Curriculum Committee for Student Affairs and Technology Course

1
Curriculum Committee forStudent Affairs and
TechnologyCourse

• Bernadette Henderson
• Janice Lew
• Tara Riall
• Colleen Schmidt
• Seattle University

2
Committee Objectives

• Ascertain the necessity for a course about
  technology in student affairs
• Establish a course that meets students graduate
  needs
• Determine course objectives and anticipated
  learning outcomes
• Develop a comprehensive syllabus for a 14 week
  course

3
History of Technology in Higher Education

• The practice of student affairs must shift from
  providing resources in a campus environment to
  linking the learner with those resources wherever
  the learner is and whenever the resources are
  needed
• (Upcraft and Goldsmith,Technological Changes in
  Student Affairs Administration, 2000)
• Computers have provided new and improved outlets
  for communication and collaboration inside and
  outside of the classroom.

4
History of Technology in Higher Education, cont.

• The advent of the computer has provided new
  methods for research and forced new methods of
  teaching to keep abreast of current trends in the
  ever-changing field of technology.
• Student affairs units must be just as comfortable
  with technology as academic units within a given
  institution.

5
History of Technology in Higher Education, cont.

• Technology is a presence that is re-shaping
  college campus, regardless of student affairs
  practitioners willingness to embrace it or fear
  its depletion of interpersonal relationships.
• Empowerment can teach professionals to critique
  technology using the same theories that form the
  foundation of all student affairs work.
• (Wallace, H., 2000)

6
History of Technology in Higher Education, cont.

• 90 of college students use the web, for an
  average of almost six hours per week, primarily
  for educational purposes.
• (Wallace, H., 2000)
• Todays students have grown up tech-savvy, but
  there is a growing need to educate students on
  technological use within an educational setting.
  Technological incorporation can become the
  greatest tool of the student affairs profession
  for meeting the needs of todays students.

7
History of Technology in Higher Education, cont.

• In the academic context, students want to
  conduct all institutional administrivia over
  the Internet, phone, desktop, or most convenient
  device twenty-four hours a day, seven days a
  week.
• (Maughman, G.R., ___)

8
Future of Technology in Higher Education

• Three focusi of technology in student affairs
• Minimize administrative tasks
• Create an unlimited educational environment
  unrestricted by classroom walls
• Meet students where they are while maintaining
  personal service

9
Brief Overview of Technology in Student Affairs
Course

• Rationale
• Provide an updated introduction to Student
  Affairs focusing on areas of specialization,
  theories of Student Development and the impact of
  technology.
• Format
• Classroom modules (CM) allow cutting-edge
  technological presentations and community
  building among students.
• Online modules (OM) increase comfort with
  technology through intense immersion

10
Brief Overview of Technology in Student Affairs
Course

• Outcomes
• Introduce students to the Student Affairs
  profession
• Cultivate higher-level thinking skills
• Technologically empower students
• Increase dialogue among consortium students

11
Module 1 The Future is Here An Introduction to
the Technology in Student Affairs Course

• Most students prefer using the Internet for
  research and recreation. They will spend
  countless hours searching and surfing. However,
  they may not completely understand the Internet's
  strengths and weaknesses as both a research tool
  and as a general source of information.
• (Beck, S., 1997)

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Module 1 The Future is Here Objectives

• Review of modern technology (internet,
  videoconferencing, online course platform)
• Overview of online and offline research
  (e-databases, online sources, internet validity,
  APA resources).
• Application of technology via participation in
  e-networking, e-appearances, virtual tours
  (Jonassen, Howland, Moore, and Marra, 2003).

13
Module 1 The Future is Here Useful Links

• http//library.albany.edu/internet/using A
  thorough introduction to the web including
  vocabulary, research tips, history and
  technological aspects of being online.
• http//www.virtualsalt.com/evalu8it.htm Checklist
  of issues of concern when evaluating online
  sources.
• http//www.duke.edu/de1/evaluate.html Dr.
  Everharts 0 to 100 point rubric for
  comprehensively evaluating websites.
• http//trochim.human.cornell.edu/WebEval/webeval.h
  tm Scholarly research on website evaluation
  including an article on the internets impact on
  student learning.
• http//lib.nmsu.edu/instruction/eval.html A
  user-friendly, example-rich, step-by-step walk
  through of website evaluation.

14
Module 1 The Future is Here Activity
This is an in-person session. Come meet your
classmates for the semester!

• Observe demonstrations of the online course
  platform with specific attention paid to off-site
  connectivity and activity completion within the
  site.
• Engage in a telefieldtrip to the nine other
  Consortium schools in the Learning Circle. Using
  e-networking, organize groups of five to six
  individual keypals (Jonnassen et al, 2003) for
  the Policy Symposium at least one member of
  each group must be from a different campus.

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Module 1 The Future is Here Activity, cont.

• Participate in the in-class overview of online
  research. Use at least two search engines and an
  online database to research technology and your
  preferred focus within Student Affairs (e.g.
  Admissions, Residence Life). Validate at least
  three websites and choose three journal articles
  from the electronic database to create an
  annotated bibliography of six sources. Be sure to
  include validity justification for your sources
  and define what aspects of your websites denote
  quality construction. APA format is required.
• Post this to the campus class website for the
  Resource Collection before the next class session
  and be sure to review your peers submissions
  (Jonassen et al, 2003).

16
Module 1 The Future is Here Learning Outcomes
and Rationales

• Active engagement will immerse students in the
  technology that they will encounter in the course
  (videoconferencing, e-networking, internet
  searches) to emphasize real-life implications of
  technological advances in Student Affairs (Hird,
  2000).
• Use of online and offline research skills,
  coupled with e-networking will develop the
  higher-level thinking skill of evaluation
  (Tileston, 2004) that allows for effective
  decisions on how to incorporate technology within
  various student affairs professional roles within
  a collaborative environment.
• In-person meeting will provide a technological
  reference source for students via in-class
  demonstrations of the course platform and
  establish a sense of community at the start of
  the semester.

