2004 Virtual Case Study Competition
“Student Affairs & Technology”
Presented by
Phillip “Flapp” Cockrell
Murillo Soranso
Korrin Stanek
John Stinchon
FIU
Introduction
Greetings from Florida International University, the TOP, URBAN, PUBLIC, RESEARCH,
UNIVERSITY, in sunny Miami, Florida. The CSSSC (Cockrell, Soranso, Stanek, and Stinchon
Consortium) has worked diligently over the past week to create an outline for a course that we
strongly believe and support. Graduate students need to become familiar with the challenges and
advancements that technology brings into the field of student affairs. This presentation will convince
you that technology is essential to student affairs in order to provide the best possible service to our
students.
We decided to provide you with a detailed course outline for the class, which includes the purpose
of the class, course requirements, a class by class description, and suggested assignments. We
would like to stress the adaptability of our proposed course to different programs. As you will notice,
we provide a lot of freedom and flexibility in our approach.
Without further ado, click on and enjoy the presentation!
Technology and Student Affairs
Proposed Course Outline
EDH 6284
The Role of Technology
In Higher Education
Purpose of the Course

To provide new student affairs professionals with an understanding of the impact of technology on
student learning;

To integrate technology into the classroom via email, a community building chat room, message
boards, etc. to provide students with an advanced approach to learning;

To survey and collect information on different technological models used in student affairs to gain
insight on how technology impacts student affairs departments;

