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CASE STUDY Student Affairs and Technology: Teaching for the Technological Revolution

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Title: CASE STUDY Student Affairs and Technology: Teaching for the Technological Revolution


1
CASE STUDYStudent Affairs and Technology
Teaching for the Technological Revolution
  • Presentation by Eric Bross, Josie Hutchinson,
    Bradley KaneNorthern Arizona University

2
Participants
  • Eric Bross
  • Masters of Education in Counseling, Human
    Relations Emphasis
  • Graduating May 2004
  • Graduate Assistant Residence Hall Director for
    Greek Life
  • Originally from Cincinnati, Ohio
  • BGS from Ball State University, May 2002
  • Currently job searching for a full-time Residence
    Hall Director position

3
Participants
  • Josie Hutchinson
  • Masters of Education in Counseling, Student
    Affairs Emphasis
  • Graduating May 2005
  • Graduate Assistant for Residence Life, Office of
    Academic Outreach
  • Originally from Newcastle, Wyoming
  • BS in Human Development and Sociology at South
    Dakota State University
  • Internship with NAU Previews Orientation office
  • Currently assessing Unions and Student Activities
    Offices through student usages and need analysis

4
Participants
  • Bradley Kane
  • Masters of Education in Counseling, Student
    Affairs Emphasis
  • Graduating May 2004
  • Graduate Residence Hall Director
  • Originally from Little Chute, Wisconsin
  • BA in Music from St. Olaf College
  • Currently researching the NAU campus climate for
    GLBT students
  • Currently serving in an internship in Student Life

5
The Situation at Hand
  • We believe that this case study has asked us to
  • Design a 14-week graduate-level course within a
    Masters of Student Administration program
  • The purpose of the course is to prepare graduate
    students to be technologically-literate as a new
    professional in student affairs
  • Create a course that is adaptable to multiple
    campuses and student administration programs
  • Incorporate specific learning outcomes into the
    course and specific learning objectives for each
    class

6
Assumptions made
  • 14 weeks are devoted to class lessons, exams, and
    projects
  • A Final Project will be due during Finals Week
    after the 14th week of classes
  • Each school hosting this course will have a
    classroom with a minimum of
  • Computer for instructor(s) to demonstrate with
  • High-speed internet connection
  • All Microsoft Office Software applications
  • Video projector or large-screen TV to display
    with
  • (Additional resources, computer lab, etc. are
    preferred but not necessary)
  • Instructor(s) will be able to pre-arrange guest
    speakers for class on the 5th week
  • Host schools will have an online library reserves
    website for required readings or the professor
    will create a site hosting all articles

7
Course Rationale
  • Prepare new professionals to better understand
    specific software and computer systems in their
    own departments
  • Teach professional and effective digital
    communication
  • Provide stronger business/customer service
    orientation by teaching students on efficiency,
    accuracy, and speed of information
  • Begin to standardize education of technology
    skills and knowledge in student affairs as
    similar with other standardizations (i.e. CACREP,
    accreditations, etc.)

8
Course Rationale
  • Learn how to apply, evolve, and integrate student
    development theories with technology
  • Teach ethical use of technology in the student
    affairs profession
  • Expose students to tools and skills concerning
    technology so it may be passed on informally to
    colleagues and students

9
Approach to the Course
  • Course Instruction Style
  • This course is designed around the concepts of
    active and experiential learning models engaging
    students to enhance their peers and their own
    learning
  • While most classes will have a lecture component,
    there will often be practical applications as
    well
  • Students will be strongly encouraged to
    participate on a regular basis and will be held
    accountable through attendance and participation
    points
  • Course Organization
  • This course is organized weekly following an
    hour glass approach to learning
  • Initially students will learn about broad strokes
    of technology and its influence in student
    affairs
  • Eventually lessons slim down to teaching specific
    skills
  • Finally the class lessons broaden out to discuss
    and contemplate the larger, more abstract
    concepts of how technology is integrated into
    student affairs and higher education

10
Course Objectives
  • At the conclusion of this course, students will
  • Demonstrate knowledge of the history of
    technology and how it has affected the student
    affairs profession
  • Demonstrate knowledge about the most up to date
    technology used in student affairs
  • Demonstrate basic skills in using common-practice
    technology in student affairs offices to create a
    more knowledgeable and trainable new professional
  • Demonstrate knowledge of how to use technology to
    professionally, effectively, and efficiently
    communicate with others
  • Demonstrate knowledge of popular trends and types
    of technology used by the student affairs
    profession today
  • Demonstrate knowledge and skills to integrate
    technology with the concepts of student
    recruitment/retention, customer service, student
    development theories, etc.

