Transcript High Tech in Higher Ed Syllabus for a course on technology in Student Affairs Submitted by: Ryan Barker, Gina Hurny, Amber Graham.

High Tech in Higher Ed
Syllabus for a course on technology in Student Affairs
Submitted by: Ryan Barker, Gina Hurny, Amber Graham Schult, and John Turbeville
Syracuse University Higher Education Program
Justification for a Course on Technology Issues in
Higher Education
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
John Naisbitt's 1982 bestseller, MegaTrends, introduced the inherent tension
between high touch and high tech. Naisbitt observed, "Whenever new
technology is introduced into society, there must be a counterbalancing
human response that is high touch or the technology is rejected. The more
high tech, the more high touch (the response)," wrote Naisbitt in the first
paragraph of the MegaTrends chapter, "Forced Technology, High Tech/High
Touch."
While teaching and learning have traditionally been grounded in the physical
classroom, technological advancement has the potential to change this. As
Massy and Zemsky (1995) point out, “Information technology will change
teaching and learning profoundly, no matter what the response of traditional
higher education institutions. Just as the development of the printing press
forever changed the teaching enterprise, information technology represents a
fundamental change in the basic technology of teaching and learning” (p.1).
Through both engaging in the current research and participating in an online
teaching platform, students will be able to encounter first hand the changing
trends in both teaching and learning.
Justification, Continued
Justification for a Course on Technology Issues in
Higher Education
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
This course responds to the Consortium of Student Personnel Administration
Program’s identified need for a course in Student Affairs and technology. We
seek to empower students to rethink the impact technology has on higher
education and Student Affairs. Beyond the micro level, institutions of higher
education need to adapt with the evolution of new technology. “Students
without state of the art technology are disadvantaged; institutions without
resources to upgrade cannot compete…information technologies are
dramatically reshaping the way instruction is delivered and business is done
on college and university campuses”(Upcraft and Terenzini. 1999, p.4).
Technology has cemented itself in higher education institutions, and
preparation programs have a responsibility to expose our students to this
aspect of college life.
Justification, Continued
Justification for a Course on Technology Issues in
Higher Education
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
This course will also attempt to consider multiple perspectives on technology.
We have a duty to encourage diverse thought, and realize that not everyone
experiences technology in the same way. “Technology has the potential to
create haves and have-nots, putting women, minorities, and the economically
disadvantaged behind the technology curve. We must ensure that anyone
without the financial means or the computer literacy to access information
technology can fully participate in the information revolution”(Komives and
Peterson. 1997). The definition of diversity and disability shifts within the
context of technology, and administrators must be prepared to deal with this
change.
Applying the
Course
Justification, Continued
Justification for a Course on Technology Issues in
Higher Education
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
This course seeks to address the value in employing a Student Affairs and
technology course, with topics that fall into three categories:
1.)Efficiency: Organization and Administration, and
Technology in Review
2.) Effectiveness: Teaching and Learning, Faculty, Principles
and Practices, Risk Management, Assessment, and Legal Issues
3.) Student Development: Student Culture, Diverse Populations,
Globalization, and the Future Outlook
Some may see no need for a course on student affairs and technology.
We disagree. Student affairs work and technology are not mutually
exclusive. In fact, student learning is heightened by the use of technology
within the context of their academic and co-curricular experience.
Furthermore, saying students will not need a course in Student Affairs
and technology because they have grown up with computers and the
internet is akin to finding Student Affairs preparation programs
unnecessary since our students all attended college. If for no other
reason, technology can increase the flexibility and access for students and
teachers; therefore, it is an important topic to be covered for future
professionals in Student Affairs.
Course Description
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
This course is designed to introduce students to the key developments,
practices, challenges, and benefits of technology use in higher educational
settings. We will look at the history of teaching “technology,” ethical and
legal issues, the impact on student development and culture, the effects on
faculty and libraries, the changing of organizational structures, current best
principles and practices, diverse populations and the “digital divide,” how
technology is fostering globalization, and the future of the university in a
digital age.
Because this is a new course in the program, it is expected to change and
flow with student interests and new developments in the technology field.
