Memorandum
To: Faculty
of the 10-member Student Affairs Personnel Administration Program Consortium
From: Pamela
Brown, Kyle Diane Hunt, Jayme Little,
Date: 2/15/2004
Re: Student
Affairs and Technology Course
This year, our consortium of student affairs
administration programs has decided to offer a course on student affairs and
technology. The faculty task force was
asked to create a syllabus to use for the course and to determine its utility
in our programs. Attached to this letter
you will see Indiana University Purdue University Indianapolis’s proposed
course outline. We have taken the
liberty to present our proposal in a syllabus that would be used for this
course tailored to our institution, and look forward to your comments.
A competency of technology use in student affairs is
essential for new professionals. Student
personnel administrators must understand the current uses of technology in higher
education, including the ramifications for student services, teaching, and
learning. Our traditional approach of
pen and paper activity is becoming increasingly overshadowed by students’
desires to communicate, interact, and learn using computer-assisted means.
Technology impacts most
facets’ of our every day like, including the work place,
and it is important that students leave college with an understanding of how
technology impacts the practice of student affairs professionals. Student affairs administrators are taught how
to enhance student learning by implementing theoretical foundations into
practice. One area of neglect has been
the integration of technology into student affairs practice. Unless we begin to prepare our students to
deal with these real life challenges, our programs will be lacking a major
focus on cutting-edge and current university technology. More importantly, our students will be
ill-prepared to enter a workforce that relies so heavily on computer-based
applications for student learning.
The faculty task force at
IUPUI has created EDUC U511, an integrative seminar that (1) looks at the
impact technology has on student affairs practice today, (2) examines the use
of technology in many areas of student affairs and higher education, and (3)
requires student use of technology. The
course has been tailored to assist new professionals in their understanding and
comfort level of current technology that exists on almost all campuses. We believe the course will introduce students
to topics that will be of use in professional practice today and for many years
to come. Although this course is
designed to be used primarily at IUPUI, it can be tailored to other campuses
specific needs and technology limitations.
We use
We would appreciate any
feedback that colleagues can offer on the content of our program. Feel free to contact us regarding questions,
comments or concerns.
Sincerely,
Pamela Brown, Kyle Diane Hunt,
Jayme Little,
U511 – Issues In Student
Affairs and Technology
Tentative Course Syllabus – Fall
2004
IU
(Syllabus format borrowed heavily from Megan
Palmer’s U580 Issues and Problems in Higher Education, IU School of Education
in
Instructors
Pamela Brown
pcbrown@iupui.edu Work: (317) 278-3371
Kyle Diane Hunt
kyhunt@iupui.edu Work: (317) 278-8631
Jayme Little
jtlittle@iupui.edu Work: (317)
274-5200
Josh Morrison
jmorrison@iupui.edu Work: (317) 274-5000
Office Hours
Office hours are
available by appointment; please call for an appointment with one of the
instructors. Instructors will be
available one half hour before every class, and are always available by
electronic mail.
Course Description
Technology is everywhere
in today’s society, and it is important that students leave college with an
understanding of how technology impacts the professional practice of student
affairs. As student affairs
administrators we are taught how to enhance student learning by implementing
theoretical foundations into practice.
One area of neglect has been the integration of technology into student
affairs practice.
U511 is an integrative
seminar that (1) looks at the impact technology has on student affairs practice
today, (2) examines the use of technology in many areas of student affairs and
higher education, and (3) requires student use of technology. It is suggested that students have regular
access to an internet-ready computer.
Many course assignments will require on-line resources.
Implementing Chickering
and Ehrmann’s (1996) Seven Principles for Good Instruction, each class will be
designed so as to accomplish the following tasks:
a.
Encourage
contact between students and faculty
a.
This will be
accomplished through the use of e-mail, in-class discussions, Oncourse,
journaling and written assignments
b.
Develops
Reciprocity and Cooperation Among Students
a.
Accomplished
through online chat discussions, e-mails, group case study and final
presentation
c.
Uses Active
Learning Techniques
a.
E-mail,
Oncourse, Chat room discussions, journaling, written assignments, presentations
and interaction with special guests
d.
Gives Prompt
Feedback
a.
All
assignments will be returned in a timely manner
e.
Practice
Emphasizes Time on Task
a.
Because of
the numerous projects and other assignments , the course will require that one
manages their time wisely
f.
Communicates
High Expectations
a.
We expect
that each student follow through on each assignment, being sure to keep in mind
that each class builds on the knowledge from the previous course, so at that at
the end of the semester one is able to…
g.
Respects
Diverse Talents and Ways of Learning
a.
While this is
a course that requires heavy use of technology, some of the more traditional
teaching methods such as in class discussion and lectures will be incorporated
Note: Understanding student affairs and higher
education technology relies in part on our own use of existing technology to
take advantage of expertise offered at a number of other institutions. This course may be taught at other
institutions. There may be some classes
where we will partner up with other student affairs programs to offer distance
education. These courses will be
announced as the semester goes on.
