CASE STUDY Student Affairs and Technology: Teaching for the Technological Revolution

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CASE STUDYStudent Affairs and Technology
Teaching for the Technological Revolution

• Presentation by Eric Bross, Josie Hutchinson,
  Bradley KaneNorthern Arizona University

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Participants

• Eric Bross
• Masters of Education in Counseling, Human
  Relations Emphasis
• Graduating May 2004
• Graduate Assistant Residence Hall Director for
  Greek Life
• Originally from Cincinnati, Ohio
• BGS from Ball State University, May 2002
• Currently job searching for a full-time Residence
  Hall Director position

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Participants

• Josie Hutchinson
• Masters of Education in Counseling, Student
  Affairs Emphasis
• Graduating May 2005
• Graduate Assistant for Residence Life, Office of
  Academic Outreach
• Originally from Newcastle, Wyoming
• BS in Human Development and Sociology at South
  Dakota State University
• Internship with NAU Previews Orientation office
• Currently assessing Unions and Student Activities
  Offices through student usages and need analysis

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Participants

• Bradley Kane
• Masters of Education in Counseling, Student
  Affairs Emphasis
• Graduating May 2004
• Graduate Residence Hall Director
• Originally from Little Chute, Wisconsin
• BA in Music from St. Olaf College
• Currently researching the NAU campus climate for
  GLBT students
• Currently serving in an internship in Student Life

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The Situation at Hand

• We believe that this case study has asked us to
• Design a 14-week graduate-level course within a
  Masters of Student Administration program
• The purpose of the course is to prepare graduate
  students to be technologically-literate as a new
  professional in student affairs
• Create a course that is adaptable to multiple
  campuses and student administration programs
• Incorporate specific learning outcomes into the
  course and specific learning objectives for each
  class

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Assumptions made

• 14 weeks are devoted to class lessons, exams, and
  projects
• A Final Project will be due during Finals Week
  after the 14th week of classes
• Each school hosting this course will have a
  classroom with a minimum of
• Computer for instructor(s) to demonstrate with
• High-speed internet connection
• All Microsoft Office Software applications
• Video projector or large-screen TV to display
  with
• (Additional resources, computer lab, etc. are
  preferred but not necessary)
• Instructor(s) will be able to pre-arrange guest
  speakers for class on the 5th week
• Host schools will have an online library reserves
  website for required readings or the professor
  will create a site hosting all articles

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Course Rationale

• Prepare new professionals to better understand
  specific software and computer systems in their
  own departments
• Teach professional and effective digital
  communication
• Provide stronger business/customer service
  orientation by teaching students on efficiency,
  accuracy, and speed of information
• Begin to standardize education of technology
  skills and knowledge in student affairs as
  similar with other standardizations (i.e. CACREP,
  accreditations, etc.)

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Course Rationale

• Learn how to apply, evolve, and integrate student
  development theories with technology
• Teach ethical use of technology in the student
  affairs profession
• Expose students to tools and skills concerning
  technology so it may be passed on informally to
  colleagues and students

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Approach to the Course

• Course Instruction Style
• This course is designed around the concepts of
  active and experiential learning models engaging
  students to enhance their peers and their own
  learning
• While most classes will have a lecture component,
  there will often be practical applications as
  well
• Students will be strongly encouraged to
  participate on a regular basis and will be held
  accountable through attendance and participation
  points

• Course Organization
• This course is organized weekly following an
  hour glass approach to learning
• Initially students will learn about broad strokes
  of technology and its influence in student
  affairs
• Eventually lessons slim down to teaching specific
  skills
• Finally the class lessons broaden out to discuss
  and contemplate the larger, more abstract
  concepts of how technology is integrated into
  student affairs and higher education

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Course Objectives

• At the conclusion of this course, students will
• Demonstrate knowledge of the history of
  technology and how it has affected the student
  affairs profession
• Demonstrate knowledge about the most up to date
  technology used in student affairs
• Demonstrate basic skills in using common-practice
  technology in student affairs offices to create a
  more knowledgeable and trainable new professional
• Demonstrate knowledge of how to use technology to
  professionally, effectively, and efficiently
  communicate with others
• Demonstrate knowledge of popular trends and types
  of technology used by the student affairs
  profession today
• Demonstrate knowledge and skills to integrate
  technology with the concepts of student
  recruitment/retention, customer service, student
  development theories, etc.