To evaluate and assess the importance of technology used in student affairs and its impact on
student learning.
Course Requirements
 This class will meet once a week in a traditional classroom environment; however,
some classes will take place in a virtual setting.
 All students will need to familiarize themselves with PantherSpace. PantherSpace
is the web-based tool, which students can utilize to upload their work into the
server for grading purposes and peer review. It also provides features such as
email, a community building chat room, message boards, links to other website,
and course materials which include the syllabus, articles, and assignment
descriptions.
 Communication must take place via email or the community building chat room
during the virtual office hours set by the instructor. Virtual office hours are the
times when the instructor will be available in the community building chat room.
 Students will be expected to continue class discussions during the week via
features of PantherSpace.
Disclaimer: PantherSpace is one approach to creating a paperless class, which
we are trying to achieve. PantherSpace is not a real software application,
although similar tools are available (i.e. Blackboard and WebCT)
Understanding the Class Structure
Below is a framework of how each class is organized. Each section of this framework should be
included in the planning of each class. Each slide contains all the following sections:
Suggested Class Approach
Learning Objectives
•
•
This section outlines the desired goals
for each class section. At the
conclusion of each class, the instructor
should feel as though he/she has
accomplished each learning objective.
This section shares some suggested
approaches to reach the learning objectives.
Suggested Readings
•
This section offers recommended readings that
enhance the understanding of the topic for the
week.
Websites to Visit
•
This section provides websites that
supplement the readings and develops an
understanding of the technology being
discussed during the week.
Class 1 - Foundations of Technology
Suggested Class Approach
Learning Objectives
•
•
•
•
Students will learn about the
development and history of technology
in higher education;
Students will discuss ways in which
technology impacts universities,
specifically student affairs
departments.
Share history of technology in higher education
and facilitate class discussion;
Ask students to reflect when they remember
being introduced to technologies in education.
Suggested Readings
•
•
•
The Internationalizing Influences of New
Communication Technologies by Sydney R.
Grant
Dimensions of Technology Change by Steven W.
Gilbert
How Computers Change the Way We Think by
Sherry Turkle
Websites to Visit
•
None
Class 2 - Technology Today
Suggested Class Approach
Learning Objectives
•
•
•
•
Students will have an understanding of
how technology is being utilized
throughout student affairs
departments;
•
Students will learn different ways to
use technology in research;
Students will understand the
importance of why technology is being
incorporated into student affairs
departments.
By using on campus computer resources, show
students how to use specific websites to gather
information;
Have students engage in small group discussions
about what type of technology resources they
utilize on a daily basis.
Suggested Readings
•
•
•
Student Affairs Web Site by John Seabreeze
Cross-Town Partnership by Nancy Gainer
Application of Technology to Assist Student
Affairs Researchers Elizabeth A. by William,
Carey M. Anderson
Websites to Visit
•
www.testudo.umd.edu/
Class 3 – Technological Trends in Student Affairs
Suggested Class Approach
Learning Objectives
•
•
Students will learn about current
trends of technology in student affairs
departments;
Facilitate class discussion based on readings
and information within the news from
suggested website.
Suggested Readings
•
Students will learn how to integrate
technology outside of the classroom,
facilitate discussions via electronic
boards, a community chat room, etc.;
•
•
•
Students will learn how technology
contributes to new and improved ways
of communicating effectively with
students, faculty, and staff.
•
•
Integrating Information Technology into
Student Affairs Graduate Programs by
Catherine McHugh Engstrom
Current and Emerging Applications of
Technology to Promote Student Involvement
and Learning by Paul Treuer and Linda Belote
Using Technology in Assessment and
Evaluation by Gary R. Hanson
Using Best Practices, Workflow, and Object
Technologies to Improve Higher Education
Management by Frank Tait
Websites to Visit
•
www.syllabus.com
Class 4 – Issues in Technology
Suggested Class Approach
Learning Objectives
•
•
•
Students will become aware of
different technological issues that
affect student affairs departments;
Students will discuss some of the
current problems that are associated
with using technology in student
affairs.
Examine and discuss the negative impact that
technology may have in student affairs.
Suggested Readings
•
•
Technology, Higher Education, and a Very
Foggy Crystal Ball by Brian L. Hawkins
The Integration of Technology with the
Management of Student Service by Larry
Moneta
Websites to Visit
•
www.syllabus.com
Class 5 – Legal and Ethical Standards in Technology
Suggested Class Approach
Learning Objectives
•
Analyze the legal implications of technology and
current legal cases;
Provide class with scenarios that will engage
students in discussions about ethical decision
making and legal issues in technology.
•
•
•
•
Students will read about current legal
cases related to technology;
Students will study ethical standards
as it relates to technology at different
universities and colleges;
Students will discuss ethical
implications related to the use of
technology in higher education and
student affairs.
Suggested Readings
•
Legal, Ethical, and Policy Issues by Rodney J.
Petersen, Marjorie W. Hodges
Theorizing the Unintended Consequences of Instant
Messaging for Worker Productivity by Julie
Rennecker and Lindsey Godwin
Impact of Technology on Learning by Kimberly
Gustafson
Computer and the University Attorney: An
Overview of Computer Law on Campus by John
Lautsch
US anti-spam law fails to bite from BBC News
•
•
•
•
Websites to Visit
•
None
Class 6 – Technological Models & Software
Suggested Class Approach
Learning Objectives
•
•
•
•
Students will learn about different
models and software used to enhance
technology within student affairs
departments;
Students will learn how to critically
assess current models, which are
being used in academia;
Discuss models and software and how
institutions utilize technology to enhance
student services.
Suggested Readings
•
•
Students will be challenged to think of
new models or software to enhance
student services.
Applications of Technology by Catherine
McHugh Engstrom