17
Module 2 Tech Savvy Students on the New Digital
Campus

• There isa growing and increasingly computer
  literate student population with access to
  extensive computer resources, both on campus and
  increasingly at home. Self-service is
  empowering students to manage their own learning
  more actively.
• (Cornford, J., and Pollock, N. 2003)

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Module 2 Tech Savvy Students Objectives

• Investigate technologys imprint on the 3J (just
  in time, just for me, just the right
  content) and 3R (right information, right
  time and place, right format) learning and
  information models (Langenberg, D.N., and Spicer,
  D.N., 2001).
• Examine how technology is used to support, not
  replace, the student affairs enterprise
  (Langenberg, D.N., and Spicer, D.N., 2001).

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Module 2 Tech Savvy Students Objectives, cont.

• Understand the role of various technologies in
  providing integrated, personalized, asynchronous
  services to students.
• Consider extended internal and external campus
  collaborations and partnerships with the advent
  of technologically-based student services.

20
Module 2 Tech Savvy Students Useful Links

• http//www.wcet.info/resources/publications/guide/
  guide.htm A unique publication that showcases
  the University of Illinois online registration
  as part of the Western Cooperatives project
  guide facilitating online Student Affairs
  development.
• www.internet2.edu A site that showcases the
  future of technology in education by coming full
  circle with the original intent of the internet
  as a collaborative tool for researchers.

21
Module 2 Tech Savvy Students Activity (this
is an online session)

• Investigate the links listed above and search for
  three interactive websites you think would appeal
  to freshman, transfer, and non-traditional
  students respectively. Focus on interactive
  websites that are not educationally based.
• Via email, be in touch with the Chief Student
  Affairs Officer at an institution of your choice
  to learn about the top three challenges and/or
  triumphs regarding technology and student affairs
  on their campus.
• Also, email an undergraduate student (student
  organization contacts are a great start) to
  examine what tech savvy really means what are
  students doing with technology in all of its
  forms?

22
Module 2 Tech Savvy Students Activity, cont.

• Technology and Theory Intersection of the Week
• Carl Jung believed that behavior resulted from
  inborn tendencies or preferences (Jung, C.,
  1960). John Holland posited that behavior was a
  result of interactions between an individual and
  her environment (Holland, J., 1992). Do you
  believe that todays students were born with a
  love for technology or that the pervasive
  availability of technology is an environmental
  condition that has resulted in students ease
  with technology?
• Participate in the online discussion board by
  sharing your interactive websites, e-network
  contacts insights, and your own thoughts on this
  weeks Technology and Theory Intersection. Peer
  review your classmates contributions.

23
Module 3 Indirect Guidance Technological
Counseling and Academic Advising

• Can effective advising take place for distance
  learners?
• www.studentaffairs.com

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Module 3 Indirect Guidance Objectives

• Examine technology use (telementoring, online
  advising) in academic advising, peer mentoring,
  and counseling.
• Delineate the pros and cons of indirect advising.
• Gain hands-on experience with advising technology.

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Module 3 Indirect Guidance Useful Links

• http//www.psu.edu/ncta/ NACADA Professional
  advising association website link to their
  Commission on Technology in Advising which
  includes numerous links to innovative uses of
  technology in advising.
• http//ezra.cornell.edu/ Touted as the first
  online helpdesk on the NACDA site, Uncle Ezra has
  been imitated on many college campuses as a
  first stop for many students seeking personal
  and academic advice and general student service
  information on a particular college campus.
• http//www.seas.upenn.edu/epac/ Highly
  informative peer advising website at the
  University of Pennsylvania replete with college
  and major specific information and links to
  advisors.
• http//www.ncsu.edu/advising_central/ An
  informative first step website that answers
  basic frequently asked questions and refers
  students with complex problems to the appropriate
  college personnel.
• http//www.studentaffairs.com/ejournal/Spring_2001
  /advising.html Article about the pros of online
  advising for special populations (adult
  learners).
• http//www.google.com/u/nacada?qadvisingonline

26
Module 3 Indirect Guidance Activity (this is
an online session)

• Review the sites above. Explore
  non-website-based, technological approaches to
  academic advising (email registration,
  teleregistration).
• Examine the benefits and detractors of not seeing
  an advisee face-to-face. Are there alternatives
  to non-verbal communication as indicators of
  hidden difficulties?

27
Module 3 Indirect Guidance Activity, cont.

• Technology and Theory Intersection of the Week
• The strength of the internetits ability to
  deliver information directly to individualsmay
  also be one of its greatest dangers. Students
  retreating to the isolation of their computers
  may avoidinvolvement, and instead be content
  with self-gratifying Internet involvement
  through discussion groups, aliases, and other
  links as replacements for face-to-face
  interactions (Treur, P., and Belote, L., 1997).
• How might technology go beyond merely providing
  information to providing avenues for development
  in Chickerings third vector of interdependence
  (Chickering and Reisser, 1993)?
• Post your website reviews and insights to the
  class discussion board.

28
Module 3 Indirect Guidance Learning Outcomes
and Rationales

• Technological immersion via online format will
  continue to increase technological comfort of
  students enrolled in the course.
• Advising and Counseling will be thoroughly
  examined as facets of the overall Student Affairs
  profession.
• Evaluation of student services that go beyond
  websites to incorporate technology will foster
  development of a technological framework and the
  higher-level thinking skills of evaluation
  (Tileston, D.W., 2004) that allow for effective
  decisions on the incorporation of technology
  within various Student Affairs roles.
• Technology and Theory Intersection will provide
  students with a Student Development theoretical
  framework from which to evaluate the impact of
  technology on student affairs.