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Course Readings

• Course Packet
• Due to the emerging importance and ever-changing
  world of technology an up-to-date collection of
  required and additional readings are gathered and
  posted digitally on the universitys online
  reserves website for the course
• Using this format, articles are easily updated
  year to year by the instructor(s)
• A printed and bound version of the required
  readings can also be purchased by those students
  without consistent access to a computer

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Course WEEK 1
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Course WEEK 2
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Course WEEK 3
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Course WEEK 4
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Course WEEK 5
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Course WEEK 6
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Course WEEK 7
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Course WEEK 8
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Course WEEK 9
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Course WEEK 10
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Course WEEK 11
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Course WEEK 12
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Course WEEK 13
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Course WEEK 14
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Assignments

• All assignments should revolve around one student
  affairs department, chosen by each student at the
  start of this course, so that all work can
  contribute to that individuals final project
• Ability/Confidence Assessment
• In-class assessment that determines student
  ability and confidence for various topics to be
  discussed in class. Instructor(s) will review
  assessments after first class to get a feel for
  the average level of competence. Then
  assessments will be returned to students for
  their own self-awareness and development towards
  the final project.
• Flyer Design
• Students will design a standard letter-sized
  flyer for a fictitious event before class on week
  3. Students will then critique their own work
  after class and recreate the flyer with a more
  effective aesthetic learned within class.

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Assignments

• Interview (as described in course syllabus)
• This interview is an excellent opportunity for
  you to learn more about the technological aspects
  of the student affairs department that interests
  you most.
• You will need to set up a 30 45 minute
  interview with a member of this department who
  works with most of the technology.
• The content of the interview should be based on
  past, present, and future aspects of technology
  within their department.
• This is a professional department so it is
  expected that you carry yourself in a
  professional manner including dressing in a
  professional fashion.
• After the interview you will write a 2-3 page
  paper giving a summary of the interview and any
  analysis you might be able to provide. (A word
  for word transcription will not be accepted.)

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Assignments

• Literature Review (as described in course
  syllabus)
• For this literature review, you will need to find
  three articles from scholarly journals in order
  to complete this assignment.
• You will briefly summarize each article and then
  analyze them as one document. Make sure you
  incorporate references from each article within
  your paper.
• Also, please speculate how the subjects in these
  articles will or have had an impact on the field
  of student affairs.
• Your paper should be 5-6 pages.

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Take-home Midterm Exam

• (as described in course syllabus)
• The take-home Midterm Exam will consist of 50
  multiple choice and short answer questions
• You will have one week to complete the exam
• You will be tested on concepts and discussions
  from the first 4 weeks of the course
• Only clarification of questions on the test can
  be asked of the instructor(s)
• You are not to discuss the exam with classmates
  while in possession of the exam

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Group Case Study Exam

• (as described in course syllabus)
• You will receive the case study one week before
  it is due.
• This exam will be done in groups of three.
• In the field of Student Affairs we often have to
  work in teams to complete a task and find viable
  solutions. This case study does not have a
  correct answer each groups results will be
  completely different.
• Here are things to consider when working on your
  case study
• How will you infuse concepts concerning
  technology into your results?
• How well are your results organized?
• Are your results practical?
• Be thorough in your summary
• You will turn in this case study with a title
  page, results, and an annotated bibliography.
  (Please make a copy of your groups annotated
  bibliography for everyone in the class to have
  other resources.)
• The number of articles you use to support your
  results is up to each group. You are recommended
  to use at least 5.

