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StudentAffairs.com Virtual Case Study

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Title: StudentAffairs.com Virtual Case Study


1
StudentAffairs.com Virtual Case Study
5 Ways Technology Has Changed Student Affairs
  • Springfield College

Julia Golden, Marty Checchi, Caitlyn Egan, and
John Zocco
2
  • As futurists, student affairs practitioners
    can be campus guides for those who are fearful
    of, overwhelmed by, or even overly enamored with
    technological innovation. They bring a useful
    set of values, principles and knowledge bases
    about human behavior in the context of higher
    education to serve as resources to move through
    this jungle of human confusion. (Komives
    Petersen, 1997)

3
Presentation Overview
  • Building Community With Technology
  • Keeping Up With Students
  • Staffing Concerns
  • Network and Computer Security
  • Moving Into The Future

4
Building Community With Technology
5
Social Networking Sites How They Work
  • A person begins by creating what is known as a
    profile
  • A profile is a combination of identifying factors
    about a person (name, hometown, personality
    characteristics, photographs, music, etc)
  • The next step is making connections
  • Messages are sent to whomever you want to be your
    friend, which has to be accepted by both
    parties in order to create the friendship
  • Friending gives access to your profile and adds
    them to your network
  • (Dwyer 2007)

6
PODCASTING
  • Derived from combination of the words iPod and
    broadcasting
  • in reference to concept in which online audio
    programs in digital format are downloaded for
    listening at users convenience (it lit review)
  • Can be recorded on any digital recording device
  • These audioblogs provide students with a
    stronger hold on their own learning pace

7
PODCASTING
  • Most evident use of this technology is within
    academic classrooms though institutions have
    begun to turn to podcasts as a new media outreach
    to students (Huann 2006)
  • Stanford University works with Apple iTunes to
    offer students podcasts of lectures, learning
    materials, locally created music, sports
    information, and other data

8
But what can we do?
  • Embracing new technology and incorporating it
    into our everyday atmospheres is exceedingly
    beneficial to our students
  • Research has found that these synchronous
    environments provide a better learning
    environment (Johnson 2001)

9
But what can we do?
  • We as higher education administrators must come
    to the realization that this younger generation
    views technology largely as a means of delivering
    entertainment and secondarily as a means of
    communicating (Bugeja, 2006)
  • In seeking to consistently expand enrollment,
    institutions must understand that technology
    rates higher than rigor or reputation in high
    school focus groups (Bugeja, 2006)

10
But what can we do?
  • New technologies alarm us for very real reasons,
    but can and must be addressed in ways that do not
    crush innovation and fun (Mitrano 2006)

11
But what can we do?
  • Keep in mind that online communication is healthy
    and normal for students of these generations
  • These social networks are critical to identity
    development (Guidry 2006)
  • Research confirmed that internet communication
    does not displace traditional communication
    (Guidry 2006)
  • Rather, it encourages healthy and natural
    socialization, as well as identity development
    (Guidry 2006)

12
But what can we do?
  • These online versions of our students selves are
    their needed space to gather and be seen by
    peers
  • This is their place to rebel and essentially
    learn so that they mature
  • Student affairs professionals can directly relate
    these facts to development theories of
    establishing identity
  • As Reisser states, this is any experience that
    helps students define who I am can help
    solidify sense of self (Evans 1998)
  • Baxter Magoldas thoughts of self authorship also
    applies
  • We know that students establish knowledge of
    themselves through their own process of self
    reflection to establish meaning of what they
    experience (Evans 1998)

13
But what can we do?
  • Students do not always use these new
    technologies frivolously they use them to build
    maintain key social contacts networks
    (Guidry 2006)
  • 55 of Facebook members and 60 of MySpace
    members access the site everyday (Dwyer 2007)
  • Many students have admitted to using the site to
    manage relationships initiated offline (Dwyer
    2007)
  • As affiliates of colleges and universities, we
    must balance the desire to guide students away
    from costly dangerous online mistakes with
    students legitimate needs rightful desires to
    experiment with communications, technologies and
    their online identities (Guidry 2006)
  • Social networking technologies speak to all that
    is fresh and innovative in research, teaching,
    and learning, as well as outreach (Mitrano 2006)

14
But what can we do?
  • Within the campus community, student affairs
    staffs can keep students aware of what they are
    communicating in their online selves
  • Students in these communities reveal a lot of
    information about themselves, and are not aware
    of privacy options or who is actually viewing
    their profile (Dwyer 2007)

15
Keeping Up With Students
16
Introducing Your Staff to the Digital Generation
  • Who are our students?
  • Members of todays digital generation of
    students have spent their early lives immersed in
    robust, visual, electronic mediaSesame Street,
    MTV, home computer, video game, cyberspace
    networks, MUD and MOOS, and MP3 players
    (Duderstadt, Atkins Houweling, 2002).