11
Course Readings
  • Course Packet
  • Due to the emerging importance and ever-changing
    world of technology an up-to-date collection of
    required and additional readings are gathered and
    posted digitally on the universitys online
    reserves website for the course
  • Using this format, articles are easily updated
    year to year by the instructor(s)
  • A printed and bound version of the required
    readings can also be purchased by those students
    without consistent access to a computer

12
Course WEEK 1
13
Course WEEK 2
14
Course WEEK 3
15
Course WEEK 4
16
Course WEEK 5
17
Course WEEK 6
18
Course WEEK 7
19
Course WEEK 8
20
Course WEEK 9
21
Course WEEK 10
22
Course WEEK 11
23
Course WEEK 12
24
Course WEEK 13
25
Course WEEK 14
26
Assignments
  • All assignments should revolve around one student
    affairs department, chosen by each student at the
    start of this course, so that all work can
    contribute to that individuals final project
  • Ability/Confidence Assessment
  • In-class assessment that determines student
    ability and confidence for various topics to be
    discussed in class. Instructor(s) will review
    assessments after first class to get a feel for
    the average level of competence. Then
    assessments will be returned to students for
    their own self-awareness and development towards
    the final project.
  • Flyer Design
  • Students will design a standard letter-sized
    flyer for a fictitious event before class on week
    3. Students will then critique their own work
    after class and recreate the flyer with a more
    effective aesthetic learned within class.

27
Assignments
  • Interview (as described in course syllabus)
  • This interview is an excellent opportunity for
    you to learn more about the technological aspects
    of the student affairs department that interests
    you most.
  • You will need to set up a 30 45 minute
    interview with a member of this department who
    works with most of the technology.
  • The content of the interview should be based on
    past, present, and future aspects of technology
    within their department.
  • This is a professional department so it is
    expected that you carry yourself in a
    professional manner including dressing in a
    professional fashion.
  • After the interview you will write a 2-3 page
    paper giving a summary of the interview and any
    analysis you might be able to provide. (A word
    for word transcription will not be accepted.)

28
Assignments
  • Literature Review (as described in course
    syllabus)
  • For this literature review, you will need to find
    three articles from scholarly journals in order
    to complete this assignment.
  • You will briefly summarize each article and then
    analyze them as one document. Make sure you
    incorporate references from each article within
    your paper.
  • Also, please speculate how the subjects in these
    articles will or have had an impact on the field
    of student affairs.
  • Your paper should be 5-6 pages.

29
Take-home Midterm Exam
  • (as described in course syllabus)
  • The take-home Midterm Exam will consist of 50
    multiple choice and short answer questions
  • You will have one week to complete the exam
  • You will be tested on concepts and discussions
    from the first 4 weeks of the course
  • Only clarification of questions on the test can
    be asked of the instructor(s)
  • You are not to discuss the exam with classmates
    while in possession of the exam

30
Group Case Study Exam
  • (as described in course syllabus)
  • You will receive the case study one week before
    it is due.
  • This exam will be done in groups of three.
  • In the field of Student Affairs we often have to
    work in teams to complete a task and find viable
    solutions. This case study does not have a
    correct answer each groups results will be
    completely different.
  • Here are things to consider when working on your
    case study
  • How will you infuse concepts concerning
    technology into your results?
  • How well are your results organized?
  • Are your results practical?
  • Be thorough in your summary
  • You will turn in this case study with a title
    page, results, and an annotated bibliography.
    (Please make a copy of your groups annotated
    bibliography for everyone in the class to have
    other resources.)
  • The number of articles you use to support your
    results is up to each group. You are recommended
    to use at least 5.

