcome apprehension to change.
Week 6—Legal/Ethical Issues
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Topics covered:
What legal and ethical issues surrounding technology do
students need to be aware of?
What are intellectual property rights and how do they affect
student affairs professionals?
What resources are available to assist student affairs
professionals in determining the answers to ethical and legal
questions?
Desired Learning Outcomes:
Have students recognize where ethical and legal issues
related to technology may arise.
Give students the tools they need to make wise and effective
ethical decisions.
Make students aware that issues may not always black and
white; help them to see that a large gray area exists.
Week 6—Legal/Ethical Issues
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Outside Research and Justification:
“Property is a question of control, access, and ownership.
What many commentators remind us is that the evolution
of the net and the digital media have opened up, once
again, a question we can never quite seem to settle: the
balance between the amount of ‘control’ we will accept and
the amount of ‘freedom’ we can afford” (Strate, Jacobson,
and Gibson, 2003, p. 75-76).
The Internet has opened up many new legal and ethical
issues that are important to understand.
Students must first be aware of how to examine a legal or
ethical question before they can be expected, as future
professionals, to correctly and effectively handle a situation.
Week 7—Communication
Theory
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Topics covered:
How are communication theory and technology connected?
What models of communication theory can be applied to
communication over the Internet?
How can these theories be applied in the work setting?
Desired Learning Outcome:
Have the students recognize that all types of
communication, even email, can have an impact on them
and on others.
Help the students to understand that there are many
theories that exist beyond the realm of student affairs, but
that can be useful in the field.
Allow students to see the differences between
communicating in person and communicating in cyberspace.
Week 7—Communication
Theory
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Outside Research and Justification:
“The technologies of telecommunication and computermediated communication are meant to function as
substitutes and extensions of the primary mode,
providing new way of dissemination information, sharing
meaning, and congregating and communing (Strate,
Jacobson, and Gibson, 2003, p. 139).
Communication theory can help give students a “map” so
that they can better make sense of what cyberspace
communication means.
Communication over the Internet and through email is
different than over the phone and in person and students
need to be aware of how this difference affects them as
professionals.
Week 8 – Using Technology for
Marketing Purposes
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Topics Covered:
What are the important general marketing terms and
vocabulary students should know?
How can students use technology to enhance the
marketability of a program or office?
Why is it important to understand technology in relation to
marketing?
Desired Learning Outcomes:
Understand the necessity of technology in marketing.
Gain familiarity using technology to communicate programs
and services to the campus community.
Understand how various technological devices can enhance
the marketability of a program or service offered.
Week 8 – Using Technology for
Marketing Purposes
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Outside Research and Justification:
“Marketing expertise helps a firm make better marketing
decisions that can improve the performance…of the firm”
(Pasa & Shugan, 1996).
Using technology enables an office to have access to more
students (through the Internet and email).
Understanding marketing concepts, such as target market,
can help an office to focus their resources on a specific
student population, saving time and money.
Week 9- Student Affairs
Theories
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Topics Covered:
 How does Perry’s theory help with choices?
 How does Tinto’s theory and Schlossberg’s theory effect Student Affairs
and technology?
 How can someone use technology to help them in their developmental
growth?
Desired Learning Outcomes:
 Students are able to understand how Perry’s theory affects them in
dealing with the Internet and the ethical dilemmas that may be
associated with the Internet.
 Students can understand what Tinto’s Interactionalist Theory and
Schlossberg’s theory of Mattering versus Marginality is, and how these
theories may positively or negatively effect college students.
 The internet is a place where people can find online chat rooms,
articles, websites, books and support groups to help them understand
who they are and/or why they have made the decisions they have
made.
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Week 9- Student Affairs
Theories
Outside Research & Justification
 “Mattering facilitates persistence in college, because when students feel
that someone in the institution cares about them, takes an interest in
them, and pays attention to their experience, they feel they matter. As a
result, student feel connected and that they belong.” (Braxton, 2003)
 Students, for example, who are taking courses through distance
education communicate mostly through email. Sometimes they do not
feel connected to the university. In order to retain these students they
have to feel like they have a connection to the university and matter to
the school, instead of feeling marginalized. In order to reach students,
Student Affairs professionals need to communicate with them through
their desired method; email.
 According to Tinto, student departure is a negative result of the
student’s interaction with the college or university. In order to avoid
departure; colleges, universities and Student Affairs offices need to
integrate their services and coordinate outreach through the Internet.
 In order for students to understand Student Affairs and technology’s role
in Student Affairs, student must first learn and understand important
theories.
Week 10—Distance Education
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Topics Covered:
 What is distance education and how will it affect the current
university structure?
 What is the University of Phoenix and why is it significant?
 Why is the study of distance education important to student
affairs?
Desired Learning Outcomes:
 Help students to understand the pros and cons of distance
education.
 Have students realize that distance education can occur in many
forms.
 Allow students to see the possible implications of the exponential
growth of distance education and the University of Phoenix.
Week 10—Distance Education
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Outside Research and Justification:
Many people with full time jobs or families are also being
drawn to distance education (Carriulo, 2002).
The University of Phoenix has over 130,000 current
students, so distance education must be in demand.
Distance education is spreading and every college or
university may be directly affected by it in the near future.
In student affairs, professionals have to serve all students,
including those who may not be on campus. It is important
to recognize this and to be able to adjust student services
accordingly.
Week 11: Wireless Technology
in the Classroom
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Topics Covered:
What significance has wireless technology had on higher
education?
How has wireless technology affected students?
Where will wireless technology take the future of higher
education?
