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Title: Virtual Case Study:


1
  • Virtual Case Study
  • Student Affairs Practice and The Use of
    Technology
  • Colorado State University
  • Team Leader Dain Gotto
  • Team Landy Douglas Elliott,
  • Tim Love, and Gretchen Streiff

2
Student Affairs Practice and The Use of
Technology
  • The Issues
  • Assessment
  • Campus Security Services
  • Distance Learning
  • Self Expression and Identity Development
  • Student Conduct and Judicial Affairs

3
Assessment
4
Assessment and Technology
  • Student-centered research is nothing new, but the
    ways in which it is accomplished have
    dramatically altered how we collect data and how
    it can quickly inform changes in student affairs
    practice. With tools such as the Educational
    Benchmarking, Inc (EBI), Student Voice, and
    others that allow colleges and universities to
    ask specialized questions about programs and
    services offered at their specific institution.
  • Student affairs divisions have also felt the
    pressure from university presidents and perhaps
    more powerfully, from federal mandates for
    accountability and transparency of programs and
    services that universities are providing for
    students. To illustrate this increased emphasis
    on the use of assessment in student affairs
    practice, let us further explore the issues of
    accountability and transparency, and information
    for program improvement.

5
Transparency Accountability
  • Issue State and federal legislators are
    increasingly calling for transparency and
    accountability in higher education. They would
    like a system in place to track academic,
    enrollment, and financial aid records in order to
    compare institutions and to be ensured
    universities are benefiting the public
    economically and socially (Fischer, 2006).
  • Impact Databases and records systems are
    becoming essential to universities in tracking
    student progress while in college and after
    graduation. As of 2006, 39 states had at least
    one student-unit record system in place.
    Margaret Spellings Commission on the Future of
    Higher Education recently proposed establishing a
    nation-wide student record system (Fischer,
    2006).
  •  
  • Recommendations University administrators need
    to be proactive in learning about tracking and
    assessment systems such as the Integrated
    Postsecondary Education Data System Survey
    (Ipeds) and the National Survey of Student
    Engagement (NSSE) (Lederman, 2007). Doing so
    proves to legislators that higher education is
    concerned with improving our services and allows
    universities to select assessment systems which
    they feel are most effective (How can, 2004).

6
Information for Program Improvement
  • Issue Millenial students have come to expect a
    great deal from the educational systems that have
    been taught them (DeBard, 2004). As a result
    administrators who work with these students have
    been forced to pay attention to their needs and
    desires. Additionally, there are increasingly
    greater demands from upper level administrators
    such as presidents and vice presidents, and
    governing bodies that become responsible for
    improvements of the institution.
  • Impact As administrators are asking directly
    for continuously improved programs and services,
    students affairs professionals are being forced
    to look at the quantitative data about these
    programs and services. At The Ohio State
    University (2007), their Student Affairs
    Assessment Office is directly responsible for
    providing information that will enhance programs
    and services. As is the case at many
    institutions, the connection between students
    being involved in learning outside the academic
    classroom has been enhanced through student
    affairs programs and opportunities for student
    involvement (Astin, 1984). At an administrative
    level, the importance of getting students
    involved has translated to overall student
    learning, satisfaction, retention, and success
    (The Ohio State University, 2007). These
    institutional mandates for program improvement
    have largely been enhanced by the use of
    assessment technologies.
  • Recommendations Student affairs professionals
    should become familiar with the various
    assessment tools such as the EBI and Student
    Voice. While individual student experiences are
    very important, it is also important for student
    affairs to take notice of research that is being
    done on their campus and at peer institutions to
    make programs and services more meaningful and
    have a greater impact on overall student success.
    Additionally, in a time when funding for higher
    education is scarce, it is critical that student
    affairs professionals are able to sell the
    benefits of their programs and services to
    administrators and faculty, and to be able to
    show substantial evidence that what they are
    doing is effecting student success.

7
Campus Security Services
8
What Impact Does Technological Innovation Have on
Campus Security Services?
  • In the context of campus safety and security,
    technological innovation is a double-edged
    sword advances in technology can simultaneous
    enhance and hinder the security of a campus.
  • To illustrate this dynamic, let us explore three
    categories of technology that have had a dramatic
    impact on campus security personal
    communications, databasing, and security
    enforcement tools.