31
Group Case Study Exam
  • You will be awarded points based on the
    following
  • Clarity of results
  • Thoroughness of investigation
  • Creativity
  • Quality of content
  • Incorporation of key points from class
  • Understanding of concepts from class
  • The learning objectives for this case study
    include
  • Incorporate class-learned concepts and knowledge
    into practical applications to prepare for
    professional experience
  • Practice critical thinking and problem solving
    skills in a focus area of technology and student
    affairs
  • Further develop group communication, delegation,
    and follow-through skills by working in small
    teams

32
Final Project
  • (as described in course syllabus)
  • Your final project is to create an ideal
    technological system for a student affairs
    department of your choice. This final project is
    a culmination of the semesters assignments and
    should be the same department you have chosen for
    your previous assignments.
  • You will incorporate your past work and
    additional research into a well-organized paper
    of at least 10 pages or more depending on what
    feels appropriate to you to clearly communicate
    the results.
  • You will use your student affairs departments
    existing staffing and operating structures to
    guide your decisions to develop the ideal
    technological systems for that department.
  • You will need to consider and discuss the
    following in your paper
  • Ethical, legal, and confidentiality issues
    associated with the technology within your
    department
  • The plan for acquisition of hardware/software,
    schedules for maintenance and upgrading, as well
    as, how much money you estimate should be
    budgeted for these decisions
  • List all potential uses of your technology
    choices
  • Explain how you plan to incorporate theory and
    personal interaction into your technology uses
  • Identify areas that you had self-assessed as
    being less knowledgeable about in the beginning
    of class and how your personal understandings
    have improved and expanded throughout the semester

33
Final Project
  • You will be awarded points for the following
  • Clarity of proposal
  • Thoroughness of design
  • Creativity
  • Validity of content
  • Incorporation of key points from class
  • Understanding of concepts from class
  • The learning objectives for this final project
    include
  • Incorporate class-learned concepts and knowledge
    into practical applications to prepare for
    professional experience
  • Practice critical thinking and problem solving
    skills in a focus area of technology and student
    affairs
  • Experience how to develop a comprehensive plan
    for a department which could contribute to skills
    needed in the future as an administrator
  • Gain skills observing, analyzing, and researching
    a topic to create a proposal

34
Rationalization for Choices
  • Class Structure to build onto basic computer
    functioning skills of students and take a more
    focused and logical look at teaching topics of
    technology within student affairs through an
    active, engaging, and hopefully enjoyable style
  • Course Readings (required recommended) to
    provide focused and up-to-date resources for
    class material rather than a text book that may
    not be able to stay accurate with such a quickly
    evolving topic provide an opportunity to
    demonstrate what other universities are doing
    successfully or not
  • Assignments to offer hands-on experience to
    students using information learned in classroom
    and relating it to what is happening in practice
    on their campus
  • Class Ability/Confidence Assessment to help
    reemphasize self-reflection and awareness, as
    well as, help connect students to course material
    through individual investment

35
Rationalization for Choices
  • Midterm Exam to test foundational knowledge of
    terms and issues needed to successfully continue
    with class work and understanding of student
    affairs specific technology information
  • Case Study Exam to provide further teamwork
    experience while focusing on application of
    learned information in the classroom to common
    practice offer opportunity to have a shared
    experience with peers to connect students to
    class and the profession
  • Research project to offer an opportunity for
    students to demonstrate their cumulative
    knowledge on this courses subjects to encourage
    student to self-report learning in conscious
    format and also provide feedback to instructors
    prepare students for practical work experience in
    a particular student affairs department to
    further develop research techniques that can be
    applied to individual research done in
    post-graduate work experiences

