U511 – Issues In Student Affairs and Technology

Tentative Course Syllabus – Fall 2004

Indiana University Purdue University Indianapolis

IU School of Education

(Syllabus format borrowed heavily from Megan Palmer’s U580 Issues and Problems in Higher Education, IU School of Education in Indianapolis, spring 2004)

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. San Francisco: Jossey-Bass.

Van Dusen, G. C. (2000). Digital dilemma: Issues of access, cost, and quality in media-enhanced and distance education. San Francisco: Jossey-Bass.

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 Indiana University faculty and students to create, integrate, use, and maintain Web-based teaching and learning resources. Oncourse offers a straightforward way to create a Web site for every course offered at the university. For students, Oncourse presents learning tools in a single, consistent Web interface. For faculty, Oncourse provides a framework for building teaching environments that can include multimedia content and a wide range of online tools, without requiring knowledge of programming or HTML. Using Oncourse, you can access course syllabi and grades; communicate through Oncourse mail, chat rooms, and discussion forums; and access online quizzes and surveys. Oncourse also provides you with 100MB of file storage space. Oncourse was conceived and designed by educators, for educators, by the WebLab group on the IUPUI campus, part of IU's Advanced Information Technology Laboratory.” (Indiana University. (2004). What is Oncourse? Retrieved February 14, 2004, from http://kb.indiana.edu/data/agku.html?cust=12940.)

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

(Adapted from C750/U550 Assessing the effectiveness of courses, programs, and institutions – summer 2003, Dr. Trudy Banta).
Collaboration Rubric (to be used to evaluate group members during case studies)

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	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.

(Adapted from C750/U550 Assessing the effectiveness of courses, programs, and institutions – summer 2003, Dr. Trudy Banta). Collaboration Rubric (to be used to evaluate group members during case studies)

(Adapted from C750/U550 Assessing the effectiveness of courses, programs, and institutions – summer 2003, Dr. Trudy Banta).
Collaboration Rubric (to be used to evaluate group members during case studies)