9
Cell Phones and Personal Communications
Technology
  • Issue According to a recent web report by
    Campus Technology (2008), 97 of college students
    polled reported owning a cell phone. While this
    figure probably comes as no surprise to most
    student affairs administrators, what may be
    surprising is the impact that such widespread use
    of cell phones has on campus security.
  • Impact On the positive side, some campuses are
    capitalizing on this trend to gain the ability to
    send emergency messages via text messaging.
    Companies such as clearTXT provide campuses the
    means to immediately notify the entire student
    body of potential crises via the cell phones that
    most students carry (clearTXT, 2008).
  • Aside from emergency text capabilities, the use
    of cell phones by students can improve the safety
    of students by the mere ability to contact or be
    contacted from virtually anywhere. Students can
    now call 9-1-1 for help without needing to locate
    a phone, for example.
  • One challenge to campus safety posed by the
    widespread use of cell phones is the use of these
    devices to facilitate stalking or harassment. At
    Colorado State University, for example, numerous
    incidents have been reported where students have
    been threatened or harassed via text messaging.
    Although text-harassment provides another
    avenue for victims to feel threatened, student
    affairs personnel should be aware that such
    messages have been considered viable forms of
    evidence in many court cases (e.g. Dickens v.
    State, 2007), and therefore can provide a useful
    tool in adjudicating cases involving such
    behavior.
  • Recommendations Student affairs personnel should
    familiarize themselves with new advancements in
    personal communication technology as they become
    mainstream. When new technologies play a role in
    the investigation of student conduct violations,
    legal counsel should be consulted to ensure
    compliance with emerging legal trends.

10
Databases, the Internet, and Electronic Data
Sourcing
  • Issue Although it has been used widely since
    the early 1990s, the internet has been one of the
    most important catalysts in changing the way
    information is stored, accessed, and shared in
    todays society. With recent and ongoing
    developments in the creative use of the internet,
    such as Web 2.0 (OReilly, 2006) innovations
    like social networking sites and blogs, it is
    clear that such growth will continue to affect
    campus security in various ways.
  • Impact The most obvious impact on campus safety
    is seen in the way virtual information is stored
    on the internet. By utilizing websites
    effectively, campus safety officers can make
    policies, procedures, and guidelines publicly
    available to all interested students by posting
    them online. For example, Loyola University
    Chicago made its emergency protocol for dealing
    with a pandemic flu outbreak available on the web
    in 2006 (Kosiba, et. al, 2006).
  • Other universities have used the capabilities
    of the internet to allow students to share
    information confidentially about criminal
    activity, such as hazing (George Washington
    University, 2008). Through the internet, students
    can confidentially share information that they
    may otherwise keep to themselves.
  • In terms of negative impact, databases of
    private information accessible through the
    internet have become prime targets for all
    manners of criminal activity (Duke University,
    2007 Fox News, 2006). Universities must remain
    vigilant to protect sensitive information such as
    social security numbers from hackers who would
    use such data for identity theft and other
    criminal activities.
  • Other ways that the internet poses problems for
    campus security personnel include the use of
    social networking sites like Facebook and Myspace
    by stalkers and the ease of illegal activity such
    as downloading music from P2P (peer-to-peer)
    software such as Kazaa and Limewire by students.
    These and other potential impacts must be closely
    monitored by university personnel

11
Databases, the Internet, and Electronic Data
Sourcing (continued)
  • Recommendations Due to the ever-changing
    technological capabilities that the internet
    provides, student affairs personnel must
    diligently educate themselves and their students
    about the real-life consequences of actions in
    the virtual world. Educational programs informing
    students of the consequences of downloading
    music, for example, can protect students from
    severe legal sanctions in the long run.
  • Additionally, student affairs offices around
    the country must invest significant resources in
    their IT staff and personnel to ensure the safety
    of students information stored on the internet.
    The implementation of new technology requires
    skilled professionals to maintain and update
    software and applications, and universities
    should hesitate to invest in the hottest new
    program unless they are willing also to invest in
    the human elements needed to make such programs
    useful.