To incorporate this, several of the assignments will require students to
sample the research to gain a personal take on technology. Students are
encouraged to bring up articles and issues they find relevant.
In order to gain a hands-on experience with some of the technology out
there, we will be utilizing the Blackboard © system for online journals and
paper submission. This forum can also be used to post questions to the
facilitators and other students in the course.
Learning Outcomes
Justification
Course Description
•
Learning Outcomes
Required Readings
•
Assignments
•
Course Schedule
•
References
Applying the
Course
•
To develop an understanding of the application of current
technologies to higher education, and to recognize the different
impacts this application has across campus.
To become aware of the benefits and challenges of technology for
faculty, students affairs administrators, students, and special
populations.
To examine the legal and ethical discourse surrounding technology
use on campuses.
To identify and develop skills necessary to working in student affairs
by applying them to a final project, including: critical thinking,
program planning, assessment, writing and oral communication, and
the ability to justify decisions based on research and its application.
Allow students to conduct investigations into specific topics of
technology and higher education pertinent to their own backgrounds
and professional development goals.
Learning Outcomes, Continued
Learning Outcomes
Justification
Course Description
•
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Something that is NOT a course objective is that students will
understand and be able to use every technological application
currently available. As computer applications evolve and are replaced
constantly, the purpose of the course is not to learn individual
programs, but instead to learn how they could be used in the
classroom, and understand the use of general types of technology in
higher education. Items like online forums, distance learning methods
and online office hours will be discussed; however, if students want to
learn about a specific application they can research this on their own.
There is the opportunity to apply this to a course assignment at the
end of the semester.
Accommodations
•
In a commitment to serving all students, if you have a disability that
will make it difficult for you to complete coursework on time, of if
you require special accommodations, please let the facilitators know.
Also if you do not have access to computer technology, which is
necessary for some assignments, please bring this up.
Required Readings
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Texts:
Dutton, W.H., & Loader, B.D. (Eds.). (2002). Digital academe: The new
media and institutions of higher education and learning. New York:
Routledge.
Engstrom, C.M., & Kruger, K.W. (1997) Using technology to promote
student learning: Opportunities for today and tomorrow. New Directions
for Student Services Series #78. San Francisco: Jossey Bass.
Also, numerous articles and chapters will be assigned from other texts and
journals. The chapters will be placed in the Library Course Reserv (LCR),
which you can access by going to the library’s webpage. The articles can be
found in the library’s online database.
Assignments
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Participation (10%): While many ascribe to the view that technology will
eventually do away with a traditional classroom, and that interpersonal
communication will disappear, this course does not. Students are
expected to participate in classroom discussions, and also discussions
through the Blackboard online teaching platform. This requirement
will be discussed in the section regarding journals.
Active Reading and Journaling (15%): Students are expected to have
completed the reading for each week by the designated course time. It
is your responsibility to be prepared to engage your fellow students in
discussion, and it is difficult to do this without completing the assigned
readings. In addition, every other week students will be expected to
post an online journal to Blackboard. This should also be completed
by class time. In the week following, students should log on and
comment on two journals of other students. This should not be simple
agreement or disagreement with the topic, but a thoughtful reflection
invoked by the student’s journal entry.
Assignments, Continued
Assignments
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Table Topic Presentation (20%): During the first class you will be
assigned a class period in which to do a short (15 min) presentation. The
presentation will be oral in nature, and does not need to include A/V
technology. The presentation can take two forms:
•Topic presentation: After choosing a topic related to technology and higher
education, read two articles, one from a higher education scholarly source,
and one from a discipline outside of higher education. The presentation to
the class should involved both multiple viewpoints of the topic.
•Technology evaluation: Select and evaluate a current technology application
(such as the Dialogue project, WebCT, etc). This evaluation should include
the “user-friendliness” of design, ease of learning the application, and
comprehensiveness. Brainstorming of other possible uses for the technology
would be appreciated.
