Curriculum
Development Committee
Stuart Brown
Department Chairs Coordinator
Dear Esteemed Faculty Colleagues,
The Curriculum Development Committee (CDC) is honored to have your mandate to articulate and design a new Student Affairs and Technology course for incorporation into the curricula of your respective universities with effect from the Fall of 2004.
Having integrated the valued input of faculty representatives and other stakeholders in our various Student Personnel Administration programs, we are proud to report that the CDC has been able to come up with a syllabus which is reflective in both form and content of the needs of a variety of institutional and environmental settings.
We propose a two-credit course which should be a core requirement for students enrolled in the Student Personnel Administration program of consortium institutions. The class will meet once a week for 14 weeks in a multimedia classroom, blending the expertise of an instructional technology professional with the knowledge of a full-time Student Personnel Administration faculty member.
The purpose of this course is to provide graduate students with the necessary tools and competencies to understand and utilize technology to expand the frontiers of student affairs practice while maintaining its basic values and ethics.
Enclosed you will find a course justification and description, as well as the course syllabus. We hope that after reviewing this proposal, you will all be eager to incorporate Student Affairs and Technology into your respective department’s curriculum.
Respectfully,
Valerie Alexander Sara Pump Lori Rodefeld Yinka Tella
Enclosures (2)
PROPOSAL FOR NEW GRADUATE LEVEL COURSE,
STUDENT AFFAIRS AND TECHNOLOGY (SPA 650)
Presented To
CURRICULUM DEVELOPMENT COMMITTEE:
Valerie Alexander, Sara Pump, Lori Rodefeld,
Yinka Tella
Technology is a very
powerful tool in higher education. It is revolutionizing the way we do
business. Its volatile nature in a constantly changing environment characterized
by an increasingly diverse student populace is, according to Benedict (2001),
impacting on “how, where, and when student learning takes place” (p. 476).
Noting that technological changes are of vital interest to the entire academy
because they influence the nature, manner and hour of delivery of student
services, Benedict advised practitioners to engage in environmental scanning of
technological developments and their impact on the practice. As technology is
increasingly being used to facilitate online education, students enjoy learning
at their own pace in their own space, overcoming barriers of geography, age,
career and family commitments. This new virtual reality is making the
disappearance of the traditional classroom, as we know it, a real possibility.
For the student affairs profession which takes pride in its engagement with the
out-of-class learning of students, this is somewhat a struggle for survival. It
has become imperative that aspiring and current student affairs professionals
be specially trained to confidently navigate this new world of increasing
technological sophistication.
Designing programs that are
appropriate for the new generation of students requires a proactive orientation
and passion for excellence that promotes in members of the academy an
unremitting obsession with anticipating student needs with a view to exceeding
their expectations. Kretovics (2002) stressed the importance of curriculum
review to keep the curricula of student personnel administration programs
abreast of contemporary reality. Citing technology as an example, he advocated
minimum set of computer competencies for practitioners including a working
knowledge of basic office software (word processing, spreadsheets,
presentation, email, internet etc.).
That student affairs professionals are dealing with a new generation of
students sired in the digital revolution, “most of whom have grown up on
e-mail, IM and the web,” is an impetus for this new course. To be able to deal
effectively with this new generation of students who have been dubbed the Net
Generation by Tapscott (1998), student affairs professionals must achieve
digital competence. Strange and Banning
(2001) suggested that as more colleges and universities embrace distance
education and computer-mediated instruction, “student affairs professionals
must be prepared to provide distance and/or computer mediated services” (p.
919).
Already, the products of our student
personnel administration programs work in institutions with different levels of
technological sophistication. Many use micro-chip or computer-chip identity
cards that also function as debit cards for use in laundry, vending machines,
off-campus retail stores etc. They are also networked with phone companies as
calling card, with Visa or other credit company as a charge card and the bank
as ATM. Technology is used in
recruitment process through the use of admissions portals, virtual college
tours, prospect profiling and communication plan; in academic advising,
financial aid, residence life, international education and other areas of
campus academic and social life. The Nutrient Network at State University of
New York gives health-sensitive students the opportunity to check the
nutritional make up of meals before ordering them. Anderson (1999) indicated that some
institutions even use WebCams “to give prospective students views of the hustle
and bustle on campus to provide resident students with an opportunity to view
lines at a cafeteria so that the students can wait for a lull in the line before
trudging down stairs to eat dinner” (p. 1). This fast-paced and ever-changing
environment will continue to challenge products of our programs on the
appropriate use and adaptation of technology.