29
Module 4 Welcoming Students to the Digital
Campus Admissions, Financial Aid, and New
Student Programs

• For students who have a negative experience
  navigating through an institutions website, this
  raises feelings of confusion and frustration
  before a student steps foot on a campus or speaks
  with anyone from the campus.
• (Parsons, A., Herandez, J., 2003)

30
Module 4 Welcoming Students Objectives

• Review ways colleges use technology to promote,
  implement, and evaluate new student programs.
• Explore innovative uses of technology in
  admissions, orientation services and financial
  aid that go above and beyond the norm.

31
Module 4 Welcoming Students Links to Review

• http//webcatalog.cc.utah.edu/orient/online/openin
  g_flash.html University of Utahs orientation
  website embraces the student with the college
  song. From initial registration, the University
  tracks the online progress of prospective
  students while incorporating a welcoming
  environment for internet explorers.
• http//www.ramapo.edu/academics/firstYear/orientat
  ion.html Ramapo College incorporates the College
  web page into student orientation by posting the
  itinerary for upcoming events. The site informs
  students that they will receive continued
  services throughout the year and offers an
  introduction to other components of the
  first-year experience at Ramapo.
• http//orientation.osu.edu/ Ohio State recognizes
  the needs of different types of students
  (transfers, traditional freshmen and winter
  starters) and personalizes site information for
  each contingency. Speaking directly to the
  student instead of an anonymous entity, the site
  distinctly notes what to expect from the
  orientation program.

32
Module 4 Welcoming Students Activity (this is
an online session)

• Investigate the links listed above and search
  financial aid and orientation offices in your
  geographic area for ones you feel go above and
  beyond the norm. Also be in touch with a student
  affairs professional in financial aid or new
  student programming at an institution of your
  choice.
• Reflect on your personal college experience to
  contrast ways colleges currently use technology
  to serve students as compared to how technology
  was used during your undergraduate years. Look
  beyond the internet to actual service providers
  that use technology in unique ways.

33
Module 4 Welcoming Students Activity, cont.

• Technology and Theory Intersection of the Week
• Evaluate how the frustrations students experience
  with ineffective technological efforts on the
  part of colleges could be detrimental to a
  student in Chickerings first vector of
  competency development (Chickering and Reisser,
  1993).
• Participate in the online discussion board by
  sharing results of your search for innovate
  service providers, the comparison exercise, your
  e-network contacts insights, and your own
  thoughts on this weeks Technology and Theory
  Intersection. Peer review your classmates
  contributions.

34
Module 4 Welcoming Students Learning Outcomes
and Rationales

• Technological immersion via online format will
  continue to increase comfort with technology.
  E-networking will continue to expand students
  contact bases for real-time consultations within
  their professional roles.
• Financial Aid and Orientation will be examined as
  facets of the Student Affairs profession.

35
Module 4 Welcoming Students Learning Outcomes
and Rationales, cont.

• Timeline comparisons of frontline new student
  services will develop the higher-level thinking
  skills of comparison and contrast (Tileston,
  2004) that allow for effective decisions on how
  to incorporate technology within various aspects
  of the Student Affairs profession.
• Technology and Theory Intersection will provide
  students with a theoretical framework from which
  to evaluate the impact of technology on Student
  Development.

36
Module 5 Admissions and Enrollment Services

• More and more, institutions are using technology
  as a means to attract more students to their
  campuses replacing some of the more traditional
  methods of marketing like print, radio and
  television ads
• (Edwards, K., 2003)

37
Module 5 Admissions Enrollment Objectives

• Examine technology in admissions and enrollment
  as an administrative and communicative tool.
• Evaluate negative consequences of technology for
  admissions and enrollment services.
• Interact with software tailored for enrollment
  management.

38
Module 5 Admissions Enrollment Links to
Review

• http//studentaffairs.com/ejournal/Fall_2000/banni
  ng.htm A discussion regarding the proliferation
  of online virtual tours as the first area of
  contact for a majority of todays prospective
  college students. Emphasis is placed on the
  importance of a positive interaction with the
  Universitys web page.
• https//www.applytexas.org/adappc/commonapp.wb
  Texas is one of many states that uses an online
  common application to streamline admissions.
• http//www.ithaca.edu/tour/ Exemplary site
  incorporating slideshows, videos, 360 degree
  panoramas, and student tour guides for the
  virtual tour. The Ithaca Admissions site also has
  a My Ithaca feature that allows for extensive
  tracking, postcards and online application to
  Ithaca College.

39
Module 5 Admissions Enrollment Links to
Review, cont.

• http//www.browndailyherald.com/stories.asp?storyI
  D570 Informative story on technological glitches
  that can occur in Admissions.
• http//www.computerworld.com/securitytopics/securi
  ty/privacy/story/0,10801,73472,00.html Story
  about the intersection of technology, admissions
  and ethics.
• http//www.sctcorp.com/Education/p_b_student.html
  Click on the software demo in the right hand
  columnthe first three steps of the See it in
  Action Link explain the Banner competencies for
  Admissions. Four through ten explain Banners
  interlinks between admissions, financial aid,
  advising and even student portals.

40
Module 5 Admissions Enrollment Activity
(this is an online session)

• Review the links above. Use your student key to
  download and test out one of the software trial
  versions from the course platform.
• Search for technologically interactive ideas
  implemented on college campuses that do not rely
  solely on web page view (e.g. touch screen
  kiosks, interactive campus maps, etc.).
• Use e-networking to discuss with your policy
  group keypals the implications from the fourth
  and fifth links in this weeks syllabus.
• Participate in the course discussion board to
  post your thoughts about the software programs
  and technologically interactive ideas.

