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Technology and Student Affairs

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Technology and Student Affairs. Courtney Brown. Linda Jameison. Emily Moore. Cathy Stevens ... ( Cox, Matthews & Associates, 2003) Week 3 - Cyber Ethics ... – PowerPoint PPT presentation

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Title: 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
Course Justification
  • 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).

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 Perrys 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 Widicks
    Developmental Instruction Model
  • Experiential learning relates to the
    concreteness, directness, and involvement
    contained in learning activities (L)earnings
    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
Small Groups
  • Groups will each focus on one of the following
    areas
  • Housing
  • Admissions
  • Career Services
  • Health/Counseling Services
  • Financial Aid
  • Multicultural Services
  • Judicial Services
  • Recreation Services
  • Student Affairs Faculty
  • Orientation Staff

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 weeks topic as related
    to their division of Student Affairs
  • Report back during next weeks 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 technologys 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 institutions services
    and resources
  • Provides the best service to date
  • Allows for user personalization of resources

32
Portal Concept - Services
  • 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

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 its 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. Weve 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 cant 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
  • Pros Cons 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).

51
Online Chat
  • First-hand knowledge of online chat
  • Continue development of final projects
  • Advantages and disadvantages of online chat

52
Week 10 - Technology and Funding
  • Purpose In the wake of budget crises in higher
    education, student affairs professionals must be
    prepared to seek their own funding for programs
    and further technological development.
    Technological resources can greatly further this
    endeavor.

53
Technology and Funding
  • Focus
  • Technological resources useful in obtaining
    funding
  • Necessity of funding to advance technology

54
Week 11 - Video Conference
  • Introduce students to institution with portal
  • Lehigh/Notre Dame partnering to implement
    enterprise-wide portal
  • Personalizing portal applications to meet needs
    of students
  • Working with departments to develop useful portal
    applications
  • Is the portal a success?
  • Changes that would improve project
  • (Taggart, 2004)

55
Weeks 12, 13 14 - Final Project Presentations
  • The final project is designed to be a culmination
    of all that the students have learned about the
    current technological practices and identified
    needs of their particular area of Student Affairs

56
Final Project Presentations
  • In their groups students will give a
    comprehensive presentation including
  • Current technological trends in their area
  • Technological needs for their area
  • Portal functions that would be necessary for
    their area
  • An evaluation of how this technology will affect
    students and campus community

57
Conclusion
  • As this transformation progresses, student
    affairs professionals need to acquire the skills
    and knowledge necessary to use emerging
    technologies to design and deliver programs,
    enhance communication, and facilitate learning.
    This changing technology will redefine the
    environment in which we work, impact the policies
    and practices that govern our work, and demand
    that we as a profession, engage in continuous
    learning about technology that will serve the
    best interests of students. (Upcraft Goldsmith,
    2000)

58
Resources
  • American College Personnel Association. (1994).
    The student learning imperative Implications for
    student affairs. Washington, DC Author.
  • American Council on Education. (1994a). The
    student personnel point of view. In A. L. Rentz
    (Ed.), Student affairs A professions heritage
    (American College Personnel Association Media
    Publication No. 40, 2nd ed., pp. 66-77). Lanham,
    MD University Press of America. (Original work
    published 1937)
  • Anderson, J. A., Colvin, J. W. (2003).
    Partnership-directed education a focus on
    technology. Academic Exchange Quarterly, 7 (1),
    34-43.
  • Brown, Stuart. (2002). Building virtual
    communities - one cyberhug at a time. Palmetto
    Practitioner. Retrieved February 12, 2004 from
    www.sa.sc.edu/sccpa/palmetto/P2002.htm
  • Cox, Matthews Associates. (2003). Tailoring
    technology to student needs. Community College
    Week, 15 (16), 8-9.

59
Resources
  • Dadabhov, Z. (2001).Distance learning and a well
    rounded education A Dichotomy? Retrieved October
    30, 2003 from http//studentaffairs.com/ejournal/S
    pring_2001/policy.htm
  • Edwards, K. (2003). Impact of Technology on
    College Recruitment and Retention. Student
    Affairs Online, 4(4). Retrieved 10/30/03 from
    http//studentaffairs.com/ejournal/Fall_2003/Impac
    tofTechnology.htm
  • Gates, B., Myhrvold, N., Rinearson, P. (1995).
    The Road Ahead. New York, NT Wiking Penguin.
  • Gatz, L. B., Hirt, J.B. (2000). Academic and
    social integration in cyberspace Students and
    e-mail.  The Review of Higher Education, 23(3),
    299-318.
  • Harnisch, D.L. (1999).  Technology and teachers
    Issues in getting connected to IT.  National
    Institute of Multicultural Education.  Retrieved
    February 12, 2004, from http//www.nime.ac.jp/con
    f99/pre/Harnisch.paper/Harnisch.html

60
Resources
  • Integrated Information Systems for the Campus.
    (2004). Syllabus Magazine. Retrieved February 10,
    2004 from http//www.syllabus.com/article.asp?id8
    865
  • Jackson, S.A. (2004). Ahead of the curve Future
    shifts in higher education. EDUCAUSE Review,
    39(1), 10- 18.
  • Kruger, R. (2003). Discussing cyber ethics with
    students is critical. The Social Studies, 94 (4),
    188-190.
  • Serim, F. (2003). Planning for growth
    indentifying needs and focusing resources for
    professional development. Multimedia Schools, 10
    (2), 6-10.
  • Taggart, B. (2004) Portal integration and a
    scalable, flexible enterprise system. Syllabus
    Magazine. Retrieved February 10, 2004, from
    www.syllabus.com/article.asp?id8866.
  • Upcraft. M. L., Goldsmith, H. (2000).
    Technological changes in student affairs
    administration. In M. J. Barr, M. K. Desler
    Assc. (Ed.), The Handbook of Student Affairs
    Administration (pp. 216-228). San Fracisco
    Jossey-Bass.
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