Course Rationale
The purpose of this
course is to develop a degree of familiarity with technology on today’s campus
as it relates to student-centered learning approaches by student affairs
professionals. Students will be expected
to integrate current university technology into their coursework while
examining the benefits and challenges that this technology provides to the
learning process. Current issues and
concepts related to the use of technology will be examined.
At the end of this
14-week course, students should:
§ Become more familiar with the current issues that
technology introduces into student learning and the student affairs practice
(i.e., funding, access, and other external constraints).
§ Become more familiar with the new technological
paradigm in student affairs and integrate this into professional practice.
§ Embrace low-tech and high-tech strategies to
enhance student development and student-centered learning.
§ Understand the current legal and ethical issues
presented in higher education because of new technology.
Required Text
Hawke, Constance S. (2001). Computer
internet use on campus: A Legal guide to issues of intellectual property, free
speech, and privacy.
Van Dusen, G. C.
(2000). Digital dilemma: Issues of access, cost, and quality in media-enhanced
and distance education.
Other readings will be
required for this course as directed in the syllabus. The instructors will take care of either
placing these articles in electronic reserve at the library or will provide
copies of the articles for students.
Special Needs
If you have special needs
that may require accommodation, please contact the Office of Adaptive
Educational Services at IUPUI. They can
be reached online at http://www.life.iupui.edu/Who/Adaptive/
or by calling (317) 274-3241 (TDD/TTY: (317) 278-2050).
Expectations and Grading
Students are expected to
participate in course discussions on technology. Thoughtful participation requires the
practice of active reading, processing, and writing. Thorough preparation for each class will assist
students in class discussions and course assignments. Students who practice smart preparation
skills should be able to obtain at least a grade of B. Those who are unable or unwilling to
participate in the course will do worse.
Those who show initiative and insight will do better.
All assignments in
written and new media formats must be well-formatted, spell-checked, proofread
for grammar mistakes, and should conform to the style and reference notation
format outlined in the Publication Manual of the American Psychological
Association, fifth edition (2001). Great
care must be taken to ensure appropriate academic conduct. Students in this course are asked to review
the school’s policy of on academic misconduct to understand the details on
proper citation.
Active Participation (15
points)
Active use of Oncourse
(40 points)
Mid-term Case Study (45
points)
Final paper and poster
presentation (100 points)
All assignments will be
graded on a point basis and final grades will be determined as follows:
100-95 A 89-87 B+ 79-77 C+
94-90 A- 86-84 B 76-74 C
83-80 B- 73-70 C-
Less than a 70 percent
constitutes a D and a failing grade in graduate school.
Class Assignments
Active participation in class – 15 points
Students are expected to
be actively engaged in class. Active
engagement means that you bring your insights and contribute them to the class
discussion. It also means engaging with
the thoughts of your classmates and listening carefully, responding openly to
and making connections among others’ contributions.
Active engagement in
class is dependent on active reading.
Active reading means that you complete the assigned readings, take notes
of ideas you think are important, questions you have, inconsistencies in the
text, and connections with other readings both in this course and others. Being an active reader requires that you not
only read the text but that you develop a point of view about the readings.
Active use of Oncourse – 40 points
“Oncourse is an online
course environment that allows
To fully understand the
use of instructional technology, students enrolled in U511 are expected to
actively contribute to class by using Oncourse.
Course instructors will regularly use Oncourse to update the class on
course progress, track grades of students, and post weekly discussion
points. Students are encouraged and
expected to participate in weekly discussions, and students are encouraged to
post their own thoughts to encourage discussion on the use of technology in
student affairs. All email relating to
this course will be delivered via Oncourse.
Students are encouraged to set up the mail-forwarding function of
Oncourse to keep up-to-date on daily postings.
Students in this course
will be required to participate in reflection exercises on Oncourse. Journaling should cover topics that were
discussed in class. Reflection exercises
assist in learning, and by participating in Web-based journaling students will
understand the functionality offered by instructional technology.
Oncourse can be fun. We encourage you to upload your photograph and
create an online profile to let other users know who you are. Take some time during the first week of the
course to explore Oncourse, and dedicate some time to learn how to use
Oncourse. If students have questions
after reviewing Oncourse, please do not hesitate to contact one of the
instructors.
Group Case Study – 45 points
Students will be expected
to solve a real life problem involving technology in student affairs during
this course. Team work and conversation
on a particular topic enhances learning, and students can work collaboratively
on completing this project. We suggest
that you form teams of no more than three to four people. Each team will be asked to hand in their
work and indicate on the header of their case study review others that were in
your group (if any). Each team will in
turn present their findings to the class during week number seven.