With students behaving more
like consumers, expecting some “return on their investment of time, money,
energy both inside the classroom and beyond” (Fenske, Rund and Contento, 2001),
technology is a useful tool for delivering quality service on a consistent
basis. Going by our review of relevant
literature and conversations with professionals on our various campuses,
however, the CDC found that lack of technological awareness could imperil the
objective of holistic student development.
Applied to the student
affairs profession
Knowledge of technological
applications might also open up a new area of inquiry on how technology
mediates identity issues. What media would be most effective in outreach
efforts to particular segments of the population or students undergoing
specific transition (Schlossberg, 1995) or identity issues (Cass, 1979; Helms
1990 etc.). For distance learners, the student affairs professional has the
opportunity to offer challenge and support (
This theme is also evoked by
the cognitive-structural theories (Piaget, 1952) especially the concepts of
dualism, multiplicity, relativism and commitment in relativism espoused in
Perry’s (1970) theory of intellectual and ethical development. Can technology
simulate a plus-one staging scenario to offer just the “correct” dosage of
challenge and support to help students through this process? What impact does
technology have on different learning styles? Is the optimal level of
technology exposure for accommodators likely to be the same for
assimilators? Does technology have a
gender bias? Could Belenky, Clinchy, Goldberger and Tarule’s (1986) finding on
methods of knowing by women - silence, received knowledge, subjective
knowledge, procedural knowledge, and constructed knowledge- have been different
in another technological and cultural milieu? When does technology become
dysfunctional?
This course will provide
student affairs professionals with the necessary tools and competencies to ask
pertinent questions and ultimately utilize technology to expand the frontiers
of student affairs practice while maintaining its basic values and ethics as
reflected in the various statements by NASPA and ACPA since 1937.
The curriculum development committee has considered a multitude of various topics that could be covered in this course. After considering the needs of the future student affairs leadership, a total of eight core topic areas have been selected and will be covered in the fourteen week course. Please see the attached syllabus for more detail on the activities and assignments developed for each topic area.
The initial class meeting will be focused on introducing the students to the course, the syllabus, and the issue of technology in higher education.
During this class period,
students will discuss the various forms of online communication, as well as the
advantages and disadvantages associated with each of these forms of
communication.
As technology increases,
student knowledge and use of technology also increases.
Fitzpatrick (2003) indicates the wide variety of
online communication:
Online help is not a homogenous entity but includes live (synchronous) counselling [sic], chat sessions, e-mail (asynchronous) counselling [sic], video conferencing, group chat room counselling [sic], computer-assisted psychotherapy programs (eg. MoodGym), psycho-educational and information websites, self help quizzes, discussion or support groups, online psychological assessment and testing, and self-help materials for purchase over the internet.
(¶ 16).
Anticipated Learning
Outcomes
Students would typically be able to analytically
answer the following questions:
What forms of communication are available with today’s
technology?
How are emotions conveyed through technology?
How does technological communication influence student
behavior?
How can student affairs professionals be proactive in
their approach to technology?
Week 3 – Applying Student Development Theory to
Technology
This week, students will revisit the major theories of
student development and relate them to existing and emerging technologies in
the environment. The purpose will be to draw the attention of the students to
how technology mediates identity issues. Theories to be discussed include
Schlossberg’s (1995) transition theory; racial identity theories (Cass, 1979;
Helms 1990 etc.), psychosocial identity theories (Chickering, 1969 etc.),
cognitive-structural theories (Piaget, 1952; Perry, 1970; Belenky, Clinchy,
Goldberger and Tarule’s 1986 etc.). We shall also consider possible roles of
different types of technological applications in facilitating or impeding the
realization of some concepts in student affairs literature such as challenge
and support, plus-one staging, person-environmental fit etc.
Anticipated Learning
Outcomes
Students will typically be able to answer the
following questions:
What possible roles can technology play in student
development?
How could technology
play in creating a sense of ownership or alienation among campus human
aggregates?
