Week 13: Assessment and Research & What is the Future of
Technology on College and University Campuses
Premise:
As student affairs professionals we need to use research and assessment
to be aware of current trends and assess our effectiveness.
Purpose:
To explore what technology students and student affairs professionals
are using in the classroom and on campus. To also focus on what
types of research is being done on the use of technology on campus
and how to effectively assess this new area in student affairs.
To examine the future of technology on college campuses.
In Class Exercises:
Instructor will lead a class discussion based on the assigned readings.
After the discussion the students will participate in an on-line
technological ability assessment. This tool will help the students
to assess if they have fulfilled the related course objectives.
Readings to be completed before class:
Kuh G.D. and Hu S.P. (2001). The relationships 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. (Review
from week 4)
Abstract:
This study examines the relationships between student characteristics,
student use of computers and other information technologies (C&IT),
the amount of effort they devote to other college activities,
and self-reported gains in a range of desirable college outcomes.
Based on an analysis of responses to the College Student Experiences
Questionnaire from 18,344 undergraduates at 71 four-year colleges
and universities, students appeared to benefit more from C&IT
when they used it frequently and in a variety of ways. Equally
important, using C&IT was positively related to educational
effort with the effects of C&IT on outcomes of college being
largely mediated through the educational efforts students put
forth.
Carini, R., Hayek, J.C., Kuh, G.D., Kennedy, J.M., and
Ouimet, J.A. (2003). College Student Responses to Web and Paper
Surveys: Does mode matter?. Research In Higher Education 44 (1),
1-19.
Abstract:
We examined the responses of 58,288 college students to 8 scales
involving 53 items from the National Survey of Student Engagement
(NSSE) to gauge whether individuals respond differently to surveys
administered via the Web and paper. Multivariate regression analyses
indicated that mode effects were generally small. However, students
who completed the Web-based survey responded more favorably than
paper on all 8 scales. These patterns generally held for both
women and men, and younger and older students. Interestingly,
the largest effect was found for a scale of items involving computing
and information technology.
Stewart, J. and Williams, R. (1998). The coevolution of
society and multimedia Technology—Isssues in predicting the future
innovation and use of a ubiquitous Technology. Social Science
Computer Review 16 (3), 268-282.
Abstract:
Multimedia technology is becoming ubiquitous in modern society,
and it is having profound effects on institutions and expectations.
The technology is very fluid, and development is shaped by a
great many social factors. Prediction of the coevolution of multimedia
technology and society needs to be informed by a research framework
that focuses attention on the key social, psychological, political,
and economic influences on technology and technology use as well
as on the emergence of stable uses, infrastructures, standards,
and development paths. This article criticizes "technologically
deterministic" approaches, which simply seek to extrapolate social
change from technological potential. It shows how a three-layer
model of component, system, and application technologies can
be used to integrate findings from the use and development of
technology in specific sectors. Three cases of technology-based
predictions are examined from education, retailing, and work
organization, and lessons for understanding technology futures
are illustrated by research in different industry and user sectors.
Allison, R.D. and Scott, D.C. (1998). Faculty Compensation
and Obligation: The Necessity of a New Approach Triggered by
Technology Integration. New Direction for Community Colleges
26 (1), 69-78.
Full text available online through ERIC
Abstract:
Reviews policies that can encourage greater faculty interest in
adopting new technologies from the perspective of faculty and
institutional obligations. Suggests that as faculty roles change
with regard to technology use, so should compensation and institutional
support. (JDI)
Home Exercises:
Work on final project.