Application of Technology in
Higher Education
J.A.C.K.
Jeff Martens
Amanda Hebert
Carrie Philippon
Kristin Roosevelt
University of Wisconsin-La Crosse
The Argument
J.A.C.K. argues there is a need for a technology course
for graduate students studying for their masters in
Student Affairs. Our argument is best stated in the
words from Janet K. Poley’s article titled “Leadership”.
Higher education leaders, their faculties, and staffs
are in some sense inside the pressure cooker,
expected to play an important role in the delivery
of a global information infrastructure. Yet on
many campuses today, “pretty good Internet”
reaches only the chosen few. Simply put, more
and better cost money. And because of the
tremendous complexity involved in creating “more
and better, ‘ institutions of higher education are
struggling. So are business and industry. Higher
education leaders need to have a reasonable
understanding of the information infrastructure
elements and functions in order to lead…
Poley, J.K.(2001). Leadership. New Directions for Higher Education, 115, 83-92.
Course Justification
Through this technology course,
students will gain a functional level
of basic technology functions. They
will learn aspects that will benefit
themselves, as well as, the students
they serve. In addition, students
will create an online portfolio to
showcase their graduate work, vita,
and other projects to prospective
employers.
Week 1: History and Recent Trends
Topic/Objectives: This class period will begin by
taking a look at the utilization of technology in
higher education. Different types of technology
will be examined including the emergence of
transportation leading to the expansion of diverse
student populations, the impact of computers on
class assignments and the time students spend
on them, and the effects of home electronic
production on students’ lives within the residence
halls. Second half of the class will look at recent
technological trends in higher education,
specifically looking at the growing number of
schools requiring laptop computers and having
wireless campuses.
Anticipated Learning Outcomes
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The students will have an understanding of how
technology can and has effected every section of
a college or university.
The students will be able see an average campus
dorm room and see the number of different
technologies that students use on an everyday
basis.
The students will understand the movement that
colleges are making because of increased
technology and see how it could effect their jobs
as student affairs practitioners.
The students will understand that colleges and
universities which use the newest innovations in
technology are able to raise their applicant and
admissions numbers.
References
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Buena Vista University. (2004, February 10). EBVyou.
Retrieved February 10, 2004 from
http://ebvyou.bvu.edu/index.htm.
Olsen, F. (2001). Chapel Hill seeks best role for
students' laptops. The Chronicle of Higher
Education, 48, 4, A31.
Olsen, F. (2001). Laptop proposal stalls in
Massachusetts. The Chronicle of Higher Education,
48, 4, A32.
University of Denver. (2004, February 1). University
technology services: Laptops and learning. Retrieved
February 10, 2004 from http://www.du.edu/laptops/.
University of Wisconsin-Stout, The. (2003, November 26).
E-Scholar: Laptop learning initiative. Retrieved
February 10, 2004 from
http://www.uwstout.edu/laptop/.
Week 2 and 3: HTML Learning
Outcomes
After completing this section of the course
students should:
 Know resources available to pursue
advanced web page design
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Know how to get web space outside
university’s server
Create a basic web page by:
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Using headings
Changing font appearance
Adding images
Adding links
Creating tables
Week 2: HTML Basics

Web page fundamentals (HTML)
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What is HTML?
Web site organization
Creating a page in a text editor (Notepad)
Basic tags
 Opening/closing tags
 Foundation tags
1.
2.
3.
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HTML
HEAD
BODY
Headings
Week 2 Continued: HTML
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Tag attributes

Changing font properties
Color
2. Size
3. Font face
1.
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Exercise1-Your first web page

At this point students will create a basic
web page based on what they have
learned thus far
Week 3: Advanced HTML
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Tables
Using a WYSIWYG (What you see is
what you get) editor
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FrontPage
Exercise 3-add a table to your web
page
Brief mention of other advanced
topics
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Forms
JavaScript
CSS (Cascading Style Sheets)
Week 3 Continued: Advanced HTML
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Publishing your web page
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Publishing to university’s server
How to get a web space elsewhere (overview)
Resources for further development and
reference
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http://www.webmonkey.com
http://www.w3schools.com
Morrison, M., Oliver, D. (2001). Sams Teach
Yourself HTML and XHTML in 24 Hours (5th
ed.). Sams Publishing.
