Transcript Centering Ourselves in the Future Building a Course on Technology and Student Affairs Amy Karaban Kimberli Keller April Kooiman Benjamin Kulp Eastern Michigan University.

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 age
Those 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 campus
Upcraft, Terenzini, & Kruger, 1999
• Rising student expectations with regards to technology
Jones, 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
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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
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www.ilstu.edu
www.d.umn.edu
www.berkeley.edu
www.umd.umich.edu
www.keuka.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:
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•
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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 6
Students 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 8
Find 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 12
Each 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 14
Each 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, 1732.
-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:
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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, 1621.
– 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:
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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!