•Presentations will be assigned for weeks 4-11. (Not listed in course
schedule)
Assignments, Continued
Assignments
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Midterm Paper (25%): For this paper you will investigate and evaluate a
“high-technology use” university. Integration of class readings is essential to
this evaluation, and you should be prepared to back up statements with
research. Since every campus environment is different, it is important to get
first hand accounts of the day-to-day operations of the university. This
should be done through personal interviews, either in person, over the phone,
online, or through email. If done through email, the interview should
include multiple messages to allow you to develop a comprehensive view of
the work the professional does. Paper length (10-15 pages)
•Things to look at for this assignment include the overall reliance on
technology, services used, impacts on students, ease of integration, structure
of the university, use of technology in teaching and training, assessment,
evaluation and research, and attention to diverse needs of students. (Due
Week 7)
Assignments, Continued
Assignments
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Final Group Presentation (30%): The purpose of this assignment is to
integrate all of the components of this course. It is the year 2020. Your
advisory group (5 members) is charged with creating a student affairs
department within a university. The level of reliance on and inclusion of
technology at the university is to be determined by your group, however, you
are responsible for justifying the decision based on literature. You can
decide anything from a completely virtual digital university to one revolting
against the technological push. There is currently only your advisory board.
Design and sell your concept for the division, with an emphasis on the use of
technologies. Topics to address may include: What will the division look
like? Are people hired to work in offices or are they not physically present
at the university? How does the use of technology facilitate student learning?
How does the use of technology facilitate institutional partnerships and
collaboration? What forms of assessment will you utilize? How will you
address legal/ethical issues? What is unique about your institution/division?
The presentation will be given to the class during the last class period. Use
of multiple technologies such as PowerPoint, WebPages, audio/visual aids,
publications, and any other creative uses is highly encouraged.
Week 1: Why Should We Bother? - Introduction
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
This class will be used to jumpstart student’s awareness of the implications
of technology in their lives as Student Affairs Professionals. The MerriamWebster’s dictionary (2003) definition of technology is “the practical
application of knowledge in a particular area, a manner of accomplishing a
task especially using technical processes, methods, or knowledge.”
However, put in the context of higher education, technology can become
something quite different. In order to frame the rest of the semester, the class
period will be discuss the definition of “technology,” and other important
terms.
Aside from this discussion, the facilitators will discuss the syllabus, course
expectations and how to access required readings.
Applying the
Course
Justification for class: This class will enable facilitators to discuss the syllabus and
course expectations in greater detail, and introduce students to accessing readings
through the Library Course Reserves and databases and the Blackboard teaching
systems.
Next Class
Week 2: How Did We Get Here? – Technology in Review
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Imagine a technology that offers unsurpassed reliability and high-speed
connectivity. A technology that can effect the way we learn and teach. That
technology is here. It comes in many forms and is changing the nature of our
work, the quality of learning, and society around us. It also presents barriers
and challenges that need to be overcome.
Assigned Readings:
Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher
education. San Francisco, CA: Jossey-Bass. (Ch 1, available on LCR).
Marino, A. (2003, Fall). Will the virtual textbook reinvent the physical classroom?
Succeed, 24-25.
Rosevear, D. P. (2004, Winter). The past, present, and future of distance education.
Succeed, 10-11.
First Online Journal Due
Justification for class: Within the context of this class, students will gain a broad
perspective of the challenges and changes that are taking place as a result of
technology.
Next Class
Week 3: What Does It Look Like? - Teaching & Learning
Justification
Learning Outcomes
This class will address the impact of technology on the classroom. This
includes the continuum of technology based learning, the impact of distance
learning, the incorporation of technology and multimedia into the classroom,
and the changing of epistemological and pedagogical paradigms.
Required Readings
Assigned Readings:
Course Description
Assignments
Course Schedule
References
Applying the
Course
D&L (Ch. 2, 3, & 5)
Bates, W.A., & Poole, G. (2003). Effective teaching with technology in higher
education. San Francisco, CA: Jossey-Bass. (Ch 2 & 6, available on LCR)
Olsen, F. (2003). Videoconferencing with some life to it: The U. of Arizona finds that
pricey technology attracts distance-education students. The Chronicle of Higher
Education, 49, 43, A.24.
