Technology in the College
Environment
University of Wisconsin-La Crosse
Carey O’Kelly
Dena Norrod
Dawn Schlund
Brian Tomlinson
“The proliferation of technology in
higher education has changed the
ways in which education is delivered
to students”
(As cited in Hirt, Cain, Bryant, Williams, 2003)
Proposal
In order to better prepare future
student affairs professionals, it is
proposed that each of the ten Student
Affairs Administration programs adopt
a course in Student Affairs and
Technology for Fall 2004.
It is also proposed that the following
fourteen week curriculum serve as a
model for such a course.
Rationale for technology
in higher education
Living in a digital age
 Students desire 24/7 access (Coomes, 2000)
 Moving towards paperless institutions
CAS Standards
 “…Professional studies must include (a) student
development theory, (b) student characteristics
and the effects of college on students, (c)
individual and group interventions, (d)
organization and administration of student
affairs, and (e) assessment, evaluation, and
research…” (The Book of Professional Standards
for Higher Education, 2003)
Transferability of technological skills to multiple
professions and disciplines.
Rationale for technology
in higher education
Meeting the needs of adult learners and
distance learners.

“As of 1996, 25% of all higher education
institutions and 69% of all doctoral granting
schools offered distance education classes for
credit” (as cited in Hirt, Cain, Bryant, and
Williams, p. 99).
Better preparation of future student affairs
professionals.

Ensuring that the field of student affairs
remains at the forefront of technological
developments.
Justification for
offering a course on
Student Affairs and Technology
“…call for reform in higher education to ‘adapt to
the reality of lifelong learning’ and the reality of
today’s diverse learners” (as cited in the Arminio,
1999, January/February, p.114).

Student Affairs professionals must remain proficient in
the development of students as lifelong learners.
“While it is true that technology has become a
major factor on our campuses, it has also created a
large number of challenges that institutions must
face” (as cited in Gregory, 2002, p. 55).

Young professionals must be competent in handling the
challenges of the university setting.
Justification for
offering a course on Student
Affairs and Technology
“An infusion of technology into the campus
infrastructure is one of the marks of a competitive
institution” (Lovell & Kosten, 2000, p. 567).

In enhancing the academic mission of any institution,
technology will prove to be a factor.
“Creative uses of electronic technology open up the
possibilities to provide a great deal of information
and interactions to a generation of ‘connected’
students in ways never imagined before” (Gregory,
2002, p.56).

By understanding technology, student affairs
professionals can maximize the opportunities to reach the
student population.
Course Format
Detailed outline of a fourteen week
curriculum, including an explanation
of class goals, learning outcomes, and
assignments.
Course Text
McHugh Engstrom, C. & Kruger, K.W. Eds.). (1997, July). New
directions for student services, using technology to promote
student learning: Opportunities for today and tomorrow. San
Francisco, CA: Jossey-Bass.
Other articles as assigned
Assignments
Mid-term examination
Daily readings & in-class handouts
Final examination
Technology Applications Project: See
attached for description
Assignments
Technology Applications Project: Choose Project A or B
Project A

Choose an area of student development that interests you for
example, Career Services, Residence Life, Student Activities, etc.
Analyze and evaluate a technology application (website,
database) used in that area.
Prepare a report that includes:
 Description of the application and its purpose
 User analysis
 Recommendations for improvement

Develop a 20 minute class presentation encompassing your
analysis and evaluation.
Project B

Develop a website addressing a specific need in student
development.

