Transcript Computing Higher Education: A Call for the Future Bowling Green State University Kristyn Bochniak Nicole Schwab Sarah Sunde Jessica Turos.

Computing Higher Education:
A Call for the Future
Bowling Green State University
Kristyn Bochniak
Nicole Schwab
Sarah Sunde
Jessica Turos
Computing Higher Education
This presentation will introduce, outline,
and rationalize the necessity for the
assimilation of the technology course
Computing Higher Education into Higher
Education curricula.
Course Components
• 14 week 2 credit hour required course in a
computer lab
• Pass/Fail grading
• Meets once a week for two hours
• Format: discussion and implementation
• Faculty instructor
• Peer mentoring system
Peer Mentoring
Because graduate students have differing levels of
technology skills and knowledge, in order to
challenge and support (Sanford, 1967) every
student, a peer mentoring partnership will be
formed
“Working with others often increases involvement in
learning. Sharing one’s own ideas and responding
to others’ reactions sharpens thinking and deepens
understanding” (Chickering & Gamson, 1991)
Peer Mentoring Selection
• After reviewing the course topics on the first
class session, students will have the option to self
identify as technologically savvy and become a
peer mentor
• Peer mentor pairings will be determined by
mentor to mentee ratio
• Peer mentors will reinforce their technology
knowledge by teaching others and being a
resource and mentees will gain new knowledge
and skills
Course Objectives
Upon completion of this course students will:
• Gain knowledge and experience with computer
applications and Internet capabilities
• Comprehend consequences of technology use
through an ethical and legal lens
• Promote student learning through technology
• Be exposed to campus information systems
Objectives Continued
Upon completion of this course students will:
• Recognize that students have different skill and
exposure levels with technology
• Apply technology to improve student services in
various functional areas
• Appreciate current and future technological trends
in higher education
Course Outline
Week Number
Topic
Assignment
1
Building a Community of
Learners
2
Microsoft Office- Word and
Publisher
Word and Publisher tutorials
3
Microsoft Office- Excel and
Access
Excel and Access tutorials
4
PowerPoint
PowerPoint tutorial
5
Web Design
Professional webpage
6
Web Design Continued
7
Internet Use and Implications
8
Implications for Student Learning
with Technology
Course Outline Continued
Week Number
Topic
Assignment
9
Current Technological Issues and
Trends in Higher Education
Create a group PowerPoint
presentation on a current
technological issue or trend
10
Student Affairs Functional Areas
and Technology
Action plan and justification
for incorporation of technology
with existing programs
11
How Does Technology Better
Serve Our Students?
12
Student Technology Use: Legal
and Ethical Issues
13
Class Presentations
14
So Now What?
Assignments
• Tutorials
• Professional Webpage
• PowerPoint Presentation
• Action Plan
Tutorials
Upon discussing each Microsoft Office
application in class, students will complete
Microsoft Office tutorial found in:
Microsoft® Office 2000 8-in-1 Step by Step
http://www.microsoft.com/products/info/product.aspx?view=22&pcid=f14a1074cffd-8f57-b582-4eff21d9a0f4&type=ovr
All tutorials are due the fifth week of class
Professional Webpage
Each student will have to make a professional
webpage highlighting their skills and
accomplishments to help make them more
marketable for future employment
A copy of their resume and portfolio worthy
materials will be included
The webpage is due the twelfth week
PowerPoint Presentation
Students will create a group PowerPoint
presentation on a current technological issue
or trend
Students will utilize and synthesize knowledge
gained through this course
The PowerPoint presentation is due the
thirteenth week
Action Plan
Students will investigate a functional area and
create an action plan outlining a technological
implementation to improve an existing
program or function to better serve students
and to increase student learning
The action plan is due the fourteenth week
Week 1: Building a
Community of Learners
Acquaint the class with one another through
icebreakers.
Syllabus description.
Assess the technological capabilities of
students (identify savvy students).
Group generation of a class contract.
Weeks 2 - 4: Microsoft Office
Discussion of Microsoft Word, Excel,
Publisher, Access, and PowerPoint
applications and usage.
The effects on student affairs professionals
and students.
Opportunity to work in mentoring groups on
tutorials and individual assignments.