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Group Case Study Exam

• You will be awarded points based on the
  following
• Clarity of results
• Thoroughness of investigation
• Creativity
• Quality of content
• Incorporation of key points from class
• Understanding of concepts from class
• The learning objectives for this case study
  include
• Incorporate class-learned concepts and knowledge
  into practical applications to prepare for
  professional experience
• Practice critical thinking and problem solving
  skills in a focus area of technology and student
  affairs
• Further develop group communication, delegation,
  and follow-through skills by working in small
  teams

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Final Project

• (as described in course syllabus)
• Your final project is to create an ideal
  technological system for a student affairs
  department of your choice. This final project is
  a culmination of the semesters assignments and
  should be the same department you have chosen for
  your previous assignments.
• You will incorporate your past work and
  additional research into a well-organized paper
  of at least 10 pages or more depending on what
  feels appropriate to you to clearly communicate
  the results.
• You will use your student affairs departments
  existing staffing and operating structures to
  guide your decisions to develop the ideal
  technological systems for that department.
• You will need to consider and discuss the
  following in your paper
• Ethical, legal, and confidentiality issues
  associated with the technology within your
  department
• The plan for acquisition of hardware/software,
  schedules for maintenance and upgrading, as well
  as, how much money you estimate should be
  budgeted for these decisions
• List all potential uses of your technology
  choices
• Explain how you plan to incorporate theory and
  personal interaction into your technology uses
• Identify areas that you had self-assessed as
  being less knowledgeable about in the beginning
  of class and how your personal understandings
  have improved and expanded throughout the semester

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Final Project

• You will be awarded points for the following
• Clarity of proposal
• Thoroughness of design
• Creativity
• Validity of content
• Incorporation of key points from class
• Understanding of concepts from class
• The learning objectives for this final project
  include
• Incorporate class-learned concepts and knowledge
  into practical applications to prepare for
  professional experience
• Practice critical thinking and problem solving
  skills in a focus area of technology and student
  affairs
• Experience how to develop a comprehensive plan
  for a department which could contribute to skills
  needed in the future as an administrator
• Gain skills observing, analyzing, and researching
  a topic to create a proposal

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Rationalization for Choices

• Class Structure to build onto basic computer
  functioning skills of students and take a more
  focused and logical look at teaching topics of
  technology within student affairs through an
  active, engaging, and hopefully enjoyable style
• Course Readings (required recommended) to
  provide focused and up-to-date resources for
  class material rather than a text book that may
  not be able to stay accurate with such a quickly
  evolving topic provide an opportunity to
  demonstrate what other universities are doing
  successfully or not
• Assignments to offer hands-on experience to
  students using information learned in classroom
  and relating it to what is happening in practice
  on their campus
• Class Ability/Confidence Assessment to help
  reemphasize self-reflection and awareness, as
  well as, help connect students to course material
  through individual investment

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Rationalization for Choices

• Midterm Exam to test foundational knowledge of
  terms and issues needed to successfully continue
  with class work and understanding of student
  affairs specific technology information
• Case Study Exam to provide further teamwork
  experience while focusing on application of
  learned information in the classroom to common
  practice offer opportunity to have a shared
  experience with peers to connect students to
  class and the profession
• Research project to offer an opportunity for
  students to demonstrate their cumulative
  knowledge on this courses subjects to encourage
  student to self-report learning in conscious
  format and also provide feedback to instructors
  prepare students for practical work experience in
  a particular student affairs department to
  further develop research techniques that can be
  applied to individual research done in
  post-graduate work experiences