41
Module 5 Admissions Enrollment Learning
Outcomes and Rationales

• Technological immersion via online format will
  continue to increase students technological
  comfort. E-networking with keypals will provide
  expanded exposure to diverse points of view.
• Admissions will be examined as a facet of the
  Student Affairs profession.
• Discussion will develop the higher-level thinking
  skill of problem solving (Tileston, 2004) that
  allows for effective decisions about how to
  ethically incorporate technology within various
  Student Affairs professional roles.

42
Module 6 Technology on the Community College
Campus

• Technology has been instrumental in helping the
  college achieve its mission of putting learning
  first and maintaining enrollment.
• (Edwards, K., 2003)

43
Module 6 Community Colleges Objectives

• Explore the impact that technology has had on
  community colleges.
• Investigate the positive and negative effects of
  technology at two-year colleges.

44
Module 6 Community Colleges Links to Review

• http//studentaffairs.com/ejournal/Fall_2003/Impac
  tofTechnology.html A discussion of the positive
  and negative impacts of technology on the
  community colleges campus.
• http//www.hccs.cc.tx.us/ Explore a centralized
  website for community colleges within the Houston
  Metro area. A good example of one-stop shopping
  for a community member with links to specifics in
  their own area.
• http//www.sinclair.edu/academics/elhs/departments
  /ebe/cww/index.cfm Sinclair Community College is
  one of the largest in America and addresses
  concerns regarding distance education
  incorporated within its learning curriculum.

45
Module 6 Community Colleges Activity (this is
an in-person session)

• Before class, investigate the links provided
  above.
• Attend class to participate in the e-visit to
  three community colleges.
• Participate in the virtual tours of campuses and
  come prepared with discussion questions for the
  e-panel videoconference that will take place
  during the second half of class.

46
Module 6 Community Colleges Learning
Outcomes and Rationales

• Active engagement will continue to immerse
  students in the technology they will encounter in
  the field (videoconferencing, e-networking,
  internet searches) to emphasize real-life
  implications of technological advances in Student
  Affairs (Hird, 2000).
• Use of online research skills coupled with
  e-networking will develop the higher-level
  thinking skill of evaluation (Tileston, 2004)
  that allows for effective decisions on ways to
  incorporate technology within various Student
  Affairs professional roles.
• Community College virtual tour and e-panel will
  expose students to technological policies,
  activities, and services currently in use within
  one sector of higher education as a benchmark
  from which to evaluate the policy development
  group project.

47
Module 7 Life in CyberlandStudent and
Residence Life in an Asynchronous Environment

• What will become of the residence hall and its
  learning potential in an asynchronous
  environment?
• (Upcraft, M.L., Terenzini, P.T.)

48
Module 7 Life in Cyberland Objectives

• Explore how the internets constant availability
  has transformed residential college communities.
• Review ways technology has created an effective
  system for addressing administrative tasks while
  meeting the Residential and Student Life needs of
  students.
• Examine how online administrative tasks,
  policies, and general information have shaped the
  way in which students interact with Residence and
  Student Life offices.

49
Module 7 Life in Cyberland Links to Review

• http//www.uvm.edu/reslife/ The University of
  Vermont offers a broad array of housing services
  online while also providing links to campus
  policies via the student handbook. Students can
  receive pertinent information regarding meal
  plans and are updated weekly about housing
  events.
• http//hds.ucsd.edu/roomselection/details.html
  The University of California, San Diego takes
  students step by step through a detailed example
  of their online room selection process.
• http//facilities.princeton.edu/housing/a_undergra
  duate/2007/2007housing.htm Princeton has
  minimized the amount of postal mailings and
  streamlined orientation to incorporate an
  all-encompassing housing letter.

50
Module 7 Life in Cyberland Activity (this is
an online session)

• Before class, investigate the links listed above
  and search for links to Student Life sites
  (Multicultural Services, Commuter Student
  Services, International Student Services) for
  exemplary examples of technology use in Student
  Life Offices. Also be in touch via email with a
  student affairs professional in Residence Life or
  Student Life services.
• Evaluate and weigh whether decreased face-to-face
  interaction through technology as it applies to
  Residence Life and Student Life offices could
  lead to greater attrition or retention of special
  populations such as those served by
  multicultural, commuter, and international
  student services.

51
Module 7 Life in Cyberland Activity, cont.

• Technology and Theory Intersection of the week
• Evaluate how the limited interpersonal
  interactions of an asynchronous environment that
  fosters autonomy and self-sufficiency might help
  or hinder students progression through
  Chickerings third vector as they attempt to
  become interdependent beings (Chickering and
  Reisser, 1993).
• Participate in the online discussion board by
  sharing the results of your search for exemplary
  examples of technology in student services, the
  special population exercise, your e-network
  contacts insights, and your own thoughts on this
  weeks Technology and Theory Intersection. Peer
  review your classmates contributions (Jonassen
  et. al, 2003).

52
Module 7 Life in Cyberland Learning Outcomes
and Rationales

• Technological immersion via online format will
  continue to increase technological comfort of
  students enrolled in this course. E-networking
  will continue to expand students contact bases
  for real-time consultations within their
  professional roles.
• Residence Life and Student Life (Multicultural
  Services, Commuter Student Services,
  International Student Services) will be
  thoroughly examined as facets of the overall
  Student Affairs profession.
• Evaluation of student services that go beyond
  websites to incorporate technology will foster
  development of a technological framework and the
  higher-level thinking skills of evaluation
  (Tileston, 2004) that allow for effective
  decisions on the incorporation of technology
  within various Student Affairs roles.
• Technology and Theory Intersection will provide
  students with a Student Development theoretical
  framework from which to evaluate the impact of
  technology on Student Affairs within Residence
  Life and Student Services.

