CASE STUDY
Student Affairs and
Technology: Teaching for the
Technological Revolution
Presentation by:
Eric Bross, Josie Hutchinson, Bradley Kane
Northern Arizona University
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
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
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
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
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
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.)
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
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
Course Objectives…
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At the conclusion of this course, students will:
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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.
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 university’s 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
Course – WEEK 1
Topics
Readings
Course Introduction; Class
Ability/Confidence Assessment; The History
of Technology
 Course Syllabus
 Jones, S. - “The Internet Goes
to College” (whole article)
Learning Objectives:
Review course structure and objectives
Self-assessment of pre-requisite knowledge
Define “technology”
Describe the basic timeline of technology history
Understand current progression of technology
Course – WEEK 2
Topics
Readings
Basics on Computer Information Systems;
Computer Vernacular; Energy Use
 “Understanding of technological
terms and usage”
 Aebisher - “Toward Greater
Energy efficiency…”
Learning Objectives:
 Define hardware versus software
 Define and relate PC, servers, networks
 Define and differentiate bit, byte, “meg”
 Define and differentiate DSL, broadband, bandwidth
 Define and differentiate HTML, Java, XML
 List and discuss typical PC and Network energy use
 List and discuss ways to conserve power using technology
Course – WEEK 3
Topics
Readings
FLYER DESIGN ASSIGNMENT DUE
Desktop Publishing; Microsoft Office
Software; Basic Design &Layout Skills
 Visit: www.microsoft.com – to
view software in office suites
Learning Objectives:
 Identity popular desktop publishing software
 Define desktop publishing
 List and discuss uses of desktop publishing
 List and define the purpose of all major Microsoft Office Software
Applications
 Define the concepts of readability, K.I.S.(S.) principle, white space, “leading
the eye”
Course – WEEK 4
Topics
Readings
REVISED FLYER DESIGN DUE
Databases; University
Student/Staff/Faculty Enterprise Solutions
 Search internet to find
companies that offer
enterprise solutions
Learning Objectives:
 Describe the concept of a database and compare and contrast the parts
 Define an enterprise solution and name popular companies offering these
solutions
 List ways in which enterprise solutions are used by students, staff and faculty
 List purposes and uses for databases within student affairs
Course – WEEK 5
Topics
Readings
MIDTERM EXAM DUE
Guest Speakers on typical software use in
their department (i.e. Financial Aid,
Residence Life, Student Life, Orientation,
Health Center, Recreation, Admissions,
Registrar, etc.)
(none this week due to Midterm
Exam)
Learning Objectives:
 List and describe how technology is used in the departments represented by
the guest speakers
Course – WEEK 6
Topics
Readings
Ethics; Legal Issues; Confidentiality (FERPA)
 “Internet ethics”
 www.ed.gov - FERPA
 Schiesel - “Beyond Piracy”
 Yordy - “Law in Higher Education”
(presentation)
Learning Objectives:
 Define piracy and its legal implications
 Define FERPA and the boundaries it puts on the Student Affairs profession
 Compare and contrast how decision-making skills are similar in standard
Student Affairs ethical issues as opposed to ethical issues in technology
 List and discuss major legal issues concerning technology
Course – WEEK 7
Topics
Readings
INTERVIEW ASSIGNMENT DUE
Managing Information Technology; Security;
Tech Safety (Viruses, Firewalls, Security
Updates, etc.)