17
Digital Generation (cont.)
  • Change your teaching style. Make blogs, iPods,
    and video games part of your pedagogy. And learn
    to accept divided attention spans. A new
    generation of students has arrived -- and sorry,
    but they might not want to hear you lecture for
    an hour.
  • They ( on Millennials/Digital Generation) are
    smart but impatient. They expect results
    immediately.

Source Carlson, Scott. The Net Generation Goes
to College. Electronic Version. The Chronicle
of Higher Education, 52, A34.
18
Can We Keep Up With Students?
  • Universities are straining to keep up with the
    connectivity demands of students. Todays
    undergraduates are already spending hours every
    day on the Net interacting with faculty,
    students, and home while accessing knowledge
    distributed about the world.
  • (Duderstadt, Atkins Houweling, 2000)

19
How We CAN Keep up!
  • Use IT for support in teaching and learning
  • As found in a case-study on Mount Holyoke, a
    small private womens college,
  • Two key elements to reaching this goal
    (becoming a high-performing, inclusive
    organization) are having a defined mission and
    vision-with identified institutional strategic
    initiatives to serve mission and vision-and
    having an infrastructure to support work.
    (Turner and Perry, 2002.)
  • Mount Holyoke specifically added Library,
    Information and technology Services that supports
    all faculty, staff and students.

20
How We CAN Keep Up (cont.)
  • There are many Journals, and web-sites that keep
    student affair practitioners updated.
  • Look for support in other places
  • Internships, offer stipendsFaculty
    expertise, send staff to relevant courses offered
    on campus or conferencesTap graduates from your
    institution in computer science (Freeman and
    Aspray, 1999.)

21
Network and Computer Security
22
Security Issues in the News
  • In recent years there have been several
    computer-security breaches at institutions across
    the country.
  • April 2006, University of Texas had 197,000 files
    breached, 106,000 contained Social Security
    numbers (Mangan 2006)
  • Over a 13 month period in 2006, Ohio University
    left 367,000 files exposed to hackers (Wasley
    2006)
  • January 2008, Georgetown had a hard drive stolen
    which potentially contained personal information
    of 38,000 current and former students, faculty,
    and staff (Georgetown University 2008)

23
Computer Security
  • The total number of security issues at colleges
    and universities have increased by 67.5 compared
    to 2006 (Dodge 2008)
  • 22 of incidents resulted from a breach
    (penetration) of computer software, computer
    system, or computer network. (Dodge 2008)
  • 38 of incidents resulted from unauthorized
    disclosure accidental release of information
    (Dodge 2008)
  • Unauthorized disclosure represents the largest
    area of concern at the moment

Graph source (Dodge 2008)
24
Why We Should Care
  • Student Affairs professionals need to be aware of
    the potential problems that may arise as
    information goes digital.
  • To prevent future unauthorized disclosures
    policies need to be formed and followed that work
    to prevent opportunities for disclosure
  • As the importance of the computer continues to
    grow in our field so will our need for better
    security continue

25
Institutional Responsibility
  • Institutional negligence for the theft or
    exposure of personal data is concern that needs
    to be addressed.
  • The issue of negligence that is debated in many
    cases is the determination of what duty and
    institution has concerning protecting personal
    data
  • An institution has a duty to have in place a
    reasonable level of protection on the personal
    information they hold.
  • If that duty is breached then an institution can
    be found liable
  • (Tribbensee 2003)

26
Institutional Responsibility Continued
  • Even Colleges and Universities which are not
    found liable can occur large costs associated
    with a security breach
  • Ohio Universitys breach which occurred in 2006
    illustrates this point. The following is the
    breakdown of what the breach cost the
    institution
  • 77,000 spent notifying alumni and students of
    breaches
  • 750,000 in 21-day emergency-response expenses
    for hardware and consulting
  • 4 million allocated by the Board of Trustees to
    secure systems (Wasley 2006)

27
What Can Be Done?
  • To reduce the costs that can occur when personal
    information is lost or stolen insurance plans can
    be purchased.
  • Should data be compromised, a typical
    cyberinsurance policy would cover many o the
    costs that would follow, including those for
    notifying people whose information has been
    compromised, providing credit-monitoring services
    to those affected, and hiring computer
    consultants to decipher the causes of the breach
    and to plug holes (Foster 2006)
  • To reduce costs of policies some institutions
    have grouped together for better deals
  • (Foster 2006)

