Student Affairs & Technology Course Proposal The University of Maine Andrea M. Cole Mary E. Cooper Shannon E. Corr Kimberly B. Smith

Student Affairs & Technology Student Affairs & Technology Course Proposal Course Proposal

The University of MaineThe University of Maine

Andrea M. ColeAndrea M. ColeMary E. CooperMary E. CooperShannon E. CorrShannon E. CorrKimberly B. SmithKimberly B. Smith

Derek Bok, president of Harvard University, said in his Derek Bok, president of Harvard University, said in his 1983-1984 President’s Report to the Board of 1983-1984 President’s Report to the Board of Overseers:Overseers:

““Experience should…make us wary of dramatic claims for Experience should…make us wary of dramatic claims for the impact of new technology. Thomas Edison was the impact of new technology. Thomas Edison was clearly wrong in declaring that the phonograph would clearly wrong in declaring that the phonograph would revolutionize education. Radio could not make a lasting revolutionize education. Radio could not make a lasting impact on the public schools even though foundations impact on the public schools even though foundations gave generous subsidies to bring programs into the gave generous subsidies to bring programs into the classroom. Television met a similar fate in spite of classroom. Television met a similar fate in spite of glowing predictions heralding its power to improve glowing predictions heralding its power to improve learning.learning.

In each instance, technology failed to live up to its early In each instance, technology failed to live up to its early promise for three reasons: resistance by teachers, high promise for three reasons: resistance by teachers, high costs, and the absence of demonstrable gains in student costs, and the absence of demonstrable gains in student achievement. There is as yet no clear evidence that achievement. There is as yet no clear evidence that computers and video discs will meet a happier fate.”computers and video discs will meet a happier fate.”

(Shields, 1995)(Shields, 1995)

However, John Sculley of Apple Computers said in However, John Sculley of Apple Computers said in 1989:1989:

““[The new technology] will allow us to set loose an [The new technology] will allow us to set loose an avalanche of personal creativity and avalanche of personal creativity and achievement. Once we have thousands of ideas achievement. Once we have thousands of ideas to harvest, we may have the chance once again to harvest, we may have the chance once again to create a second Renaissance, perhaps every to create a second Renaissance, perhaps every bit as important as the first, in the early part of bit as important as the first, in the early part of the next century. It would represent a rebirth the next century. It would represent a rebirth and revival of learning and culture unleashed by and revival of learning and culture unleashed by new technologies. It would bridge the gaps new technologies. It would bridge the gaps between the arts and sciences. And it would between the arts and sciences. And it would signify the emergence of an integrated signify the emergence of an integrated environment for instruction and research.”environment for instruction and research.”

(Shields, 1995)(Shields, 1995)

What do we owe students aspiring What do we owe students aspiring to careers in student affairs?to careers in student affairs?

The skills to function effectively in that changing The skills to function effectively in that changing world;world;

The skills to constantly acquire and evaluate new The skills to constantly acquire and evaluate new knowledge in the face of fast paced change; andknowledge in the face of fast paced change; and

Knowledge and skills for leadership in assuring the Knowledge and skills for leadership in assuring the centrality of student needs, in all their complexity, as centrality of student needs, in all their complexity, as technology impacts the structure and functioning of technology impacts the structure and functioning of colleges and universities and with it, the student colleges and universities and with it, the student experience. experience.

(Estler, 2003)(Estler, 2003)

Course RationaleCourse Rationale

As expressed by Bok and Sculley there are opposing As expressed by Bok and Sculley there are opposing viewpoints on the impact technology will have in the field viewpoints on the impact technology will have in the field of education. However, the Consortium feels the course of education. However, the Consortium feels the course

being proposed has a critical purpose in any student being proposed has a critical purpose in any student affairs curriculum and perhaps beyond. affairs curriculum and perhaps beyond.

Because students enter higher education with various Because students enter higher education with various backgrounds and experiences related to technology, backgrounds and experiences related to technology,

and due to the growth of wireless campuses, distance and due to the growth of wireless campuses, distance learning, and institutional reliance on technology, student learning, and institutional reliance on technology, student affairs professionals must remain technologically savvy.affairs professionals must remain technologically savvy.