Information Technology and Student Affairs:
Planning for the Twenty-First Century by Karley
Ausiello and Barry Wells
Websites to Visit
•
•
•
www.fiu.edu/~gato
University of Maryland
PeopleSoft
Class 7 – Influence of Technology on Student Learning
Suggested Class Approach
Learning Objectives
•
•
Students will learn how technology can
positively and negatively influence
student learning;
•
Bring in Vice President of Student Affairs or
Student Services or equivalent professional to
discuss how technology is linked to student
learning;
Discuss ways to address learning styles
through technology.
Suggested Readings
•
Students will learn how student affairs
professionals can increase student
learning through technology.
•
•
•
•
•
Integrating Information Technology into
Student Affairs Graduate Programs by
Catherine McHugh Engstrom
Information Technology and Student Affairs:
Planning for the Twenty-First Century by Karley
Ausiello and Barry Wells
Application of Technology to Assist Student
Affairs Researchers by Elizabeth A. William and
Carey M. Anderson
The Impact of Technologies on Learning by
Kimberly Gustafon
Using Learning Styles to Adapt Technology for
Higher Education by Terry O’Connor
Websites to Visit
•
•
•
www.fiu.edu/~gato
www.gomath.com
Onlinetutor.cu.edu
Class 8 – Academic Affairs and Technology
Suggested Class Approach
Learning Objectives
•
•
•
•
Students will about new teaching
styles that utilize technology (i.e. online course syllabus, email, community
chat room, message boards, etc.);
Students will discuss how technology
affects faculty, their research, and
their opportunity for scholarship;
Students will analyze different ways
that academic affairs departments
currently use technology.
Bring in Provost/Vice President for Academic
Affairs or equivalent professional to discuss
how technology is being integrated into
academia.
Suggested Readings
•
•
•
•
•
Using Software: A Guide to Ethical and Legal
Use of Software for Members of the Academic
Community by EDUCOM and ADAPSO
The Next Wave: Liberation Technology by John
M. Unsworth
Why MIT Decided to Give Away All Its Course
Materails via the Internet by Charles M. Vest
Using Learning Styles to Adapt Technology for
Higher Education by Terry O’Connor
Addressing Diverse Learning Styles Through
the Use of Multimedia by Susan M. Montgomery
Websites to Visit
•
•
•
www.blackboard.com
www.WebCT.com
www.english.upenn.edu
Class 9 – Financial Implications
Suggested Class Approach
Learning Objectives
•
•
•
Students will learn about the costs or
expenses associate with bringing
technology to universities;
Students will critically assess the
financial advantages and
disadvantages to implementing
technology in university services.
Bring in Vice President of Business and
Finance or equivalent professional to discuss
funding for technology in Higher Education.
Suggested Readings
•
•
•
•
•
PeopleSoft Gartner Research 2002
Funding Raising: Managing Data Is a Key Task
by Florence Olsen
The Integration of Technology with the
Management of Student Service by Larry
Moneta
Technology, Higher Education, and a Very
Foggy Crystal Ball by Brian L. Hawkins
Many Attempts at Distance Learning are
Impeded by Unforeseen Political and Financial
Problems by Goldie Blumen
Websites to Visit
•
•
www.PeopleSoft.com
www.syllabus.com
Class 10 – Campus-Free Institution
Suggested Class Approach
Learning Objectives
•
•
•
•
After being exposed to the different
issues, trends, and models, students
will question the viability of campusfree institutions;
Engage class in a discussion about advantages
and disadvantages of distance learning
programs.
Suggested Readings
•
Students will be introduced to the
different types of distance programs,
varying from on-line courses to fully
established degree seeking programs;
•
Students will have an understanding of
how distance learning impacts student
affairs departments.
•
•
The Integration of Technology with the
Management of Student Service by Larry
Moneta
Many Attempts at Distance Learning are
Impeded by Unforeseen Political and Financial
Problems by Goldie Blumen
The Virtual Classroom: Using ComputerMediated Communication for Univeristy
Teaching by Starr Roxanne Hiltz
Avoiding the Quality/Quantity Trade-Off in
Distance Education by Drs. Douglas L. Heerema
and Richard L. Rogers
Websites to Visit
•
•
University of Phoenix
Online Collaborative Learning in Higher
Education
Class 11 – Technology Standards in Student Affairs
Suggested Class Approach
Learning Objectives
•
•
•
Provide students with a copy of the CAS
document for Student Affairs and generate a list
of technology regulations.
Students will explore the learning
technology standards and their
implications in student affairs;
Using the Council for the Advancement
of Standards (CAS) model as a
framework, students will be challenged
to conceptualize possible technological
standards in student affairs.
Suggested Readings
•
•
•
Learning Technologies
Content Standard
CAS Document
Websites to Visit
•
None
Class 12 – Putting Technology to Work
Suggested Class Approach
Learning Objectives
•
•
This class takes place in a virtual classroom. In
order to experience the distance learning
approach, students and instructor will
communicate via e-mail, chat room, or instant
messenger for the duration of the class.
Students will understand the
philosophies, theories, and rationales
for the use of technology;
Suggested Readings
•
Students will evaluate how the
integration of distance learning, into
the classroom, affects student affairs
departments.
•
None
Websites to Visit
•
None
Class 13 – Pros and Cons of Technology
Suggested Class Approach
Learning Objectives
•
Bring in Chief Information Officer to discuss
pros and cons of technology in student affairs.
Divide class into two groups and have each
group defend a different stance on technology
•
•
•
Students will assess the different
approaches and share the advantages
and disadvantages of technology in
student affairs;
Students will be able to effectively
assess technological services provided
in various student affairs departments.
Suggested Readings
•
Re-read previous readings prior to class
discussion
Websites to Visit
•
None
Class 14 – Future of Technology in Student Affairs
Suggested Class Approach
Learning Objectives
•
•
•
Open forum discussion
Students will have an opportunity to
discuss the future role of technology in
student affairs;
As challenges emerge within the
student affairs division, students
should be able to make
recommendations for new technology.
Suggested Readings
•
The Chronicle Review: Information
Technology Section B; January 30, 2004
•
Values and Principles Gulding Technology
Decision Making for the Future by Susan B.
Komives and Rodney J. Petersen
Websites to Visit
•
None
Suggested Class Assignments
The instructor can use the following assignments in a way that best suits the learning objectives.