How
can student affairs practitioners identify technological applications and
trends that detract from student development?
What can be done to sidetrack dysfunctional
technology?
Out of the 14 week class session, two weeks will be devoted solely to student learning some advanced desktop applications and multimedia tools. These two classes will be exclusively taught by the information technology instructor as we as student affairs professionals tend to have a limited level of technology expertise.
The technology revolution has caught the attention of nearly every institution of higher learning. Campus funding has shifted dramatically to support the infusion of technology into virtually all aspects of campus life. Unfortunately, the competency of our students, faculty, and staff in the uses of information technology has lagged behind poorly behind the rate of technological advancements occur.” (Komives & Petersen, 1997, p. 87)
The class dedicated to desktop
applications will include a 30 minute introduction to using each of the
following programs: Microsoft Access,
Microsoft Publisher, Microsoft FrontPage, and Adobe Acrobat. Microsoft Access was deemed a necessary
component to incorporate into this classroom as more and more colleges and
universities are requiring experience in working with the advanced database
manager. Microsoft Publisher is
incorporated into this classroom experience because of the versatile nature of
the designing program as one can create publications, posters, table tents, etc.
through it. The user-friendly nature of
Microsoft FrontPage was not the only reason for integrating this into the
lesson plan. Microsoft FrontPage creates
web pages in the fewest steps possible making it less a burden on a time frame. Adobe Acrobat has become an important tool to
have experience working with as “Adobe
PDF is a reliable format for electronic document exchange that preserves
document integrity so files can be viewed and printed on a variety of
platforms” (Adobe Acrobat, 2004).
The multimedia portion of the
two weeks will incorporate students being instructed on how to use the latest
technology. The information technology
instructor will choose the topics of the day that the class itself voted on
prior to coming to class. Some options
the class will hopefully choose are digital cameras, video-editing programs,
etc.
Students would be able to analytically answer the following questions:
Students will gain the
knowledge of working with technology beyond the standard of Microsoft Office applications,
used in an office setting, including multimedia and advanced desktop
publications.
Students will learn to use
multimedia and advanced desktop publications to enhance their work with others.
Students will be competent in using various forms of multimedia and advanced desktop publications and will be comfortable in implementing these technologies in student affairs practice.
After a brief appraisal of
the definitions, history, theories, methods and strategies for designing and
delivering instruction at a distance, we will examine the characteristics of
distance learners, their modes of learning, and learner support systems. We
will conclude by projecting possible future developments and effects on student
development objectives and values.
As Sherry (1996) noted, the terms "distance
education" or "distance learning" have been applied
interchangeably by many different researchers to a great variety of programs,
providers, audiences, and media. Drawing from the works of Perraton (1988) and
Jonassen (1992), he listed its hallmarks as the separation of teacher and
learner in space and/or time, “volitional control” of learning by the student
rather than the distant instructor and noncontiguous communication between
student and teacher, mediated by print or some form of technology.
Impliedly, information technology is facilitating a
learning revolution which is confining geography into history. Today’s way of
doing things might not necessarily survive into tomorrow. Processes are
constantly being re-engineered and reconfigured leading to what
Anticipated Learning Outcomes
Students would be
able to analytically answer the following questions:
What is distance learning as it is defined and
practiced in the
Who are distance learners and what are their needs?
What are the student development needs of distance
learners?
How are students and
student affairs professionals impacted by distance learning?
In what ways can
distance learning be adapted applied to foster student involvement and
development as well as continuous improvement by student affairs professionals
and faculty?
The
purpose of this part of the course will be to examine how technology can be
used to assist with conducting research, assessment, and evaluation in student
affairs. As noted by Hanson (1997),
technology can be used for data inquiry, acquisition, interpretation, and
sharing. We will address each of these
areas while also considering future technological trends and resources
available to effectively and efficiently use research in our work with
students.
Anticipated Learning Outcomes
Students would be
able to analytically answer the following questions:
What tools and
resources are available to acquire information, sort through data, and
communicate results to others?
Where is technology
heading? Describe some of the issues and
trends impacting research, assessment, and evaluation?
How can student
affairs leaders effectively use tools to become “information brokers” in
disseminating knowledge to others?