Course DesignCourse Design Fourteen class sessions (2 ½ hours per week)Fourteen class sessions (2 ½ hours per week) Available as an on-line courseAvailable as an on-line course Enrolling 10-15 students; including on-line participantsEnrolling 10-15 students; including on-line participants Class originates from campus computer lab with access from Class originates from campus computer lab with access from

remote locationsremote locations Extensive use of an university intranet conferencing centerExtensive use of an university intranet conferencing center All reading materials located on library electronic reserves or in the All reading materials located on library electronic reserves or in the

on-line intranet conferencing center on-line intranet conferencing center Virtual resource library available as part of the on-line forumVirtual resource library available as part of the on-line forum Semester research project dealing with student affairs and Semester research project dealing with student affairs and

technology (will include a research paper, a class presentation to technology (will include a research paper, a class presentation to serve as a snapshot of research found related to paper topic, and serve as a snapshot of research found related to paper topic, and development of a website)development of a website)

Small group discussions and case study analysis will be utilized Small group discussions and case study analysis will be utilized

Course ObjectivesCourse ObjectivesThis course aims to:This course aims to: increase the participant’s awareness of increase the participant’s awareness of

technology and demonstrate how it can be used technology and demonstrate how it can be used to aid future students with whom they will work.to aid future students with whom they will work.

allows participants to stay abreast of current allows participants to stay abreast of current technology regardless of their prior experiences. technology regardless of their prior experiences.

encourage continued acquisition of technological encourage continued acquisition of technological knowledge throughout one’s career.knowledge throughout one’s career.

Davidson, M. M. (2001). The computerization of career services: Critical Issues to consider. Journal of Career Development, 27, 217-228.

DeSimone, Jr., A., & McRae, W.B. (1999). The Seven C's of WebService Design. University of Georgia. Retrieved February 15, 2004 from

http://www.educause.edu/asp/doclib/abstract.asp?ID=CSD1381.

Federico, P. (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16, 359-379.

Kvavik, R. B., & Handberg, M. N. (2000). Transforming student services: The U. of Minnesota takes a fresh look at client/institution interaction. Educause Quarterly, 2, 31-37.

Kyne, K, & Miller, L. (2001). Web-based Technology Tools to Enhance Student Success and Retention. Power-point presentation at Foothill-DeAnza Community College District. Retrieved February 15, 2004 from http://www.educause.edu/asp/doclib/abstract.asp?ID=CMR0168.

Required ReadingRequired Reading

Lui, Y., & Ginther, D. (1999). Cognitive styles and distance education. Online Journal of Distance Learning Administration, 2, 1-3.

Maeroff, G. I. (2003). A classroom of one: How online learning is changing our schools and colleges. New York, NY: Palgrave Macmillan.

McKenzie, R. A . (1999). Wireless laptop computing: A new direction in student computing. Retrieved February 15, 2004 from: http://www.educause.edu/ir/library/html/cmr9932/cmr9932.html.

Palloff, R. M. & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass.

Reddick, R., & King, E. (1996). The online student: Making the grade on the internet. Orlando, FL: Harcourt Brace and Company.

Robins, K., & Webster, F. (Eds). (2002). The virtual university: Knowledge, markets, and Management. Oxford University Press: New York, NY.

Required Reading cont.Required Reading cont.

Young, J. (2002). Documents contributed by organizations or campuses. Retrieved Feb 13, 2004, from http://www.educause.edu/asp/doclib/abstract.asp?

ID=CSD1711.

Required Reading cont.Required Reading cont.

Participant AssessmentParticipant Assessment

150 pts – Research paper150 pts – Research paper 50 pts – Research presentation50 pts – Research presentation 100 pts – Website development100 pts – Website development 100 pts – Class participation and timely 100 pts – Class participation and timely

submission of weekly assignmentssubmission of weekly assignments

Grading ScaleGrading Scale400 Possible Points400 Possible PointsA = 360 pts and higherA = 360 pts and higher

B = 320-359 ptsB = 320-359 pts

Course OutlineCourse Outline

Week 1Week 1

Class objectives:Class objectives: Overview of the courseOverview of the course Review syllabus detailsReview syllabus details Introduction to course requirements, to include a Introduction to course requirements, to include a

research paper, presentation, and website research paper, presentation, and website development project dealing with student affairs and development project dealing with student affairs and technologytechnology