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List of References

• Abowitz, Rob. (2002, March). Using the Web to
  Support Residence Life Staff and Programs.
  Paper presented at annual conference for
  National Association Student Affairs
  Professionals, Boston, MA. Step by step example
  of setting up a professional site.
• Barratt, Will. (2003). Four Elements of
  Information Technology in Student Affairs.
  Student Affairs Online, 1(3). Retrieved
  February 12, 2004, from http//www.studentaffairs.
  com/ejournal/Fall_2000/art7.html. Addresses the
  four-element model of IT in student affairs
  Policy, Practice, Staffing and Technology.
• Boulais, Nicole. (2003, March). Changing the
  Channel. Paper presented at annual conference
  for National Association Student Affairs
  Professionals. Noted terminology need for
  student affairs professionals in technology.
  Goals of using technology were discussed such as
  help students develop coherent values and ethical
  standards, set and communicate high expectations
  of student learning and use systematic inquiry to
  improve student and institutional performance.
• Cenatiempo, Anna. (2002, March). Taking Stock
  of What we have Using Technology to Move
  Forward. Paper presented at annual conference
  for National Association Student Affairs
  Professionals, Boston, MA. Focused on
  presenting George Washington University situation
  and how they went about approaching
  technological need.
• Crawley, Anita. (2004). Online Student
  Services Benefit All Students. Student Affairs
  Online 5(1). Retrieved February 9, 2004, from
  http//www.studentaffairs.com/ejournal/Winter_2004
  /OnlineStudentServices.html. Noted different
  programs used in higher education such to develop
  online services in various offices
• Ester, Suzanne. (2003). Designing Student
  Development Curriculum as Through Technology
  Matters. Student Affairs Online, 4(1).
  Retrieved February 9, 2004, from
  http//studentaffairs.com/ejournal/winter_2003/cu
  rriculum.html. Discussed facultys role in
  technology and the academic world in general such
  as webct and blackboard. Described an example
  of course set up to instruct masters students in
  student affairs on technology.
• Junco, Reynol. (2002, March). Web
  (R)evolution Making Web Sites Accessible and
  Useable for all Students. Paper presented at
  annual conference for National Association
  Student Affairs Professionals, Boston,
  MA. Defined many technological terms, discussed
  disability issues and technology, tools for
  creating web pages.

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List of References

• Kruger, Kevin. (2003). Do you Blog? NASPA
  Leadership Exchange, 1-2. Updates student
  affairs professionals of a new trend called
  blogging that students are using to communicate
  with each other.
• Kruger, Kevin. (2003). Online Student
  Services Where is Your Campus? NASPA
  Leadership Exchange, 1-2. Stages universities
  go through in the process of developing online
  student services. Describes values of resources
  and provides many other sights for ideas of other
  institutions online services.
• Lewis, Jacqueline. (2001). College students
  _at_tech.edu A Study of Comfort and Use of
  Technology. Journal of College Student
  Development, 42(6), 625-631. Investigated the
  comfort and use of technology among college
  students.
• Nebeker, Annie. (2002, March). Cyber Crime
  Students Terrorizing Campus. Paper presented at
  annual conference for National Association
  Student Affairs Professionals, Boston,
  MA. Issues of hacking, crackers, and terms used
  in computer crime. Explores case studies and
  discussion of appropriate responses. Also noted
  laws associated with topics in fraud, devices,
  and computers.
• Student Affairs Technology Strategic Planning
  Committee. Retrieved February 12, 2004, from
  http//www.sa.ucla.edu/SAO/CSADLTR.HTM. UCLAs
  technology strategic planning committee outlines
  strategies for technological services and the
  process of obtaining such services.
• UCLA Student Affairs Technology Strategic
  Report. Retrieved February 12, 2004, from
  http//www.saonet.ucla.edu/sao/SATCHPLN.html. U
  CLA report addressed planning process, outlining
  goals, modifications, assumptions, objectives,
  and noting on-going funding. Information in
  direction to gain structure in organizing for the
  future.
• Wallace, Heather (2000). Campus Ecology Theory
  and Websites. Student Affairs Online.
  Retrieved February 9, 2004. http//studentaffair
  s.com/ejournal/Fall_2000/wallace.htm. Applies
  tradition student affairs theory to technology.
  Using Environmental theory compares four elements
  from in real life vs. those from the web
  Physical Features, Human Aggregates,
  Organizational Structures and Constructed
  Meaning.

