• http://www.acpa.nche.edu/pgp/principle.
htm
Student Affairs and Technology
EDAD 67842/74298
Web Section
SPRING 2004
THURSDAYS 1:00 - 3:30 p.m.
_________________________________________________________
Course Overview
The Manual processes our institutions followed for decades now have new applications for financial management,
human resources, admission, recruitment, payments, procurement, research databases, course management, online
library services, classroom scheduling, patient records, grants, and of course email (Lightfoot& Ihrig, 2002). The
bandwidth of computer networks has increased at an even faster rate (a thousand fold in just the last decade, and
the traffic of the Internet continues to double every one hundred days (Lightfoot & Ihrig, 2002). For the
foreseeable future all of these trends will continue. The question will be how higher education institutions
respond to theses changes. This course is designed to provide you with a basic understanding of Technology and
Student Affairs.
Learning Outcomes
Upon successful completion of this course, participants will be able to demonstrate how technology relates to the
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Seven Principles of Good Practice for Student Affairs: http://www.acpa.nche.edu/pgp/principle.htm
Participants of this course will explore how technology engages students in active learning.
Participants of this course will explore how technology helps students build coherent values and ethical
standards.
Participants of this course will explore how technology sets high expectations for students and student
affairs practitioners.
Participants of this course will explore how technology uses systematic inquiry to improve student and
institutional performance.
Participants of this course will explore how technology provides leadership and efficient use of resources to
help achieve the institution's mission and goals.
Participants of this course will explore how technology forges educational partnerships.
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Participants of this course will explore how technology builds supportive and inclusive communities
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The Chronicle of Higher Education
Students are expected to keep abreast of current events within higher education and are therefore expected to
Review The Chronicle of Higher Education on a weekly basis. Student subscriptions will be made available on
the 1st day of class.
Memberships
As a student affairs professional you are expected to participate in one of the numerous professional
organizations. There are two comprehensive organization ACPA (http://www.acpa.nche.edu/) and NASPA
(http://www.naspa.org) as well as organizations for many of the individual units within the profession
(admissions, residence life, financial aid, student activities, etc.). Student discounts are available for most
professional organizations
Assignments
Assignments are due as noted in the syllabus. Late assignments will receive a one-letter grade reduction for each
week it is delayed. All written assignments are to be double-spaced, 12 point font, 1 in. margins and follow APA
style guidelines (5th edition).
Grading
1)Participation – your participation and contributions to the learning of your classmates is critical to everyone’s
success. (20%)Students are expected to actively and responsibly participate in class activities and discussion by
adding meaningful and relevant comments or asking probing, thoughtful questions. (Student affairs professionals
are expected to think on their feet.) Web students will post a one page reflection of each weekly reading and will
post one unanswered question for each reading. All students (Web and in-class) are expected to respond to these
questions
2)Paper & Presentation- This will be a team or individual paper and presentation (30%). Teams may consist of
2-3 individuals from this course. You will write a comprehensive research paper on a functional area in Student
Affairs (Financial Aid, Career Services, Admissions, Health Services, etc…) and how they utilize technology.
3)Three Quizzes/Tests (TBA)The quizzes will be given via WebCT (20%).One weeks notice will be given prior
to the quiz.
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Week One
Introductions, Overview, and Expectations
•Student Objectives: Students enrolled in this class will write a list of learning outcomes they hope
to gain from the class.
Today’s Emerging Information Technologies –DISCUSSION
Colleges and universities are information organizations that provide people with the resources they
need to make decisions or take action ( select a major, enroll for a course, procure supplies, and
register for health programs). Emerging information technologies are triggering significant
changes in the kinds of learners served by colleges and universities, how courses and programs of
study are delivered, and even the way in which teaching staffs and organization structures are
configured. The demand for information goods and services is on a rise because knowledge can
lead to prosperity. In such an environment , the demand for higher quality innovative information
services is expanding. Traditional technologies included face-to-face instruction, printed text, radio
and television transmission, and audio and video recordings. Digital forms of traditional
technologies are now converting to the Internet. Singleton and Mast (2000) claim that Internet
technology is spreading to the general population far faster than did automobiles, telephones,
radios, electricity, television, VCRs, or microwave ovens. Higher education must stay attuned to
multiple trends in the environment and must attempt multiple experiments to see which ones work.