Assignment due week 2:Assignment due week 2: Post (on-line) choice of topic for research project and Post (on-line) choice of topic for research project and

brief descriptionbrief description Read Kvavik & Handberg: Transforming Student Read Kvavik & Handberg: Transforming Student

Services Services Read Palloff & Pratt pp. 48-50: Digital DivideRead Palloff & Pratt pp. 48-50: Digital Divide Read Maeroff Chapter 12: Serving Those Least Read Maeroff Chapter 12: Serving Those Least

ServedServed

Week 2Week 2

Class objectives:Class objectives: Discuss the “Digital Divide” and how privilege Discuss the “Digital Divide” and how privilege

influences the availability of technology to studentsinfluences the availability of technology to students Discuss the reality of equitable access to technology Discuss the reality of equitable access to technology

for students from diverse backgroundsfor students from diverse backgrounds Discuss how technology is affecting student affairsDiscuss how technology is affecting student affairs

Assignment due week 3:Assignment due week 3: Read Palloff & Pratt Chapter 3: Learning StylesRead Palloff & Pratt Chapter 3: Learning Styles Read Federico: Learning Styles & Student Attitudes Read Federico: Learning Styles & Student Attitudes

toward Various Aspects of Network-based Instructiontoward Various Aspects of Network-based Instruction

Week 3Week 3

Class objectives:Class objectives: Discuss how technology may or may not benefit Discuss how technology may or may not benefit

different learning stylesdifferent learning styles Assignment due week 4:Assignment due week 4:

Post (on-line) encounters/experiences with Post (on-line) encounters/experiences with technology and equipment as a component of technology and equipment as a component of learninglearning

View Kyne & Miller PowerPoint file: Web Based View Kyne & Miller PowerPoint file: Web Based Technology Tools to Enhance Student Success and Technology Tools to Enhance Student Success and RetentionRetention

Read Robins & Webster Chapter 12: Digital Read Robins & Webster Chapter 12: Digital Discourses, OnLine Classes, Electronic Documents: Discourses, OnLine Classes, Electronic Documents: developing new university technoculturesdeveloping new university technocultures

Week 4Week 4

Class objectives:Class objectives: Discuss what technology & equipment benefits and/or has the Discuss what technology & equipment benefits and/or has the

potential to impact the world of student affairspotential to impact the world of student affairs Onsite demonstration in the Information Technology LabOnsite demonstration in the Information Technology Lab Guest presenter will introduce and facilitate discussion on:Guest presenter will introduce and facilitate discussion on:

E-mail forumsE-mail forums Audio-visual equipmentAudio-visual equipment TelelearningTelelearning Presentation softwarePresentation software

Assignment due week 5:Assignment due week 5: Read Palloff & Pratt Chapter 11: Becoming Truly Learner-Read Palloff & Pratt Chapter 11: Becoming Truly Learner-

FocusedFocused Read Liu & Ginther: Cognitive Styles and Distance EducationRead Liu & Ginther: Cognitive Styles and Distance Education

Week 5Week 5

Class objectives:Class objectives: Discuss the various methods available for distance Discuss the various methods available for distance

educationeducation Discuss what the implications are for professionalsDiscuss what the implications are for professionals Discuss what the implications are for studentsDiscuss what the implications are for students Discuss the role that distance education plays in Discuss the role that distance education plays in

student affairsstudent affairs Discuss effective practices for distance educationDiscuss effective practices for distance education

Assignment due week 6:Assignment due week 6: View University of Georgia website: Seven C’s of View University of Georgia website: Seven C’s of

WebService DesignWebService Design

Week 6Week 6

Class objectives:Class objectives: Guest presenter will introduce three common types of web Guest presenter will introduce three common types of web

development software:development software: Adobe PageMakerAdobe PageMaker DreamweaverDreamweaver Microsoft FrontPageMicrosoft FrontPage

Assignment due week 7:Assignment due week 7: Learning Task: Create a basic website aligned with students Learning Task: Create a basic website aligned with students

research topic, including active links, e-mail site design to the research topic, including active links, e-mail site design to the course instructorcourse instructor