12
Law Enforcement and Safety Technologies
  • Issue Gone are the days when campus security
    officers had only a can of pepper spray, a baton,
    and their wits to protect themselves in dangerous
    situations on campus. New technologies such as
    tasers, Segways, and secluded cameras need to be
    considered carefully for the benefits they
    provide and the challenges they pose.
  • Impact The question of whether or not campus
    security officers should have access to tasers,
    non-lethal devices that immobilize aggressive
    parties with electric current, has become a hot
    topic since high-profile incidents such as the
    tasing of a University of Florida student in
    September of last year (Wilmath, 2007). While
    such tools provide needed support for security
    officers in dangerous situations, the impact on
    relations between administrators and students on
    campus can be strained if dialogue between the
    two is inadequate.
  • Since Worcester Polytechnic Institute became
    the first university to provide its safety
    officers with Segway Personal Transporters (PTs)
    in 2002, many campuses have followed this trend.
    Segway PTs, which resemble a strange-looking
    scooter, have been effective as ice-breakers and
    points of conversation at WPI (Segway, 2002).
    Like the use of cameras on campus, which have
    distinct benefits in assisting in the
    investigation of crime but present a substantial
    financial burden, the necessity of Segways is
    called into question by students who ultimately
    fund the purchase.
  • Recommendations The savvy student affairs
    professional will involve students whenever
    possible in decisions about whether and how to
    invest money in new security technologies.

13
Distance Learning
14
Distance Learning
  • Student affairs has been offering essential
    support services online for several years now,
    however, it is time our profession overhauls our
    online services to fully integrate into distance
    learning systems. Doing so will allow us to
    develop the whole student in both physical and
    virtual worlds and will improve retention for the
    3.5 million students now taking college courses
    online (Clark, 2008). Delivering services online
    will not take the place of the traditional
    face-to-face support student affairs typically
    offers, but it can be used to enhance services
    and reach new audiences.
  • When modernizing student affairs online services,
    professionals should focus on the provision of
    services, creation of community, oversight of
    campus-wide distance education, and preparation
    of student affairs graduate students (Kretovics,
    2003).

15
Provision of Services
  • Student affairs has incorporated technology into
    many of the services it provides, however, they
    have not done so with distance education in mind
    (Kretovics, 2003).
  • We need to think about all of an institutions
    online services offered as a whole instead of
    looking at services offered as separate units.
    This will help administrators assess and improve
    the overall experience distance learning students
    are receiving (Dadabhoy, 2001).
  • Developing a single point of entry for students
    to access all the campus resources they need can
    help develop a virtual community (Kretovics,
    2003).
  • Just as ecology physical campus should regularly
    be evaluated, professionals should evaluate the
    ecology of a virtual campus to determine how it
    will affect student learning and behavior
    (Kretovics, 2003).
  • Having a thorough understanding of the distance
    learning platform can help administrators better
    understand how to navigate the system and
    communicate with students in the most effective
    ways possible (Kretovics, 2003).
  • Assessment is essential to determine whether
    distance learning programs are achieving the
    desired outcomes and to ensure the missions of
    the institution and division are being met
    (Kretovics, 2003).

16
Creation of Community
  • Web design professionals, technology
    professionals, and faculty may not have
    community-building skills therefore, little has
    been done to foster relationship building and to
    create out-of-class experiences online.
  • Student affairs professionals can utilize their
    expertise to transfer community-building to the
    virtual world.
  • Developing community and fostering social
    integration is an effective way of increasing
    retention.
  • Successful virtual communities (Wachter et al.,
    2000)
  • help students determine what resources serve
    their needs and how to access those resources.
  • integrate content with capability for members to
    discuss content and exchange ideas.
  • encourages member-generated content.
  • increases quality of information, products, or
    services offered to students.

17
Oversight of Campus-Wide Distance Education
  • Distance learning programs are often created
    without student affairs in mind. Having a
    student affairs professional on an oversight
    committee for distance education would bring the
    perspective of developing the whole student
    (Kretovics, 2003).
  • Student affairs professionals have a
    responsibility to contribute to the
    comprehensive education of students,advance
    knowledge of student growth and development, and
    promote the effectiveness of institutional
    programs, services, and organizational units
    (ACPA, 2006, 1).
  • Coordinating student affairs online efforts with
    those of the entire campus will serve students in
    a more effective manner and maximize the
    potential for reaching students for all
    departments involved.

18
Preparation of Graduate Students
  • Student affairs graduate programs must adequately
    prepare future professionals to serve students in
    distance education (Kretovics, 2003).
  • Graduate programs should develop competencies
    based on distance learning.
  • Offering one or more courses online could help
    new professionals experience some of the benefits
    and challenges of distance education (Kretovics,
    2003).

19
Self Expression and Developing a Sense of
Identity
20
Self-Expression and Technology
  • In the context of understanding student
    development , advances in technology can
    simultaneous enhance and hinder the experiences
    that students are having on campuses, and how
    students are presenting themselves to others.
  • To illustrate this dynamic, let us explore three
    categories of student use of technology that have
    had a dramatic impact on student affairs
    practice moral development and social
    networking communities, building community, and
    student use of sexy technology.