Final Paper and Poster Presentation – 100 points
This course requires a
final paper to be completed individually focusing on a current issue in
technology. The length of the paper
shall be a minimum of 10 pages (double-spaced, excluding references). Overall length, however, shall be determined
by the scope and complexity of the topic.
Topics can include issues covered during the course but can also be of
interest to the student. Creativity and
originality of thought are encouraged.
This assignment shall
consist of the following phases due throughout the semester: topic statement
(two to five sentences), two-paragraph topic statement, first draft, second
draft, final draft, and poster presentation utilizing available
technology. Refer to the course
assignments in this syllabus for specific due dates for each of these items. At each step in the process students will
have the opportunity to peer review each others work, providing insight and
feedback on the topics and issues being examined. More information will be handed out regarding
the peer review process as the semester progresses.
Grading Rubrics for course assignments
Rubric to be used for
grading written assignments
|
Rating |
|
|
|
|
|
|
|
Fully described (5) |
Partially Described (4) |
Some Description (3) |
Limited Description (2) |
Not Described (1) |
|
Addressed particular
question |
|
|
|
|
|
|
Clarity of written
expression |
|
|
|
|
|
|
Use of literature |
|
|
|
|
|
|
Comments about Group
Discussion |
|
|
|
|
|
(Adapted
from C750/U550 Assessing the
effectiveness of courses, programs, and institutions – summer 2003, Dr. Trudy
Banta).
Evaluation Form for Oral Presentations and Visiting Lecturers-this is a template to be discussed and revised accordingly per group feedback
|
Trait |
Above Average (2) |
(Average) (1) |
Needs Improvement (0) |
|
1. Knowledge of subject matter |
|
|
|
|
2. Voice tone, volume, quality, enunciation |
|
|
|
|
3. Pace-rate of speaking |
|
|
|
|
4. Clear Introduction/preview |
|
|
|
|
5. Clear organization of material |
|
|
|
|
6. Review of information |
|
|
|
|
7. Use of visual aids/examples |
|
|
|
|
8. Rapport with audience (e.g. eye contact |
|
|
|
|
9. Involves the audience, encourages questions |
|
|
|
|
10. Use of technology |
|
|
|
|
|
Beginning |
Developing |
Accomplished |
Exemplary |
Score |
|
Contribute |
|||||
|
Research
& Gather Information |
Does
not collect any information that relates to the topic. |
Collects
very little information--some relates to the topic. |
Collects
some basic information--most relates to the topic. |
Collects
a great deal of information--all relates to the topic. |
|
|
Share
Information |
Does
not relay any information to teammates. |
Relays
very little information--some relates to the topic. |
Relays
some basic information--most relates to the topic. |
Relays
a great deal of information--all relates to the topic. |
|
|
Be
Punctual |
Does
not hand in any assignments. |
Hands
in most assignments late. |
Hands
in most assignments on time. |
Hands
in all assignments on time. |
|
|
Take Responsibility |
|||||
|
Fulfill
Team Role's Duties |
Does
not perform any duties of assigned team role. |
Performs
very little duties. |
Performs
nearly all duties. |
Performs
all duties of assigned team role. |
|
|
Participate
in Science Conference |
Does
not speak during the science conference. |
Either
gives too little information or information which is irrelevant to topic. |
Offers
some information--most is relevant. |
Offers
a fair amount of important information--all is relevant. |
|
|
Share
Equally |
Always
relies on others to do the work. |
Rarely
does the assigned work--often needs reminding. |
Usually
does the assigned work--rarely needs reminding. |
Always
does the assigned work without having to be reminded. |
|
|
Values
Others’ Viewpoints |
|||||
|
Listen
to Other Teammates |
Is
always talking--never allows anyone else to speak. |
Usually
doing most of the talking--rarely allows others to speak. |
Listens,
but sometimes talks too much. |
Listens
and speaks a fair amount. |
|
|
Cooperate
with Teammates |
Usually
argues with teammates. |
Sometimes
argues. |
Rarely
argues. |
Never
argues with teammates. |
|
|
Make
Fair Decisions |
Usually
wants to have things their way. |
Often
sides with friends instead of considering all views. |
Usually
considers all views. |
Always
helps team to reach a fair decision. |
|
(Based on rubric presented on http://edweb.sdsu.edu/triton/tidepoolunit/Rubrics/collrubric.html).
Tentative Course Assignments
|
Class #1 Topics – Course Introduction |
Reading/Assignments |
|
Introductions Course Overview Syllabus Discussion Introduction into course technology History
of technology on campus Current
technology on campus Positive
aspects of technology Challenges
of technology |
Kuh, G. & Hu, S.
(2001). The relationship between computer and information technology
use, selected learning and personal development outcomes, and other college
experiences. Journal of College Student Development, 42, 3.
217-232. (Found on electronic reserve). Complete and post
journal entry based on class topic in Oncourse. |
Description & Rationale: This class
serves as the introduction to this course.
Instructors will cover student introductions, the course syllabus, and
discuss the importance of technology in student learning today, including the
evolution of technology in student affairs.
