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Curriculum Committee for Student Affairs and Technology Course

Curriculum Committee for Student Affairs and Technology Course. Bernadette Henderson Janice Lew Tara Riall Colleen Schmidt Seattle University. Committee Objectives. Ascertain the necessity for a course about technology in student affairs

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Curriculum Committee for Student Affairs and Technology Course

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  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) • Today’s 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 today’s 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 • Technologicallyempower 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)

  12. Module #1: The Future is HereObjectives • 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 HereUseful 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. Everhart’s 0 to 100 point rubric for comprehensively evaluating websites. • http://trochim.human.cornell.edu/WebEval/webeval.htm Scholarly research on website evaluation including an article on the internet’s 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 HereActivity 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.

  15. Module #1: The Future is HereActivity, 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 HereLearning 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 is…a 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)

  18. Module #2: Tech Savvy StudentsObjectives • Investigate technology’s 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).

  19. Module #2: Tech Savvy StudentsObjectives, 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 StudentsUseful 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 Cooperative’s project guide facilitating online Student Affairs development. • www.internet2.eduA 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 StudentsActivity(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 StudentsActivity, 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 today’s 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 week’s 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

  24. Module #3: Indirect GuidanceObjectives • 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.

  25. Module #3: Indirect GuidanceUseful 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.htmlArticle about the pros of online advising for special populations (adult learners). • http://www.google.com/u/nacada?q=advising+online

  26. Module #3: Indirect GuidanceActivity(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 internet—its ability to deliver information directly to individuals—may also be one of its greatest dangers. Students retreating to the isolation of their computers may avoid…involvement, 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 Chickering’s third vector of interdependence (Chickering and Reisser, 1993)? • Post your website reviews and insights to the class discussion board.

  28. Module #3: Indirect GuidanceLearning 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 institution’s 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 StudentsObjectives • 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 StudentsLinks to Review • http://webcatalog.cc.utah.edu/orient/online/opening_flash.html University of Utah’s 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/orientation.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 StudentsActivity(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 StudentsActivity, 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 Chickering’s 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 contact’s insights, and your own thoughts on this week’s Technology and Theory Intersection. Peer review your classmates’ contributions.

  34. Module #4: Welcoming StudentsLearning 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 StudentsLearning 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 & EnrollmentObjectives • 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 & EnrollmentLinks to Review • http://studentaffairs.com/ejournal/Fall_2000/banning.htm A discussion regarding the proliferation of online virtual tours as the first area of contact for a majority of today’s prospective college students. Emphasis is placed on the importance of a positive interaction with the University’s 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 & EnrollmentLinks to Review, cont. • http://www.browndailyherald.com/stories.asp?storyID=570 Informative story on technological glitches that can occur in Admissions. • http://www.computerworld.com/securitytopics/security/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 column—the first three steps of the “See it in Action Link” explain the Banner competencies for Admissions. Four through ten explain Banner’s interlinks between admissions, financial aid, advising and even student portals.

  40. Module #5: Admissions & EnrollmentActivity(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 week’s syllabus. • Participate in the course discussion board to post your thoughts about the software programs and technologically interactive ideas.

  41. Module #5: Admissions & EnrollmentLearning 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 CollegesObjectives • 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 CollegesLinks to Review • http://studentaffairs.com/ejournal/Fall_2003/ImpactofTechnology.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 CollegesActivity(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 Cyberland:Student 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 CyberlandObjectives • Explore how the internet’s 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 CyberlandLinks 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_undergraduate/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 CyberlandActivity(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.

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