Student Affairs and Technology: A Class for the Future

1. Student Affairs and Technology: A Class for the Future Allison R. Burzio Tyler F. Havens Melissa P. Iverson Lisa J. Kendall Western Illinois University

2. Assumptions • This is a required, three (3) credit hour, graduate level course in a student affairs related curriculum • This class will include a traditional classroom experience involving instruction, discussion, with projects, presentations, and papers that fulfill our given learning outcomes • This class will also include various lab experiences to increase competence in the area of technology • The assumed classroom environment will strive to incorporate various learning styles

3. Assumptions • For the purposes of this study, we will focus on informational technology • This presentation encompasses more details than if we were physically presenting the information • The attached paper will also provide a greater understanding for the approach we took with this case study • The syllabus descriptions and assignments are addressed to the future students of this class

4. Justification for Class • Technology is changing education, as student affairs professionals, we work as educators. Therefore it is is our responsibility to train our professionals and have the abilities to work with our students who are more technologically advanced than the Student Affairs Professional. • “Higher education is in the midst of a movement that is forcing faculty to rethink the educational process-prompting educators to think in terms of ‘learner needs’ as opposed to ‘teaching franchises.’” * • “The contemporary delivery of student services will increasingly be in the form of distant and virtual contacts, less restrained by office hours and staff availability.” ** • To provide opportunity and make technology accessible to all student regardless of the technological background. • Technology in student affairs allows us to meet the needs and demands of ever-changing students. • “Today’s students are twenty-four-hour, seven-days-a-week customers who reject the service disadvantages of traditional nine-to-five business practices. Technology provides extended access to information, interaction, and client- centered applications.” *** • Technology is changing education, as student affairs professionals, we work as educators. Therefore it is is our responsibility to train our professionals and have the abilities to work with our students who are more technologically advanced than the Student Affairs Professional. • “Higher education is in the midst of a movement that is forcing faculty to rethink the educational process-prompting educators to think in terms of ‘learner needs’ as opposed to ‘teaching franchises.’” * • “The contemporary delivery of student services will increasingly be in the form of distant and virtual contacts, less restrained by office hours and staff availability.” ** • To provide opportunity and make technology accessible to all student regardless of the technological background. • Technology in student affairs allows us to meet the needs and demands of ever-changing students. • “Today’s students are twenty-four-hour, seven-days-a-week customers who reject the service disadvantages of traditional nine-to-five business practices. Technology provides extended access to information, interaction, and client- centered applications.” *** • *Komives, S.R. & Petersen, R.J. (1997). Values and principles guiding technology decision making for the future. New Directions for Student Services,78, p. 89. • ** Moneta, L. (1997). The integration of technology with the management of student services. New Directions for Student Services, 78, p. 6. • *** Moneta, L. (1997). The integration of technology with the management of student services. New Directions for Student Services, 78, p. 7.

5. Purpose of Class • This class is designed to help future student affairs professionals have a basic understanding of the relationship between technology and student affairs. This class will provide students with broad based skills and knowledge about computer applications, Web design, and the impact of technology in education and student affairs.

6. Learning Outcomes • Obtain a basic understanding of student affairs and technology  • Develop a basic competency for general computer knowledge, application, and design  • Help students obtain practical experience in technology while understanding the implications for student affairs  • Receive general knowledge of institutional function and impact of technology • Create a personal understanding and awareness of the student in the technical world.

7. Class Assignments • Reflection Paper: Part #1 of Personal Reflection Paper • Examine your current values, beliefs, and views as it relates to the specific areas of administration, professional staff, and students in technology. It is recommended that you explore how you see technology influencing these areas, what is student affairs role in technology, and how technology is used at these various levels. This assignment should not include research; it should solely be based on your personal views. APA format is not mandatory. (2-4 pages). • Due Class #2

8. Class Assignments • Administration Interview • A group will travel to a different institution of their choice and there they will interview a person from upper administration (preferably student services) and talk to them about how technology affects the administration of student affairs and the various functional areas. Another interview will be conducted with a director of a functional area to discuss technology issues in that area. Here the group will find out how technology will impact a specific functional area. • The information from these interview should be compiled into a 3-5 page paper discussing the key components of your experience. A short presentation of 5-10 minutes covering the most pertinent information you found and a basic outline of your experience. • Due Week 7 (More detail of this assignment are provided on the syllabus)

