Technology and Student Affairs

1. Technology and Student Affairs Courtney Brown Linda Jameison Emily Moore Cathy Stevens Clemson University February 13, 2004

2. Introduction • Proposed new class on technology and student affairs • Course justification • Objectives • Student Affairs • Learning Outcomes • Course Structure • Assignments • Weekly Outline

3. Course Justification • Technological expansion has, currently is and will continue to occur: • Technology is the revolution about which we have no choice (Gates, 1995). • Technological advancements demand that our schools prepare educated workers who can use technology effectively in the global marketplace (Harnisch, 1999).

4. Course Justification • Technology is drastically impacting higher education: • Technology is disruptive… Colleges and universities… must think through issues and their impact on higher education, and must devote sufficient resources and investment to get ahead of the curve in this new era (Jackson, 2004).

5. Graduate students need to have the same basis of technological knowledge as the students they will work with once professionals When professional development is geared to a specific purpose, educational technology can reach its full potential (Serim, 2003). Course Justification

6. Course Justification • Incoming college students are more technologically savvy than their predecessors: • In general, technology has changed the nature of communication and communication patterns among students and between students, faculty and administrators (Gatz, 2000).

7. Student Affairs Objectives • Enhance student learning and personal development: • In a learning paradigm scholars no longer presume that every student learns the same way or that widely accepted practices necessarily result in optimal levels of learning for students (Anderson & Colvin, 2003).

8. Student Affairs Objectives • Understand resources available • The technological learning environment, time management, software savvy, computer “comfort”, personal motivation, and synthesis may be as important as skills required in a traditional classroom (Upcraft & Goldsmith, 2000).

9. Student Affairs Objectives • Collaboration • …the group can know and accomplish more than the individual,…the individual can be advanced through the resources available in the group,…the group advances at rate faster than the sum of individual effort,…this increased group advancement in turn advances the individual in a greatly accelerated manner (Anderson & Colvin, 2003).

10. Student Affairs Objectives • Be the expert • SA professionals should be the authority on their students technological environment and their learning process • The possibilities are endless; only limited by educators’ imagination and willingness to “think” in the new medium (Dadabhov, 2001). • Research and review • Respond to the concept that different conditions provide different learning opportunities

11. Learning Outcomes • Foster transition from multiplicity to relativism, according to Perry’s theory of intellectual and ethical development • Knowledge is now viewed more qualitatively; it is contextually defined, based on evidence and supporting arguments (Evans et al, 1998).

12. Learning Outcomes • Understand challenges, limitations, benefits, disadvantages and ethical problems posed with new technology • Understand how technology can enhance education, interaction, discussion, collaboration. • Gain knowledge of various specific uses of technology to enhance areas of student affairs

13. Learning Outcomes • Challenge and support: Knefelkamp and Widick’s Developmental Instruction Model • Experiential learning relates to the concreteness, directness, and involvement contained in learning activities… (L)earning’s purpose is to help students make connections to the subject matter. (Evans et al, 1998)

14. Learning Outcomes • Experiment with various uses of new technology and different learning techniques • Gain general knowledge on portal technology and the possibilities of its application and use in student affairs

15. Course Structure • 14 week course, meets one day per week for a three hour class • Experience wide array of technology • The syllabus is outlined week-by-week, highlighting: • Weekly topics • Justification for topics • Assignments

16. Assignments • Email etiquette project • Small group discussion board • Weekly 10- minute presentations • Article postings • Research component • Portal development project and presentation • Final exam

17. Email Etiquette Project • During first class, address current technology • Email • IM • Assign case study that requires professional email response • Due within the week via email to instructor

18. Small Groups • During first class, divide into collaborative learning groups (2-3 students) • Groups will work together all semester on all assignments • Assigned online group discussion board • Each group assigned one of ten divisions of students affairs for semester

19. Housing Admissions Career Services Health/Counseling Services Financial Aid Multicultural Services Judicial Services Recreation Services Student Affairs Faculty Orientation Staff Small Groups • Groups will each focus on one of the following areas:

20. Small Group Discussion • Discussion board assigned to each collaborative group • Used to discuss weekly presentation topics • Venue for developing long-term research project • Instructor monitors for quality of discussion

21. Weekly Technology Topics • Each week instructor discusses new technology topic applicable to higher ed. • Small groups research the week’s topic as related to their division of Student Affairs • Report back during next week’s class • How is area currently using technology • How could they be • Supply one supporting article

22. Weekly Technology Presentations • 3-4 groups present each week • Not expected to be formal • 10-15 minutes in length • Research and report include: • Articles • Conversations with faculty, staff, students • Observation

23. Article Postings • Articles referenced during weekly presentations should be posted to Class database of articles • Database is part of web space assigned to class • Articles to be retrieved by interested parties in class

24. Research Component • Semester-long research in small group areas • Determine how each division could become a successful part of portal community • Research instrument can be survey, interview or other type • Present results in final project during last three weeks of semester • Supplement results with written research report

25. Portal Development Project

26. Portal Development Project • To understand the portal concept and how it could apply to higher education • Gain knowledge on portal technology • Small groups then look at portal concept in relation to their area of Student Affairs • Conduct research with faculty, staff and students • What technology is working • What is not • What is needed

27. Final Exam • One essay question requiring synthesis of materials • Individually completed outside of class and submitted via email

28. Week-By-Week Syllabus

29. Week 1 - Introduction • Purpose: To introduce students to the nature of technology within Student Affairs and to orient them to the framework of the class. • Focus: • History of Technology in Student Affairs • Overview of Current Technology in Student Affairs (Email, IM)

30. Introduction • Assignments: • Divide students into project groups which they will be working with all semester. • Groups will focus on a specific area of Student Affairs and technology’s role in that area. • These groups will be responsible for brief presentations throughout the course and a final cumulative presentation.