Article Critiques
Students can find articles related to the use of technology in higher education. After reading the articles,
students can write a reflective response. Students want to find articles that are current and with relevant
issues to higher education.

Institutional IT Survey
Students are asked to evaluate the technological advancements of their alma mater. They will consider the
models and technologies used in the university. For example, students can analyze the enrollment tool, the
way financial aid works, how housing uses technology, and so on. Students should consider factors like pros
and cons, costs, marketing the product, and functionality.
In addition, to make this assignment more challenging, the instructor can request students to compare and
contrast the services in their alma mater to other institutions whose systems are well developed, like University
of Maryland’s Testudo tool.

Case Studies
Students can be given scenarios in which they must implement a technological solution to a problem in student
affairs. Some possible scenarios can be created in departments like tutoring services, campus life, housing,
and enrollment services. This activity must be done in a group.

Software Evaluation
Students will evaluate software or technological models that are used in student affairs to help with
departmental goals and student learning. In the evaluation process, students should understand how the
software works, its uses, the pros and cons in using this package, and other observations. This assignment
should be done individually, but it can also be implemented for team work.

Research Paper
Students should choose a topic that they would like to learn more about in technology and its use in student
affairs. Research should be conducted. The paper is to consist of an analytical look into the proposed topic.
Topics should be narrow and attempt to provide a solution to issues that emerge from the topic.
Justification for Proposed Course
Focus: Student Affairs Departments
 With the new advances in technology, student affairs departments must keep up to
date with the benefits and drawbacks of new models and software being implemented
into the profession;
 With the use of technology, student affairs practitioners can efficiently manage data in
ways that can enhance the productivity of their work. Examples are services like
one-stop-shop approaches and research initiatives to better serve departments;
 Technology allows for new ways to build community through listserv, community chat
rooms, online forums, etc. Student affairs professionals can use these new ways of
building community to innovatively collaborate with other units to achieve
departmental goals.
Justification for Proposed Course
Focus: Enhancing Student Learning

Providing students with a technology-oriented environment is crucial for today’s learners. The
twenty-first century student expects the use of technology in their educational career. The
suggested course work allows for better understanding of the needs of these students;

Technology acknowledges the different learning styles and maintains connections to student
learning. With technology, virtually any learning opportunity can be implemented with the help of
computer graphics, and functionality of the World Wide Web.

