Transcript Higher Education 556: Student Affairs and Technology Melanie Stivers Allison Taylor Rationale, outcomes, and course content for graduate-level course on Student Affairs & Technology Jason McKean Southern Illinois University, Carbondale.

Higher Education 556:
Student Affairs and Technology
Melanie Stivers
Allison Taylor
Rationale, outcomes,
and course content for
graduate-level course
on Student Affairs &
Technology
Jason McKean
Southern Illinois University,
Carbondale
Student Affairs and Technology:
A Rationale
•Today’s colleges and universities are faced with a plethora of issues
regarding technology—which go far beyond the basic usage of e-mail
and the Internet. Examining such issues in a critical manner is useful to
new student affairs professionals as they begin to work in collegiate
environments that are both creators and consumers of technology
innovation. (Forest and Kinser, 2002)
•Since technology is infused throughout today’s college student
experience, our course will challenge graduate students to study
technology in every aspect of student services—in terms of its history,
value, purposes, flexibility, legal & ethical issues, and administration.
•Because of the nature of rapid growth and continuous change in
technology, it is essential for student affairs professionals to have a
comprehensive knowledge of the technologies available to better meet
the needs and demands of tomorrow’s college students.
Student Affairs and Technology:
Desired Outcomes
By the end of the course, students will be able to:
1. Trace the historical development of technology in higher
education.
2. Analyze and critique the types, purposes, and values of
various technologies on college campuses.
3. Utilize hardware, software, and other technologies currently
in use on college campuses.
4. Examine the legal issues surrounding technology use,
including free speech, privacy, intellectual property, and
equal access.
5. Showcase their individual commitments to technology by
creating a comprehensive technology plan for a fictional
campus.
Student Affairs and Technology:
Week One
History of
Technology in Higher
Education
Objectives:
1. Outline key trends
in the use and
creation of
technology on
college campuses
2. Root those trends
in key themes of
America’s use of
technology through
time
Activities:
•Reflect and write about first personal
experience with technology, of any
kind.
•Define technology
•Lecture: What have been the needs,
uses, problems, and solutions created
by technology in America?
•Lecture: How have colleges and
universities created technology, and
felt pressure to use it?
•Assignment: Find two journal articles
on opposing sides of next week’s
topics, read, and bring to class
Student Affairs and Technology:
Week Two
Is Technology Worth
The Costs?
Activities:
•Discuss text reading for the week.
Objectives:
1. Consider the value
orientations of
current technology
uses
2. Analyze the
implications for
funding, learning,
and community
presented by
technology
•Divide into three groups based on
funding, learning, and community
•Share articles with group members
•Each group subdivides into pro and
con, and then presents an ad hoc
debate on the issue to the class
•Assignment: Use the two provided
websites to find two cases on
intellectual property, both related to
technology in higher education, and
read for next class.
Student Affairs and Technology:
Week Three
Intellectual Property
Objectives:
Activities:
•Lecture: Principles of intellectual
property rights
1. Understand key
legal principles of
intellectual
property and
technology.
•Discussion: Case law, intellectual
property, and higher education
2. Read case law to
illustrate these
principles in higher
education.
•Assignment: Use provided websites
to find a case on privacy and a case
on free speech, both related to
technology in higher education, and
read for next class.
•The Napster phenomenon
•Term paper websites
Student Affairs and Technology:
Week Four
Privacy and Free
Speech
Activities:
Objectives:
•Lecture: Principles of free speech and
privacy rights
1. Understand key
legal principles of
privacy, free
speech, and
technology.
2. Read case law to
illustrate these
principles in higher
education.
•Discussion: Case law, free speech,
privacy, and higher education
•Pornography: Filters in higher
education?
•Campus speech codes in online
environments
•Assignment: Read IDEA/504
Student Affairs and Technology:
Week Five
Equal Access
Activities:
Objectives:
•Lecture: Principles of equal access
law in higher education as related to
technology
1. Map the helps and
hindrances
technology creates
for those in need of
greater access.
2. Read legal
documents to
ascertain legal
responsibilities for
equal access and
technology.
•IDEA
•Section 504
•Guest Speaker: Representative from
Disability Support Services to
illustrate how technology can serve
populations with special needs on
campus.
•Discuss other barriers to equal
access of technology
Student Affairs and Technology:
Week Six
Available Equal
Access Technologies
Objectives:
1. Understand four
assistive
technologies for
students with
learning
disabilities.
2. Design
interventions for
students with low
technology skills.
Activities:
•Class located in computer lab this
week.
•Guest Speaker: Representative from
Academic Support Services to detail
use of technology for students with
learning disabilities, and programs for
those with low skills.
•Assistive computer programs
•Services offered
•Case studies of students in need
of skills; how were such students
provided needed instruction?
Student Affairs and Technology:
Week Seven
Available Computer
Technologies
Activities:
Objectives:
•Class located in computer lab this
week.
1. Navigate the
various hardware
accessories of a
current computer.
•Demonstration & Interaction: Using
scanners, hand-held devices, and
web-creating software.
2. Be able to use
Internet-related
software.
•Guest Speaker: Campus Information
Technologies Support Staff to
demonstrate and provide up-to date
information on technologies available
3. Discuss the
professional
impacts of these
kinds of software.
•Assignment: Read multiple assigned
on-line articles on the topic of campus
portals and prepare for discussion
Student Affairs and Technology:
Week Eight
Campus Portals &
Online Learning
Communities
Objectives:
1. Define campus
portals.