Article Discussion : Leadership and Technology: Ten Thoughts by Daniel Salter http://studentaffairs.com/ejournal/Winter_2001/thoughts.html
Readings:
http://www.acpa.nche.edu/pgp/principle.html - Principles of Good Practice for Student Affairs
http://www.studentaffairs.com/ejounal/barrat2.html- Four Elements of Information Technology in Student Affairs by
William Barrat
http://www.studentaffairs.com/ejounal/barrat1.html - ACPA Task Force on Information Technology in Student Affairs
by William Barrat
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Week Two
The Internet
The Internet, A Major Change Technology Change Factor in Higher Education
DISCUSSION
The attraction to the Internet is driven by its convenience, speed, and customization of
information. Marcia Bates, faculty member of the UCLA School of Information Studies,
indicates the simplicity and ubiquity of the Web is approaching the pint at which effort
required to research for information equals the “least effort” that most people are willing to
expend (Bates, 2000 as cited in Hughes, 2000). According to Bates’s keynote address at
Queensland Open Learning Network, information technologies have enables higher
education to (1) expand access to education and training, (2) raise the quality of education, (3)
lower the cost of higher education, (4) increase the cost-effectiveness of education, (5) expand
the number of courses and programs, and (6) generated higher levels of tuition-based revenues
(Bates, 1996 as cited in Cookson, 2000). Except for the prestigious conventional institutions
for which there is no shortage of demand from full-time resident students, universities that
ignore the new knowledge media may go the way of the dinosaurs (Downes,1998 as cited in
Cookson 2000).
Readings
http://www.studentaffairs.com/ejournal/kinser.html Using Internet Chat Rooms to Study
Student Culture by Kevin Kinser, John Mueller and Jayne E. Brownell
http://curly.cis.unf.edu/talks/stuaff.html The New Society of the Internet and How It May
Affect Student Affairs Departments Dr. F. Layne Wallace
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Week Three
Desktop Applications- DISCUSSION
PLAN: An overview will be given of Microsoft Word, Excel, PowerPoint, Publisher, and
Access and their applications. Students will have the opportunity to experiment with the
programs
Word: Word processing, letter writing, web pages
Excel: Spreadsheets, budgets
PowerPoint: Presentations
Publisher: Publications, newsletters, graphics
Access: Database, inventory
OUTCOMES: Students will become comfortable with each program and its applications.
Students will also have the opportunity to become certified in each program.
N: An overview will be given of Microsoft Word, Excel, PowerPoint, Publisher, and Access
and their applications. Students will have the opportunity to experiment with the
programs
Word: Word processing, letter writing, web pages
Excel: Spreadsheets, budgets
PowerPoint: Presentations
Publisher: Publications, newsletters, graphics
Access: Database, inventory
OUTCOMES: Students will become comfortable with each program and its applications.
Students will also have the opportunity to become certified in each program.
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Week Four
Technology in Higher Education Institutions- Public, Private, and Community
Community Colleges-DISCUSSION
Community Colleges are designed for convenience and easy access for local residence to take advantage of higher
education. Floyd (2003) explains that community colleges have lead the way in making opportunities for higher
learning available, affordable, and service orientated , which overall gives them the reputation of the “peoples
college.” Garmon (2000) states that open-access and Internet education courses have made community colleges
more competitive in higher education. The technology revolution has ultimately affected community colleges in a
positive way by meeting the demanding needs of non-traditional students. The Internet has also served as a direct
replacement for the telephone and face-to-face communication. Students’ general questions can be answered right
on the home page of their community college.
