Student Affairs and Technology:
What are the Opportunities?
Illinois State University
Jeff Beavers
Emily Bridges
Jennifer Dreyer
Katie Sup
Student Affairs and Technology Course Proposal
Please refer to course syllabus
Course Overview:
Introduction
Role of Technology
Office Software
Desktop Publishing
Communication
Websites
Website Design
Educational Tools
Ethical/Legal Issues
Application/Future Implications
Assessment Includes:
Presentation
Mid-Term and Final Exams
Participation
Introduction
Syllabus and Assignment Review
Course Expectations
Course Goals
Academic Integrity
History
Brief discussion of technological advances and
how they have changed the profession
Role of Technology
Evaluating and Improving Technology for Staff
Ways to improve staff competency (Baier, 1994)
Information Technology
Computer software use (Baier, 1994)
Communication Technology
Importance and improvements (Grant, 1999)
Office Software
Student Affairs professionals constantly use
Microsoft Office software in their daily
activities. Most institutions do provide
workshops on how to use PowerPoint, Access,
and Excel however a class period in which
these are briefly covered would be beneficial. In
this week of class, the students will have a brief
introduction to all three programs and will have
an opportunity to use each. Each student will
create a short PowerPoint presentation, an
Excel spreadsheet, and an Access database.
Desktop Publishing
“Marketing provides student affairs professionals with
some of the most effective strategies, techniques,
and actions for success” (Smith, 1993).
One area that each office of student affairs will face is
the issue of marketing. As Smith (1993) states,
student affairs offices market their services,
programs and activities. Marketing is also used in
attraction and retention of students, expanding
involvement of faculty and staff, and targeting
certain students. Each office in student affairs is
involved with at least one of these aspects.
Desktop Publishing
Since this area is growing in student affairs, it is
essential that the entering professionals have
some experience with creating media for
marketing programs and services to the
student population.
One example of marketing becoming an issue for
student affairs offices is in a study of campus
career centers, 16% of them stated that their
largest problem was “ineffective marketing
campaigns” (Behrens & Gordon, 1997).
Desktop Publishing
While some offices do have a media staff member,
with the budget cuts of recent times, these may
be decreasing. Also, many offices have never or
will never have a media staff member and the
responsibility of marketing campaigns rest
solely on the student affairs staff.
One of the most common ways to market services
and activities are through flyers, mailers,
pamphlets, and other publications. Some of
the biggest marketing tools available to student
affairs professionals are desktop publishing
programs.
Desktop Publishing
This class will focus on three software programs:
Microsoft Publisher, Adobe PageMaker, and
Quark. The class period in which these are
presented will consist of a brief, 45 minute to
one-hour overview of each software program. It
will also entail an opportunity for the students
to utilize the software. A packet of further
information will be made available for the
students at this class period.
Communication
Communication with students:
“No single technological invention has had more influence on management
practices for student affairs than e-mail. Electronic communication is instant
within the campus and generally provides relief to the frustrating telephone
tag that busy staff often play in daily communication” (Moneta, 1997).
According to Astin (1984), involvement is key to student success. One way
students can become involved is to form a relationship with faculty and staff
at the institution. This relationship is fostered by communication between
students and Students Affairs staff, with one of the biggest forms of
communication being email. Therefore it is important for Student Affairs staff
to understand how to email, student expectations of electronic
communication, and email etiquette.
As Sanford (1966) states, college students need a balance between challenge and
support. Student Affairs staff provide this needed support through
communication. Again, one of the most common ways to communicate is
through email.
Communication
Communication at the workplace:
“Increasingly, meeting announcements, agendas, and minutes are
electronically distributed” (Moneta, 1997).
Electronic communication within the workplace has also been increasing.
Several offices have listservs set up to distribute information to all
members of the office. As a student affairs professional, it is important
to understand how to utilize and create these group lists of emails.
This class session will include:
How-to guide for setting up of listservs
Discussion of email etiquette
Discussion of student expectations
Websites
“One-stop shopping becomes a reality when a campus
implements information technology. A campus can put
forms, petitions, calendars, and catalog information on the
Internet and thereby increase student satisfaction” (Treuer &
Belote, 1997)
Examples of website information:
Forms: http://www.admissions.ilstu.edu/apply/
Calendars: http://www.calendar.ucla.edu/
Catalog Information:
http://www.unl.edu/unlpub/undergrad/index.html
Course Registration: https://utdirect.utexas.edu/
Websites
The millennial generation has grown accustomed to
using computers and the Internet to fulfill their
every need. Further, these students expect twentyfour hour access to the services provided by their
institutions. A comprehensive website can deliver
this twenty-four hour access expectation by
providing information on classes, student
activities, financial aid, and more at any given
hour. By studying the make up of successful
websites and gaining the ability to evaluate
websites, student affairs professionals will be able
to provide a service to their office that is greatly
needed.
Websites
Elements of this course:
Use of websites
Significance of websites
Assessment and Evaluation
Consists of critiquing different websites
Issues and Concerns
Distractions
Isolation
Misinformation
Access
Security
Website Design
In this class period, the previous week’s information
will be applied. Students will use both FrontPage
and Dreamweaver to create their own webpage's.