28
What Can Be Done?
  • Institutions can help prevent issues with
    computer security by forming a comprehensive
    information technology policy
  • Awareness programs are needed to inform all
    members of the campus on the dos and donts of
    computer usage
  • Many times these policies are in place but are
    either unknown to an individual or ignored
  • (Bruhn and Petersen 2003)

29
Staffing Issues
30
Why Do We Need Technology Skills?
  • Technology Skills are in demand
  • There are currently 700,000 open IT jobsthis
    shortage is expected to double in the next five
    years (Duderstadt, Atkins Houweling, 2002).
  • These skills are needed for higher education
  • where information technology has come to
    effect nearly every aspect of ones life where
    the acquisition, management, and deployment of
    information are the key competitive advantages
    where electronics commerce already accounts for
    more than 23 million jobs and nearly 500 billion
    in revenue education can no longer be seen as a
    discrete phenomenon, an option exercised only at
    a particular stage in life or a process following
    a linear course. (Alva, 1999)

31
Why Do We Need Technology Skills? (cont.)
  • As student administrators we know our campus
    culture and needs
  • The planning and design of a campus network is
    too important a job to outsource completelybut
    this is also too important a function to entrust
    entirely to local staff if they are not yet ready
    to manage it successfully. (Long, 2000)

32
Why are we hesitant to learn these skills?
  • On faculty, I have spent sixteen years making
    myself the best teacher I know hot to be. Please,
    please dont put me in a position that undermines
    everything Ive been working for. Dont make me
    look stupid.
  • On Staff, For a while the requirements of a
    particular grant did not allow staff to attend
    some professional development session.
  • Using technology presents major challenges of
    reinventing almost everything you do.

Source Luker, Mark A.(2000). Preparing Your
Campus for a Networked Future. San Francisco
Jossey-Bass Publishers.
33
The Four Rs Can Help
  • Recruitment, IT and HR are teaming up to find
    well qualified IT people who can train AND
    support administrators, staff and faculty in
    their transition into technology.
  • Retention, Offer benefits for training and
    attractive working conditions
  • Retraining, Constantly updating and teaching
    newest technology trends for both IT and
    administrators
  • Restructuring-Some IT jobs are being created for
    specific higher educational needs.

Source Educause Quarterly. Recruiting and
Retaining Information Staff in Higher Education.
Retrieved February 13th, 2008, from
http//www.educause.edu/ir/library/pdf/EQMOO26.pdf
.
34
Transitioning into the Future
35
Moving Into the Future
  • We must
  • Let our values guide us.
  • Role-model technological learning and
    proficiency.
  • Anticipate future trends.
  • Collaborate across and outside of the
    institution.
  • Include all of our constituents in future
    planning.

36
Let our values guide us.
  • As student affairs practitioners, we are
    committed to student growth and development. Our
    work must
  • Ensure that all students have the same basic
    levels of technological proficiency. Not all
    students enter with the same skills or
    experiences. Technological exposure prior to
    college varies with race, socioeconomic status
    and parental education level.
  • 37 of students in nursery school through 12th
    grade with family incomes below 20,000 do not
    use computers at home, compared to 88 from
    families with incomes of 75,000 or more.

Source DeBell, M. Chapman, C. (2006). Computer
And Internet Use by Students in 2003 (NCES
2006-065). U.S. Department of Education.
Washington, DC National Center for Educational
Statistics
37
Role-model technological learning and proficiency.
  • As in all that we do, student affairs staff must
    be leaders in raising our own technological skill
    levels. Current college students have used
    technology in their every day lives from a young
    age.
  • As of 2003, 91 of students in nursery school
    through 12th grade, used computers on a regular
    basis. (DeBell Chapman, 2006)
  • Educators must aim to be as savvy as the students
    they serve.
  • Assessment of staff skill levels for working with
    software, web navigation, and equipment is
    essential to planning staff development and
    setting expectations as technology changes
    (Kleinglass, 2005).

38
Anticipate Future Trends
  • While technology is dynamic and ever-changing, we
    can anticipate trends by considering recent
    technological advances, and looking at current
    trends among the rising college generation
    (Komives Petersen, 1997).