53
Module 8 Career ServicesTechnology and
Students Futures

• Find a great job. Meet the right people. Make
  big things happen for yourself and your career.
• Monster.com

54
Module 8 Career Services Objectives

• Explore internet job search functions.
• Examine resources available for career
  development.
• Apply student development theory to personal job
  search activities.

55
Module 8 Career Services Links to Review

• http//www.career.missouri.edu/article.php?sid146
  University of Missouri interactive testing site
  that allows students to explore career options
  based on personality and preferences.
• http//www.uncwil.edu/stuaff/career/Majors/
  Informative career services and planning site
  that translates educational achievements into
  transferable skills on the job market.
• http//www.d.umn.edu/student/loon/car/self/career_
  transfer_survey.html Interactive transferable
  skills index useful for students who are trying
  to apply skills to various positions on the job
  market.
• http//www.getinterviews.com/articles.html
  Articles with tangible reference checking,
  interviewing and resume/cover letter writing tips
  from experts in the field.
• www.monster.com, www.careerbuilder.com,
  www.higheredjobs.com, www.studentaffairs.com
  Online job search engines.
• http//www.gse.harvard.edu/cso/
  Institution-specific eRecruiting technology that
  allows students to search postings and post
  resumes in a secure online environment.

56
Module 8 Career Services Activity (this is an
online session)

• View the links listed above. Conduct an internet
  search for professional associations in any given
  field except for education. Find a geographic
  location-specific organization, a professional,
  and a general umbrella organization within that
  field.
• Complete a personality type evaluation of your
  choice.
• Update your resume and cover letter using tips
  provided within the links. Complete the
  transferable skills website checklist and
  incorporate the results into your resume.
• If you are actively seeking employment, post your
  resume to one of the online job search engines.
  If you are not, post to the course message board
  so that classmates may access your information
  for future networking opportunities.

57
Module 8 Career Services Activity, cont.

• Technology and Theory Intersection of the Week
• Chickerings sixth vector involves developing
  clear vocational goals (Chickering and Reisser,
  1993). Part of this vector is contingent upon
  development of strong interpersonal commitments.
  What are the pitfalls and achievements associated
  with so little interpersonal interaction on the
  ability to develop meaningful commitments to
  others particularly, an employer?
• Participate in the online discussion board by
  posting the associations for the field of your
  choice, your personality type in your chosen
  evaluation, and your updated resume. Also post
  your transferable skills percentages and
  reflections on the Technology and Theory
  Intersection.

58
Module 8 Career Services Learning Outcomes
and Rationales

• Technological immersion via online format will
  continue to increase technological comfort of
  students enrolled in the course.
• Career planning and counseling will be thoroughly
  examined as facets of the overall Student Affairs
  profession and students will personally interact
  with online career service offerings so as to
  advance their own career goals.
• Evaluation of student services that go beyond
  websites to incorporate technology will foster
  development of a technological framework and the
  higher-level thinking skills of evaluation,
  comparison and contrast (Tileston, 2004) that
  allow for effective decisions on the
  incorporation of technology within various
  Student Affairs roles.
• Technology and Theory Intersection will provide
  students with a Student Development theoretical
  framework from which to evaluate the impact of
  technology on Student Affairs within the area of
  career services.

59
Module 9 Student Activities

• Students attending brick campuses long
  embraced the complete college experience
  including leadership development, intramurals,
  academic organizations, and social clubs. So, why
  cannot these services be designed to function in
  an online environment?
• www.studentaffairs.com

60
Module 9 Student Activities Objectives

• Explore the integration of technology into
  student activities.
• Evaluate whether student activitiesa unit laden
  with student technological talentis
  technologically more advanced than other Student
  Affairs departments.

61
Module 9 Student Activities Links to Review

• http//www.vpul.upenn.edu/osl/saos.html
• www.naca.org
• http//studentactivities.tamu-commerce.edu/
• http//www.sao.umn.edu/

62
Module 9 Student Activities Activity (this is
an online session)

• Review the websites. E-network again with your
  Policy group keypals to discuss the future
  implications of the articles and incorporate
  important future considerations in your policy
  paper.
• Ponder the following and brainstorm innovative
  student programming opportunities that go beyond
  web site production in creating a technologically
  savvy campus with your group
• Children growing up with Internet technology are
  no longer satisfied to be passive viewers of
  online documents instead, they expect to do
  something each time they go on the Internet
  (Harel, 1999, p. 19).

63
Module 9 Student Activities Activity, cont.

• Participate in the online discussion board by
  sharing the results of your search for innovative
  service providers, the comparison exercise,
  thoughts brought up with your keypal
  interactions, and your own thoughts and musings
  on the innovative services brainstorming session.
• Provide a peer review for your classmates
  contributions.

64
Module 9 Student Activities Learning Outcomes
and Rationales

• Technological immersion provides continued
  technological comfort. E-networking continues to
  allow students to receive substantive exposure to
  various view points.
• The role of Student Activities will be examined
  within the Student Affairs profession.
• Brainstorming exercise will provide students with
  an opportunity to apply theory and evaluate the
  impact of technology on Student Development.

65
Module 10 Technology in Public and Private
4-Year Institutions

• Technology has been instrumental in helping the
  college achieve its mission of putting learning
  first and maintaining enrollment.
• (Edwards, K., 2003)

66
Module 10 Public Private Objectives

• Explore innovative technology at four-year
  institutions.
• Investigate the positive and negative effects of
  technology on demographically diverse college
  campuses.