Private Higher Education Institutions - DISCUSSION
Private liberal arts colleges are struggling to integrate information technology into both their administration and
academic environments. Small colleges are harder pressed to find sufficient funds to cover large scale IT
implementations. Kelly (2000) argues that institutional planning must integrate the rapidly changing technology
environment in order to fulfill its liberal arts mission and that computer hardware and software must be a
component of the colleges’ regular operating budget
Public Higher Education Institutions- DISCUSSION
Recent Studies suggest that teaching the same number of students online at the same level of quality as in the
classroom requires more time and money (Marcus, 2000). Public colleges will spend more than twice as much as
private colleges on academic hardware, a difference that reflects larger enrollments and government support of
public institutions.
Assignment:
Write a brief summary of a self-chosen article related to today’s topic (Technology in Higher Education
Institutions- Public, Private, and Community). Your summary should include your own thoughts of the article
(agree or disagree, why?). Post your summary on WebCt by Week Four.
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Week Five
Meeting Students’ Needs Through Technology
Meetings Students’ Needs in the Classroom Through Technology-DISCUSSION
Using distance learning to develop diversity in the classroom.
(Lagier, 2003)
Using distance learning to reach a new student population. (Lagier, 2003)
Distance learning as it relates to disabled student access and the ADA. (Wall & Sarver, 2003)
It is expected that the students will understand how technology can be used to enhance the
culture of a classroom and how it can be used to broaden educational access to students
who may be disabled, in remote geographical areas, or in homogenous education settings.
It is expected the students will have a basic understanding of the legal expectations being
placed on technology by the ADA and the Rehabilitation Act of 1973.
Readings:
Students are asked to bring in a recent article about technology and higher education to
contribute to the discussion.
Lagier, J. (2003). Distance learning and the minority student: special needs and opportunities.
The Internet and Higher Education, 6, 179-184.
Wall, P. S., & Sarver, L. (2003). Disabled student access in an era of technology. The Internet
and Higher Education, 6, 277-284.
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Week Six
Functional Areas of Student Affairs and Technology
How does technology affect student affairs? - Discussion
Groups will present on the functional area they were assigned to investigate. Projects should
emphasize the impact of technology on their assigned area.
Today’s areas: Admissions, Career Services, Counseling and Orientation
It is expected the students will understand how technology alters the landscape of the
functional areas in which they may want to work as graduates.
Readings:
Read chapters 3, 5, 6, and 9 in Student Affairs Practice in Higher Education 2nd Ed. by Audrey
L. Rentz and Associates, 1996
Page 9 of 19
Week Seven
Functional Areas of Student Affairs and Technology (continued)
How does technology affect student affairs? – Discussion
Groups will present on the functional area they were assigned to investigate. Projects should
emphasize the impact of technology on their assigned areas.
Today’s areas: Residence Life, Financial Aid, Health Services and Student Activities
It is expected the students will understand how technology alters the landscape of the
functional areas in which they may want to work as graduates
Reading:
Chapters 10, 11, 12, and 13 in Student Affairs Practice in Higher Education Second Edition by
Audrey L. Rentz and Associates, 1996.
Last week for in-class sessions! All classes from this date on will be
conducted over the web.
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Week Eight
Distance Learning: Online Courses and Degree Granting Institutions
DISCUSSION: Online Chat
As the use of technology changes, so does how universities use it. Students will discuss
questions such as:
Does distance learning have a target audience? If so, who?
Is distance learning a valid method of education, an industry, or a “degree mill”?
What is the implication for student affairs practitioners as online courses grow in
popularity? How could your functional area change?
Should standards and accreditation be implemented for distance courses and online
degree granting institutions?
Readings:
Aragon, S.R., Johnson, S.D., Shaik, N. (2002). The influence of learning style
preferences on student success in online versus face-to-face environments.
American Journal of Distance Education. 16(4), 227-245.
Marklein, M.B. September 24, 2002. Retrieved February 2004 from http://80search.epnet.com.proxy.ohiolink.edu:9099/direct.asp?an=J0E405858325002&db=
aph>.