Week 4 and 5:
Library Research Learning
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After completing this two day
section students should be able to:
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Navigate their university library
Use proper APA format for citations
Be fully aware of the risks involved with
plagiarism
Be well versed in useful professional
websites pertaining to Student Affairs
Week 4: Library Research
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Review of university’s library
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How to use the reference desk
Plagiarism (electronic)
Interlibrary loan
Types of resources
 Books
 Periodicals
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Databases
Bound
Microfilm/Microfiche
Article Databases
Week 4 and 5: Library Research

Assignment: complete a computer-based library
search assignment involving locating categorical
sources of print and non print materials. This is
assigned on Week 4 and turned in on Week 5.

Students will pick a topic in student affairs and cite
(in APA format) and annotate a source from each of
the following categories:
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General Reference and Bound Holdings
Encyclopedia of Educational Research
Periodicals
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Academic Search Elite
Educational Index
ERIC
Dissertation Abstracts
World Wide Web Sites
Week 5: Current Professional
Resources
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Students will use online access to these resources
to search for specific topics of interest and create
links to resources from these sites about a
current issue in the field of Student Affairs on
their personal web page created in the beginning
of the course.
 ACPA
 NASPA
 ACUHO-I
 Chronicle of Higher Education
 Journal of College Student Development
 About Campus
 Journal of College Student Personnel
 College Student Affairs Journal
 StudentAffairs.com
 Others?
Week 6 : Desktop Publishing
Topic/Objective: Learn how to
use Microsoft PowerPoint,
Publisher and PhotoDraw to
create professional looking
documents and presentations.
Microsoft PowerPoint
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Students will learn the basics of using
Microsoft PowerPoint. Topics include
changing templates, applying color
schemes, inserting graphics and
charts, inserting text animation,
adding slide transitions, and setting up
the timing on each slide. In addition,
students will learn the appropriate
amount of text to include in
PowerPoint presentations and the
appropriate ways to use the
presentations when speaking to
groups.
Microsoft Publisher

Students will learn how to use Microsoft
Publisher to create flyers, newsletters,
brochures, invitations and certificates.
First, there is an introduction to the
basics of Microsoft Publisher including
choosing design templates, creating color
schemes, inserting text and graphics, and
inserting pages. Students will also learn
how to group items, move items on the
page, adjust graphics features, join text
boxes, add things to background, and
create personal logos.
Microsoft PhotoDraw
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Students will learn how to scan
printed photographs, download
digital photographs, modify the
photographs and save the
photographs using Microsoft
Photodraw. After learning the basics
of Photodraw, they will learn how to
insert the saved photographs into
other Microsoft Programs, including
PowerPoint and Publisher.
Desktop Publishing Assignments
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Microsoft PhotoDraw
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Microsoft Publisher
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Bring in a photograph of yourself and scan it
using Microsoft PhotoDraw. Then change the
color of it to grayscale and save it.
Create a newsletter for an organization or
group that you work with
Microsoft PowerPoint
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Create a presentation about your life. Make
sure you insert the picture you scanned in
PhotoDraw.
Desktop Publishing Learning Outcomes
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After completion of this class, the
students will have a basic
understanding of how to use
desktop publishing software in their
future coursework and careers.
They will be able to produce
professional looking documents and
be able to plan an effective
presentation.
Week 7: Microsoft Excel, Access, &
Advanced Word
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Topic/Objective: Learn how to use
Microsoft Excel, Access and Word so
students will be able to create
documents to keep track of the
variety of information they will work
with in Higher Education.
Microsoft Excel
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Students will learn how to create
spreadsheets in Microsoft Excel.
Topics include setting up a
spreadsheet, formatting the cells,
adding worksheets, creating titles at
the top of every page, using
shading and borders, inserting
mathematical functions, sorting the
data, setting the print area and
creating charts and graphs.
Microsoft Access
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Students will learn how to create
and set up new databases and add
information to an existing
databases. They will be shown how
to create and use tables, queries,
forms and reports in Microsoft
Access databases. They will also
learn how to search, filter and print
specific information from the
database.