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List of References

• Gleick, J. (2001, April). Inescapably Connected
  Life in the Wireless Age. The New York Times
  Magazine, http//www.nytimes.com/2001/04/22/magaz
  ine/22CONNECTIVITY.html?ex1076821200en737140 05
  e5a087d8ei5070 This article talks about the
  internet and how we have no choice but to learn
  and be connected to it. We will learn to adapt
  to the new world of technology and continue to
  find our way through the internet community.
• Darlington, R. (2002, September). Internet
  Ethics Oxymoron or Orthodoxy? http//www.rogerda
  rlington.co.uk/Internetethics.html You will
  learn about the considerations when ethics are
  involved in the internet realm. This piece of
  material supplies a wonderful case study about
  the French legal issues with the American
  internet company, YAHOO!
• Trusties of Boston University. (1998-2003).
  http//www.bu.edu/cme/policies/privacy_policy.html
  This Boston Universities page on the legal
  issues associated with their computer facilities.
  They talk about their privacy and
  confidentiality policy, Boston Universitys
  information security policy, and conditions of
  use and policy on computing ethics.
• Office of the Registrar, Penn State. (2003,
  December). Confidentiality and Security of
  Student Records. http//www.psu.edu/registrar/co
  nf.html This page talks about what kind of
  information can be shared and who that
  information can be shared with. It talks about
  the FERPA guidelines and what to do and not do.
  Finally, it gives an overview of good practice
  and bad practice.
• Internet Law and Policy Forum. (n.d.) Retrieved
  February 14, 2004. http//www.ilpf.org/ This
  site provides members the opportunity to stay up
  to date on issues concerning the legal issues on
  the internet. There are links to documents from
  conferences and other sponsored events.
• Dvorak, J. C. (February 11, 2004). As the Record
  Turns The Complicated Ethics of the Online Music
  War. Retrieved February 14, 2004 from
  http//abcnews.go.com/sections/scitech/ZDM/kazaa_
  commentary_pcmag_040211.html This article talks
  about the issues surrounding the online music
  sharing war. It talks about the music sharing
  online companies and how they lost a case in
  April 2003 which resulted in the music sharing
  ban.

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List of References

• Schiesel, S. (2004). Beyond Piracy the new face
  of internet file-sharing. International Herald
  Tribune The IHT Online. Retrieved February 14,
  2004. http//www.iht.com/articles/129320.html Thi
  s article is about the music and movie industry
  and how someone figured out who to use a company
  and download programs from the internet. It
  also talks about how they have tracked the maker
  of this internet downloading source.
• The Sharpened.net Computer and Internet Glossary.
  Retrieved February 12, 2004 http//www.sharpened.
  net/glossary/index.php This website supplies the
  reader with the most up to date computer
  technology terms and definitions.
• Sagnus.net. Glossary of Computer Terms.
  Retrieved February 11, 2004. http//www.saugus.ne
  t/Computer/Terms/ This website supplies the
  reader with the most up to date computer
  technology terms and definitions.
• Kistler, R. (2002, June 5) Encouraging Energy
  Stewardship An Analysis of Energy Use and
  Environmental Impact of a Campus Computer
  Classroom at Bethel College, St. Paul, MN.
  Retrieved February 12, 2004. http//www.bethel.ed
  u/kisrob/CampusEnvironment/computers/computers.ht
  m
• Woolfe, K. (2000, November) Computer Energy
  Savings. Retrieved February 11, 2004
  http//www.lbl.gov/ehs/wastemin/green_team/compen
  ergy.html This article talks about the common
  myths about computer energy savings. It talks
  about how much energy is used in the USA. It
  gives reader some suggestions of what they can
  do.
• Flowers, L. A. , Moore III, J. L. (2003, February
  10). Conducting Qualitative Research On-line in
  Student Affairs. Student Affairs On-line, vol. 4
  no. 1 Winter 2003. Retrieved February 13, 2004
  http//www.studentaffairs.com/ejournal/Winter_200
  3/research.html This article talks about how to
  use the internet to find qualitative data. It
  gives suggestions as well as what one might
  expect when conducting research though an on-line
  medium.
• Division of Student Affairs, St Thomas
  University. (2002). Assessment Resources.
  Retrieved February 11, 2004. http//www.stthomas.
  edu/studentaffairs/assessment-resources.htm This
  site offers links to other sites that provide
  assistance for people doing research with on-line
  materials.