21
Self-Expression and Moral Development
  • Issue What messages are students sending about
    themselves? Students use of social networking
    communities such as Facebook , Myspace, and
    YouTube have dramatically changed the ways in
    which students represent their lives to each
    other.
  • Impact Chickering and Reisser (1993) discuss
    moral congruence as the process in which personal
    values are consistent with socially responsible
    behaviors. Wilson (2007) describes the ways in
    which students are facing incongruence in their
    use of various forms of technology. Specific to
    social networking sites, students are posting
    messages that may be contrary to their personal
    values, as well as posting pictures of themselves
    doing things that go against socially responsible
    behaviors such as underage drinking, illegal drug
    use, or different forms of harassment. Students
    recognize that their actions are incongruent, but
    do not seem to be concerned with this mismatch
    of value and action (Wilson, 2007).
  • Recommendations Student affairs personnel should
    be aware of how students are presenting
    themselves to others through online social
    networking sites and seek out opportunities to
    challenge students to think about how their
    personal values are matching or missing the mark
    with how they are behaving. It is also important
    that student affairs personnel help students
    understand what messages they are sending to
    parents, family members, friends, or potential
    future employers. Is who they are online,
    representative of who they say they are in real
    life?

22
Building Community
  • Issue Student populations have changed
    dramatically in the last few decades ,
    particularly the ways that students expect to
    work together in groups both academically and in
    extra-curricular activities.
  • Impact The Millennial generation as described
    by Coomes and DeBard (2004) have been socialized
    to constantly be in groups. Millenials are what
    Prensky (2001) likes to call digital natives as
    their world has always existed with technology
    being a major force on their lives. With the
    heavy usage of technology such as cell phones,
    online gaming, and social networking, students
    are in almost constant communication with one
    another. Technology enables them to develop
    strong relationships and communities with peers
    which is thought to be healthy for individual
    student development (Wilson, 2007).
  • Recommendations Student affairs personnel should
    be utilizing different forms of technology to
    communicate and connect with students at our
    colleges and universities. In an era in which
    students have quickly shifted from electronic
    mail to social networking, message boards and
    blogs, and from phone calls to text messaging, it
    is important for practitioners to try to help
    students build community through technologies
    that they are already utilizing. Student affairs
    personnel can implement programming via virtual
    worlds in which students can interact online in
    real time.

23
Sexy Technology
  • Issue Appealing to students is a growing
    challenge as popular culture continues to supply
    new fads and media coverage about the latest and
    best models of technology . Media tells students
    what products are most popular and what could be
    construed as virtual sex appeal.
  • Impact Popular culture has taken over how
    students interact in the world, and what they
    spend their time and money on. Evolving
    technology has also become an important part of
    this pop culture expression. David Brooks of the
    New York Times (2008) describes a cultural shift
    within consumer sectors in which there are
    commodity providers and then there are
    experience providers. These concepts certainly
    help to explain the student focus on the most
    up-to-date technology. It is not good enough for
    cell phones, iPods, and laptop computers to be
    functional, rather they must have visual appeal
    with all the newest bells and whistles. Students
    expect that the devices that they have will be
    small and sheik that provide fast connection to
    internet information and endless amounts of media
    and entertainment.
  • Recommendations Universities are faced with
    attempting to keep up with these trends through
    connecting with students via podcasts and
    reaching out through YouTube videos that help to
    explain the services available to students.
    Student affairs professionals should stay up on
    current and future technology trends to stay
    connected with evolving student interests.

24
Student Conduct and Judicial Affairs
25
Student Conduct and Judicial Affairs
  • Within Student Conduct and Judicial Affairs, two
    significant areas of technological impact exist
  • 1. Student Behaviors
  • -Academic Dishonesty
  • -Harassment
  • -Sexual Assault
  • 2. Professional Practice
  • -Policing Methods
  • - Legal Duty
  • -Policy/Conduct Code Changes
  • -Time-Saving Devices
  • -Databases for Information Storage/Sharing