Advanced Microsoft Word
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Students will learn how to use
Microsoft Word to create complex
reports and proposals. Topics
include inserting tables and
graphics, setting up page breaks,
using autotext, using drawing
features, using WordArt and
inserting charts from Microsoft
Excel. Students will also learn how
to import data from Microsoft Excel
and Access to create mailing labels.
Assignments
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Microsoft Excel
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Microsoft Access
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Create a budget spreadsheet based on the
information provided in class. Use
mathematical functions.
Create a new database to keep track of
student organizations and their officers. Use
the information provided in class. Set the
database up so you can enter the information
in a table or form.
Advanced Microsoft Word
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Create mailing labels from the Excel
Spreadsheet saved on the disk provided to
you.
Excel, Access & Advanced Word
Learning Outcomes
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After completion of this class,
students will have a basic
understanding of how to use
Microsoft Excel, Access and Word.
This will help them in their future
careers as they will most likely have
to keep track of a lot information
such budgets and student
organizations.
Week 8: Distance Learning and
Blackboard
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Topic/Objective: This class will focus
on Distance Learning and the use of
Blackboard discussions in Higher
Education. Students will learn what
these online learning devices are
and how they are impacting Higher
Education.
Distance Learning Outline
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What is Distance Learning?
Types of Distance Learning
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Satellite Campus Distance Learning (classes
partially done online and partially in the
classroom)
Internet Based Distance Learning (ex. Phoenix
Online)
Strengths and Weaknesses of Distance
Learning
Impact on Higher Education
Blackboard Outline
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What is Blackboard?
What other programs are used in place of
Blackboard in Higher Education?
Uses of Blackboard
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Communication
Discussions
Submit responses to questions posed by
instructors
Strengths and Weaknesses (Ex. What
happens when not all students have
access to a computer with the internet?)
Impact on Higher Education
Week 8: Class Articles to Read
Hofmann, D. W. (2002). Internet-based distance learning in
higher education. Tech Directions, 62(1), p. 28-32.
Retrieved February 10, 2004, from ERIC database. (ERIC
Document Reproduction Service No. EJ651646).
Lim, C. P. (2001). A holistic approach towards the use of an
integrated online deliver and management system. Journal
of Educational Media, 26(1), p. 19-33. Retrieved February
12, 2004, from ERIC database. (ERIC Document
Reproduction Service No. EJ645610).
Roach, D. (2002). Staying connected. Black issues in higher
education, 19(18), p. 22-26. Retrieved February 12, 2004,
from ERIC database. (ERIC Document Reproduction
Service No. EJ664746). Shea, T. , Motiwalla, L. , & Lewis,
D. (2001). Internet-based distance education-the
administrator’s perspective. Journal of Education for
Business, 77(2), p. 112-117. Retrieved February 10, 2004,
from ERIC database. (ERIC Document Reproduction
Service No. EJ642431).
Wheeler, S. (2002). Student perceptions of learning support
in distance education. Quarterly Review of Distance
Education, 3(4), p. 419-29. Retrieved February 12, 2004,
from ERIC database. (ERIC Document Reproduction
Service No. EJ663218).
Distance Learning and Blackboard
Assignments
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Break up into groups of four and discuss
the following question.
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What can we as student affairs professionals
do to help distance learners feel connected to
their institution?
What you would do if a student came to you
for assistance because his/her instructor
requires Blackboard responses when he/she
does not have a computer with internet access.
After discussing the questions, present
your ideas to the rest of the class
Distance Learning and Blackboard
Learning Outcomes
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After completion of this class, students
will have an understanding of what
Distance Learning and Blackboard are and
how they impact higher education.
Student will be able to transfer this
knowledge to their future careers in
higher education. This is important since
the number of students that participate in
Distance Learning and Blackboard
discussions is becoming more prevalent
among all ages of college students.
Week 9: Entertainment Technology
Topic/Objective: The sixth week of
class is focused around
entertainment technology. The
student will discuss what technology
students use for entertainment and
the effects the new “fun” technology
is having on programming and
student interaction.
Out of Class Assignments
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Read the following articles
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Carnevale, D.(2003). All-in-one
entertainment. Chronicle of Higher
Education, 50, 28-29.
Utley, A.(2002). ‘Cool’ campuses will
use play stations. Times Higher
Education Supplement, 1542, 4.
Clark, B.L.(2003). What’s hot for 2003.