How can using
various technologies in research, assessment, and evaluation enhance your work
with students?
Please see syllabus for more detail on this
course assignment.
This topic will focus on the values that drive technology as it relates to the field of student affairs. Students will be expected to read the corresponding chapter in the required text and come prepared with questions as they relate to the reading.
Class discussion will revolve around the main concepts of the chapter. Komives and Petersen (1997) summarize the chapter having it include “Ways futurists have learned to examine the future, …technological trends with implications for student affairs practitioners and concludes with principles that might be used to guide the choices and decisions to be made” (p. 83). “Decisions about the use of technology and the consequences of technological applications should be guided by the basic principles” which steer the practice of the student affairs (Komives & Petersen, 1997, p. 91). Furthermore, the steps outlined by Komives and Petersen (1997) are important as they are basic, but could be easily forgotten when attempting to incorporate technology onto a college or university campus (Komives & Petersen, 1997, p. 92-94). The abovementioned items are found to be important as the chapter provided useful ways to examine current technology and apply it directly to student affairs work, all while adhering to an individual’s belief structure.
Anticipated Learning
Outcomes
Students would be able to analytically answer the following questions:
What are the current trends in technology and how do they effect work in student affairs?
How can you plan for technology in the future?
What methods can be used to work collaboratively with others in planning for the future while maintaining your own values?
How do you create and implement a plan for evaluating the current trends as they relate to technology and student affairs?
During this session,
students will discuss and begin to critically analyze both legal and ethical
issues regarding the use of technology.
Discussion will conclude with the blueprints to develop computer policy.
With the increase in technology, legal and ethical
issues are becoming more pertinent.
Issues such as privacy and freedom of expression have come to the
forefront, often citing the First Amendment (Petersen & Hodges, 1997). “The challenges for educators, particularly
policy makers and student affairs practitioners, will be, first, to become
personally more familiar with the uses of technology on campus, and, second, to
keep abreast of the ever-changing legal landscape relative to new technologies”
(Peterson & Hodges, 1997, p. 45).
Implementing
computer policy will require knowledge of basic components, access, and
university principles. The need for such
a policy will also be addressed. “A
separate computer use policy can serve a valuable educational role,
synthesizing other campus policies and applying them to computer use” (Peterson
& Hodges, 1997, p. 55).
Anticipated Learning Outcomes
Students would
typically be able to analytically answer the following questions:
How does the First
Amendment apply to technology?
What are some important
legal and ethical considerations related to the development of a computer
policy on campus?
What impact do legal
and ethical issues have on students and professionals?
How can student
affairs leadership assist in helping students understand the current legal
issues regarding technology?
This component of the course will address
technological innovations that address the needs of students, faculty, and
administration. Focusing on
administration of technology and future planning, this part of the course will
cover the role of student affairs staff as architects, policymakers, educators,
and facilitators of change.
Another
important concept that will be addressed relates to collaboration. Ausiello and Wells (1997) stress that a
student-centered learning environment can be developed when student affairs
leaders work with academic departments, information technology professionals,
as well as outside business and industry.
Finally,
the development and implementation of an information systems plan will be
addressed. As noted by Mattmiller
(2003), the development and implementation of new information systems has the
potential to enhance many of the services provided to students. He states “these changes are not taking place
because they are quick and easy to implement, rather students have come to
expect these services” (¶ 3).
Anticipated Learning Outcomes
Students would be
able to analytically answer the following questions:
Where does the field
of student affairs fit in relation to the planning and development of
technology on campus?
What are the methods
or approaches available to collaborate with others to provide a foundation for
a student-centered learning environment?
When can students be
used to support information technology initiatives?
How are students,
faculty, and staff on campus affected by the development of technological
innovations?
What can student
affairs professionals do to create conditions necessary for information
technology to be embraced on campus?
After learning about planning for the future and the
development of information systems, the course will address the management of
information technology systems. As noted
by Barratt (2001), information technology in student affairs is an “accidental
success” and student affairs has not used information technology to its full
advantage or potential (¶ 2).
This
part of the course will identify important aspects of information technology
planning and policy. We will review
important elements identified by Barratt (2001) including planning and policy,
staffing, technology, and practices.
Additionally, opportunities and recommendations for student affairs
professionals that relate to each of these areas will be discussed.