36
List of References
  • Abowitz, Rob. (2002, March). Using the Web to
    Support Residence Life Staff and Programs.
    Paper presented at annual conference for
    National Association Student Affairs
    Professionals, Boston, MA. Step by step example
    of setting up a professional site.
  • Barratt, Will. (2003). Four Elements of
    Information Technology in Student Affairs.
    Student Affairs Online, 1(3). Retrieved
    February 12, 2004, from http//www.studentaffairs.
    com/ejournal/Fall_2000/art7.html. Addresses the
    four-element model of IT in student affairs
    Policy, Practice, Staffing and Technology.
  • Boulais, Nicole. (2003, March). Changing the
    Channel. Paper presented at annual conference
    for National Association Student Affairs
    Professionals. Noted terminology need for
    student affairs professionals in technology.
    Goals of using technology were discussed such as
    help students develop coherent values and ethical
    standards, set and communicate high expectations
    of student learning and use systematic inquiry to
    improve student and institutional performance.
  • Cenatiempo, Anna. (2002, March). Taking Stock
    of What we have Using Technology to Move
    Forward. Paper presented at annual conference
    for National Association Student Affairs
    Professionals, Boston, MA. Focused on
    presenting George Washington University situation
    and how they went about approaching
    technological need.
  • Crawley, Anita. (2004). Online Student
    Services Benefit All Students. Student Affairs
    Online 5(1). Retrieved February 9, 2004, from
    http//www.studentaffairs.com/ejournal/Winter_2004
    /OnlineStudentServices.html. Noted different
    programs used in higher education such to develop
    online services in various offices
  • Ester, Suzanne. (2003). Designing Student
    Development Curriculum as Through Technology
    Matters. Student Affairs Online, 4(1).
    Retrieved February 9, 2004, from
    http//studentaffairs.com/ejournal/winter_2003/cu
    rriculum.html. Discussed facultys role in
    technology and the academic world in general such
    as webct and blackboard. Described an example
    of course set up to instruct masters students in
    student affairs on technology.
  • Junco, Reynol. (2002, March). Web
    (R)evolution Making Web Sites Accessible and
    Useable for all Students. Paper presented at
    annual conference for National Association
    Student Affairs Professionals, Boston,
    MA. Defined many technological terms, discussed
    disability issues and technology, tools for
    creating web pages.

37
List of References
  • Kruger, Kevin. (2003). Do you Blog? NASPA
    Leadership Exchange, 1-2. Updates student
    affairs professionals of a new trend called
    blogging that students are using to communicate
    with each other.
  • Kruger, Kevin. (2003). Online Student
    Services Where is Your Campus? NASPA
    Leadership Exchange, 1-2. Stages universities
    go through in the process of developing online
    student services. Describes values of resources
    and provides many other sights for ideas of other
    institutions online services.
  • Lewis, Jacqueline. (2001). College students
    _at_tech.edu A Study of Comfort and Use of
    Technology. Journal of College Student
    Development, 42(6), 625-631. Investigated the
    comfort and use of technology among college
    students.
  • Nebeker, Annie. (2002, March). Cyber Crime
    Students Terrorizing Campus. Paper presented at
    annual conference for National Association
    Student Affairs Professionals, Boston,
    MA. Issues of hacking, crackers, and terms used
    in computer crime. Explores case studies and
    discussion of appropriate responses. Also noted
    laws associated with topics in fraud, devices,
    and computers.
  • Student Affairs Technology Strategic Planning
    Committee. Retrieved February 12, 2004, from
    http//www.sa.ucla.edu/SAO/CSADLTR.HTM. UCLAs
    technology strategic planning committee outlines
    strategies for technological services and the
    process of obtaining such services.
  • UCLA Student Affairs Technology Strategic
    Report. Retrieved February 12, 2004, from
    http//www.saonet.ucla.edu/sao/SATCHPLN.html. U
    CLA report addressed planning process, outlining
    goals, modifications, assumptions, objectives,
    and noting on-going funding. Information in
    direction to gain structure in organizing for the
    future.
  • Wallace, Heather (2000). Campus Ecology Theory
    and Websites. Student Affairs Online.
    Retrieved February 9, 2004. http//studentaffair
    s.com/ejournal/Fall_2000/wallace.htm. Applies
    tradition student affairs theory to technology.
    Using Environmental theory compares four elements
    from in real life vs. those from the web
    Physical Features, Human Aggregates,
    Organizational Structures and Constructed
    Meaning.