67
Module 10 Public Private Links to Review

• http//chronicle.com/infotech/ Chronicle of
  Higher Educations Information Technology
  website.
• www.internet2.edu Consortium of 200 educational
  institutions with discussion on implications for
  interconnectivity of campuses.

68
Module 10 Public Private Activity (this is
an in-person session)

• Review all class material from the first nine
  weeks, the links provided above, and scan the
  course message board for potential policy issues
  that can be explored and exploited with the panel
  for use in your policy paper.
• In the classroom, actively participate in the
  e-visit to three four-year campuses.
• Participate in the virtual tours of the campuses
  and come prepared with discussion questions for
  the e-panel videoconference.

69
Module 10 Public Private Learning Outcomes
and Rationales

• Active engagement will continue to immerse
  students in the technology they will encounter in
  the field (videoconferencing, e-networking,
  internet searches) to emphasize real-life
  implications of technological advances in Student
  Affairs (Hird, 2000).
• E-networking coupled with in-class debate as to
  the merits of technology on various campuses will
  develop the higher-level thinking skills of
  evaluation and compare and contrast (Tileston,
  2004) that allow for effective decisions on how
  to incorporate technology within various Student
  Affairs professional roles on four year campuses.
• Four-year college virtual tour and e-panel will
  expose students to technological policies,
  activities, and services currently in use within
  one sector of higher education as a benchmark
  from which to evaluate policy development group
  project.

70
Module 11 Beyond the CampusStudent Services
for Distance Learners

• Learning is strongly affected by the educational
  climate in which it takes place the settings and
  surroundings, the influences of others, and the
  values accorded to the life of the mind and to
  learning achievements.
• (American Association for Higher Education,
  American College Personnel Association, and
  National
• Association of Student Personnel Administrators,
  1998)

71
Module 11 Beyond the Campus Objectives

• Examine the pros and cons of a self-contained
  online college campus.
• Evaluate whether the convenience of distance
  learning has hampered the effectiveness of
  Student Affairs practitioners to incorporate the
  holistic education of the entire student.
• Explore technological applications and policies
  geared toward distance learners and their
  implications.

72
Module 11 Beyond the Campus Links to Review

• http//studentaffairs.com/ejournal/Spring_2001/pol
  icy.htmlAAHE An important discussion about why
  student affairs professionals need to recognize
  the distance learning initaive.
• http//studentaffairs.com/ejournal/Summer_2000/art
  10.html Discussion of the pros and cons of
  distance learning. Students satisfaction is
  considered, along with feedback regarding
  engagement and the overall experience.
  http//www.petersons.com/distancelearning/default.
  asp Basic introduction to long distance learning
  via the internet with an exploration of various
  options, courses, and programs.

73
Module 11 Beyond the Campus Links to Review,
cont.

• http//www.registrar.northwestern.edu/directory/em
  ail.html, http//www.fpd.finop.umn.edu/groups/ppd/
  documents/policy/Email_Pol.cfm,
  http//www.rochester.edu/Eastman/registrar/handboo
  k/gen_policy11.htm Northwestern Universitys,
  University of Minnesotas, and University of
  Rochesters Eastman School of Music email
  correspondence policies.
• http//www.nacada.ksu.edu/InterestGroups/C23/index
  .htm Contact information for NACADAs Distance
  Advising Interest Group.
• http//www.nacada.ksu.edu/Clearinghouse/Advising_I
  ssues/adv_distance.htm Considerations for student
  services when working with distance learners.

74
Module 11 Beyond the Campus Activity (this
is an online session)

• Review the sites listed above. Explore
  non-website, technological approaches to distance
  learning interactions on campus.
• Intersection of Technology and Theory of the
  Week
• Beyond his vectors, Chickering asserts that
  environment impacts student development
  (Chickering and Reisser, 1993). Contrast how
  Chickerings seven environmental factors effect
  fully detached distance learners as compared to
  the same factors on partially immersed,
  tech-savvy, residential and commuter students.
• Participate in the online discussion board by
  sharing the results of your search for non-web
  based distance learning interactions, and your
  thoughts about this weeks Technology and Theory
  Intersection.

75
Module 11 Beyond the Campus Learning
Outcomes and Rationales

• Technological immersion via online format will
  continue to increase the technological comfort of
  students enrolled in the course.
• A special population served by Student Affairs
  will be examined to prepare Student Affairs
  pre-professionals for the challenges of serving
  students who are completely detached from the
  campus.
• Evaluation of student services that goes beyond
  websites to incorporate technology will foster
  development of a technological framework and the
  higher-level thinking skills of evaluation
  (Tileston, 2004) that allow for effective
  decisions on the incorporation of technology
  within various Student Affairs roles.
• Technology and Theory Intersection will provide
  students with a Student Development theoretical
  framework from which to evaluate the impact of
  technology on Student Affairs and distance
  learning.

76
Module 12 Technological Concerns in Student
Affairs

• Advisors play a critical role. They can ask a
  broad array of questions, and make a few
  suggestions, that can affect a student in a broad
  and profound way.
• (Light, 2001)

77
Module 12 Tech Concerns Objectives

• Debate the effects of the paradigm shift in
  Student Affairs from direct to indirect
  intervention with the advent of technology.
• Discuss how immediate student interaction can be
  maintained in a detached, asynchronous
  environment.