 Barratt, Will - “Managing Information
Technology in Student Affairs…”
 Nebeker - “Cyber Crime: Students
Terrorizing Campus”
Learning Objectives:
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List and discuss issues of management and administration of digital information
Define a hacker and distinguish between a hacker, cracker, and leech
Identify and explain Internet Explorer security levels
Define a cookie and how it can be used as a way to steal important identifying information
Define a security certificate
Define the major types of computer viruses
List ways in which a person can protect themselves from getting a computer virus
Course – WEEK 8
Topics
Readings
Considerations: acquisition of
hardware/software, cost benefit analysis,
management, staff training, access/security,
upgrading
Learning Objectives:
 Discuss the typical timeframe that hardware/software needs to be replaced or
upgraded
 Compare and contrast the cost benefit analysis of using the latest technology versus
more dated technology
 List and discuss issues that could arise training new staff on software applications
 List and discuss issues that could arise regarding security access with technology and
professional employees versus student employees
Course – WEEK 9
Topics
Readings
“Netiquette”; File/Software Compatibility;
(group work time for Case Study Exam)
 Hambridge - “Netiquette
guidelines”
 Shea - “The Core Rules of
Netiquette”
Learning Objectives:
 Define “netiquette”
 Identify etiquette using email, mailing lists, web sites, information services and list
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serves
Describe why you should avoid using all caps in e-mail messages
Outline core rules of netiquette according to Virginia Shea
Define and differentiate between HTML, Rich Text, and plain text e-mail formatting
List standard compatibility/formatting issues between Microsoft Office Software files
Define compatibility
Course – WEEK 10
Topics
Readings
CASE STUDY EXAM DUE
Adapting and Integrating Student
Development Theory into Technology use;
Millennials and Technology
 Obliger - “Understanding
New Students”
 Wallace - “Campus Ecology
Theory and Websites”
Learning Objectives:
 Define a Millennial Student
 Identify characteristics of Millennial students
 Describe the access Millennials have had to technology comparing past
generations
 List and broadly define common Student Development theories
 Describe how theories can be integrated into technology
 Discuss Environmental theory applied to technology use
Course – WEEK 11
Topics
Readings
Understand the evolving classroom and
online instructional methodologies;
Technology and student recruitment &
retention
 Jones, S. - “The Internet Goes to
College” (Academics and the
Internet section)
 Edwards - “Impact of Technology
on College Recruitment and
Retention”
Learning Objectives:
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Discuss needs of distance education students
List methods of distance education delivery
Identify technologies used within classrooms
Compare retention of distance versus residential students
List statistics that predict future of online courses
Course – WEEK 12
Topics
Readings
LITERATURE REVIEW ASSIGNMENT DUE
Social Justice in technology; Finding the balance
between personal and digital contact; Bridging
the gap between the tech savvy and non-savvy

Hirt, et. al. - “Technology and Diversity: An
Impending Collision on the Information
Superhighway?”
 Levin, et. al. - “The Digital Disconnect”
 Moneta - “Online and Physical Services: A
student affairs paradox”
Learning Objectives:
 Identify and discuss social justice issues inherent to technology
 Identify, compare, and contrast ways in which professionals can balance between
personal and digital contact with students
 List ways in which “tech savvy” professionals can teach and develop existing
technology in a department to “non-tech savvy”
 Discuss drawbacks of technology with personal interaction
 List ways that professionals can keep a humanistic approach with technology
Course – WEEK 13
Topics
Readings
Assessment using technology; How to use
technology to aid in professional research
and fieldwork
 Flowers & Lamont -
“Conducting Qualitative
Research Online”
Learning Objectives:
 Identify how to collect and analyze online research
 List useful sites for dependable information from professional associations,
journals, and library collections
 Describe ways in which technology can be used to aid in assessment
Course – WEEK 14
Topics
Readings
Current Issues and Trends in technology;
Campus-wide Strategic Plans
 “UCLA Student Affairs
Technology Strategic Report”
 Upcraft & Lee - “Looking
beyond the Horizon”
Learning Objectives:
 Define trends of technology in higher education within the classroom,
administration, student services, and distance education
 Describe UCLA’s technology strategic report in terms of development, use,
need, and assessment
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 individual’s 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.
Assignments…
 Interview (as described in course syllabus)
 This interview is an excellent opportunity for you to learn more
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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.)
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.
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
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 group’s 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 group’s 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.
Group Case Study Exam…
 You will be awarded points based on the following:
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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
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 semester’s
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 department’s 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:
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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
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
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 selfreflection and awareness, as well as, help connect students to course
material through individual investment
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 course’s 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
List of References…
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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/curriculum.html.
*Discussed faculty’s 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.
List of References…
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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 @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.
*UCLA’s 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.
*UCLA 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://studentaffairs.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.
List of References…
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Gleick, J. (2001, April). Inescapably Connected: Life in the Wireless Age. The New York Times Magazine,
http://www.nytimes.com/2001/04/22/magazine/22CONNECTIVITY.html?ex=1076821200&en=737140
05e5a087d8&ei=5070
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.rogerdarlington.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 University’s 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/conf.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.
List of References…
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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
This 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.net/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.edu/~kisrob/CampusEnvironment/computers/computers.htm
Woolfe, K. (2000, November) Computer Energy Savings. Retrieved February 11, 2004
http://www.lbl.gov/ehs/wastemin/green_team/compenergy.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_2003/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.
List of References…
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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/cybersafety/
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/about/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.html
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
This 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.
List of References…
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http://www.acpa.nche.edu/seniorscholars/trends/trends5.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_Schools_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/trends5.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.pewinternet.org/reports/pdfs/PIP_Schools_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.
Jones, S. (2002, September). The Internet Goes to College: How Students are living in the Future with Today’s
Technology. Retrieved February 14, 2004. 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.