Money, 32, 111-112.
In-Class Assignments
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Students are able to use their
computer in place of their
television, DVD player, and/or CD
player. Cell phones, palm pilots,
and play stations are also becoming
more and more popular. As a
group, develop an in depth program
using the latest technology that will
help to create a feeling of
community within the residence
hall.
Entertainment Technology Learning
Outcomes
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The student will become more
aware of the affects entertainment
technology is having on
programming and building
community within student affairs.
Students will be more conscious of
new technology and what
undergraduate freshmen are
expecting when they arrive on
campus.
Week 10: Diversity
Topic/Objective: The students will become
aware of the technology issues facing
diversity in Higher Education. The class
session would focus on the hardships
disability and minority students face on
college campuses and also the technology
that has helped primarily disabled
students on a campus setting.
Assignment
The class would be asked to read
articles provided prior to class and
be prepared for an in depth
discussion on the articles.
The articles that can be used for the
class are listed on the next slide.
Other articles the instructor finds
informational can be presented to
the students too.
Diversity Learning Outcomes
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The student will become informed of the
discrimination that occurs when dealing
with upgrading of technology for
multicultural groups. The subject is
important, especially with the diversity of
the Millenials.
The student will become educated on the
positive outcomes new technology has for
students with disabilities.
Week 10: References
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Carnevale, D. (2003). NSF head does not want to oversee
technology program for minority colleges. Chronicle of
Higher Education, 49, A27.
Dervarics, C. (2003). House moves ahead on digital divide
help. Black Issues in Higher Education, 20, 6.
Dervarics, C. (2003). Senate bill to help minority-serving
institutions meet IT challenges. Black Issues in Higher
Education, 20, 6.
Maccini, P., Gagnon, J.C., & Hughes, C.A. (2002). Technologybased practices for secondary students with
learning
disabilities. Learning Disability Quarterly, 25,
247-261
Sarver, L., Well, P.S. (2003). Disabled student
access in an
era of technology. Internet and Higher Education, 6, 277-284.
Sleeter, C., Tettegah, S. (2002). Technology as a tool in
multicultural teaching. Multicultural Education, 10, 3- 9.
Week 11: Legal Issues
Topic/Objective: To inform the students of
legal issues pertaining to technology that
Higher Education and Student Affairs are
facing.
Free Speech Versus Security
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A battle currently exists between
advocates of freedom of speech and
privacy and advocates for strict
security of internet use. The
students would be informed of both
arguments and the current
legislation pertaining to internet
security.
Laws of Copyright and Internet Use
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The second part of the class would
focus on different acts that have
been put into affect, such as the
TEACH Act and DMCA. The acts
would be clearly defined and the
students would be provided
information on how to protect
themselves and their students.
What is Currently Happening on
Campuses?
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Week eleven would pay a small
amount of attention to the current
lawsuits and new laws occurring on
college campuses that impinge upon
students and their college
experience. The class would also
have a short discussion on what
future regulations may be put into
affect on their campus, such as cell
phone use during class time.
Week 11: References
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Braman, S. (2000). The constitutional context: Universities, new information,
technologies, and the Supreme Court. Information Communication and
Society, 3, 526-545.
Foster, A.L. (2003). Colleges’ database dilemma. Chronicle of Higher Education, 50,
A35-A36.
Goral, T. (2003). Recording industry goes after campus p2p networks suit alleges
$97.8 million in damages. University Business, 6, 9.
Hutchinson, K.H. (2003). The TEACH Act: Copyright law and online education. New
York University Law Review,78, 2204-2240.
Hudson, D.L. (2000). Controlling cyberspace. ABA Journal, 86, 86-87.
King, J.L. (2001). Constructing reality bit by bit. Issues in Science and Technology, 17, 9093.
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Landua, M. (2002). Digital downloads, access codes, and US copyright law.
International Review of Law: Computers and Technology, 16, 149-170.
Lessig, L. (1999). Code and other laws of cyberspace. New York: Basic Books.
Levy, S. (2003). Pulling the net tighter. Newsweek, 142, E26.
Rezmierski, V.E. (1997). The challenges colleges still face after the ruling on internet
indecency. Chronicle of Higher Education, 43, pA44.