9. Class Assignments • Publication Design • The student will choose a functional area and create a basic brochure, newsletter, etc. that will follow basic graphic design principles using desktop publishing software which will be explored during a lab class period. • Due Week 10

10. Class Assignments • Web Page Design • With a group, design a basic institutional homepage including the relevant information needed on a Web site. The assignment will be based on user friendliness, content of information, and will not focus heavy on graphic design. Instruction on basic components of web design will occur during a lab class. The second part of this assignment includes examining an institutional web page and discussing any information, changes, or elements of the web page, based on class discussion, that should occur. • Due Week 14

11. Class Assignments • Reflection Paper: Part #2 of Personal Reflection Paper  • This is major rewrite of the first version of this paper. It should include the same elements of the first paper, but incorporate research and information from this class, which has influenced or changed your ideas. APA format required as well as citations form the various articles used in this class (5-7 pages). • Due Week 12

12. Class 1 – Introduction to Class Review of Syllabus Explanation of Premise of Class Survey on students competencies regarding technology Overview of reflection paper for following week

13. Class 2 – Introduction to Technology and Student Affairs Students will be able to gain a basic understanding of the impact information technology (IT) has on student affairs. The class period will include lecture of the basic concepts, ideas of technology, and the roles Student Affairs Professionals should embrace.

14. Class 3 – Budgeting for Technology This class will provide a solid foundation of different needs to be taken into consideration when producing an administrative and departmental budget inclusive of technology. The class design will be lecture style discussing elements of a budget, a full scanning of the institution to allocate technology as a useful addition rather than a costly one.

15. Class 4 – Management and Technology The purpose of this class is to gain a perspective of the responsibility of administration and its relationship to technology. Students will understand how technology is intertwined into the practices of administration through marketing and promotions, access and control, assessment as well as University crisis management.

16. Class 5 – Technological Competencies for Student Affairs Professionals General knowledge of programs and applications student affairs professionals use. Basic web design knowledge and maintenance for student affairs professionals.

17. Class 6 – Introduction to Web Design Lab Class Basic web design instruction. Students will work in groups on learning web designs and maintenance of web pages. Groups will be assigned for final web project on this date.

18. Class 7 – Student Development and Technology General knowledge of positive and negative impacts of technology on student development. Impact on relationships and communication styles. Differences between in person communication and on-line communication.

19. Class 8 – Student Development and Technology Continued Understanding of personality types and impact on learning styles. Understanding new skills required of students in a technology based learning environment. Knowledge of technologies that impacts the development of the “holistic student” and how this could play into changing student affairs.

20. Class 9 – Publication Design Lab Class Basics of publication designs and software use will be discussed. Students will work with Publisher, Illustrator, and Photoshop. Students will have time to experiment with different programs, and will have a chance to work on their personal publication assignment.

21. Class 10 – Ethics and Technology This class will incorporate the prevalent ethical and legal issues facing higher education and technology. Brief overview of the following ethical issues: intellectual property, free speech, privacy, accessibility and social justice, and security issues facing technology.

22. Class 11 – Legal Issues and Technology A continuation of the discussion occurring the week before regarding ethical and legal issues. The majority of the class period will involve a group case study applying the ethical and legal issues facing higher education and student affairs in technology.

23. Class 12 – Challenges and Concerns for Student Affairs Professionals Students will have the opportunity to work on web design projects and interact with the instructor if any questions or concern arise.

24. Class 13 – Future Trends of Technology in Functional Areas Discussion on implications of technology on specific functional areas in Student Affairs. Understanding of positive and negative influences of technology on different programs and strategies for inclusion of technology within student affairs.

25. Class 14 – Implication of Student Technology Usage and Class Wrap Up An understanding of future implications and changes in technology on college campuses and impact on future learning. Final wrap up of class and class evaluations.

26. References Antolovic, L.G. (2001). Budget. New Directions for Higher Education,115, 61-70. Ausiell, K. & Wells, B. (1997). Information technology and student affairs: planning for the 21st century. New Directions for Student Services, 78, 71-81. Barr, M.J., Dreler, M.K. & Associates. (2000). The handbook of student affairs administration (2nd ed.). (pp. 216-227). Jossey-Bass: San Francisco. Barratt, W. (2001). Current uses of information technology in student affairs. A report on policies, practices, staffing and technology. Retrieved February 8, 2004, from http://wbarratt.indstate.edu. Barratt. W. (2003). Information technology in student affairs. In S.R. Komives & D.B. Woodard, Jr. Student services: A handbook for the profession (4th ed.). (pp. 379-396). Jossey-Bass: San Francisco. Beauprez, J. (2003, February 10). Survey says video game playing an integral part of college students’ lives. The Denver Post. Retrieved February 10, 2004, from EBSCOhost database.