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Week Nine
FERPA: Legal and Ethical Implications of Technology
DISCUSSION
Students will get an introduction to the Family Educational Rights and Privacy Act (FERPA).
Based upon the reading and discussion, students will understand what qualifies as a
student record and how electronic records are included. They will also learn about who
has legal access to the record and why electronic records may be a threat to student
privacy.
Readings:
Thomas, S. (2003) Privacy and Student Records. WebCT Online, 1-22.
Rezmierski, V. E., & Seese, R. (2002). Does Information Contained in Systems Logs at
Colleges and Universities Constitute Education Records?. College and University, 78(1),
3-11.
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Week Ten
Learning Outcomes and Assessment
Learning Outcomes and Assessment for Technology-Discussion
How do you determine the effectiveness of technology in use?
What are the criteria for evaluation?
Students will be made aware that technology must be monitored and assessed to determine if
it’s effects on students are desirable.
Reading: Read the following articles:
Davidson, M. M. (2001). The computerization of career services: critical issues to consider.
Journal of Career Development, 27(3), 217-228.
Zhao, F. (2003). Enhancing the quality of online higher education through measurement.
Quality Assurance in Higher Education, 11(4), 214-221.
Page 13 of 19
Week Eleven
Future Trends
Future Trends in Student Affairs-DISCUSSION
It is evident that technology has played and ever-changing role in the field of higher
education. The attraction to the Internet is continually driven by its convenience, speed, and
customization of information. Student affairs professionals and administrators have already
begun tapping into this resource in a variety of ways, whether it is online registration, bursar
account access, financial aid information, academic research , or simply discovering the
dimensions of a residence hall room.
The emergence of technology accompanies a change in what used be the average college
student. The contemporary college student balances class, studying, work, as well as a
social life that may or may not exist on campus. Technology, through its various forms, is
considered to be the link that holds the current and the future student populations together. In
coming years, student affairs professional will need to reconsider their roles and purposes on
college campuses. Technology will affect each aspect of student services in one way or
another. Incorporating new models of how to include technology in various aspects of
higher education will also be dependant upon the type of institution.
Readings:
http://www.acpa.nche.edu/seniorscholars/trends/trends5.html- Looking Beyond the Horizon:
Trends Shaping Student Affairs Technology by Upcraft, Terenzini, and Kruger
http://www.acpa.nche.edu/seniorscholars/trends/trends4.htms- Learning and Teaching in the
21st Century: Rends and Implications for Practice by Baxter, Terenzini, and Pat Hutchings
Page 14 of 19
Week Twelve
Cost of Technology
Costs Associated with Technology-Discussion
Students will discuss the assigned articles via a web discussion and postings on WebCT.
Students will also post their prepared budgets and discuss them online.
Students will have a better understanding of the financial costs of technology in higher
education. They will be able to evaluate critical components of technology and where
money should be invested along with investigating potential challenges.
Reading: Students will prepare and defend a budget for technology services.
Twigg,C.A. (2003).Improving quality and reducing cost: designs for effective learning. Change,
35, 22-29.
Andrus, A. (2003). Total cost of technology ownership: doing it right. School Business Affairs,
69, 35-36.
Olsen, F. (2002, October 4). 10 ways colleges can cut IT costs. The Chronicle of Higher
Education, 49, A39.
Carlson, S. (2001, March 16). A small college’s mixed results with technology. The Chronicle of
Higher Education, A35.
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Week Thirteen
Seven Principles for Good Practice in Student Affairs
Seven Principles for Good Practice as Applied to Technology Usage-Discussion
PLAN: Students will discuss the relation of technology and the
Seven Principles of Good Practice for Student Affairs via a web discussions and postings.
Students will examine and analyze the role technology plays in student affairs through an
online discussion format. It is understood that students will gain experience utilizing
distance learning so that they mat better understand their constituents.