Desired Learning Outcomes:
Understand the impact wireless technology has had and will
continue to have on education.
Learn how wireless technology can help the student with
organization and communication skills.
Week 11: Wireless Technology
in the Classroom
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Outside Research and Justification:
“One important pedagogical aspect about handheld
computers is that they extend the learning environment
beyond the classroom. They are portable, support the
paperless classroom and provide methods of
communication” (Juniu, 2003).
Work does not occur just in the office anymore. It can take
place on and off campus. Students and co-workers want
instantaneous results and students need to be ready for
that.
Week 12:Proper Online and
Email Etiquette
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Topics Covered:
Why is it important to have ‘netiquette’?
How can verbage affect the outcome of an email or
presentation?
What are the most effective ways to communicate correctly
through web interaction?
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Desired Learning Outcome:
Have the students understand the importance of online
etiquette.
Allow the students to realize the negative and positive
results of communication through the web
Expose the students to a variety of situations where word
usage can be misunderstood
Week 12: Proper Online and
Email Etiquette
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Outside Research and Justification:
“Recent technological developments make it necessary to
reassess the basic rules of business etiquette for e-mail”
(Moody, 1997).
In Student Affairs it is often important to keep ‘students first’
and to treat them the way they want to be treated. Most
current undergrads are e-mail savvy and many prefer this
method of communication. Practitioners need to be able to
effectively and professionally communicate via e-mail and
other web sources.
“The advent of communications technologies has given rise
to situations where rudeness could be unintentionally
shown” (Marx, 1994).
Weeks 13 and 14: Video
Conferences
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Topics Covered:
Why is video conference so important?
How can I give an affective presentation over a video
conference?
Desired Learning Outcome:
Students gain hands on experience with the technology they
will be using, thus further reducing anxiety about using
technology in the work place.
Students interact with students from various schools to help
them gain a new perspective on how others use technology
and to network with future
fellow colleagues.
Weeks 13 and 14:Video
Conferences
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Outside Research and Justification:
 "Just as organizations face great financial demand in
keeping pace with technology innovation, individuals also
stand at the edge of risk every time they need to master
new technologies. Against this backdrop of urgency,
necessity, and demand, how we provide technology training
can determine individuals' success in many facets of their
lives." (Kin, 2003)
Video conference will play an important rule in distance
education and also students will have the opportunity to
have a more global education with the use of video
conferencing.
Assessment
Assessment of the Students
 Pretests and posttests as well as self-predictions will be
used (Astin, 1993)
“A critical ingredient in…assessment…is to measure
the change in characteristics of students over time”
(Astin, 1993, 18).
Assessment of the Course
The
course will be offered every fall for a three year trial
period.
After
this three year period, a survey of the students who
took the class the first year will be conducted.
Longitudinal
data is important so periodic reviews will
be conducted (Astin, 1993, p. 3).
Thank You!
References
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Astin, A.W. (1993). What matters in college? Four critical years revisited. San
Francisco,
CA: Jossey-Bass.
Barratt, W. (2000, Spring). Technology and student affairs: An unlikely pair.
Student Affairs On-line, 1(1). Retrieved from
http://studentaffairs.com/ejournal/Spring_2000/article4.html
Braxton, J. M. (2003). Student success. In Komives, S. R. & Woodard, D. B. Student
services: A handbook for the profession. San Francisco: Jossey-Bass
Carriuolo, N. (2002). The Nontraditional Undergraduate and Distance Learning.
Change,
34(6), 56-61.
Codde, J. (n.d.) Using the world wide web in a community college classroom: A web
exploration assignment. Retrieved February 10, 2004, from
http://horizon.unc.edu/projects/monograph/CD/Social_Sciences/Codde.asp
Evans, N. J., Forney, D. S., & Guido-DiBinto, F. (1998). Student development in
college: Theory, research and practice. San Francisco: Jossey-Bass.
Jones, S. (2002, September 15). The internet goes to college: How students are
living in the future with today’s technology. Retrieved from
http://www.pewinternet.org/reports/pdfs/PIP_College_Report.pdf
References
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Juniu, Susana.(Oct.2003). Implementing wireless technology in the classroom:theiPAQ project:
a pilot project conducted at Montclair State University demonstrates how wireless technology
has taken higher education beyond the classroom. College Planning and Management, v6
i10,38(2). Retrieved February 11, 2004, from Infotrac OneFile database.
- Kin, K. (2003). Learning the new technologies:
Strategies for success. New Directions for Adult and Continuing Education,
98, 49-57.
Matmiller, M., (2003). Making the Case for Information Systems Development in Student
Affairs. Student Affairs Online, 4, available online at www.studentaffairs.com.
Marx, Gary.(Jan.1994). Taming Rude Technologies. Technology Review, v97 n1,66-67.
Retrieved February 8,2004, from Infotrac OneFile database.
Moody, Glenn.(June 1997) A new guide to netiquette for e-mail users. Computer Weekly, 66-67.
Retrieved February 8,2004, from InfoTrac OneFile database.
Pada, M. & Shugan, S.M., (1996). The value of marketing expertise. Management
Science, 42, 370-388.
Strate, L., Jacobson, R.L., Gibson, S. (2003). Communication and cyberspace: Social
interaction in an electronic environment, second edition. Cresskill, NJ: Hampton Press,
Inc.
Upcraft, M. L., & Terenzini, P. T. (1998). Looking beyond the horizon: Trends shaping
student affairs: Technology. ACPA Senior Scholars Conference Presentation.
Available online at: http://www.acpa.nche.edu/seniorscholars/trends/trends5.htm