27. References Bowman, R.L. & Cuyjet M. (1999). Incorporating technology: A comparison of preparation program training and student affairs practitioners’ expectations. College Student Affairs Journal, 18, 4-15. Boyanoski, J. (2000, September 15). South Carolina college students take advantage of technology. Herald Journal. Retrieved February 10, 2004, from EBSCOhost database. Bushlin, M. (2003, August 8). Berks County, Pa., college officials crack down on internet file sharing. Reading Eagle. Retrieved February 10, 2004, from EBSCOhost database. Database: A sampling of higher-education facts and figures. (1997). Matrix. Retrieved on February 8, 2004, from www.findarticles.com. Engstrom, C. M. (1997). Integrating information technology into student affairs graduate programs. New Directions for Student Services, 78, 59- 69. Grant, S.R. (1999). The internalizing influences of new communications technologies. New Directions for Student Services, 86, 59-65. Healy, P. (2000, October 17). Massachusetts is set to require laptop use at its colleges. Boston Globe. Retrieved February 10, 2004, from EBSCOhost database.

28. References Jackson, M.H. & McDowell, S.D. (2000). Enhancing discourse on new technology within higher education. Information, Communication & Society, 3(4), 629-638. Jefferson, G. (2003, October 27). LAMP lights way for those seeking free, legal, net tunes. USA Today. Retrieved February 10, 2004, from EBSCOhost database. Johnson, C.S. & Pyle, K.R. (Eds.). (1984). Enhancing student development with computers, New directions for student services. Jossey-Bass: San Francisco. Johnson Jr., D.E. & Yen, D. (1990). Management information systems and student affairs. Journal of Research on Computing in Education, 23(1), 127-139. Kaplan-Leiserson, E. (2001). The tremendous issues of technology. Training & Development. Retrieved February 8, 2004, from www.findarticles.com. Kennedy, M. (1999). Keeping campuses safe. American School & University, 7(10), 66-69. Komives, S.R. & Petersen, R.J. (1997). Values and principles guiding technology decision making for the future. New Directions for Student Services, 78, 83-95.

29. References Kennedy, M. (1999). Keeping campuses safe. American School & University, 71(10), 66-69. Komives, S.R. & Petersen, R.J. (1997). Values and principles guiding technology decision making for the future. New Directions for Student Services, 78, 83-95. Lim, B., Plucker, J.A., & Bichelmeyer, B. (2003). Learning by web design: how it affects graduate students attitudes. College Teaching, 51(1), 13- 19. Database: a sampling of higher-education facts and figures (1997). Matrix. Retrieved February 8, 2004, from www.findarticles.com. McCollum, K. (1999). Colleges struggle to manage technology’s rising cost. The Chronicle of Higher Education, 45(24), 27-30. McLaughlin, D. (2001). Information technology user devices in higher education. New Direction for High Education, 115, 29-39. McQuillen, J.S. (2003). The influence of technology on the initiation of interpersonal relationship. Education,123(3), 616-623. Moneta, L. (1997). The integration of technology with the management of student services. New Directions for Student Services, 78, 5-16. Petersen, R.J. & Hodges, M.W. (1997). Legal, ethical, and policy issues. New Directions for Student Services, 78, 45-58.

30. References Rentz, A.L. & Associates (1996). Student Affairs Practice in Higher Education (2nd ed.). Springfield, IL: Charles C. Thomas Publisher Ltd. Shilling, D. (2004, February 3). Youngstown, Ohio-based software maker lands major educational deal. Vindicator. Retrieved February 10, 2004 from EBSCOhost database. Treuer, P. & Belote, L. (1997). Current and emerging applications of technology to promote student involvement and learning. New Directions for Student Services 78, 16-30. West, A. (1999). The information technology staff crisis: Plan for it! CUPA Journal, 49(3-4), p. 3-7. Will technology trigger demise of traditional paper textbooks. (2001, March 12). Westchester County Business Journal. p. 20.