26
Student Behavior
  • Technological innovations have added new
    dimensions to old problems
  • 1. Academic Dishonesty
  • Then stealing tests, copying from peers, and
    term paper mills
  • Now Programmable calculators like the TI-92
    that hold test answers (Lathrop Foss, 2000)
  • Texting answers through cell phones
    (Lathrop Foss)
  • Underground, undetectable websites
    that allow students to share assignments (Lathrop
    Foss)
  • Palm Pilot PDAs that can store entire
    chapters of books and use infrared transmitters
    to send questions and
  • answers across the classroom or into the hall
    (Lathrop Foss)
  • Endless plagiarism opportunities on
    the internet (McMurtry, 2001 Heberling, 2002).
  • 2. Harassment
  • Then verbal, written, and physical harassment
    over the telephone, through the mail, and in
    person
  • Now Cyberstalking -the use of the Internet,
    e-mail, or other electronic communications
    devices to repeatedly harass or
  • threaten individuals (http//www.usdoj.go
    v/criminal/cybercrime/cyberstalking.htm)
  • Harassing emails and instant
    messaging through fake screenames
  • Harassing posts on Facebook,
    MySpace, and other social networking sites on
    individual profiles or in groups
  • (Lake Dickerson, 2007)
  • Hacking into personal computers and
    corrupting files (Mackenzie Goldman, 2000)
  • 3. Sexual Assault
  • Then violent and date rape by a physical and
    present perpetrator

27
Student Behavior and Professional Response
  • How does technology facilitate this behavior?
  • Anonymity
  • ? Technology like the internet allows users to
    misrepresent and change aspects of themselves,
    while withholding the
  • visual or contextual clues that can show
    you who is bad news (Dalaimo, 1997).
  • ? Victims inability to visually assess
    the perpetrator can increase feelings of
    vulnerability and therefore fear (Rogerson,
  • 2000).
  • ? Tech-savvy Millennials know methods to
    remain anonymous and escape detection
  • More than a Virtual Existence
  • "Facebook is completely safe from authority, and
    it's completely real within your network of
    friends. It's ... as real as if they'd said it in
    the cafeteria. It's more real, actually, since
    it's text. It's written in stone (Martin, 2008)
  • How has the Administrator Adapted?
  • Legal Duty
  • Then forseeable harm was limited to physical
    dangers on campus
  • Now Furek v. University of Delaware. Duty can
    now be established by what can be reasonably
    foreseeable in light of past incidents. Duty is
    no
  • longer defined geographically. (NASPA
    presentation, citation at home)
  • Investigation Methods
  • Campus police and judicial officers now use
    Facebook and other sites to patrol for offenses
    but should save this for egregious offenses
  • Policy/Conduct Code Changes
  • Conduct Codes now include responsible computing
    policies that provide definitions of computer
    violations and formal procedures for addressing
    them (Mackenzie Goldman, 2000).
  • Administrators must think outside the box when
    writing policies to include new advances in
    technology and possible behaviors, whether
    dealing with academic dishonesty or assault
    (Lake)

28
Professional Practice
  • In addition to new headaches, technology has
    created time-saving innovations that help the
    judicial affairs officer!
  • Databases and Software
  • Then paper filing systems, clunky binders,
    insecure files
  • Now Software like the Judicial Offense Tracker
    save time and printing costs and allow for ease
    in organization. Much better than paper files!
  • Network/Internet/PDA (N.I.P.) Systems
  • Then on call staff had to lug huge binders full
    of banned-student lists, written protocols, and
    contact information to an emergency site in the
    middle of the night
  • Student conduct codes had to be reprinted and
    redistributed across campus (Chang, 2002)
  • Now Staff pull out their PDAs and access
    emergency information almost instantly
  • Conduct codes are published on websites,
    making it easily accessible for students and
    parents (Chang)
  • Caution
  • Emphasize constant training and retraining. At
    times it seems to be frustrating, but a sad fact
    is that once you master a software application,
    it is usually time to relearn everything as a new
    version conveniently wheels itself out.
  • What is considered to be state-of-the-art a year
    ago will probably be "old school" by the end of
    the fiscal year. As a result, keep it affordable.

29
References
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    standards. American College Personnel
    Association Website. Accessed on February 16,
    2008 from http//www.myacpa.org/ethics/statement.c
    fm
  • Astin, A.W. (1984). Student Involvement A
    developmental theory for higher education.
    Journal of College Student Personnel, 25,
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  • Brooks, D. (2008, February 8). Questions for Dr.
    Retail. New York Times.
  • Campus Technolrogy. (2008, January 8). Snapshot
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30
References
  • Dadabhoy, A. (2001). Distance learning and a well
    rounded education A dichotomy? Student Affairs
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  • George Washington University. (2008).
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    63/kretovics63.html
  • Lake, P., Dickerson, D. (2007, December). NASPA
    and Stetson Law and Policy Conference. Las Vegas,
    NV.
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