2. Examine the impact
of technology on
the college campus
community.
3. Apply Astin’s
Involvement
Theory to campus
portal use.
Activities:
•Class located in computer lab this
week.
•Discuss: What is a portal? How do
campus portals build community or
create barriers to community?
•Lecture: Review Alexander Astin’s
Involvement Theory
•Discuss: What is the overall impact
of technology to student success and
involvement?
•Explore and critique current online
portals at select universities.
Student Affairs and Technology:
Week Nine
Use of
Technology for
Assessment
Objectives:
1. Understand
multiple types of
tech-based
assessment
available to student
affairs
professionals.
2. Create and
implement an
online survey
Activities:
•Lecture: Give overview of basic
types of assessment (ie. needs &
outcomes) and their online
applications
•Survey development
•Online survey implementation
exercise
•Examine costs & benefits of techbased assessment
•Assignment: Visit a department
within student affairs and compile a
comprehensive inventory of computer
hardware & software used for daily
operation.
Student Affairs and Technology:
Week Ten
Activities:
Student Affairs
Departmental
Technology Use
• Present and evaluate findings of
specific departmental uses of
hardware & software
Objectives:
• Discuss impact of technology on
these various departments
1. Gain knowledge of
currently-used
technologies in
student affairs
departments
2. Discuss the impact
of specific
technologies on
various student
affairs departments
• Assignment: Choose five
universities and evaluate their
student affairs websites based on
the following criteria:
1. Graphic appeal
2. Accessibility of information
3. Search capabilities
4. Use of most current
technologies
Student Affairs and Technology:
Week Eleven
Activities:
Campus Website
Development
Objectives:
1. Discuss the
important issues to
consider when
creating a student
affairs website
2. Be able to create a
basic website with
an understanding
of compliance and
other issues
• Class located in computer lab this
week.
• Share findings and critiques of
student affairs websites
• Explore various website-creating
software currently available and
create basic website template
Consider:
1. Student body (user) profile
2. ADA compliance
3. Individual campus policies
on website format
Student Affairs and Technology:
Week Twelve
Distance Learning
and Virtual
Universities
Objectives:
1. Understand costs
and benefits of
distance learning
2. Examine the
differences
between traditional
4-year universities
and virtual
universities
Activities:
•Lecture & Discussion: Overview of
the history and current
implementation of distance learning
and virtual universities
•In groups, conduct a cost-benefit
analysis of distance education in
higher education with focus on the
following topics:
•Tech Support
•Intellectual Property
•Access
•Student Populations
Student Affairs and Technology:
Week Thirteen
Project Development
Activities:
Objectives:
•Spend class time working
collaboratively on assigned project
1. Gain a
comprehensive
understanding of
technology issues
on a typical college
campus
2. Apply skills and
knowledge learned
throughout the
course to a final
project
•Each student will claim a specific
portion of the project to be
completed
•Assignment: Compose a
comprehensive technology
consultation for a fictional campus
“case study”.
Student Affairs and Technology:
Week Fourteen
Project Presentations
Objectives:
1. Create & share a
comprehensive
technology plan for
a fictional campus
2. Incorporate
knowledge & skills
gained from course
readings and
assignments into
final project
presentation
Activities:
•Share results from collaborative
projects giving special attention to the
incorporation of theory, knowledge &
skills learned from the course
readings, activities, and assignments
into the final project presentation.
Student Affairs and Technology:
Reading List & Bibliography
Baxter Magolda, M.B. (2001). Making their own way: Narratives for transforming higher
education to promote self-development. Sterling: Stylus
Bowers, C.A. (2001). Educational Computing. In Educating for Eco-Justice and
Community (pp. 126-148) Athens: University of Georgia Press
DeBettencourt, L.U. (2002). Understanding the differences between IDEA and Section
504. Teaching Exceptional Children, Jan/Feb, 34(3)
Johnstone, S.M. (2002). Virtual Universities. In Higher Education in the United States:
An Encyclopedia (Vol. 2, pp. 695-697). Santa Barbara: ABC-CLIO
Pascarella, E.T. & Terenzini, P.T. (1991). How College Affects Students. San
Francisco: Jossey-Bass
Schuh, J.H. & Upcraft, M.L. (2001). Assessment practice in student affairs:An
applications manual. San Francisco: Jossey-Bass
Snydman, S.K. (2002). Technology. In Higher Education in the United States: An
Encyclopedia (Vol. 2, pp. 652-659). Santa Barbara:ABC-CLIO
Upcraft, L. & Goldsmith, H. (2000) Technological Changes in Student Affairs
Administration. In the Handbook of Student Affairs Administration. (pp. 216228) Eds. Barr, M. & Desler, M. San Francisco:Jossey-Bass
Other titles & resources:
Entire issue: Syllabus: New Dimensions in Education Technology March 2001, Vol. 14
Technology in Student Affairs: Issues, Applications, and Trends (1994) Eds. Baier, J. &
Strong, T.S.
High-Tech Heretic: Reflections of a Computer Contrarian. Stoll, C.
Student Affairs and Technology:
Useful Websites
Legal Issues
http://www.educause.edu/ir/library/pdf/EDU03156.pdf
http://www.ce9.uscourts.gov/web/newopinions.nsf/4bc2cbe0ce5be
94e88256927007a37b9/c4f204f69c2538f6882569f1000616b06?Ope
n Document
http://www.aclu.org/Privacy/PrivacyMain.cfm
Campus Portals
http://weber.edu/deisler/campus_portals.htm