38
List of References
  • Gleick, J. (2001, April). Inescapably Connected
    Life in the Wireless Age. The New York Times
    Magazine, http//www.nytimes.com/2001/04/22/magaz
    ine/22CONNECTIVITY.html?ex1076821200en737140 05
    e5a087d8ei5070 This article talks about the
    internet and how we have no choice but to learn
    and be connected to it. We will learn to adapt
    to the new world of technology and continue to
    find our way through the internet community.
  • Darlington, R. (2002, September). Internet
    Ethics Oxymoron or Orthodoxy? http//www.rogerda
    rlington.co.uk/Internetethics.html You will
    learn about the considerations when ethics are
    involved in the internet realm. This piece of
    material supplies a wonderful case study about
    the French legal issues with the American
    internet company, YAHOO!
  • Trusties of Boston University. (1998-2003).
    http//www.bu.edu/cme/policies/privacy_policy.html
    This Boston Universities page on the legal
    issues associated with their computer facilities.
    They talk about their privacy and
    confidentiality policy, Boston Universitys
    information security policy, and conditions of
    use and policy on computing ethics.
  • Office of the Registrar, Penn State. (2003,
    December). Confidentiality and Security of
    Student Records. http//www.psu.edu/registrar/co
    nf.html This page talks about what kind of
    information can be shared and who that
    information can be shared with. It talks about
    the FERPA guidelines and what to do and not do.
    Finally, it gives an overview of good practice
    and bad practice.
  • Internet Law and Policy Forum. (n.d.) Retrieved
    February 14, 2004. http//www.ilpf.org/ This
    site provides members the opportunity to stay up
    to date on issues concerning the legal issues on
    the internet. There are links to documents from
    conferences and other sponsored events.
  • Dvorak, J. C. (February 11, 2004). As the Record
    Turns The Complicated Ethics of the Online Music
    War. Retrieved February 14, 2004 from
    http//abcnews.go.com/sections/scitech/ZDM/kazaa_
    commentary_pcmag_040211.html This article talks
    about the issues surrounding the online music
    sharing war. It talks about the music sharing
    online companies and how they lost a case in
    April 2003 which resulted in the music sharing
    ban.

39
List of References
  • Schiesel, S. (2004). Beyond Piracy the new face
    of internet file-sharing. International Herald
    Tribune The IHT Online. Retrieved February 14,
    2004. http//www.iht.com/articles/129320.html Thi
    s article is about the music and movie industry
    and how someone figured out who to use a company
    and download programs from the internet. It
    also talks about how they have tracked the maker
    of this internet downloading source.
  • The Sharpened.net Computer and Internet Glossary.
    Retrieved February 12, 2004 http//www.sharpened.
    net/glossary/index.php This website supplies the
    reader with the most up to date computer
    technology terms and definitions.
  • Sagnus.net. Glossary of Computer Terms.
    Retrieved February 11, 2004. http//www.saugus.ne
    t/Computer/Terms/ This website supplies the
    reader with the most up to date computer
    technology terms and definitions.
  • Kistler, R. (2002, June 5) Encouraging Energy
    Stewardship An Analysis of Energy Use and
    Environmental Impact of a Campus Computer
    Classroom at Bethel College, St. Paul, MN.
    Retrieved February 12, 2004. http//www.bethel.ed
    u/kisrob/CampusEnvironment/computers/computers.ht
    m
  • Woolfe, K. (2000, November) Computer Energy
    Savings. Retrieved February 11, 2004
    http//www.lbl.gov/ehs/wastemin/green_team/compen
    ergy.html This article talks about the common
    myths about computer energy savings. It talks
    about how much energy is used in the USA. It
    gives reader some suggestions of what they can
    do.
  • Flowers, L. A. , Moore III, J. L. (2003, February
    10). Conducting Qualitative Research On-line in
    Student Affairs. Student Affairs On-line, vol. 4
    no. 1 Winter 2003. Retrieved February 13, 2004
    http//www.studentaffairs.com/ejournal/Winter_200
    3/research.html This article talks about how to
    use the internet to find qualitative data. It
    gives suggestions as well as what one might
    expect when conducting research though an on-line
    medium.
  • Division of Student Affairs, St Thomas
    University. (2002). Assessment Resources.
    Retrieved February 11, 2004. http//www.stthomas.
    edu/studentaffairs/assessment-resources.htm This
    site offers links to other sites that provide
    assistance for people doing research with on-line
    materials.