Anticipated Learning Outcomes
Students would be
able to analytically answer the following questions:
How are information
technology plans and policies developed on campus? What elements impact plans and policies?
What methods or
strategies can be incorporated into student affairs work that will allow us to
spend more time working with students?
How can student
affairs staff work with information technology staff to provide ongoing
training and development related to new technologies?
How have functional
areas in student affairs effectively used information technology?
What can student
affairs leaders do to enhance technology plans and policies on campus?
References
Adobe Systems
Incorporated. (2004). Retrieved February
9, 2004 from
http://www.adobe.com/products/acrobat/main.html.
Ausiello, K.
& Wells, B. (1997). Information technology and student
affairs: Planning for the twenty-first
century. New Directions for
Student Services, 78, p. 71-81.
Barratt, W. (2001). Managing information technology in
student affairs: A report on policies, practices, staffing, and
technology. Student affairs electronic journal, 2, spring 2001. Retrieved
Benedict L. G. (2001). Technology and information systems. In S.R.
Komives, D.B. Woodard, Jr. & Associates (Eds.), Student Services: A
Handbook for the profession (pp. 476-493).
Edwards, K. (2003, October).
Impact of Technology on College Recruitment and Retention. Retrieved
Engstrom, C.M.,
Kruger, K.W. (1997). Using technology to
promote student learning: Opportunities for today and tomorrow. New
directions for student services, 78.
Evans, N. (2001). Theories of Student Development . In S.R.
Komives, D.B. Woodard, Jr. & Associates (Eds.), Student Services: A
Handbook for the profession (pp. 164-185).
Fitzpatrick,
A. (2003, February 10). Inviting a computer to take a seat in a
counselling session: Why should counsellors learn about the internet and
computer technology? Student Affairs On-line. Retrieved
Grossman, W. (2000). On-line
U. Scientific American, 18(4), 41
Hanson, G. R. (1997). Using
technology in assessment and evaluation. In C. M. Egnstrom
& K. W.
Kruger (Eds.), Using technology to promote student learning:
Opportunities for today and tomorrow (pp. 31-44).
Komives, S. R., & Petersen, R. J.
(1997). Values and principles guiding technology. In C. M.
Egnstrom & K.
W. Kruger (Eds.), Using technology to promote student learning:
Opportunities for today and tomorrow (pp. 83-95).
Kretovics, M. (2002).
Entry-level competencies: What student affairs practitioners consider when
screening candidates. Journal of College Student Development, 43(6),
912-919
Mattmiller, M.
(2003). Making the case for information systems development in student
affairs. Student affairs electronic journal, 4, summer 2003. Retrieved
Mereba, T. (2003). Managing
Transformation: Aligning Technology Initiatives with Institutional Priorities. TechTrends,47(3),
42-44.
Petersen, R. J, & Hodges, M. W.
(1997). Legal, ethical, and policy issues. In C. M. Egnstrom
& K. W.
Kruger (Eds.), Using technology to promote student learning:
Opportunities for today and tomorrow (pp. 45-58).
Schwitzer, A.M., Ancis, J.R.
& Brown, N. (2001). Promoting student learning and student development
at a distance: Student affairs concepts and practices for televised instruction
and other forms of distance education.
Sherry, L. (1996). Issues in
Distance Learning. International Journal of Educational Telecommunications,
1 (4), 337-365
Tapscott,
D. (1998). Growing up digital: The rise
of the net generation.
Winston, R.B., Jr. (1996). Counseling and advising. In S.R. Komives & D.B. Jr.
Woodward (Eds.), Student
services: A handbook for the profession
(3rd ed.), (pp.335-360).
Woodard & Associates
(Eds.), Student Services: A handbook for the profession (3rd ed.).
Wyer, M., & Adam, A. (2000). Gender and computer
technologies. IEEE Technology and
Society
Magazine , 18(4), 4-6.
SPA 650: Student Affairs and Technology
Fall 2004 (2 Credit Hours)
Instructors:
Campus SPA Faculty Member, Campus Information Technology (IT) Professional
Course Description and Purpose:
This course will provide students with the necessary tools and competencies to understand and utilize technology to expand the frontiers of student affairs practice while adhering to the principles, values, and ethics of the profession. It will prepare future leaders in student affairs to be versatile and enthusiastic professionals who are capable of championing the interests of students as technology continues to evolve.