Develop a 20 minute class presentation that analyzes:
Purpose and applicability of website
Target audience
Legal and accessibility issues
Predicted successes of website
Class Evaluation Criteria
Technology application project: 200 points
Mid-term examination: 125 points
Final examination: 125 points
Class participation: 50 points
Grading scale





A
AB
B
BC
C
470-500
440-469
410-439
390-409
360-389
points
points
points
points
points
Course Schedule
Student focus
Week 1 : Course
introduction
Week 2: Emergence of
technology in the university
Week 3: Integration of
technology into students
lives: Classroom and extracurricular
Week 4: Limitations of
technology in students lives
Week 5: Student panel and
mid-term review
Week 6: Mid-term
examination
Professional focus
Week 7: Integration of
technology for the student
affairs practitioner: Legal &
ethical issues
Week 8: Information
management
Week 9: Distance learning
and the online university
Week 10: Promotional
applications
Week 11: Research and
survey application
Week 12: Class
presentations
Week 13: Class
presentations
Week 14: Final
examination/Class
assessment
Week 1
Goals:

Introduction of class and overview of assignments
Purpose of this class is to provide graduate students with a
knowledge base of technological applications as well as an
understanding of potential student needs.

Review of syllabus, institutional policies and academic integrity

Discussion: How do you as graduate students use technology?
Learning Outcome:

Students will develop an understanding of course requirements.

Students will reflect upon the influence of technology in their
personal lives
Assignment:

Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building
an online activities environment. Available at
http://www.studentaffairs.com/ejournal/Summer_2003/Bricksto-Bytes.html

Kuh, G.D. & Hu, S. (2001, May/June). The relationship between
computer and informational technology use, selected learning and
personal development outcomes, and other college experiences.
Journal of College Student Development, 42 (3), 217-232.
Week 2
Goals:

Review of assigned materials

Lecture: Emergence of Technology in Higher Education

Discussion: Access and growing importance of technology
in university setting from Kuh & Hu article
Learning Outcome:

Develop an understanding of the emergence of technology
in higher education.

Students will be able to articulate issues related to access
and the importance of technology in higher education.
Assignment:

Buckley, D. P. (2002). In Pursuit of the Learning Paradigm.
Educational Review 37 (1), 28.

Hembrooke, H. & Gay, G. (2003). The laptop and the
lecture: The effects of multitasking in learning
environments. Journal of Computing in Higher Education 15
(1), 46-64.

Swickert, R. J., Hittner, J. B., Harris, J. L. & Herring, J. A.
(2002). Relationships among internet use, personality, and
social support. Computers in Human Behavior 18 (4), 437452.
Week 3
Goals:

Lecture: Integrating technology into students lives: classroom
and extra-curricular experiences

Discussion: How do students use technology in academic, social,
and professional realms? (assigned reading from Week 2)
Learning Outcome:

Develop practical and tangible approaches to integrating
technology into students lives.

Identification of the many ways in which technology is used
within students’ lives.
Assignment:

Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000) Technology and
Diversity: An impending collision on the information
superhighway? NASPA Journal, 38 (1), 1-17.

Ausiello, K. & Wells, B. (1997, July). Chapter 6: Information
technology and student affairs: Planning for the 21st
century. In McHugh Engstrom, C. & Kruger, K.W. (Eds.), New
directions for student services, using technology to promote
student learning: Opportunities for today and tomorrow. San
Francisco: Jossey-Bass.
Week 4
Goals:

Lecture: Limitations of technology in students’ lives

In class small group discussion of handouts:
“Gender divisions across technology advertisements and the
www: Implications for educational equity”; “Falling through
the net: Defining the digital divide”; “Falling through the net:
Towards digital inclusion.”
Learning Outcome

Students will learn how access to technology at the primary
levels affects life-long learning.

Students will discuss the differences in perceptions and equity
amongst gender, ethnic, and socioeconomic backgrounds to gain
valuable perspectives on the limitations of technology.
Assignment:

Prepare questions for Week 5 student panel on technology,
focusing on ethical usage, access, and their primary uses of
technology.

Treuer, P. & Belote, L. (1997, July). Chapter 2: Current and
emerging applications of technology to promote student
involvement and learning. In McHugh Engstrom, C. & Kruger,
K.W. (Eds.), New directions for student services, using technology
to promote student learning: Opportunities for today and
tomorrow. San Francisco: Jossey-Bass.
Week 5
Goals:

Student panel composed of undergraduate students from all
class standings, representing diverse academic majors and
university involvements.

