Technology in the College Environment

1. Technology in the College Environment University of Wisconsin-La Crosse Carey O’Kelly Dena Norrod Dawn Schlund Brian Tomlinson

2. “The proliferation of technology in higher education has changed the ways in which education is delivered to students” (As cited in Hirt, Cain, Bryant, Williams, 2003)

3. Proposal • In order to better prepare future student affairs professionals, it is proposed that each of the ten Student Affairs Administration programs adopt a course in Student Affairs and Technology for Fall 2004. • It is also proposed that the following fourteen week curriculum serve as a model for such a course.

4. Rationale for technology in higher education • Living in a digital age • Students desire 24/7 access (Coomes, 2000) • Moving towards paperless institutions • CAS Standards • “…Professional studies must include (a) student development theory, (b) student characteristics and the effects of college on students, (c) individual and group interventions, (d) organization and administration of student affairs, and (e) assessment, evaluation, and research…” (The Book of Professional Standards for Higher Education, 2003) • Transferability of technological skills to multiple professions and disciplines.

5. Rationale for technology in higher education • Meeting the needs of adult learners and distance learners. • “As of 1996, 25% of all higher education institutions and 69% of all doctoral granting schools offered distance education classes for credit” (as cited in Hirt, Cain, Bryant, and Williams, p. 99). • Better preparation of future student affairs professionals. • Ensuring that the field of student affairs remains at the forefront of technological developments.

6. Justification for offering a course on Student Affairs and Technology • “…call for reform in higher education to ‘adapt to the reality of lifelong learning’ and the reality of today’s diverse learners” (as cited in the Arminio, 1999, January/February, p.114). • Student Affairs professionals must remain proficient in the development of students as lifelong learners. • “While it is true that technology has become a major factor on our campuses, it has also created a large number of challenges that institutions must face” (as cited in Gregory, 2002, p. 55). • Young professionals must be competent in handling the challenges of the university setting.

7. Justification for offering a course on Student Affairs and Technology • “An infusion of technology into the campus infrastructure is one of the marks of a competitive institution” (Lovell & Kosten, 2000, p. 567). • In enhancing the academic mission of any institution, technology will prove to be a factor. • “Creative uses of electronic technology open up the possibilities to provide a great deal of information and interactions to a generation of ‘connected’ students in ways never imagined before” (Gregory, 2002, p.56). • By understanding technology, student affairs professionals can maximize the opportunities to reach the student population.

8. Course Format • Detailed outline of a fourteen week curriculum, including an explanation of class goals, learning outcomes, and assignments.

9. Course Text • McHugh Engstrom, C. & Kruger, K.W. Eds.). (1997, July). New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco, CA: Jossey-Bass. • Other articles as assigned

10. Assignments • Mid-term examination • Daily readings & in-class handouts • Final examination • Technology Applications Project: See attached for description

11. Assignments • Technology Applications Project: Choose Project A or B • Project A • Choose an area of student development that interests you for example, Career Services, Residence Life, Student Activities, etc. • Analyze and evaluate a technology application (website, database) used in that area. • Prepare a report that includes: • Description of the application and its purpose • User analysis • Recommendations for improvement • Develop a 20 minute class presentation encompassing your analysis and evaluation. • Project B • Develop a website addressing a specific need in student development. • Develop a 20 minute class presentation that analyzes: • Purpose and applicability of website • Target audience • Legal and accessibility issues • Predicted successes of website

12. Class Evaluation Criteria • Technology application project: 200 points • Mid-term examination: 125 points • Final examination: 125 points • Class participation: 50 points • Grading scale • A 470-500 points • AB 440-469 points • B 410-439 points • BC 390-409 points • C 360-389 points

13. Week 1 : Course introduction Week 2: Emergence of technology in the university Week 3: Integration of technology into students lives: Classroom and extra-curricular Week 4: Limitations of technology in students lives Week 5: Student panel and mid-term review Week 6: Mid-term examination Week 7: Integration of technology for the student affairs practitioner: Legal & ethical issues Week 8: Information management Week 9: Distance learning and the online university Week 10: Promotional applications Week 11: Research and survey application Week 12: Class presentations Week 13: Class presentations Week 14: Final examination/Class assessment Course Schedule Student focus Professional focus

14. Week 1 • Goals: • Introduction of class and overview of assignments • Purpose of this class is to provide graduate students with a knowledge base of technological applications as well as an understanding of potential student needs. • Review of syllabus, institutional policies and academic integrity • Discussion: How do you as graduate students use technology? • Learning Outcome: • Students will develop an understanding of course requirements. • Students will reflect upon the influence of technology in their personal lives • Assignment: • Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building an online activities environment. Available at http://www.studentaffairs.com/ejournal/Summer_2003/Bricks-to-Bytes.html • Kuh, G.D. & Hu, S. (2001, May/June). The relationship between computer and informational technology use, selected learning and personal development outcomes, and other college experiences. Journal of College Student Development, 42 (3), 217-232.