Course Goals:
The course will help students achieve the following goals:
1. Cognitive – Students will become familiar with new technologies and tools available to professionals in student affairs, understand the impact of technology on others, become familiar with the legal and ethical issues related to technology, and understand administrative methods to develop and enhance student affairs work.
2. Affective – Students will understand how technology impacts interactions among students, faculty, and staff in higher education.
3. Behavioral – Students will be able to apply theoretical concepts in understanding technology and its influence on student learning and development. Students will also be able to use technology appropriately to further research, assessment and evaluation within the field of student affairs.
Required Text:
1. Engstrom, C.M., Kruger, K.W. (1997). Using technology to promote student
learning: Opportunities for today and tomorrow. New
directions for student services, 78.
Additional Required
1.
Evans, N. (2001).
Theories of Student Development. In S.R. Komives, D.B. Woodard, Jr.
& Associates (Eds.), Student Services: A Handbook for the profession
(pp. 164-185).
2.
Schwitzer, A.M., Ancis, J.R. & Brown, N. (2001). Promoting
student learning and student development at a distance: Student affairs
concepts and practices for televised instruction and other forms of distance
education.
3.
4. Fitzpatrick, A. (2003). Inviting a computer to take a seat in a counseling session: Why should counselors learn about the internet and computer technology? Student affairs electronic journal, 4, Winter 2003. Available on http://www.studentaffairs.com/ejournal/Winter_2003/counsellors.html.
5.
Edwards, K. (2003). Impact of Technology on College Recruitment and Retention.
Retrieved
6. Sherry, L. (1996). Issues in Distance Learning. International Journal of Educational Telecommunications, 1 (4), 337-365. Article available on electronic reserve.
7. Mattmiller, M. (2003). Making the case for information systems development in student affairs. Student affairs electronic journal, 4, summer 2003. Article available on http://www.studentaffairs.com/ejournal/summer_2003/systemsdevelopment.html.
8. Barratt, W. (2001). Managing information technology in student affairs: A report on policies, practices, staffing, and technology. Student affairs electronic journal, 2, spring 2001. Article available on http://www.studentaffairs.com/ejournal/spring_2001/will2.html.
Course Expectations/Methods of Evaluation:
1.
2. Class Participation: Involvement in class discussions and activities as well as the ability to integrate readings into these discussions and activities are important aspects of the course. All students are expected to participate in group activities, class discussions, and experiential exercises. It is impossible to participate if you are not in class. You are responsible for any material missed in the event that you should miss class.
3. Assignments: Students will complete all assignments with integrity and in a timely fashion. Any form of plagiarism, including sloppy scholarship and citations will not be tolerated. Written assignments will follow APA guidelines (5th edition) with modifications specified periodically.
4. Evaluation: Feedback is critical in developing skills as a professional and individual. You will receive regular feedback throughout the class including grades for the following assignments:
A) Class Attendance and Participation (10%)
The course will be interactive in nature with the instructors serving as facilitators rather than lecturers. Activities have been developed to assist you in developing analytical and verbal skills. You will be graded on attendance, willingness to participate in discussions and activities, and your ability to integrate readings into discussions.
B) Multi-Media Technology Group Presentations (20%)
Each student will be assigned to a group which will be given the responsibility for presenting a theoretical approach as it relates further to technology during a class period. The presentation should be about an hour in length and should incorporate the following information:
1. Brief recap of basic concepts and key points of the theory.
2. Brief description of how the theory can be applied and used in student affairs as it relates to technology.
3. Describe student populations this theoretical approach can be applied to in higher education.
4. A short demonstration of how the theory and technology can be used in working with a student.
5. The implications of technology as it relates to the theory.
6. References need to be provided to the instructor and fellow classmates.
7. Time should be allowed for a short question and answer period.
These presentations will also incorporate at least 10 different sources of the various multimedia and advanced desktop application presented in class during week 4. Possible sources of multimedia and advanced desktop applications include: Microsoft Publisher, Access, and PowerPoint. Students are expected to be creative with this venture while ensuring the abovementioned factors are clearly identified and presented to the class.