39
Collaborate Across and Outside of the Institution
  • Student affairs must move forward along with the
    rest of the institution. In order to keep pace
  • Partner with Information Technology staff within
    the institution for staff training and
    decision-making regarding the introduction of new
    technology.
  • Participate in campus committees. Be at the
    table when decisions are being made, and offer
    our expertise and perspective.
  • Establish partnerships with outside organizations
    and corporations. Learn from their models of
    technological advancement (Lunday, 2007)

40
Include All of Our Constituents in Future Planning
  • Strategic planning should be done in
    collaboration with academic leaders, staff and
    students to ensure that the technology is shaped
    by and responsive to the needs of the users
    (Lunday, 2007).

41
REFERENCES
  • American College Personnel Association (1996).
    Principles of good practice for student affairs.
    Retrieved February 16, 2008 from
    http//www.acpa.nche.edu/pgp/principle.htm.
  • Bruhn, M. Petersen, R.(2003). Policy
    development for information security. In M.
    Lurker R. Petersen (Eds.), Computer and network
    security in higher education (59). San Francisco,
    CA Jossey-Bass.
  • Bugeja, M. (2006). Facing the facebook. Chronicle
    of Higher Education, 52 (21), C1.
  • DeBell, M., Chapman, C. (2006). Computer and
    Internet Use by Students in 2003 (NCES 2006065).
    U.S. Department of Education. Washington, DC
    National Center for Education Statistics.
  • Dodge, A. (2008). Educational security Incidents
    year in review-2007. Retrieved February 16, 2008
    from http//www.adamdodge.com/esi/yir_2007
  • Dwyer, C., Hiltz, S., Passerini, K., (August
    2007) Trust and privacy concern within social
    networking sites A comparison of Facebook and
    MySpace, Proceedings of Thirteenth Americas
    Conference on Information Systems.
  • Duderstadt, J., Atkins D., Houweling, D. (2002)
    Higher Education in The Digital Age, Connecticut
    Praeger Publisher.
  • Evans, N., Forney, D., Guido-DiBrito, F. (1998)
    Student Development in College, California
    Jossey-Bass.
  • Foster, A. (2006). Worried about hackers? Buy
    some insurance A rash of data breaches has more
    colleges seeking new coverage for the liabilities
    that follow Electronic version. The Chronicle
    of Higher Education, 52(8), A41.
  • Georgetown University. Office of Communication.
    January 29, 2008). Georgetown university notifies
    current and former students, faculty, and staff
    of data breach. Georgetown University Press
    Release. Retrieved February 5, 2008 from
    http//explore.georgetown.edu/news/?ID30979

42
REFERENCES
  • Guidry, K. (September 27, 2006) Online
    Communication is healthy, normal and critical to
    identity development, NASPA NetResults
  • Huann, T. Y. Thong, M.K.(2006) Audioblogging
    and Podcasting in Education. From
    http//edublog.net/astinus/mt/files/docs/Literatur
    e20Review20on20audioblogging20and20podcasting
    .pdf
  • Johnson, C. (2001) A survey of current research
    on online communities of practice. The Internet
    and Higher Education, 4(1), 45 60
  • Kleinglass, N. (2005). Who is driving the
    changing landscape in student affairs? New
    Directions For Student Services, 112.
  • Klor De Alva, Jorge. (1999) Remaking the Academy
    in the Age of Information, in Issues in Science
    andTechnology. Washington, DC National Academy
    Press.
  • Komives, S.R. Petersen, R.J. (1997). Values and
    principles guiding technology decision making for
    the future. New Directions for Student Services,
    78.
  • Long, P. (2002) Planning, Designing, and Growing
    a Campus Network for the Future. EDUCause
    Leadership Strategies, 1, p. (41-58).
  • Lunday, E. (2007). Educational facilities and the
    impact of technology, expectations and
    competition Including the top ten critical
    facilities issues. APPA Association of Higher
    Education Facilities Officers.
  • Mangan, K. (2006). Computer-security breach
    raises fears at u. of texas Electronic version.
    The Chronicle of Higher Education, 52(35), A44.
  • Mitrano, T., (2006) A wider world Youth,
    privacy, and social networking technologies,
    EDUCause Review 41, 16-29
  • Tribbensee, N. (2003). Liability for negligent
    security Implications for policy and practice.
    In M. Lurker R. Petersen (Eds.), Computer and
    network security in higher education (45). San
    Francisco, CA Jossey-Bass.
  • Turner, LA., Perry S. (2002) Campus Human
    Resource Leadership A Mandate for Change.
    EDUCause Leadership Strategies, 6, p. (53-74).
  • Wasley, P. (2006). More holes than a pound of
    swiss cheese Computer-protection problems at
    ohio u. spark complaints from alumni and
    firings Electronic version. The Chronicle of
    Higher Education, 53(6), A39.
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