This class will provide a solid foundation for further discussions
throughout this semester.
|
General Outcomes |
Understand course objectives by thorough review
of syllabus. Understanding of the history of technology on
college campuses. Benefits and Challenges of student technology on
a college campus. |
|
Competency |
Class will gain an understanding of how
technology has impacted their life as students. Class will also develop a foundation for the
course that will be built upon by succeeding classes. |
|
Method |
In class reading of Kuh and Hu
chapter. Discussion of history of technology, current
technology on campus, and the challenges and benefits that technology
provides. Complete and post journal entry based on the
topic for the day and/or statement: How has technology affected your life as
a student? |
|
Measurement |
Oncourse journal entry synthesizing class
discussion and in-class article. |
|
Results |
Students will be able to clearly communicate the
purpose and history of technology in higher education and student affairs,
and share how technology has impacted their life as a student. |
|
Course Improvements |
Instructors review online journal entries and
redesign class #1 for improvements for first class. Over time, analyze
recurring themes from journal entries for course revision. |
|
Class #2 Topics – Instructional Technology |
Reading/Assignments |
|
Peer review of topic
statement for final paper. |
Ely, D. P. (1996). The definition of educational
technology: A summary. Classic writings on instructional
technology, 3-15. Ely, D.P. (1996). Educational technology: Archetypes,
paradigms, and models. Classic writings on instructional
technology, 16-30. Complete and post journal entry based on the
feedback for your group’s case study in Oncourse. Topic of final paper due. |
Description & Rationale: Students
will learn about different means of instructional technology, specifically
using
|
General Outcomes |
To become familiar with course management
systems such as Oncourse and INsite, IU’s instructional technology forums. To understand the constraints and limitations of
instructional technology use in student affairs and higher education. To understand current trends in instructional technology. |
|
Competency |
Students will understand the use of
instructional technology to student learning. Students will understand the limits of
instructional technology. |
|
Method |
Class discussion on constraints of instructional
technology. Discuss current trends in instructional
technologies. Explore Oncourse and INsite,
IU’s instructional technology forums. Complete and post journal entry based on the
topic for the day. |
|
Measurement |
Students will demonstrate their abilities to use
instructional technology throughout the semester by participating in
journaling activities, online discussions, and research. |
|
Results |
75% of students will demonstrate familiarity
with readings and concepts presented during class. |
|
Course Improvements |
Based on feedback from Oncourse journals, alter topics for the next time this course is
offered. Implement other universities instructional
technology sites into future courses. |
|
Class #3 Topics – Computer Mediated Environments (CME) |
Reading/Assignments |
|
Computer Mediated Environments |
Strange, C., & Banning, J.
(2001). Educating by design: creating
campus learning environments that work, 181-198. |
Description & Rationale: Students
will learn the benefits and challenges presented in virtual environments. Through discussion, students will learn to
apply relevant developmental theories to online communities. Computer mediated environments is an umbrella
term for the use of computers to support human communications, including such
topics as electronic mail, group conferencing systems, and interactive
communication modes (i.e. chat rooms, listservs). Student affairs professionals have
traditionally been trained in pencil-and-paper methods of communication. With computer mediated environments, student
affairs administrators must learn how to build community and create
relationships.
|
General Outcomes |
To understand size and scope of current use of
computer mediated environments in higher education. To become familiar with virtual learning environments
and virtual communities. To learn the use interactive chat and other
computer mediated communications. |
|
Competency |
Students will display familiarity with readings
and will be able to discuss CMEs clearly. Students will successfully use CME technology. |
|
Method |
Class discussion on reading and use of chat room
from week number five. Students will use Oncourse throughout the
semester and will have developed their own thoughts on the use of mediated
environments that will be shared during class. Complete and post journal entry based on the
topic for the day. |
|
Measurement |
Students will show familiarity with the topic in
course discussions and writing assignments.
|
|
Results |
75% of students will demonstrate content mastery
and will be able to articulate important aspects of computer mediated
environments, including implications for practice. |
|
Course Improvements |
Review Oncourse postings for course review,
consider guest lecturer on the topic for future classes. |
|
Class #4 Topics – Library Research |
Reading/Assignments |
|
Library research Visit to the library to meet with a librarian Peer review for two paragraph topic statement. |
Flowers, L. (2004). Using docutek
eres in student affairs classroom. Student Affairs Online, 5, 1. (Found
on electronic reserves). Complete and post journal entry based on class
topic in Oncourse. Two paragraph topic statement of final paper due. |
Description & Rationale: Graduate
students must be competent in using a wide range of resources available in the
library as well as online when performing research. Discussion about new research methods will be
presented by research librarians.