Post (on-line) a reflection of significant learning and frustrations Post (on-line) a reflection of significant learning and frustrations experienced in the design processexperienced in the design process

Read Reddick & King Chapter 9: Finding It: research strategies Read Reddick & King Chapter 9: Finding It: research strategies

Week 7Week 7

Class objectives:Class objectives: Explore research opportunities available through technologyExplore research opportunities available through technology Visit from a reference librarian to demonstrate research tools Visit from a reference librarian to demonstrate research tools

available on-line (to include on-line databases) and to facilitate available on-line (to include on-line databases) and to facilitate question and answer session from class participantsquestion and answer session from class participants

Remainder dedicated to individual research topicsRemainder dedicated to individual research topics

Assignment due week 8:Assignment due week 8: Locate a legal brief dealing with higher education and Locate a legal brief dealing with higher education and

technologytechnology Post (on-line) a summary of your findingsPost (on-line) a summary of your findings Read Palloff & Pratt Chapter 9: Legal Issues and the Virtual Read Palloff & Pratt Chapter 9: Legal Issues and the Virtual

StudentStudent Read Reddick & King Chapter 10: The Rules of Net BehaviorRead Reddick & King Chapter 10: The Rules of Net Behavior

Week 8Week 8

Class objectives:Class objectives: Discuss the legal issues related to technology in Discuss the legal issues related to technology in

student affairs to include the following topics:student affairs to include the following topics: PlagiarismPlagiarism PrivacyPrivacy First Amendment rightsFirst Amendment rights Illegal downloads and/or file sharingIllegal downloads and/or file sharing Ethical use of on-line sourcesEthical use of on-line sources

Assignment due weeks 9-11:Assignment due weeks 9-11: Preparation for research presentationsPreparation for research presentations

Weeks 9-11Weeks 9-11

Class objectives:Class objectives: Individual class participant presentationsIndividual class participant presentations

To be used as a progress report on their research paperTo be used as a progress report on their research paper Approximately fifteen minutes in lengthApproximately fifteen minutes in length Demonstrating knowledge of technological skills related to Demonstrating knowledge of technological skills related to

presentingpresenting Peer evaluation to be given at the end of classPeer evaluation to be given at the end of class

Assignment due week 12:Assignment due week 12: Read Davidson: The Computerization of Career Services: Read Davidson: The Computerization of Career Services:

Critical Issues to ConsiderCritical Issues to Consider

Week 12Week 12

Class objectives:Class objectives: Discuss career development opportunities available Discuss career development opportunities available

through the use of technological resourcesthrough the use of technological resources Internet job searchesInternet job searches Virtual job shadowingVirtual job shadowing Career networking on-line communitiesCareer networking on-line communities

Assignment due week 13:Assignment due week 13: Read Young: Creating Online Portfolios Can Help Read Young: Creating Online Portfolios Can Help

Students See “Big Picture” Colleges SayStudents See “Big Picture” Colleges Say Read McKenzie: Wireless Laptop Computing: a new Read McKenzie: Wireless Laptop Computing: a new

direction in student computingdirection in student computing

Week 13Week 13

Class objectives:Class objectives: Discuss the design and use of e-portfoliosDiscuss the design and use of e-portfolios Introduction to emerging trends for further discussion Introduction to emerging trends for further discussion

in the following class week.in the following class week. Introductory topic – the future of the wireless campusIntroductory topic – the future of the wireless campus

Assignment due week 14:Assignment due week 14: Locate a current “hot topic” dealing with the impact of Locate a current “hot topic” dealing with the impact of

technology on higher educationtechnology on higher education Post to instructor final website design and final draft of Post to instructor final website design and final draft of

research paper.research paper.

Week 14Week 14

Class objectives:Class objectives: Discuss the emerging topics that participants Discuss the emerging topics that participants

identified as “hot topics”identified as “hot topics” Closing evaluation of class contentClosing evaluation of class content

Assignment due:Assignment due: Research PaperResearch Paper

Davidson, M. M. (2001). The computerization of career services: Critical Issues to consider. Journal of Career Development, 27, 217-228.