Grading will be as follows and all members will receive the same grade:
1. What 10 sources of multimedia and advanced desktop applications were used?
2. Appropriateness of theory and technology application?
3. How was the student development theory itself related to the class?
4. Were all group members involved in the presentation?
5. Overall presentation style.
C) Technology Research Assignment (20%)
In order to understand emerging technologies related to research and assessment, you will become an expert in an area of your choice. For example, you may choose to learn more about how online survey data can be collected and used in student affairs for research and assessment. Papers should follow APA guidelines and be approximately 3 to 5 pages in length. Students will choose topic areas in advance and these will be approved by one or both of the instructors prior to the week 3 class meeting. Research findings will be shared in class at the week 6 meeting.
D) Case Study/Simulation Activity (10%)
Students will be randomly assigned to groups with 4-5 students and given a scenario related to Information Systems Development, which will be provided at the start of class. For example, your group may be asked to formulate a plan for reducing paperwork on campus using technological resources. After forty five minutes of collaboration, your group will have ten minutes to present its recommendations and findings to the class. Grading will be based on organization and clarity of response, use of relevant materials, and creativity of approach.
E) Discussion Items for Panel Discussion (5%)
Students will bring a minimum of three discussion items that will be turned in at the start of class. These discussion items will be used to facilitate a discussion with IT professionals on policies, practices, staffing, and other issues related to managing information systems.
F) Reflective Theory Journals (5%)
Students to write individual journals reflecting on personal encounters with technology that influenced their identity development or that of other students they might have encountered.
G) Values, Legal, and Ethical Issues Associated with Technology Assessments
As technology continues to grow, so will the legal and ethical implications associated with the advancement of technology. Students will be expected to complete two papers during this course; one at the start of the semester and the other at the completion of the course. Please note that grading will not be based upon what you perceive but instead on the thought, introspection, etc. that is demonstrated along with the effectiveness of communication.
Assessment I (10%):
Since this course is heavily dependent upon a student’s knowledge of technology, this assignment is to encourage you to begin to think about the values, legal and ethical issues that revolve around technology. This will also provide for the instructors the base-line understanding of how the student feels about the technology that is currently present in today’s world. A few paragraphs on each question will be sufficient.
1. What are some societal and personal values that are associated with technology?
2. What are some legal issues that you perceive to be related to technology?
3. What are some ethical issues as they relate to technology?
4. What do you do to incorporate technology into your everyday working environment?
Assessment II (20%):
Throughout the semester you have been exposed to different technological advancements related to student affairs. You will be required to critically reflect on this course and the information provided and describe how this may or may not have correspond to the values, ethical and legal issues the students identified in Assessment I. Students are expected to do a MAJOR REWRITE of the first assessment paper. Please answer the following questions when writing this paper. As with the first assessment, a few paragraphs on each question will be sufficient.
1. What are some societal and personal values that are associated with technology? How are these congruent or not congruent with your original thoughts?
2. What are some legal issues that you perceive to be related to technology? How are these congruent or not congruent with your original thoughts?
3. What are some ethical issues as they relate to technology? How are these congruent or not congruent with your original thoughts?
Class Schedule:
|
Date |
Topic |
Due |
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Week 1 |
Introduction, Review Course Syllabus and Assignments |
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Week 2 |
Enhancing Communication through Technology - Time reserved for small group discussion on communication issues and trends related to technology. |
Assessment #1 Due |
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Week 3 |
Applying Student Development Theory to Technology - Time will be provided for students to complete the reflective theory journal during class. |
Required |
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Week 4 |
Multi-Media and Advanced Desktop Publications - Class time consist of demonstrations on multi-media technology and desktop publications. |
Required |
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Week 5 |
Distance Learning and Student Services - Time will feature activities related to how this topic impacts the management of higher education, gender roles and functional areas of student affairs. |
Required |
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Week 6 |
Technological Tools to Assist with Research, Assessment, and Evaluation: - Class Discussion on Research Assignment Findings |
Engstrom & Peterson (p. 31-44), Research Assignment Due |
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Week 7 |
Multi-Media Technology Group Presentations - Group 1 - Group 2 |
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Week 8 |
Multi-Media Technology Group Presentations - Group 3 - Group 4 |