|
General Outcomes |
To develop an understanding of basic research
techniques using library resources such as Psych Info, ERIC, and online
catalogue searches. Student use of library will increase throughout
the semester. To develop a comfort level with scholarly
research, especially relating to solution-oriented results for real problems
in student affairs and higher education. |
|
Competency |
Students will use electronic journals, peer
review articles, or other library resources throughout the course. Students bring outside readings and research
topics into the class discussions. Students will understand and be more comfortable
with various methods of research. |
|
Method |
Outreach activity: visit campus library and work
with a research librarian to learn how to conduct searches for information. Students will spend time in class looking for
relevant resources for their final paper. Complete and post journal entry based on the
feedback for your groups case study in Oncourse. |
|
Measurement |
Students use a variety of research methods on
course case study and final project. Students write about topic on Oncourse forum
with other students. Instructors evaluate comments to deduce if more
personalized assistance with online searches is necessary. Include a question on the final course
evaluation that assesses the level of student’s comfort with online research
of student affairs topics. |
|
Results |
All students become proficient and comfortable
with the intricacies of Web based research. |
|
Course Improvements |
Analyze course journals over the semester and
pull out themes that will assist in improving week three. Improve course based on the outcomes of the
final course assessment. |
|
Class #5 Topics – Part I, Ethical, Legal Issues, and Security |
Reading/Assignments |
|
Legal issues of technology in student affairs
and higher education Campus attorney will speak to class about recent
issues at university regarding legal issues in higher education and student
affairs |
Hawke, Constance S. (2001). Computer
internet use on campus: A Legal guide to issues of intellectual property,
free speech, and privacy, Chapters 1 and 2. Complete and post journal entry based on class
topic in Oncourse. |
Description & Rationale: For three classes we will be focusing on a very
serious issue in technology: legal, ethical, and security issues. We will devote three weeks of time on this
topic because of the extensive impact of legal issues on our campuses
everyday. Specific issues discussed will
include file sharing, internet security, plagiarism, student conduct, and
relevant case law. Our guest speaker
will be a university attorney who will discuss contemporary case law.
|
General Outcomes |
To develop an understanding of legal issues
relating to technology in student affairs and higher education. |
|
Competency |
General understanding of legal implications
related to technology at the university.
|
|
Method |
Thoughtful questioning of the speaker
incorporating class reading material. Outreach activity: campus attorney will be
present in class to speak on the legal issues in student affairs. Complete and post journal entry based on the
topic for the day. |
|
Measurement |
Students will demonstrate understanding of
course material by means of questioning and discussion with university
attorney. |
|
Results |
75% will successfully be able to develop
questions incorporating class material and presentation. |
|
Course Improvements |
Evaluate the most recent cases and discuss. Evaluate if university attorney is a
value-added benefit to course objectives.
|
|
Class #6 Topics – Part II, Ethical, Legal Issues, and Security |
Reading/Assignments |
|
Moral and ethical issues in student affairs and
higher education Discuss book by Hawke in relation to current
university issues Discuss relevant Chronicle articles Note: class will not meet in the classroom this
week. Please log on to the Oncourse Chat
room for class discussion |
Hawke, Constance S. (2001). Computer
internet use on campus: A Legal guide to issues of intellectual property,
free speech, and privacy, Chapters 3 and 4 Complete and post journal entry based on class
topic in Oncourse. Review of past issues of The Chronicle of Higher Education; come prepared to discuss
recent issues surrounding technology in student affairs and higher education. Distribute Group Case Study for Week #7 |
Description & Rationale: The second
week of this three class series focuses on legal, ethical, and security
issues. Specific issues discussed will
include file sharing, internet security, plagiarism, student conduct, and
relevant case law. This class will be
conducted exclusively on Oncourse, or other institutional online platform. Using Oncourse will allow students to gain
practical experience in using instructional technology for learning, in this
case the classroom chat function.
|
General Outcomes |
To develop an understanding of the legal and
ethical challenges that university administrators face each day and
understand basic knowledge of the results.
To examine current news-worthy stories from The Chronicle for Higher Education to
gain an understanding of the current legal atmosphere surrounding technology. Students will experience learning “online”
during this course meeting by using chat room features of Oncourse. |
|
Competency |
Students will understand current legal
atmosphere relating to on-campus technology by reviewing recent Chronicle articles. Students will understand how chat rooms can add
value to course content and discussion.
|
|
Method |
Discussion and analytical understanding of cases
presented from Chronicle and Hawke’s book.
Reference to previous week’s guest speaker. All students will be present in the virtual
environment. Complete and post journal entry based on the
topic for the day. |
|
Measurement |
Successful questioning and response. |
|
Results |
85% of students should have a solid grasp on
current legal and ethical issues. 100% of students will be present in the chat
room. 85% will be insightful and aware
of “how to be present”. |
|
Course Improvements |
Evaluate the most recent cases. Based on past two week’s class journals. Evaluate student’s feelings of learning in the
chat room. |
|
Class #7 Topics –Part III, Ethical, Legal Issues, and
Security |
Reading/Assignments |
|
Discussion led by Dean of Students |
Salomon, K. & Cassat,
P. & Thibeau, B. (2003). IT security for higher
education: A legal perspective. .