40
List of References
  • Janicke Hinchliffe, L. (1997, May 29) Student
    Affairs Resources on the Internet. Parkland
    College Champaign, Il. Retrieved on February 12,
    2004 http//alexia.lis.uiuc.edu/janicke/student.
    htm This site offers links to other sites that
    provide assistance for people doing research with
    on-line materials.
  • Disney On-line Cyber Netiquette. Retrieved
    February 12, 2004. http//disney.go.com/cybersafet
    y/ This is a fun interactive on-line teaching
    tool for children on internet safety. This is
    also fun for adult to learn some things about
    internet safety.
  • Office of the Secretary. Internet Safety.
    Retrieved February 11, 2004 http//www.ed.gov/abo
    ut/offices/list/os/technology/safety.html This
    website offers links to different things
    concerning the internet. It has summaries of the
    different links.
  • Ross, S., Albion.com. (1990-2004). Netiquette
    Home Page. Retrieved February 10, 2004.
    http//www.albion.com/netiquette/ This website
    offers tools and links on how to be better at
    working on the internet and using it properly.
  • Hambridge, S. (1995, October 24). Netiquette
    Guidelines. Retrived February 12, 2004.
    http//www.dtcc.edu/cs/rfc1855.html This
    document provides a minimum set of guidelines for
    Network Etiquette which organizations may take
    and adapt for their own use. As such, it is
    deliberately written in a bulleted format to make
    adaptation easier and to make any particular
    item easy to find.
  • ETS Research and Development Assessment and
    Technology. (2004). Advancing assessment design,
    administration, and scoring Retrieved February
    10, 2004 http//www.ets.org/research/assesstech.ht
    ml This website talks about the different ways
    they have used technology for testing purpose for
    various projects. They have links to various
    products one can use. This site is good to brows
    though for information on assessment and
    testing.
  • Barrett, H. (2004, January 24). Using Technology
    to Support Alternative Assessment and Electronic
    Portfolios. Retrieved February 11, 2004.
    http//electronicportfolios.org/portfolios.html T
    his set of web pages will describe and discuss
    the use of technology to support alternative
    assessment from a number of perspectives.
    Developed and maintained by Dr. Helen Barrett,
    Assistant Professor, Educational Technology,
    School of Education, University of Alaska
    Anchorage.

41
List of References
  • http//www.acpa.nche.edu/seniorscholars/trends/tre
    nds5.htm This website talks about the trends
    that are shaping the student affairs field.
    These trends deal with the technological aspects
    that dictate the way student affairs professional
    do things.
  • http//www.pewinternet.org/reports/pdfs/PIP_School
    s_Internet_Report.pdf This document talks about
    the internet-savvy ness of our incoming students.
    This is a good reading to think about where our
    students are and where we need to be.
  • http//www.pewinternet.org/reports/toc.asp?Report
    71 This website has the results of research that
    was conducted to see how college students use the
    internet. It talks about how student use this
    for their social life, i.e. games, and what the
    implications of student internet use in the
    future.
  • Upcraft, M. L., Terenzini, P. T. (1998)
    Technology, Retrieved February 15, 2004,
    http//www.acpa.nche.edu/seniorscholars/trends/tr
    ends5.htm This website talks about the trends
    that are shaping the student affairs field.
    These trends deal with the technological aspects
    that dictate the way student affairs professional
    do things.
  • Levin, D. Arafeh, S. (2002, August). The
    Digital Disconnect The Widening Gap between
    Internet-Savvy Students and Their Schools.
    Retrieved February 14, 2004. http//www.pewintern
    et.org/reports/pdfs/PIP_Schools_Internet_Report.pd
    f This document talks about the internet-savvy
    ness of our incoming students. This is a good
    reading to think about where our students are
    and where we need to be.
  • Jones, S. (2002, September). The Internet Goes to
    College How Students are living in the Future
    with Todays Technology. Retrieved February 14,
    2004. http//www.pewinternet.org/reports/toc.asp?R
    eport71 This website has the results of
    research that was conducted to see how college
    students use the internet. It talks about how
    student use this for their social life, i.e.
    games, and what the implications of student
    internet use in the future.
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