15. Week 2 • Goals: • Review of assigned materials • Lecture: Emergence of Technology in Higher Education • Discussion: Access and growing importance of technology in university setting from Kuh & Hu article • Learning Outcome: • Develop an understanding of the emergence of technology in higher education. • Students will be able to articulate issues related to access and the importance of technology in higher education. • Assignment: • Buckley, D. P. (2002). In Pursuit of the Learning Paradigm. Educational Review 37 (1), 28. • Hembrooke, H. & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of Computing in Higher Education 15 (1), 46-64. • Swickert, R. J., Hittner, J. B., Harris, J. L. & Herring, J. A. (2002). Relationships among internet use, personality, and social support. Computers in Human Behavior 18 (4), 437-452.

16. Week 3 • Goals: • Lecture: Integrating technology into students lives: classroom and extra-curricular experiences • Discussion: How do students use technology in academic, social, and professional realms? (assigned reading from Week 2) • Learning Outcome: • Develop practical and tangible approaches to integrating technology into students lives. • Identification of the many ways in which technology is used within students’ lives. • Assignment: • Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000) Technology and Diversity: An impending collision on the information superhighway? NASPA Journal, 38 (1), 1-17. • Ausiello, K. & Wells, B. (1997, July). Chapter 6:Information technology and student affairs: Planning for the 21st century. InMcHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass.

17. Week 4 • Goals: • Lecture: Limitations of technology in students’ lives • In class small group discussion of handouts: • “Gender divisions across technology advertisements and the www: Implications for educational equity”; “Falling through the net: Defining the digital divide”; “Falling through the net: Towards digital inclusion.” • Learning Outcome • Students will learn how access to technology at the primary levels affects life-long learning. • Students will discuss the differences in perceptions and equity amongst gender, ethnic, and socioeconomic backgrounds to gain valuable perspectives on the limitations of technology. • Assignment: • Prepare questions for Week 5 student panel on technology, focusing on ethical usage, access, and their primary uses of technology. • Treuer, P. & Belote, L. (1997, July). Chapter 2: Current and emerging applications of technology to promote student involvement and learning. InMcHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass.

18. Week 5 • Goals: • Student panel composed of undergraduate students from all class standings, representing diverse academic majors and university involvements. • Class review for mid-term exam. • Learning Outcome: • Students will develop sound theory to practice skills on the development of student perceptions on technology. • Assignment: • In preparation for mid-term exam, there will be no assignment for Week 6.

19. Week 6 • Goals: • Mid-term exam • Learning Outcome: • Students will be able to demonstrate their ability to integrate information gained from the first five weeks of course study and applications to practice. • Assignment: • Komives, S. R. & Peterson, R.J. (1997, July). Chapter 7: Values and principles guiding technology decision making for the future. InMcHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass. • Moneta, L. (1997, July). Chapter 1: “The integration of technology with the management of student services.” InMcHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass. • Peterson, R.J. & Hodges, M.W. (1997, July). Chapter 4: Legal, ethical, and policy issues. InMcHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass.

20. Week 7 • Goals: • Discussion: Impact of technology on the student affairs professional. • Lecture: Integration of technology for the student affairs practitioner: Legal & ethical issues. • Learning Outcome: • Students will gain a basic understanding of legal, ethical, and policy issues relating to technology in student affairs. • The class will transition from a student development focus on technology to a focus on application in the management of student services. • Assignment: • Hanson, G.R. (1997, July). Chapter 3: “Using technology in assessment. InMcHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass.

21. Week 8 • Goals: • Lecture: Provide an overview of strategy and policy in the organization, emphasizing the integration of technology across multiple functional areas. • Discussion: The impact of information systems and how they are used within organizations to complement and enhance operations. • Learning Outcome: • Students will be able to discuss and apply various technological methods to the field of student affairs. • Assignment: • Bring 3 examples of a distance education curriculum • Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003) Cyber services: What’s important and how are we doing? NASPA Journal 40 (2), 98-118.

22. Week 9 • Goals: • Lecture: Adult Learners use of distance learning and the impact of consumerism on future student populations. • Discussion: The future of the university and the impact of distance learning. • Learning Outcome: • Provide a comprehensive understanding of distance education and its application to student affairs. • Be able to discuss the future of the technologically savvy university. • Assignment: • Hoffman, J. (September 2003). Built by design: Developing a customized marketing department. ACUI: The Bulletin, 71 (5), 22-26. • Salas, C. (September 2003). Marketing research: Planning for Success. ACUI: The Bulletin, 71 (5), 27-37.