DeSimone, Jr., A., & McRae, W.B. (1999). The Seven C's of WebService Design. University of Georgia. Retrieved February 15, 2004 from


Duffy, T. M., & Kirkley, J. R. (2004). Learner-centered theory and practice in distance education: Cases from higher education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Dugger, R. (2003). Online Career Portfolios: Powerful Tools for Students. Retrieved Feb 13, 2004, from Educause Web site: http://www.educause.edu/asp/doclib/abstract.asp?ID=CMR0326.

Estler, S. (2003). Designing student development curriculum as through technology matters. Students Affairs Online, 4. Retrieved February 15, 2004 from http://www.studentaffairs.com/ejournal/Winter_2003/curriculum.html.

SourcesSources

Evans, N. J., Forney, D. S., and Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass.

Federico, P. (2000). Learning styles and student attitudes toward various aspects of network-based instruction. Computers in Human Behavior, 16, 359-379.

Hanna, D. E. & et. al. (2000). Higher education in an era of digital competition. Choices and challenges. Madison, WI: Atwood Publishing.

Joint Committee of the Higher Education and Entertainment Communities. (2003). Background Discussion of Copyright Law and Potential Liability for Students Engaged in P2P File Sharing on University Networks. American Council on Education. Retrieved February 15, 2004 from http://www.educause.edu/asp/doclib/abstract.asp?ID=CSD2945.

Komives, S. R., & Woodard, D. B., (Eds). Student services: A handbook for the Professionals (4th ed). San Francisco, CA: Jossey-Bass.

Sources cont.Sources cont.

Kvavik, R. B., & Handberg, M. N. (2000). Transforming student services: The U. of Minnesota takes a fresh look at client/institution interaction. Educause

Quarterly, 2, 31-37.

Kyne, K, & Miller, L. (2001). Web-based Technology Tools to Enhance Student Success and Retention. Power-point presentation at Foothill-DeAnza Community College District. Retrieved February 15, 2004 from http://www.educause.edu/asp/doclib/abstract.asp?ID=CMR0168.

Lewis, J., Coursol, D. and Khan, L. (2001). College [email protected]: A study of comfort and the use of technology. Journal of College Student Development, 42, 625-631.

Lui, Y., & Ginther, D. (1999). Cognitive styles and distance education. Online Journal of Distance Learning Administration, 2, 1-3.

Maeroff, G. I. (2003). A classroom of one: How online learning is changing our schools and colleges. New York, NY: Palgrave Macmillan.


McKenzie, R. A . (1999). Wireless laptop computing: A new direction in student computing. Retrieved February 15, 2004 from: http://www.educause.edu/ir/library/html/cmr9932/cmr9932.html.

Nettleton, N. (2002). Web design expert. New York, NY : Friedman/Fairfax Publishers.

Olsen, F. (2003). Lighting up ‘dark fiber’. Chronicle of Higher Education, 49, A29-A35.

Palloff, R. M. & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco, CA: Jossey-Bass.

Principles of good practice for student affairs. Retrieved Feb 11, 2004, from NASPA Programs & Resources Web site: http://www.naspa.org/resources/principles.cfm Reddick, R., & King, E. (1996). The online student: Making the grade on the internet.

Orlando, FL: Harcourt Brace and Company.


Reddick, R., & King, E. (1996). The online student: Making the grade on the internet. Orlando, FL: Harcourt Brace and Company.

Reilly, R. (2004). Technology issues and solutions: An administrator’s course. Retrieved February 13, 2004 from Massachusetts Institute of Technology Website: http://web.media.mit.edu/~reilly/mcla.html.

Robins, K., & Webster, F. (Eds). (2002). The virtual university: Knowledge, markets, and Management. Oxford University Press: New York, NY.

Rudestam, K. E. & Schownholtz-Read, J. (Eds.). (2002). Handbook of online learning: Innovation in higher education and corporate training. Thousand Oaks, CA: Sage Productions.

Shields, M. A. (Eds.). (1995). Work and technology in higher education. The socialconstruction of academic computing. Hillsdale: Lawrence Erlbaum

Associates, Inc.


Weigal, V. B. (2002). Deep learning for a digital age: Technology’s untapped potential to enrich higher education. New York, NY: Jossey-Bass.

Young, J. (2002). Documents contributed by organizations or campuses. Retrieved Feb 13, 2004, from