78
Module 12 Tech Concerns Links to Review

• http//www.acpa.nche.edu/seniorscholars/trends/tre
  nds5.htm A powerful article discussing the fears
  that student affairs practitioners are currently
  in contention over.
• http//studentaffairs.com/ejournal/Fall_2002/stude
  ntconflicts.htm A concrete example of how student
  affairs can create programs that incorporate
  technology, while maintaining traditions of
  mediation and direct relationships with students.
• http//studentaffairs.com/ejournal/Winter_2002/deb
  ate.html A point/counter-point article relating
  the pros and cons of the inter-connectedness of
  the campus college experience via technology.

79
Module 12 Tech Concerns Activity (this is an
online session)

• Review the websites listed above. E-network again
  with your policy group keypals to discuss the
  future implications of the articles and
  incorporate important future considerations in
  your policy paper.
• Technology and Theory Intersection of the Week
• In the fifth vector, Chickering reasons that
  identity development is partially driven by a
  clear self concept (Chickering and Reisser,
  1993). However, Pamela Perry notes that an
  individual cannot have a sense of self without
  experiencing an other (Perry, 2002). Evaluate
  how a paradigm shift away from proximate
  interactions, toward disconnection, would or
  would not impact a student seeking an other to
  compare or identify with.

80
Module 12 Tech Concerns Activity, cont.

• Participate in the online discussion board by
  sharing ideas from your keypal interactions and
  your thoughts about this weeks Technology and
  Theory Intersection.
• Peer review your classmates contributions.

81
Module 12 Tech Concerns Learning Outcomes and
Rationales

• Technological immersion via online format will
  continue to increase students technological
  comfort. E-networking will continue to allow
  students to receive substantive exposure to
  various view points.
• Drawback and concerns to the impact on
  traditional student services will be examined as
  issues debated within the Student Affairs
  profession.
• Technology and Theory Intersection will provide
  students with a theoretical framework from which
  to evaluate the impact of technology on Student
  Development.

82
Module 13 Avoiding Further Disadvantage
Disability Services Online

• As colleges and universities increase their
  reliance on online offerings, Universal Design
  features should be built in. From a practical
  perspective, the effort required to retrofit
  thousands of web pages to upgrade their
  accessibility is not only daunting but
  startlingly inefficient, especially when the
  techniques and tools to insure compliance are so
  readily available.

83
Module 13 Avoiding Further Disadvantage
Objectives

• Explore Disability Services within the context of
  Student Affairs.
• Investigate technological options for serving
  students with diverse needs while avoiding
  further disenfranchisement.
• Analyze concerns and disadvantages of reducing
  the quantity of interpersonal interactions in
  disability services when quality remains constant.

84
Module 13 Avoiding Further Disadvantage Links
to Review

• http//www.usdoj.gov/crt/ada/adahom1.htm
  Government link to the Americans with
  Disabilities Act.
• http//www.disability.vic.gov.au/dsonline/dssubmit
  .nsf/PresentLinks?OpenAgentsStudents_with_a_Disa
  bility A specific site describing Victorias
  services for students with disabilities with a
  link back to the Disabilities Online
  metacollection of online materials.
• http//www.umuc.edu/distance/odell/cade/ade/ud/lea
  rning.html Another site for serving students with
  disabilities with specific attention paid to
  distance education.
• http//cap.umn.edu/ University of Minnesota
  Computer Accommodations Program provides
  assistance to students needing special
  coordination or technological equipment.
• http//www.makoa.org/education.htm A metasource
  with extensive information on educational
  opportunities, financial aid, books and many
  sources available to students with disabilities
  and the professionals who work with them.

85
Module 13 Avoiding Further Disadvantage
Activity (this is an online session)

• View the Disability Services websites listed
  above.
• With your policy group keypals, e-network to
  discuss ways internet technology might be
  inefficient in Disability Services and suggest
  alternate technologically advanced approaches to
  Disability Services.
• Technology and Theory Intersection of the Week
• Revisit Chickerings first vector of competency
  development (Chickering and Reisser, 1993) and
  contrast how technological advances might be more
  (or less) beneficial to students with
  disabilities than to the general student
  population in regards to physical/manual,
  intellectual and interpersonal competency
  development.
• Use the remainder of the week to wrap up policy
  papers and have at least one member of your group
  meet with the professor (an e-visit is sufficient
  though office visits are also appropriate) to
  finalize your Symposium presentation format.

86
Module 13 Avoiding Further Disadvantage
Learning Outcomes and Rationales

• Technological immersion via online format will
  continue to increase students technological
  comfort. E-networking will continue to expand
  students contact bases for real-time
  consultations within their professional roles.
• Student Disability Services will be examined as a
  facet of the Student Affairs profession.
• Comparisons of the impact of technology on
  various student groups will develop the
  higher-level thinking skills of comparison and
  contrast (Tileston, 2004) that allow for
  effective decisions on how to incorporate
  technology within various Student Affairs
  professional roles.
• Technology and Theory Intersection will provide
  students with a theoretical framework from which
  to evaluate the impact of technology on Student
  Development.

87
Module 14 Policy Symposium

• Students will expect to leave their graduate
  programs with the knowledge, skills, and
  competencies required to use technology in
  developing and improving the quality of student
  affairs programs and services.
• (Engstrom, C.M., 1997)

88
Module 14 Policy Symposium Objectives

• Conclude Technology in Student Affairs course
  with conference about the intersection of
  technology and student development theory as
  applied to policy considerations in Student
  Affairs.
• Explore innovative technology via participation
  in a multi-site Symposium with e-visitations,
  e-tours and interactive question and answer
  sessions possible through linkage of each
  consortium site through a multi-user
  teleconference.

89
Module 14 Policy Symposium Activity (this is
an in-person session)

• Post your groups policy paper to the course
  discussion board and review copies of all papers
  before coming to class.
• Participate in the Policy Symposium virtual
  discussion session in class and submit peer
  review grades for the course.
• Participate in the virtual discussion sessions on
  each paper via the in-class teleconference.