Reading: Seven Principles of Good Practice for Student Affairs
http://www.acpa.nche.edu/pgp/principle.htm
Page 16 of 19
Week Fourteen
Evaluation of Course
Students will prepare a reflection of the class. Points of discussion should include
reflection on in-class versus online-class experience, positions on currents issues with
technology and student affairs (i.e. distance learning,) and an overall evaluation of the
class. Students should have a better understanding of how technology affects all aspects
of University affairs and their future career endeavors.
Page 17 of 17
References and Recommended Readings
Andrus, A. (2003). Total cost of technology ownership: doing it right. School Business Affairs, 69, 35-36.
Aragon, S.R., Johnson, S.D., Shaik, N. (2002). The influence of learning style preferences on student success in
online versus face-to-face environments. American Journal of Distance Education. 16(4), 227-245.
Bates, Marcia. (2000, October). “Shaping our own future.” Libraries are us: Images and realities. Paper presented
at the 2000 California ACRL conference.
Bates, T. (1996). The impact of technological change on open and distance learning. Keynote address at Queensland
Open Learning Network. Retrieved December 4-6, 1999 from
http://bates.cstudies.ubc.ca/brisbane.html.
Carlson, S. (2001, March 16). A small college’s mixed results with technology. The Chronicle of Higher Education,
A35.
Cookson, Peter. (2000, February). Implications of internet technologies for higher education: North american
perspectives. Open Learning, 15 (1), 71-81.
Coomes, M.D. (2000). Book review: Using technology to promote student learning: Opportunities for today and
tomorrow. NASPA Journal, 38(1), 152-157.
Davidson, M. M. (2001). The computerization of career services: critical issues to consider. Journal of Career
Development, 27(3), 217-228.
Downes, J. S. (1998). The future of online learning. Retrieved December 9, 1999, from
http://www.atl.ualberta.ca/downes/future.
Floyd, D. (2003). Distance learning in community colleges: leadership challenges for
Change and development. Community College Journal of Research and Practice, 26, 332-347.
Garmon, J. (2000, August 7). The key to community college success. Community
College Weekly, 12 (26), 4.
Hughs, Carol Ann. (2000, December). Information services for higher education: A new
Competitive space. Retrieved September 23, 2003, from
http://www.dlib.org/december00/hughes/12hughes.html
Page 17 of 17
References and Recommended Readings
Kelley, T. D. (2000). Liberal arts education and information technology: Time
for another renewal. Educause Quarterly, Number 4, 42 – 46.
Kretovics, M. (2003). Organization and Administration of Higher Education Syllabus.
Lagier, J. (2003). Distance learning and the minority student: special needs and opportunities.
The Internet and Higher Education, 6, 179-184.
Lightfoot, Ed and Ihrig, Weldon. (2002). The network generation infrastructure.
Educause Quarterly, 1, 52-61.
Marklein, M.B. September 24, 2002. Retrieved February 2004 from http://80search.epnet.com.proxy.ohiolink.edu:9099/direct.asp?an=J0E405858325002&db=aph>.
Olsen, F. (2002, October 4). 10 ways colleges can cut IT costs. The Chronicle of Higher
Education, 49, A39.
Rentz, A. L. & Associates (1996). Student affairs practice in higher education (2nd ed.). Illinois:
Charles C. Thomas.
Rezmierski, V. E., & Seese, R. (2002). Does Information Contained in Systems Logs at Colleges
and Universities Constitute Education Records?. College and University, 78(1), 3-11.
Singeleton, Solverg and Mast, Lucas. How does the empty glass fill? A modern
philosophy if the digital divide. Educause Quarterly, 6, 30-36.
Thomas, S. (2003) Privacy and Student Records. WebCT Online, 1-22.
Twigg,C.A. (2003).Improving quality and reducing cost: designs for effective learning. Change,
35, 22-29.
Wall, P. S., & Sarver, L. (2003). Disabled student access in an era of technology. The Internet
and Higher Education, 6, 277-284.
Zhao, F. (2003). Enhancing the quality of online higher education through measurement. Quality
Assurance in Higher Education, 11(4), 214-221.