With current and new technology, college administrators will save a large amount of time in tasks
that would otherwise hinder their productivity. This factor ultimately contributes to the real focus of
college faculty and administrators, which is to provide seamless learning for all college students.
In Conclusion…
With current and new technology, college administrators will save a
large amount of time in tasks that would otherwise hinder their
productivity. This factor ultimately contributes to the real focus of
college faculty and administrators, which is to provide seamless
learning for all college students.
We appreciate
your attention.
References
Anderson, C. & Williams, E. (1999). Applications of technology to assist student affairs researchers. New Directions for
Students Services, 85, 61-71.
Ausiello, K. & Wells, B. Information technology and student affairs: Planning for the twenty-first century. New Directions
for Student Services, 78, 71-81.
BBC News. (2004, February 09). US anti-spam law fails to bite. Retrieved February 13, 2004, from
http://news.bbc.co.uk/go/pr/fr/-/2/hi/technology/3465307.stm
Belote, L. & Treuer, P. (1997). Current and emerging applications of technology to promote student involvement and
learning. New Directions for Student Services, 78, 17 – 30.
Blumen, G. (1991). Many attempts at distance learning are impeded by unforeseen political and financial problems
[Electronic Version]. The Chronicle of Higher Education, a23-a24.
Engstrom, C. M. (1997). Integrating information technology into student affairs graduate programs. New Directions for
Student Services, 78, 59-69.
References
Gainer, N. (2002, February). A cross-town partnership [Electronic version]. Syllabus.
Gilbert, S. W. (2001, July). Dimensions of technology change [Electronic version]. Syllabus.
Grant, S. W. (1999). The internationalizing influences of new communications technology. New Directions for Student
Services, 86, 59-64.
Gustafson, K. (2003). The impact of technologies on learning [Electronic version]. Planning for Higher Education,
32(2), 37-43.
Hanson, G. (1997). Using technology in assessment and evaluation. New Directions for Student Services, 78, 31-44.
Hawkins, B.L. (2000). Technology, higher education, and a very foggy crystal ball. EDUCAUSE Review, 35(6), 64-73.
Heerema, D. L. & Rogers, R. L. (2001, December). Avoiding the quality/quantity trade-off in distance education. The
Journal: Online Technological Horizons in Education. Retrieved February 14, 2004, from
http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=3753
References
Hiltz, S. R. (1986). The virtual classroom: Using computer-mediated communication for university teaching. Journal of
Communication, 36, 99-104.
Komivers, S. R., & Petersen, R. J. (1997). Values and principle guiding technology decision making for the future. New
Direction for Student Services, 78, 83-95.
Moneta, L. (1997). The integration of technology with the management of student services. New Directions for Student
Services, 78, 5-16.
Montgomery, S. M. (1995). Addressing diverse learning styles through the use of multimedia. Retrieved February 14, 2004,
from University of Illinois, Office of the Vice President for Academic Affairs Web site:
http://www.vpaa.uillinois.edu/reports_retreats/tid/resources/montgomery.html
O’Connor, T. (1997). Using Learning Styles to Adapt Technology for Higher Education. Retrieved February 14, 2004, from
Indiana State University, Center for Teaching and Learning Web site: http://www.indstate.edu/ctl/styles/learning.html
PeopleSoft, Inc. (2000). PeopleSoft for Higher Education. Retrieved February 14, 2004, from
http://www.peoplesoft.com/media/en/pdf/PWSSVIHCPGC_MDA.pdf
References
Peterson, R. J., Hodges, M. W. (1997). Legal, ethical, and policy issues. New Directions for Student Services, 78, 45-58.
Rennecker, J. & Godwin, L. (2003). Theorizing the unintended consequences of instant messaging for worker productivity.
Sprouts: Working Papers on Information Environments, Systems and Organizations, 3 (Summer). Retrieved February
15, 2004, from http://interruptions.net/literature/Rennecker-Sprouts03.pdf
Seabreeze, J. (1997). Student affairs world wide web sites. New Directions for Student Services, 78, 97-103.
Tait, F. (1998, May). Using best practices, workflow, and object technologies to improve higher education management
[Electronic version]. The Technology Source.
Using software: A guide to the ethical and legal use of software for members of the academic community. (1991). Retrieved
February 13, 2004, from http://www.cni.org/docs/infopols/EDUCOM.html
Yanosky, R., Zastrocky, M., & Harris, D. (2002). Peoplesoft in higher education. Retrieved February 13, 2004, from California
State University, Common Management System Web site:
http://cms.calstate.edu/T6_Documents/NewsAndPublications/General/GartnerPSHigherED042502.pdf