Two Journal Reaction Posts Due
Justification for class: It is necessary to good student affairs practice to understand
the nuances of challenges to the traditional classroom, and the benefits and
disadvantages of combining technological advances and standard teaching
practices.
Next Class
Week 4: Who Does It Effect? - Student Culture
Justification
Required Readings
Using a computer and the technology associated with it is becoming a daily
activity for all college students. Computer use not only facilitates leisure
activities but also assists in social interactions. However, critics argue that
computer programs such as instant messenger and email inhibit face-to-face
interactions and therefore add to social deprivation among today’s college
students, leading to a breakdown in building a strong campus community.
Assignments
Assigned Readings:
Course Description
Learning Outcomes
Course Schedule
References
Applying the
Course
Carr, S. (2000). As distance education comes of age, the challenge is keeping the
students. The Chronicle of Higher Education, 46, 23, A39-41.
Chapplow, C. (2000, Summer). Online higher education. StudentAffairs.com
Ejournal. http://studentaffairs.com/ejournal/Summer_2000/grad2.htm
Chenault, B.G. (1998). Developing personal and emotional relationships via computer
mediated communication. Computer Mediated Communication Magazine ISSN
1076-027X, 5, 5.
Second Online Journal Due
Justification for class: It is necessary examine the impact of technology not just
on the institution, but on the students who attend college.
Next Class
Week 5: Who Does It Effect? - Faculty
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
What are the needs of faculty when it comes to teaching, research, and
tenure? This class will be used to examine the impact of technology on
faculty, research, and library systems. While technology makes interinstitutional research possible, the rights to intellectual property can be
challenged over ownership of computer networks. Censorship on networks
and WebPages challenges ideas of academic freedom, while libraries are
being pushed toward a stronger presence on the web.
Assigned Readings:
Bates, A.W. (2000). Managing technological change. San Francisco, CA: JosseyBass. (Ch 5, available on LCR).
Carlson, S. (2003). Library construction focuses more on books than on
technology, study finds. The Chronicle of Higher Education, 50, 17, p. 33.
Foster, A.L., (2003) Technology: Less for computer systems but more for
security. The Chronicle of Higher Education, 50, 17, p.11.
Two Journal Reaction Posts Due
Justification for class: Collaboration with faculty is important to our work in
Student Affairs. Therefore, it is necessary for us to examine the impacts of
technology on the academic side of university life.
Next Class
Week 6: What Does It Look Like? – Organization &
Administration
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
The Student Affairs paradigm is defined by face-to-face interactions with
students, however technology has the potential to shift this. In this class the
organization and administration of technology in Student Affairs will be
looked at. More specifically we will examine staffing practices, funding,
uses (performance programs, purchasing, and other administrivia), and ease
of doing business through current technologies.
Assigned readings:
D & L (Ch. 8, 11, & 12)
Third Online Journal Due
Applying the
Course
Justification for class: Student affairs departments of the future may look very
similar or extremely different from those we see today. It is necessary to address
the shifting roles of professionals within an organization to prepare administrators
for change.
Next Class
Week 7: What Do We Do With This? - Principles & Practices
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Those in students affairs who use computer technology are more likely to be
in the minority. However, in order to meet students were they are, it is
necessary to incorporate technology into the every day duties of
practitioners. A close look at the 2003 CAS standards for higher education
reveals an increasing concern for functions that go beyond traditional
student affairs organizational structures. More attention is being paid to the
function of student affairs practice that sees less student contact. High-touch
is being given up for High-tech.
Assigned Readings:
D & L (Ch. 7, 13, & 22)
Katz, R.N., & Associates. (1999) Tying things together: Advice for the practitioner.
In Katz, R.N., & Associates, Dancing with the devil: Information technology and
the new competition in higher education. San Francisco, Jossey-Bass. (Ch 6,
available on LCR)
Midterm Paper Due! Two Journal Reaction Posts Due
Justification for class: While understanding the theory and paradigms that inform
practice is important, the course also has a goal of investigating current trends in
application. This class period will be used to consider where we currently are in
regards to technology use.
Next Class
Week 8: Who’s Left Behind? – Diverse Populations
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
This class will utilize readings and student experiences to discuss the “digital
divide” and issues of access and disability as related to technology.