31. Week 2 - Intro to Portal Concept • Supports vision of knowledge management in higher education • Single, fully-integrated, enterprise-wide system (Taggart, 2004) • Unifies access point for institution’s services and resources • Provides the best service to date • Allows for user personalization of resources

32. Financial aid services Orientation Registration Chat rooms Access to faculty Purchasing tickets Library Resources Health Center E-mail Instant Messaging Data storage Assignments Virtual counseling sessions Distance learning classes Portal Concept - Services

33. Portal Personalization • Must provide sense of community to users • View personalized to each user • Requires paradigm shift for universities • Should be primary source of information (Taggart, 2004)

34. Portals and Student Affairs • Unites all facets of an organization • Should aid in mission to develop whole student (Student Personnel Point of View, 1937) • Should increase student learning (Student Learning Imperative, 1994) • Reinforces connection with student body

35. Portals and Student Affairs • Twenty years ago, traditional classroom instruction was the norm. Now it’s not unusual to find a student taking two traditional courses, one course on television and two on the computer. Today a single mother can take a class at 10 p.m. when her children are asleep. We’ve come a long way, but the bottom line is that learning comes first and we have to enhance that process whenever we can. (Cox, Matthews & Associates, 2003)

36. Week 3 - Cyber Ethics • The right and wrong of computer and Internet use (Kruger, 2003) • Easy to commit crimes • Crimes include: • File-sharing • Plagiarism • Software Piracy • Students must understand the consequences.

37. Cyber Ethics • Teach by example • Raise issues with students • Opportunity for student development • Developing integrity • Moral development

38. Week 4 - Technology Changes in Student Affairs • Purpose: Review the impact technology is making on expectations for Student Affairs divisions • Focus: • Provision of Services • Creation of Community • Development Resources

39. Technology Changes in Student Affairs • Provision of Services • Technology is a great assistance to providing student service functions • There are few things that can’t be translated from physical to virtual environment • Creation of Community • Web portals provide a good tool to create a virtual community

40. Technology Changes in Student Affairs • Development Resources • WCET; National leader helping states and institutions use technology for improved education • New Student Services Guidelines • Guide to Developing Online student services • Educuase; To advance higher education by promoting the intelligent use of information technology • Effective Practices & Solutions database

41. Week 5 - Desktop Applications and Personal Technology • General Administration Applications vs Applications Specific to Student Affairs Areas • Existing and Emerging Applications and Uses • Encouragement to collaboration • Enhancement with Personal Technology

42. Desktop Applications and Personal Technology • Focus: • Software Applications • Mobile Computing and Personal Technology in Student Affairs • Adapting to Constant Changes in Technology

43. Week 6 - Web Services and Resources • Selection of applicable and beneficial resources • Re-directing (integration, re-use) vs. direct offering • Research existing and emerging web services and resources for different areas in student affairs • Variety of resources and services for different individual needs • Presentation Format

44. Web Services and Resources • Enhance collaboration • Web services are objects data, or applications that can be connected, integrated, or re-used regardless of where or how they are used on the Web (Syllabus, 2004).

45. Week 7 - Collaboration and Technology in Student Affairs • An effective student affairs division attempts to make ‘seamless’ what are often perceived by students to be disjointed, unconnected experiences. (Student Learning Imperative, 1994)

46. Collaboration and Technology in Student Affairs • Current uses and possibilities of technology for collaboration. • Limitations and Challenges • Necessity of collaboration on collaboration techniques • Process of converting non-technological collaboration techniques to an technological implementation.

47. Week 8 - Distance Learning • Purpose: Highlight the dramatic increase of distance learning participation • (H)igher education is experiencing a paradigm shift, where the old paradigm of discreet educational experiences is being replaced with the new paradigm of continuous learning (Edwards, 2003).

48. Distance Learning • Colleges are offering more distance learning courses • Focus: • Pro’s & Con’s of distance education • Factors that contribute to success or failure of students • Student characteristics • Life factors • Institutional factors

49. Distance Learning • Standards • Accreditation; Fundamental purpose to assure quality of the program • DoEd: Department of Higher Education • CHEA: Council for HE Accreditation • NACADA; National Academic Advising Association • CAS; The Counsel for the Advancement of Standards in Higher Education

50. Week 9 - Online Chat • Spending time chatting with friends or Internet acquaintances is healthy and natural in today's world. Logging hours online, while not a substitute for face-to-face interactions, can produce some of the same benefits as other humanistic activities (Brown, 2002).