(Found on electronic reserve). AOL Legal Department. (2003). Legal Resources:
Electronic Communication Privacy Act (ECPA); Intellectual Property; Junk
E-Mail. Retrieved on Turkle, S. (2004). How Computers Change the Way We
Think. The Chronicle of Higher Education, 50, 21. B26. Written critique on Turkle’s article to b
submitted via Oncourse |
Description & Rationale: Third
class discussion on ethical, legal, and security issues. Class focuses primarily on the latter, with
attention paid to legal ramifications.
Laws related to student privacy and access of confidential records will
be discussed. With the ease of personal
data becoming available online, it was determined that special emphasis would
be paid to this topic.
|
General Outcomes |
Students will understand the issues relating to
security and relevance to workplace
setting |
|
Competency |
Students will be able to demonstrate proper use
of technology |
|
Method |
Students will review guidelines related to
technology; read relevant case studies; and have online group discussion; Written Critique on Turkle’s opinion article to
be submitted via Oncourse before Class #7. |
|
Measurement |
Instructors will evaluate students responses to
critique using rubric created by instructional team
members ; Instructors and students will provide feedback
about group discussion. |
|
Results |
80% of students will be able to clearly define
security issues |
|
Course Improvements |
Instructors will collaborate more closely with
students and other team members about effectiveness of assignment; Recruit local businesses to engage in discussion
with next year’s program |
|
Class #8 Topics – Case Study |
Reading/Assignments |
|
|
Group Case Study
presentations 15 minutes per group Peer review of outline
for final draft |
Complete and post journal entry based on the
feedback for your groups case study in Oncourse Case study (adapted for class) Penrod, J. I. & Harbor, A. F. (2000). Designing
and implementing a learning organization-oriented information technology
planning and management process. In Petrides, Outline for paper due. |
|
Description & Rationale: Students
will participate in group activity to gain practical experience in solving a
challenge faced by student affairs professionals. Students will integrate knowledge gained from
previous classes in a case study format while learning how to work in teams, a
regular part of a professional’s daily routine.
|
General Outcomes |
Understand the relationship between
institutional technology and campus organizational structure. Implementation of theory into practice. |
|
Competency |
Successfully link theory into practice. Collaborate on real-life situations and learn
the skills necessary to work in groups.
|
|
Method |
Collaborative learning through team work on case
study. Complete and post journal entry based on the
feedback from your groups case study from the rest of the groups in Oncourse. |
|
Measurement |
Successful synthesis of course material into
case study. Present effectively and clearly the key actors
in the case study, their roles, constraints, preferred solution, and
alternative solutions. |
|
Results |
80% will successfully manage group work and
present case study effectively. |
|
Course Improvements |
Revise case study based on input from Oncourse
discussion and consider future case studies for future semesters. |
|
Class #9 Topics – Access to Technology |
Reading/Assignments |
|
Access to technology Review and discuss assigned readings |
Discuss Issues of access and equality in Van Dusen’s Digital
Dilemma, 21-39. Palloff, R. M. & Pratt, K. (2003). Gender, culture,
lifestyle, and geography. In The virtual student, 39-50. Fruchterman, J. R. (2003). In the palm of your hand: A
vision of the future of technology for people with visual impairments. Journal
of visual impairments and blindness, 97, 10, 585-592. Erickson, D. (2003). Advanced in student access
to technology and online resources. THE
Journal, 31, 2, 34. Case Study (adapted for this class) Burgstahler, S. (2000). Access to internet-based instruction
for people with disabilities. In Petrides, Complete and post journal entry based on class
topic in Oncourse. |
|
|
|
Description & Rationale: Class will
discuss current issues in technology access, including the disparity between
majority and underrepresented students (including minorities, low
socio-economic status, and students with disabilities). Students will develop sensitivity to the
challenges and constraints various populations may have with access to
technology; how technology can help or hinder development, and ways to bridge
the technology gap. In a society where
not all students have readily available access to technology, it is important
for student affairs professionals to understand cultural differences students
bring to campus relating to technology.
|
General Outcomes |
Understanding challenges and constraints
regarding student access to technology. Understanding the special needs of students with
disabilities relating to technology. Understanding the cultural divide to access in
student affairs and higher education. |
|
Competency |
Sensitivity to the individual needs of a
culturally diverse student population. Understanding of special needs for students with
disabilities when using campus technology. Reflective and analytical response to case study
is shared by students during class discussion. |
|
Method |
Review of articles/chapters and hold in-class
discussion on broad issues of access. Application of knowledge to case study presented
in class. Complete and post journal entry based on the
topic for the day. |
|
Measurement |
Successful integration of knowledge and
competencies into the coursework done by the students. Cultural and special needs considerations are
expressed by students in discussion and in writing activities throughout the
semester. |
|
Results |
75% of the students will incorporate competency
into their course work throughout the semester. Students will make a conscious effort to
included diverse perspective in their discussion and writings. |
|
Course Improvements |
Look at ways to incorporate social service
agencies into this particular lesson to broaden the scope of this topic for
future courses. Bring in Disability Services office on campus to
discuss adaptive technology needs for students needing special accommodation. |
|
Class #10 Topics – Online Student Services |
Reading/Assignments |
|
Guest lecturer from
student services department Peer review of 1st
draft of final paper |
Upcraft, L. & Goldsmith, H. In Barr, M. (ed). (2000).