Populations looked at in the assigned readings include African Americans,
Native Americans, Hispanic/Latino, women and students with disabilities.
Assigned Readings:
Lindsay, B., & Poindexter, M.T. (2003). The Internet: Creating equity through continuous education
or perpetuating a digital divide? Comparative Education Review, 47, 1, 112-124.
Gilroy, M. (2003). The digital divide: Myth or reality? The Hispanic Outlook in Higher Education,
13, 18, 10.
Gorski, P. (2002). How computers still cheat girls. The Education Digest, 68, 3, 23-27.
Davis, T., & Trebian, M. (2001). Shaping the destiny of Native American people by ending the
digital divide. Educause Review, ID # ERM0112
http://www.educause.edu/ir/library/pdf/ERM0112.pdf
Treviranus, J., & Coombs, N. (2000, October). Bridging the digital divide in higher education. Paper
presented at the EDUCAUSE 2000 conference, Nashville, TN.
http://www.educause.edu/ir/library/pdf/EDU0028.pdf
Fourth Online Journal Due
Justification for class: In an ever more diverse society, accounting for multiple
viewpoints is necessary. This class will challenge students to develop an
awareness of how a technological experience can be different depending on class,
race, gender and disability.
Next Class
Week 9: How Does This Affect The World? – Globalization
Justification
Required Readings
In an era of increasing globalization, it is important to question both current
practices and the future of “international universities.” This class will
discuss how current for-profit global universities operate, the future of the
globalization of higher education, how distance-learning
enhances/encumbers internationalization, and the benefits of cross-cultural
study for students, faculty and staff.
Assignments
Assigned Readings:
Course Description
Learning Outcomes
Course Schedule
References
Applying the
Course
Blunkett, D. (2000, February 15). Digital dimensions David Blunkett announces a new initiative in
virtual higher education as part of a global vision of learning. The Guardian, p.1.
Gould, R. (2003) Philosophy course summons experts via distance-learning technology. The
Chronicle of Higher Education, 50, 15, A.6.
Keats, D.W., Beebe, M., & Kullenberg, G. (2003). Using the Internet to enable developing country
universities to meet the challenges of globalization through collaborative virtual programs. First
Monday, 8, 10.
http://firstmonday.org/issues/issue8_10/keats/index.html
O’Hagan, C. (2002, May/June). Global universities: Sowing the seeds of the future, or hanging on to
the past? The Technology Source. http://ts.mivu.org/default.asp?show=article&id906.
Two Journal Reaction Posts Due
Justification for class: The internet and new teaching technology is not bound by
geographical borders, and it is essential to discuss the pros and cons of offering
higher education on a global scale.
Next Class
Week 10: What About the Law? – Legal Issues
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Use of technology brings up several legal issues, including censorship,
plagiarism, concepts of security versus academic discourse, copyright
violations, ownership of web-based resources and the supervision of faculty
and student online communication.
Assigned Readings:
L & D (Chapter 18)
Collins, J. (2003, July 22). BC, MIT decline to name students in music-use case.
Boston Globe, p. A.1.
Bray, H. (2003, March 10). College CIOs face unique demands must balance security
and legal issues with free exchange of ideas. Boston Globe, p C.1.
Runyan, J. (2003, May 29). Logging on to plagiarism online; Academic battles war of
words of a new front: the Internet; Cheating in college – Part II. Jewish Exponent,
214, 9, p. 1.
Spevak, J.M. (1998, Spring). Ramifications of Internet censorship by institutions: What
is legal, what is expected, what is permissible. College Student Affairs Journal, 17,
2, 73-79.
Fifth Online Journal Due
Justification for class: In an increasingly litigious society, legal issues are
apparent in every day practice. Connecting these legal and ethical dilemmas to the
use of technology allows us to prepare for future legal situations.
Next Class
Week 11: What If?
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Students and faculty are not adequately educated about security threats and
institutions are struggling to balance network security with an open academic
environment. Most hazards facing higher education fall into the category of
unintended mistakes made by colleagues within the institutional boundaries.