Weeks 5 & 6: Web Design
Discuss the history, creation, and purpose of
a website
Principles of HTML and Dreamweaver
explained and explored through the
beginning process of creating a website
Week 7: Internet Use
and Implications
Explore the common uses of the Internet and
World Wide Web by students.
Discuss both positive (i.e. research,
communication, and knowledge) and
negative (i.e. plagiarism, questionable
materials, and addiction) aspects of
Internet use by students for learning,
growth, and development (Komives,
Woodward, & Associates, 2001).
Week 8: Implications for Student
Learning with Technology
Discuss how student learning is enhanced through
technology.
Experiential learning through technology.
Differing technological preferences and tools.
- McKeachie, 2001
“. . . If knowledge is to be accessible to solve a
new problem, it is best learned in a context
where it is used as a problem-solving tool (Eyler
& Giles, 1999).
Week 9: Current Technological Issues
and Trends in Higher Education
Examine the history and future of technology.
Discuss benefits (i.e. convenience and
accessibility) and drawbacks (i.e. impersonal and
lack of control) of technology in higher
education (Komives et. al, 2001; Kuh & Hu,
2001).
Address current hot topic of distance learning and
use of technology in classrooms (Komives et. al,
2001; McKeachie, 2002).
Week 10: Student Affairs Functional
Areas and Technology
Exploration of how functional areas use
technology.
Evaluation of appropriate technological uses
in functional areas.
Recommendations on improvement of
functional areas setting the foundation for
group PowerPoint presentation.
Week 11: How Does Technology Better
Serve Our Students?
Retrospective examination of how student
affairs better serves our students as
described in the Student Personnel Point
View (1949).
Assimilation of technology into the values
espoused by the student affairs profession
in development of the whole student.
Week 12: Student Technology Use:
Legal and Ethical Issues
Review legal and ethical issues surrounding
student technology use:
• freedom of speech
• academic integrity
• copyright infringements
• student financial constraints
- Engstrom, 1997
Week 13: Class Presentations
Student created PowerPoint presentations on
current technological issues in higher
education.
Evaluation and feedback will follow.
Week 14: So Now What?
Speculation of future technological advances.
Students will discuss their action plans.
How can the profession be prepared for future
advancements in technology?
“A challenge for the future will be to balance “high
tech” with “high touch” and to seek ways in which
technology can complement the services the
profession provides rather than replace them”
(Komives et. al, 2001).
Justification for Course
• With technology becoming a staple in our society,
we as educators owe it to our students to become
well versed in technology (McKeachie, 2002;
Kruger, 2003).
• Because technology is new and ever changing, it
is necessary to keep professionals aware of
advances that could benefit both college students
and the field of student affairs.
Justification Continued
• The expanded learning opportunity of the peer
mentoring system and the pass/fail grading
framework lessens the workload of the instructor.
• “Nearly two-thirds of youth and parents agree that
the children know more about the Internet than
their parents do” (Kruger, 2003). The next
generation of college students will be
technologically advanced and expect their
education to be as well. As educators, we need to
meet that demand.
Conclusion
“. . . Much of this may seem daunting; however,
understanding and using technology and
information systems is a critical part of the daily
work of to he student affairs practitioner, and it
will become even more important in the future.
Perhaps the best advice is echoed by the
common expression . . .”
‘Just Do It’
-Komives et. al, 2001
References
Chickering, A. W. & Gamson, Z. F. (1991). Applying the seven principles for good
practice in undergraduate education. New Directions for Student Services, 47.
San Francisco: Jossey-Bass.
Engstrom, C. M. (1997). Integrating information technology into student affairs
graduate programs. New Directions for Student Services, 78, 59-69. San
Francisco: Jossey-Bass.
Eyler, J., & Giles, Jr., D. E. (1999). Where’s the learning in service-learning? San
Francisco: Jossey-Bass.
Komives, S. R., Woodard, Jr., D. B., & Associates. (2001). Student services: A
handbook for the profession. (3rd edition). San Francisco: Jossey-Bass.
Kruger, R. (2003). Discussing cyber ethics with students is critical. Social Studies,
94(4), 189-190.
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.
McKeachie, W. J. (2002). McKeachie’s teaching tips: Strategies, research, and theory
for college and university teachers. New York: Houghton-Miflin.