Class review for mid-term exam.
Learning Outcome:

Students will develop sound theory to practice skills on the
development of student perceptions on technology.
Assignment:

In preparation for mid-term exam, there will be no assignment
for Week 6.
Week 6
Goals:

Mid-term exam
Learning Outcome:

Students will be able to demonstrate their ability to integrate
information gained from the first five weeks of course study and
applications to practice.
Assignment:

Komives, S. R. & Peterson, R.J. (1997, July). Chapter 7: Values
and principles guiding technology decision making for the
future. In McHugh Engstrom, C. & Kruger, K.W. (Eds.), New
directions for student services, using technology to promote student
learning: Opportunities for today and tomorrow. San Francisco:
Jossey-Bass.

Moneta, L. (1997, July). Chapter 1: “The integration of
technology with the management of student services.” In
McHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for
student services, using technology to promote student learning:
Opportunities for today and tomorrow. San Francisco: Jossey-Bass.

Peterson, R.J. & Hodges, M.W. (1997, July). Chapter 4: Legal,
ethical, and policy issues. In McHugh Engstrom, C. & Kruger,
K.W. (Eds.), New directions for student services, using technology to
promote student learning: Opportunities for today and tomorrow.
San Francisco: Jossey-Bass.
Week 7
Goals:

Discussion: Impact of technology on the student affairs
professional.

Lecture: Integration of technology for the student affairs
practitioner: Legal & ethical issues.
Learning Outcome:

Students will gain a basic understanding of legal, ethical, and
policy issues relating to technology in student affairs.

The class will transition from a student development focus on
technology to a focus on application in the management of
student services.
Assignment:

Hanson, G.R. (1997, July). Chapter 3: “Using technology in
assessment. In McHugh Engstrom, C. & Kruger, K.W. (Eds.),
New directions for student services, using technology to promote
student learning: Opportunities for today and tomorrow. San
Francisco: Jossey-Bass.
Week 8
Goals:

Lecture: Provide an overview of strategy and policy in the
organization, emphasizing the integration of technology across
multiple functional areas.

Discussion: The impact of information systems and how they are
used within organizations to complement and enhance
operations.
Learning Outcome:

Students will be able to discuss and apply various technological
methods to the field of student affairs.
Assignment:

Bring 3 examples of a distance education curriculum

Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003) Cyber
services: What’s important and how are we doing? NASPA
Journal 40 (2), 98-118.
Week 9
Goals:


Lecture: Adult Learners use of distance learning and the impact
of consumerism on future student populations.
Discussion: The future of the university and the impact of
distance learning.
Learning Outcome:


Provide a comprehensive understanding of distance education
and its application to student affairs.
Be able to discuss the future of the technologically savvy
university.
Assignment:


Hoffman, J. (September 2003). Built by design: Developing a
customized marketing department. ACUI: The Bulletin, 71 (5), 2226.
Salas, C. (September 2003). Marketing research: Planning for
Success. ACUI: The Bulletin, 71 (5), 27-37.
Week 10
Goals:

Guest speakers: Advertising agency representative, market
research expert, publications department representative.

Discussion: Discuss in small groups how you would integrate
technology into marketing a late night program series including
market research, target audience identification, advertising
campaign, and evaluation method.
Learning Outcome:

Gain information from panel of experts and ensuing discussion
regarding practical applications of technology in promotions.
Assignment:

Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002).
Survey Professionals Using Electronic Surveys. College Park, MD:
ERIC Clearinghouse on Assessment and Evaluation.

Timmerman, A. (2002). Introduction to the Application of WebBased Surveys. North Carolina: Information & technology.
Week 11
Goals:

Lecture: The good, bad, and ugly: Various examples of
electronic survey design.