This class will examine ideas such as formal disaster recovery plans, the
integrity of wireless networks and post black out angst following the
electricity crises of the past several years.
Assigned Readings:
Carnevale, D. (2003). Awareness of computer-security threats still inadequate, report
warns. The Chronicle of Higher Education. 50, 12, p. 30.
Zolkos, R. (2003). Growing importance of IT poses risk management challenges.
Business Insurance, 37, 30, p. 4.
Two Journal Reaction Posts Due
Justification for class: While many herald the coming of a technological age with
optimism, it is essential to understand the risks associated with a large-scale
dependence on technology.
Next Class
Week 12: Does It Work? - Assessment
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
Assessment works on multiple levels within Student Affairs. This class will
discuss assessment strategies for the use of technology in teaching, student
services, and student life, as both the methods and content of assessment
change with the advancement of technology.
Assigned Readings:
Bates, A.W. (2000). Managing technological change. San Francisco, CA: Jossey-Bass.
(Ch 9, available on LCR).
Sixth Online Journal Due
References
Applying the
Course
Justification for class: Changes in paradigms around Student Affairs will
necessitate the development of new forms of assessment. Practitioners who are
ready for these changes will be better able to understand the full impact of
technology on the profession.
Next Class
Week 13: What’s Next? – Future Outlook
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
The facilitators of this course do not own a crystal ball; however, through
the last twelve weeks we have investigated the many ways technology
currently effects Student Affairs. In this class, we will entertain thoughts
and ideas of what the future of Student Affairs in a technological age might
look like.
Assigned Readings:
Engstrom (Ch. 6 & 8)
D & L (Ch. 21)
Steeples, C., Jones, C., & Goodyear, P. (2002). Beyond e-learning: A future for
networked learning. In Steeples, C., & Jones, C. (Eds) Networked learning:
Perspectives and Issues. London: Springer-Verlag. (Ch 19, available in LCR)
There will also be time during this class for groups to convene and work on
their presentations.
Two Journal Reaction Posts Due
Justification for class: As the Boy Scouts Motto goes, “Always be Prepared.” So
should we.
Next Class
Week 14: Final Presentations and Evaluation
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Presentations: During this class groups will present their future student
affairs divisions.
Students should fill out the online evaluation of the course after this
final class period through the Blackboard system, rather than posting a
final journal.
References for the Justification of the Course
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
Komives, S.R. and Peterson, R.J. (1997). Values and Principles Guiding
Technology Decision Making for the Future. In Engstrom, C.M. and
Kruger, K.W., Using Technology To promote Student Learning:
Opportunities for Today and Tomorrow, New Directions For Student
Services Number 78, Summer. San Francisco: Jossey-Bass.
Massy, W.F., and Zemsky, R. (1995). Using Technology to Enhance
Academic Productivity.Washington, D.C.: Educom.
Naisbitt, J. (1990). MegaTrends 2000. New York, NY: Avon Books.
Upcraft, M.L. and Terenzini,P.T. (1999). Looking Beyond the Horizon:
Trends Shaping Student Affairs. Technology. Retrieved on February 9,
2004 from http://www.acpa.nche.edu/seniorscholars/trends/trends5.htm
Applying the Course
Justification
Course Description
Learning Outcomes
Required Readings
Assignments
Course Schedule
References
Applying the
Course
The purpose of the facilitators in designing this course was to include as
much applicable information as possible, and create a class which would be
adaptable to multiple Student Affairs preparation programs. While
everyone is bound by their own experience, it is our hope that this course
would mesh well with any program.
Beyond that, we feel very strongly that technology issues are unique as they
transcend across all disciplines and curriculums. As a last semester course,
Technology Issues in Higher Education could be used as a capstone course,
and potentially linked with other courses in order to create a “virtual
learning community” of scholars. Through the use of on-line seminars,
journaling and discussion, this course could be linked with almost any
Higher Education class, but we would specifically recommend courses in
Practices and Principles, Organization and Administration, Legal Issues, or
Fiscal Management. Linking courses allows students to learning in an
interdisciplinary manner which facilitates the transfer of theory to practice.
Thank you for considering our syllabus for this competition.