Gaining this introduction to the software will allow
the students a greater understanding of how to
market their services and programs to the student
population with the use of websites.
Educational Tools
Educational tools are web based programs that enhance curricular and
co-curricular learning. Two programs we will focus on are
Blackboard and WebCT.
"At Ball State University, the Blackboard Portal System helps accomplish
many of our strategic objectives. For example, we use the portal as
the virtual meeting space for our Freshman Connections program
where incoming freshmen are grouped into learning communities…
The Blackboard Portal System provides online discussion and
document sharing, thereby helping build relationships that would not
have developed. The Freshman Connections program was created to
build stronger bonds on our campus and to increase our student
retention rate. The Blackboard Portal System played an essential part
in helping the program achieve both goals."
Charles Jones, Executive Director, Office of Teaching and Learning
Advancement (retrieved from blackboard.com, 2004)
Educational Tools
The programs are used effectively in the classroom for online learning
and distance education. They are also used widely in student affairs
offices. For example, at the University of Nebraska Campus
Recreation Center, Blackboard has been used to test the knowledge
of professional and student staff in risk management policies and
procedures, eliminate Intramural team manager meetings, and set
up program area communication for student employees.
Many campuses also use Web Portals to display student records and
other important information. Good examples in the use of web
portals include:
http://www.icampus.ilstu.edu, Illinois State University
http://wam.unl.edu, University of Nebraska
http://mvs.wiu.edu/stars.html, Western Illinois University
http://my.asu.edu, Arizona State University
Legal/Ethical Issues
“School administrators, teachers, staff, and students have legal concerns
regarding Web related issues such as ownership of websites and their
content, acceptable use of the Internet for educational purposes and
ownership of email” (Johnson & Groneman, 2003)
It is important for educators to instruct students about current statutes and
laws dealing with copyright, trademark, and patent. (Johnson & Groneman,
2003).
Graduate students in student personnel would benefit from learning the legal
and ethical issues concerning technology because the rise of technology has
created new, complex issues involving internet communication, website
ownership, and more. The more student affairs professionals use websites,
email, and other technologies, the greater the ethical and legal issues
become. Many universities have written policies about internet usage on
campus.
Example of policy:
http://www.policy.ilstu.edu/fiscal/appropriate_use_policy.htm
Legal/Ethical Issues
Topics covered in course (Petersen & Hodges, 1997):
Privacy
Consequences of copyright, trademark, and patent
infringement (Johnson & Groneman )
Freedom of Expression
Adult material and obscenity
Child pornography
Indecent material
Defamation
Hate speech
Discriminatory harassment
Intellectual property and copyright infringement
Confidentiality
Applications/Wrap-Up
This class will incorporate the following implications: strategic
planning, staff development in technology, compliance to
CAS standards, and addressing current student needs.
(Baier & Strong, 1994)
It is imperative that graduate students understand the
importance of future implications of new technological
advances. Not all graduate students have been accustomed
to technology in the workplace or classroom. The skills and
knowledge taught in this graduate course will only enhance
the students ability to perform their career functions in
Student Affairs, in addition to serving the undergraduate
population.
References
Astin, A.W. (1984). Student involvement: A developmental theory for higher
education. Journal of College Student Personnel, 25, 297-308.
Baier, J.L. (1994). Assessing and Enhancing Technological Competencies of
Staff. In J.L. Baier & T.S. Strong (Eds.), Technology in Student Affairs:
Issues, applications, and trends (pp. 15-26). Lanham, Md.: University
Press of America.
Baier, J.L. (1994). A Primer on Information and Computer Technology. In
J.L. Baier & T.S. Strong (Eds.), Technology in Student Affairs: Issues,
applications, and trends (pp. 27-36). Lanham, Md.: University Press of
America.
Behrens, T., & Gordon, D. (1997). New directions in marketing the career
center to students. Journal of Career Planning & Employment, 57(2), 3539.
Grant, S.R. (1999). The internationalizing influences of new communication
technologies. New Directions for Student Services, 86, 59-65.
Higher Education, portal system section of Blackboard Inc., (2004). Client
Success. Retrieved February 11, 2004 from
http://www.blackboard.com/highered/ps/index.htm
References
Johnson, K.B., & Groneman, N.J. (2003). Legal and illegal use of the
internet: Implications for educators. Journal of Education for
Business, 78 (3), 147-152.
Moneta, L. (1997). Integration of technology with the management of student
services. New Directions for Student Services, 78, 5-16.
Peterson, R. J. & Hodges, M. W. (1997). Legal, ethical, and policy issues.
New Directions for Student Services, 78, 45-58.
Sanford, N. (1966). Self & society: Social change and individual development.
New York: Atherton Press.
Smith, L.N. (1993). Marketing: A key ingredient for educational fundraising
success. New Directions for Student Services, 63, 41-49.
Strong, T.S. (1994). The technology and information explosion. In J.L. Baier
& T.S. Strong (Eds.), Technology in Student Affairs: Issues, applications,
and trends (pp. 3-14). Lanham, Md.: University Press of America.
Treuer, P. & Belote, L. (1997). Current and emerging applications of
technology to promote student involvement and learning. New Directions
for Student Services, 78, 17-30.