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List of References

• Janicke Hinchliffe, L. (1997, May 29) Student
  Affairs Resources on the Internet. Parkland
  College Champaign, Il. Retrieved on February 12,
  2004 http//alexia.lis.uiuc.edu/janicke/student.
  htm This site offers links to other sites that
  provide assistance for people doing research with
  on-line materials.
• Disney On-line Cyber Netiquette. Retrieved
  February 12, 2004. http//disney.go.com/cybersafet
  y/ This is a fun interactive on-line teaching
  tool for children on internet safety. This is
  also fun for adult to learn some things about
  internet safety.
• Office of the Secretary. Internet Safety.
  Retrieved February 11, 2004 http//www.ed.gov/abo
  ut/offices/list/os/technology/safety.html This
  website offers links to different things
  concerning the internet. It has summaries of the
  different links.
• Ross, S., Albion.com. (1990-2004). Netiquette
  Home Page. Retrieved February 10, 2004.
  http//www.albion.com/netiquette/ This website
  offers tools and links on how to be better at
  working on the internet and using it properly.
• Hambridge, S. (1995, October 24). Netiquette
  Guidelines. Retrived February 12, 2004.
  http//www.dtcc.edu/cs/rfc1855.html This
  document provides a minimum set of guidelines for
  Network Etiquette which organizations may take
  and adapt for their own use. As such, it is
  deliberately written in a bulleted format to make
  adaptation easier and to make any particular
  item easy to find.
• ETS Research and Development Assessment and
  Technology. (2004). Advancing assessment design,
  administration, and scoring Retrieved February
  10, 2004 http//www.ets.org/research/assesstech.ht
  ml This website talks about the different ways
  they have used technology for testing purpose for
  various projects. They have links to various
  products one can use. This site is good to brows
  though for information on assessment and
  testing.
• Barrett, H. (2004, January 24). Using Technology
  to Support Alternative Assessment and Electronic
  Portfolios. Retrieved February 11, 2004.
  http//electronicportfolios.org/portfolios.html T
  his set of web pages will describe and discuss
  the use of technology to support alternative
  assessment from a number of perspectives.
  Developed and maintained by Dr. Helen Barrett,
  Assistant Professor, Educational Technology,
  School of Education, University of Alaska
  Anchorage.

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List of References

• http//www.acpa.nche.edu/seniorscholars/trends/tre
  nds5.htm This website talks about the trends
  that are shaping the student affairs field.
  These trends deal with the technological aspects
  that dictate the way student affairs professional
  do things.
• http//www.pewinternet.org/reports/pdfs/PIP_School
  s_Internet_Report.pdf This document talks about
  the internet-savvy ness of our incoming students.
  This is a good reading to think about where our
  students are and where we need to be.
• http//www.pewinternet.org/reports/toc.asp?Report
  71 This website has the results of research that
  was conducted to see how college students use the
  internet. It talks about how student use this
  for their social life, i.e. games, and what the
  implications of student internet use in the
  future.
• Upcraft, M. L., Terenzini, P. T. (1998)
  Technology, Retrieved February 15, 2004,
  http//www.acpa.nche.edu/seniorscholars/trends/tr
  ends5.htm This website talks about the trends
  that are shaping the student affairs field.
  These trends deal with the technological aspects
  that dictate the way student affairs professional
  do things.
• Levin, D. Arafeh, S. (2002, August). The
  Digital Disconnect The Widening Gap between
  Internet-Savvy Students and Their Schools.
  Retrieved February 14, 2004. http//www.pewintern
  et.org/reports/pdfs/PIP_Schools_Internet_Report.pd
  f This document talks about the internet-savvy
  ness of our incoming students. This is a good
  reading to think about where our students are
  and where we need to be.
• Jones, S. (2002, September). The Internet Goes to
  College How Students are living in the Future
  with Todays Technology. Retrieved February 14,
  2004. http//www.pewinternet.org/reports/toc.asp?R
  eport71 This website has the results of
  research that was conducted to see how college
  students use the internet. It talks about how
  student use this for their social life, i.e.
  games, and what the implications of student
  internet use in the future.