23. Week 10 • Goals: • Guest speakers: Advertising agency representative, market research expert, publications department representative. • Discussion: Discuss in small groups how you would integrate technology into marketing a late night program series including market research, target audience identification, advertising campaign, and evaluation method. • Learning Outcome: • Gain information from panel of experts and ensuing discussion regarding practical applications of technology in promotions. • Assignment: • Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002). Survey Professionals Using Electronic Surveys.College Park, MD:ERIC Clearinghouse on Assessment and Evaluation. • Timmerman, A. (2002). Introduction to the Application of Web-Based Surveys. North Carolina: Information & technology.

24. Week 11 • Goals: • Lecture: The good, bad, and ugly: Various examples of electronic survey design. • Discussion: What is the most effective way to survey student populations? What about populations outside the university setting? • Learning Outcome: • Class will possess the ability to effectively determine the best practices of survey design. • Assignment: • Prepare for class presentations

25. Week 12 & 13 • Goals: • Class Presentations • Review for final exam • Learning Outcome: • Students will demonstrate knowledge on a particular application relating to technology and student affairs. • Assignment: • Prepare for final exam

26. Week 14 • Goals: • Final Exam • Class and instructor evaluation • Learning Outcome: • Students will demonstrate a proficiency in technological applications as well as potential student needs.

27. “The art of our era is not art, but technology. Today Rembrandt is painting automobiles; Shakespeare is writing research reports; Michelangelo is designing more efficient bank lobbies.” Howard Sparks http://quotes.prolix.nu/Technology/

28. References • Arminio, J. (1999, January/February). Book reviews: The virtual campus: Technology and reform in higher education, 40 (1), 101- 119. • The Book of Professional Standards for Higher Education, (2003). Washington DC: Advancement of Standards in Higher Education. • Buckley, D. P. (2002). In Pursuit of the Learning Paradigm. Educational Review 37 (1), 28. • Coomes, M.D. (2000, Fall). Book Review. NASPA Journal, 38 (1), 152- 158. • Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building an online activities environment. Available at http://www.studentaffairs.com/ejournal/Summer_2003/ Bricks-to-Bytes.html • Gregory, D.E. (2002, Fall). The student handbook, federal law, and electronic technology. NASPA Journal, 40 (1), 53-68.

29. References • Hembrooke, H. & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of Computing in Higher Education 15 (1), 46-64 • Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003). Cyber services: What’s important and how are we doing? NASPA Journal, 40 (2), 98-118. • Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000). Technology and Diversity: An impending collision on the information superhighway? NASPA Journal, 38 (1), 1-17. • Hoffman, J. (September 2003). Built by design: Developing a customized marketing department. ACUI: The Bulletin, 71 (5), 22-26. • Knupfer, N.N. (1998). Gener division across technology advertisements and the www: Implications for educational equity. Theory Into Practice, 37, 54-63. • Kuh, G.D. & Hu, S. (2001, May/June). The relationship between computer and informational technology use, selected learning and personal development outcomes, and other college experiences. Journal of College Student Development, 42 (3), 217-232.

30. References • Lovell, C.D., & Kosten, L.A. (2000, Summer). Skills, knowledge, and personal traits necessary for success as a student affairs administrator: A meta-analysis of thirty years of research. NASPA Journal, 37 (4), 553-572. • McHugh Engstrom, C. & Kruger, K.W. (Eds.). (1997, July). New directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass. • Salas, C. (September 2003). Marketing research: Planning for success. ACUI: The Bulletin, 71 (5), 27-37. • Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002). Survey Professionals Using Electronic Surveys.College Park, MD:ERIC Clearinghouse on Assessment and Evaluation. • Sparks, Howard. Technology quotations. Retrieved February 12, 2004. Available at http://quotes.prolix.nu/Technology/ • Swickert, R. J., Hittner, J. B., Harris, J. L. & Herring, J. A. (2002). Relationships among internet use, personality, and social support. Computers in Human Behavior 18, 4, 437-52.

31. References • Timmerman, A. (2002). Introduction to the Application of Web-Based Surveys. North Carolina: Information & technology. • U.S. Department of Commerce. National Telecommunications and Information Administration. (1999). Falling through the net: Defining the digital divide. Washington DC: U.S. Government Printing Office. Retrieved February 12, 2004, from World Wide Web:http://www.ntia.doc.gov/ntiahome/fttn99/contents.html. • U.S. Department of Commerce. National Telecommunications and Information Administration. (2000). Falling through the net: Towards digital inclusion. Washington DC: U.S. Government Printing Office. Retrieved February 12, 2004, from World Wide Web: http://www.ntia.doc.gov/ntiahome/fttn00/falling.htm#1