Strickland, L.S. (2003-2004). Copyright’s digital dillemma today: Fair use or unfair
constraints? Part 2: The DMCA, the TEACH Act and other e-copying
considerations. Bulletin of the American Society for Information Science and
Technology, 30, 18-22.
Assignments
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Write a short essay describing if you
believe strict security on the internet is a
violation of free speech or not, and
support your answer.
Create a law that involves technology on
the campus and give reasoning for why it
should be implemented.

i.e. Cell phones are prohibited from the
classroom to prevent students from text
messaging test answers.
Legal Issues Learning Outcomes
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The student will be informed of laws that
affect college campuses and student
affairs pertaining to the use of the
internet and copyrights.
The student will be aware of the affects
the new legislation has on student affairs
The student will be prepared to advise
undergraduates of using the internet and
what consequences they may face if they
do not know the laws.
Weeks 12 and 13: The Effects of Technology
on Today’s Students
Topic/Objectives: This section will last two weeks
and will concentrate on how technology has been
apart of today’s students’ lives. The first class will
begin by examining the effects of the internet and
online communication on students’ social skills.
The discussion will lead into a look at students’
leadership, writing, and general communication
skills. Next, the focus will turn to organization
and the requirement at certain schools for the
students to own PDA’s. As we move into the
second section of the class the focus will turn to
the things students are using technology for such
as surfing the web and the rise of online
gambling. To end this section, the class will
examine the next step that schools may be taking
because of technology, such as looking at
eliminating phone jacks in the residence halls,
and looking at the challenges that higher
education will face because of advances in
technology over the next ten years.
Anticipated Learning Outcomes
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The students will understand the effects that increased
technology has placed on today’s students’ lives.
The students will see steps that schools are taking to
implement the newest technology into the lives of their
students.
The students will have a greater understanding to the
temptations that the internet can provide to students,
and the possible harm that students can get in to
because of increased temptations.
The students will be able to understand the positive
and negative implications of removing phone lines from
the residence halls.
The students will be able to see the challenges that
universities and student affairs practitioners will face in
the near future because of the rise of technology and
its availability to more and more college students each
day.
References for Week 12
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Carlson, S. (2002). Are personal
digital assistants the next musthave tool? The Chronicle of
Higher Education, 49, 7, A33.
Turkle, S. (2004). How computers
change the way we think. The
Chronicle of Higher Education,
50, 21, B26.
References for Week 13
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Affonso, B. (1999, December 1). Is the internet affecting the
social skills of our children? Sierra Source. Retrieved
February 10, 2004 from http://www.sierrasource.com/
cep612/internet.html.
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Ascribe News Wire. (2003, January 27). College freshmen
spent less time studying, more time surfing net, UCLA survey
reveals; high school grade-point averages hit record high
despite decline in study time. NASPA: NetResults.
Retrieved February 10, 2004 from
http://www.naspa.org/membership/mem/nr/article.cfm?id=933.
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Borden, S. (2002, April 18). On Line And Gambling Away on
Campus. New York Times. Retrieved February 10, 2004
from NASPA: NetResults:
http://www.naspa.org/membership/mem/nr/article.cfm?id=638 .
Chronicle Review, The. (2004). 10 Challenges for the Next 10
Years. The Chronicle of Higher Education, 50, 21, Section
B.
Olsen, F. (2002). Wireless network may enable American U. to
unplug phones in dorms. The Chronicle of Higher
Education, 48, 37, A35.
Week 14: Presentation of On-Line
Portfolio Project
As the final culmination project for the class, the students
will create a web-page to serve as an online professional
portfolio, incorporating many of the skills that they have
been taught throughout the course. The basic
components of this portfolio will include a resume, a
personal statement, and references, as well as, the
sample database, Publisher newsletter, and other
assignments and projects for this class. It is also our hope
that the students will continue to build upon what they
have created for this class by also placing assignments
and projects from other classes into their portfolio. By the
end of their graduate experience they will be able to have
a resource which can be used to help them market
themselves during their job search.
This Ends the Presentation!
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Thank you for your time and giving
us the opportunity to be involved
with the case study!!
"Mental toughness is essential to
success."
-Vince Lombardi
(Three of our four member team are Packer Fans! So we had to add some
Vince wisdom!)