90
Module 14 Policy Symposium Learning Outcomes
and Rationales

• Technological immersion via virtual conference
  across consortium members with students present
  at individual sites will allow for
  technologically advanced collaboration, rather
  than competition (Langenberg and Spicer, 2001).
• E-conference will expand students knowledge base
  regarding technologys impact on specific Student
  Affairs function areas within the confines of
  student development theory. Class will conclude
  with e-appearances by Student Affairs
  professionals on a panel that will judge
  creativity, practicality, and student development
  theory applications for compilation of a
  web-published Thoughts on Theory for the Coming
  Year report. All papers will be ranked within
  these categories by the panel and by the students
  within the class the paper was presented from.
• Final grades will be based on the grade rubric.

91
Grading RubricPossible points per category are
listed in parentheses
Doesnt meet expectations Meets expectations Exceeds expectations
Class participation 40 (graded by instructor) Student missed 3 classes (did not complete online modules or missed in-class modules) (0-10 points) Student was present, completed assignments on time (11-20 points) Student was present and took time to meet with others outside of class times creative and innovative completion of assignments (21-40 points)
92
Grading Rubric, cont.Possible points per
category are listed in parentheses
Doesnt meet expectations Meets expectations Exceeds expectations
Peer review 40 (graded by students) Student was disrespectful, inconsiderate, did not participate as keypal or share insights (0-10 points) Student was respectful, supplied opinions, reasonably responded to e-network requests (11-20 points) Student was engaging, thought provoking, willing to extensively e-network, creative and innovative in approach to helping others successfully complete course (21-40 points)
93
Grading Rubric, cont.Possible points per
category are listed in parentheses
Doesnt meet expectations Meets expectations Exceeds expectations
Final Paper 20 (Panel 10, Class 10) Paper did not incorporate theory, address various student affairs units, or give serious consideration to technological impacts. (0-10 points) Paper incorporated student development theories, examined various units within student affairs, considered technology in historic, current, and futuristic contexts. (11-20 points) Paper incorporated theories, examined all student affairs units discussed in class, and, perhaps those areas not covered in the course considered impact of technology from various time points, exhibits creative and/or critical thought in real-time application considerations. (21-40 points)
94
Resources Used

• American Association for Higher Education,
  American College Personnel Association, and
  NationalAssociation of Student Personnel
  Administrators. (1998). Powerful partnerships A
  shared responsibility for learning. From the
  World Wide Web http//www.aahe.org/assessment/joi
  nt.htm
• Beck, S. (1997). Suggestions for successful
  internet assignments. The good, the bad the
  ugly Or, why its a good idea to evaluate web
  sources. From the World Wide Web
  http//lib.nmsu.edu/instruction/evalsugg.html
• Chickering, A.W., and Reisser, L. (1993).
  Education and identity (2nd ed.). San Francisco
  Jossey-Bass.
• Cornford, J., and Pollock, N. (2003). Putting the
  university online Information, technology and
  organizational change. Philadelphia, PA Open
  University Press.
• Edwards, K. (2003). Impact of technology on
  college recruitment and retention. From the World
  Wide Web http//studentaffairs.com/ejournal/Fall_
  2003/ImpactofTechnology.html Engstrom, C.M.
  (1997). Integrating information technology into
  student affairs graduate programs, in Using
  technology to promote student learning
  Opportunities for today and tomorrow. San
  Francisco Jossey-Bass
• Harel, I. (1999). Clickerati kids Who are they?
  In A. Hird, Learning from cyber-savvy students
  How internet-age kids impact classroom teaching.
  (p. 19). Sterling, VirginiaStylus Publishing,
  LLC.
• Hird, A. (2000). Learning from cyber-savvy
  students How internet-age kids impact classroom
  teaching. Sterling, VA Stylus Printing, LLC.
• Holland, J. L. (1992). Making vocational choices
  A theory of vocational personalities and work
  environments (2nd ed.). Odessa, FL Psychological
  Assessment Resources.

95
Resources Used, cont.

• Jonassen, D.H., Howland, J., Moore, J., and
  Marra, R.M. (2003). Learning to solve problems
  with technology A constructivist perspective.
  Upper Saddle River, NJ Pearson Education, Inc.
• Tileston, D.W. (2004). What Every Teacher Should
  Know About Media and Technology. Thousand Oaks,
  CA Corwin Press
• Jung, C.G. (1960). The structure and dynamics of
  the psyche. New York Bollingen Foundation.
• Langenberg, D.N., and Spicer, D.N. (2001). The
  Modern Campus. In G. R. Maughan (2001).
  Technology Leadership Information systems in
  higher education. (pp. 3 16). San Francisco
  Jossey-Bass.
• Light, R., (2001). Making the most of college.
  Harvard University Press. p. 84.
• Parsons, A., and Hernandez, J., (2003). Creating
  student centered web pages for incoming and new
  students. From the World Wide Web
  http//studentaffairs.com/ejournal/Winter_2003/cre
  atingwebpages.html
• Treur, P., and Belote, L. (1997). Current and
  emerging applications of technology to promote
  student involvement and learning. In Engstrom,
  C. M and Kruger, K.W. (eds.) (p. 17-30). San
  Francisco Jossey-Bass.
• Upcraft, M.L., and Goldsmith, __H. (2000).
  Technological changes in student affairs
  administration
• Upcraft, M.L., Terenzini, K.K. Looking beyond the
  horizon Trends shaping student affairs
  Technology. From the World Wide Web
  http//www.acpa.nche.edu/seniorscholars/trends/tre
  nds5.htm