Discussion: What is the most effective way to survey
student populations? What about populations outside the
university setting?
Learning Outcome:

Class will possess the ability to effectively determine the
best practices of survey design.
Assignment:

Prepare for class presentations
Week 12 & 13
Goals:

Class Presentations

Review for final exam
Learning Outcome:

Students will demonstrate knowledge on a particular
application relating to technology and student affairs.
Assignment:

Prepare for final exam
Week 14
Goals:

Final Exam

Class and instructor evaluation
Learning Outcome:

Students will demonstrate a proficiency in technological
applications as well as potential student needs.
“The art of our era is not art, but technology. Today
Rembrandt is painting automobiles; Shakespeare is
writing research reports; Michelangelo is designing
more efficient bank lobbies.”
Howard Sparks
http://quotes.prolix.nu/Technology/
References
Arminio, J. (1999, January/February). Book reviews: The virtual
campus: Technology and reform in higher education, 40 (1), 101119.
The Book of Professional Standards for Higher Education, (2003).
Washington DC: Advancement of Standards in Higher Education.
Buckley, D. P. (2002). In Pursuit of the Learning Paradigm.
Educational Review 37 (1), 28.
Coomes, M.D. (2000, Fall). Book Review. NASPA Journal, 38 (1), 152158.
Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building an
online activities environment. Available at
http://www.studentaffairs.com/ejournal/Summer_2003/
Bricks-to-Bytes.html
Gregory, D.E. (2002, Fall). The student handbook, federal law, and
electronic technology. NASPA Journal, 40 (1), 53-68.
References
Hembrooke, H. & Gay, G. (2003). The laptop and the lecture: The
effects of multitasking in learning environments. Journal of
Computing in Higher Education 15 (1), 46-64
Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003). Cyber
services: What’s important and how are we doing? NASPA
Journal, 40 (2), 98-118.
Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000). Technology and
Diversity: An impending collision on the information
superhighway? NASPA Journal, 38 (1), 1-17.
Hoffman, J. (September 2003). Built by design: Developing a
customized marketing department. ACUI: The Bulletin, 71 (5),
22-26.
Knupfer, N.N. (1998). Gener division across technology
advertisements and the www: Implications for educational
equity. Theory Into Practice, 37, 54-63.
Kuh, G.D. & Hu, S. (2001, May/June). The relationship between
computer and informational technology use, selected
learning and personal development outcomes, and other
college experiences. Journal of College Student Development,
42 (3), 217-232.
References
Lovell, C.D., & Kosten, L.A. (2000, Summer). Skills, knowledge, and
personal traits necessary for success as a student affairs
administrator: A meta-analysis of thirty years of research.
NASPA Journal, 37 (4), 553-572.
McHugh Engstrom, C. & Kruger, K.W. (Eds.). (1997, July). New
directions for student services, using technology to promote
student learning: Opportunities for today and tomorrow. San
Francisco: Jossey-Bass.
Salas, C. (September 2003). Marketing research: Planning for
success. ACUI: The Bulletin, 71 (5), 27-37.
Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002). Survey
Professionals Using Electronic Surveys. College Park, MD:
ERIC Clearinghouse on Assessment and Evaluation.
Sparks, Howard. Technology quotations. Retrieved February 12,
2004. Available at http://quotes.prolix.nu/Technology/
Swickert, R. J., Hittner, J. B., Harris, J. L. & Herring, J. A. (2002).
Relationships among internet use, personality, and social
support. Computers in Human Behavior 18, 4, 437-52.
References
Timmerman, A. (2002). Introduction to the Application of Web-Based
Surveys. North Carolina: Information & technology.
U.S. Department of Commerce. National Telecommunications and
Information Administration. (1999). Falling through the net:
Defining the digital divide. Washington DC: U.S. Government
Printing Office. Retrieved February 12, 2004, from World Wide
Web:http://www.ntia.doc.gov/ntiahome/fttn99/contents.html.
U.S. Department of Commerce. National Telecommunications and
Information Administration. (2000). Falling through the net:
Towards digital inclusion. Washington DC: U.S. Government
Printing Office. Retrieved February 12, 2004, from World Wide
Web: http://www.ntia.doc.gov/ntiahome/fttn00/falling.htm#1