The Handbook of student Affairs Administration, 220-222. Katz, R. & Associates. (2002). Web Portals
and Higher Education, 1-14. Conway, J. & Hubbard, B. (2003). From bricks
to bytes: building an online activities environment. Student Affairs Online. 4, 3. (Found on electronic reserve). Post journal entry about how technology is used
in your student services departments, or how you see it being used on your
campus and include discussion about whether access is taken into
consideration, how well technology is used and what improvements could be
made Journal entry about guest lecturer 1st draft of final paper due |
Description & Rationale: Class will
discuss typical offerings for online student services, including advising,
career services, mentoring, and the use of web portals for ease of access to
student service functions. In today’s
consumer oriented society, students are looking for a one-stop shop for all
their service needs. Many student
affairs offices are adapting this need to both brick and mortar and online
environments.
|
General Outcomes |
Students will
understand how technology impacts the professional work setting in student
affairs |
|
Competency |
In understanding the
impact of technology in student services, students will be cognizant of
earlier issues discussed such as challenges related to access |
|
Method |
Guest Lecturer to
address topic; Journal Entry |
|
Measurement |
Written Critique will
be graded according to rubric; Students will provide feedback about lecture |
|
Results |
85% of students will
understand how technology and student services can be related |
|
Course Improvements |
Look into the
possibility of visiting departments that implement technology |
|
Class #11 Topics – Distance Education |
Reading/Assignments |
|
|
Distance Education Review articles/chapters that were assigned to
be read Guest lecturer from campus technology office to
discuss basics of distance education technology *It is suggested that
this class be offered via distance education technology with another
institution to demonstrate the benefits and challenges of this technology |
Cantelon, J. E. (1995). The evolution and advantages of
distance education. In Rossman, M. H. and Rossman, M. E. Facilitating
Distance Education. James, W. B. & Garnder,
D. L. (1995). Learning styles: implications for distance learning. In Rossman, M. H.
and Rossman, M. E. Facilitating Distance Education.
Schwitzer, A. M., Ancis, J. R.,
& Brown, N. (2001). Distance learners
characteristics and needs. 63-85. In Promoting
student learning and student development at a distance. Schwitzer, A. M., Ancis, J. R.,
& Brown, N. (2001). Student development: creating community at a
distance, 91-116. In Promoting student learning and student
development at a distance. |
|
Description & Rationale: Explores
definitions of technology used in distance education. Focus on an emerging method of pedagogy, and
the implications of use for students.
Guest lecturer will provide useful background and firsthand knowledge of
this increasingly popular learning technology.
|
General Outcomes |
To develop a familiarity with the concept of
distance education, its challenges, and its benefits. To develop a familiarity with the issues of
distance education and how it impacts student development and learning. To develop an understanding of how distance
education evolved and why it has become popular in higher education. To develop an understanding of the type of
student that distance education attracts. |
|
Competency |
Students will understand the basics of distance
education. Students will learn the history of distance
education and the reasons behind its increase in popularity on many campuses. Students will experience first-hand the benefits
and drawbacks to distance education technology by participating in a distance
education format for this class. Students will understand how community is
developed using distance education technology with the absence of
face-to-face discussion. |
|
Method |
Complete and post journal entry based on
distance education for the day.
Specific attention should be paid to the development of community and
how distance education manages the lack of direct interpersonal community
building. Students will engage in discussion with IT
professional about this technology. |
|
Measurement |
Students will write about their struggles with
distance education. Students will discuss their views on how
distance education helps and hinders student development and learning. |
|
Results |
All students will understand the benefits and
challenges to using distance education. |
|
Course Improvements |
Evaluate journal entries. Change course based on feedback received
from the journal entries. |
|
Class #12 Topics – Technology Funding |
Reading/Assignments |
|
Funding issues of technology in student affairs Guest lecturer: vice president for information
technology will discuss the implications of financing technology Peer review 2nd draft of final paper |
Discuss “Issues of cost and affordability”, 41-61 In Van Dusen’s Digital
Dilemma. 2nd draft of final paper due |
Description & Rationale: Discuss
university commitment to funding technology in order to stay ahead of a rapidly
changing world. Class explores ways in
which student affairs professionals deal with the increasing cost of technology
and adequately provide the service students require. Guest lecturer will assist in student
understanding of this topic.
|
General Outcomes |
To develop an understanding of how fiscal
concerns at an institution affect campus technology. |
|
Competency |
Students will understand the basics of
technology funding. |
|
Method |
Students will partake in discussions with guest
lecture to gain a more complete understanding of higher education technology
funding. Complete and post journal entry based on the
topic for the day. |
|
Measurement |
Students will write and discuss an understanding
of technology financing in their discussion points after participating in
this class. |
|
Results |
Students will demonstrate a basic competence in
this topic, |
|
Course Improvements |
Based on discussion and writings of students,
instructors will determine if presenter was a value added component to the
course. Future classes may incorporate viewpoints from
other guest lecturers and/or panelists to discuss the higher education
financing dilemma and how technology funding impacts the overall picture. |
|
Class #13 Topics – Web Design and Best Practices |
Reading/Assignments |
|
Guest lecturer from either campus career center
or local human resource department |
Boulais, N. & Sturgis, T. (2003). Changing the channel: using technology effectively
in student affairs. Student
Affairs Online, 4,4. (Found on electronic
reserve).
Read,
B. (2004, February 13). 26 California Community Colleges Offer Computer
'Driving License' Test. The
Chronicle of Higher Education, 50,
23. A33. (Found on electronic reserves).
Raisman, N. (2003, February 14). Ah, what rotten webs
we weave. The Chronicle of Higher
Education. 49, 23. B0. (Found
on electronic reserves). Young, J. (2002, February 8). Designer of course
management tool asks, what makes a good web site. The Chronicle of Higher Education, 48, 2. A36. (Found on
electronic reserve). Critique university of choice main home page |
Description & Rationale: Class will
discuss the seven principles of good practice in student affairs and its relation
to technology. We will also examine
exemplary websites and principles of web design. Specific focus will be paid to access for
students with disabilities. Many student
affairs divisions are grappling with ways of providing personalized information
for all site visitors.
|
General Outcomes |
Students will be
introduced to Best Practices for Web Design and Using the Web as a resource
–complement of lesson on library research |
|
Competency |
Students know of
available resources to help further develop skills related to web design
use-STEPS/Prosteps; Students will know ways
technology can assist with job search and performance on the job; |
|
Method |
Exercises related to
helping students use the web for job searches; Critique of website;
Have someone from |
|
Measurement |
Use evaluation |
|
Results |
85% of students able to
use technology to job search 60% of students able to
understand good design versus bad web design |
|
Course Improvements |
More time given to
subject |
|
|
|
|
Class #14 Topics – Final Presentations |
Reading/Assignments |
|
Final papers due Poster presentation to the class |
Information
Technology. 10 Challenges for the Next 10 Years. The Chronicle of Higher Education.
50, 21. B1. (Found on electronic reserve). |
Description & Rationale: This class
is a culmination of students’ work throughout the entire course, demonstrated
by success in a final paper and presentation to their peers. The purpose is to gauge student learning and
retention of information throughout the semester.
|
General Outcomes |
Students turn in their final papers on this
day. Students also present their
topics to their peers in 15 minute sessions. |
|
Competency |
Student covers a relevant topic in student
affairs technology, and presents the issues in a clear and precise
format. The presentation is easy to
understand and informs practice of peers and colleagues. Students are able to synthesize the breadth
of technology issues into their paper and presentation. |
|
Method |
Students author and present scholarly work on a topic
related to technology in student affairs and higher education. |
|
Measurement |
Students successfully articulate scholarly work
in poster session. Students submit final papers. Students complete course evaluation |
|
Results |
100% of students submit final papers. 90% of students successfully present scholarly
work on a topic related to technology in student affairs and higher
education. |
|
Course Improvements |
Revise final presentation guidelines; consider
change of presentation format for future semesters. |
Virtual Case Study 2004
References
AOL Legal Department. (2003). Legal Resources: Electronic Communication
Privacy Act (ECPA); Intellectual Property; Junk E-Mail. Retreived on
Burgstahler, S. (2000). Access to internet-based
instruction for people with disabilities. In Petrides,
Cantelon, J. E. (1995). The evolution
and advantages of distance education. In Rossman, M. H. and Rossman, M. E.
Facilitating Distance Education.
Chickering, A. W. & Ehrmann, S. C. (1996). Implementing the seven principles: technology as
lever. Retrieved
on
Conway, J. & Hubbard, B.
(2003). From bricks to bytes:
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summary. Classic writings on instructional
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Ely, D.P. (1996).
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Fruchterman, J. R. (2003). In the palm of your hand: A vision
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Hawke, Constance S. (2001). Computer
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Information Technology. 10 challenges for
the next 10 years. The Chronicle of Higher
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21. B1.
James, W. B. & Garnder, D. L. (1995). Learning Styles: Implications for Distance
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