CASE STUDY Student Affairs and Technology: Teaching for the Technological Revolution

1. CASE STUDYStudent Affairs and Technology: Teaching for the Technological Revolution Presentation by: Eric Bross, Josie Hutchinson, Bradley KaneNorthern Arizona University

2. Participants… • Eric Bross – • Masters of Education in Counseling, Human Relations Emphasis • Graduating May 2004 • Graduate Assistant Residence Hall Director for Greek Life • Originally from Cincinnati, Ohio • BGS from Ball State University, May 2002 • Currently job searching for a full-time Residence Hall Director position

3. Participants… • Josie Hutchinson – • Masters of Education in Counseling, Student Affairs Emphasis • Graduating May 2005 • Graduate Assistant for Residence Life, Office of Academic Outreach • Originally from Newcastle, Wyoming • BS in Human Development and Sociology at South Dakota State University • Internship with NAU Previews Orientation office • Currently assessing Unions and Student Activities Offices through student usages and need analysis

4. Participants… • Bradley Kane – • Masters of Education in Counseling, Student Affairs Emphasis • Graduating May 2004 • Graduate Residence Hall Director • Originally from Little Chute, Wisconsin • BA in Music from St. Olaf College • Currently researching the NAU campus climate for GLBT students • Currently serving in an internship in Student Life

5. The Situation at Hand… We believe that this case study has asked us to: • Design a 14-week graduate-level course within a Masters of Student Administration program • The purpose of the course is to prepare graduate students to be technologically-literate as a new professional in student affairs • Create a course that is adaptable to multiple campuses and student administration programs • Incorporate specific learning outcomes into the course and specific learning objectives for each class

6. Assumptions made… • 14 weeks are devoted to class lessons, exams, and projects • A Final Project will be due during Finals Week after the 14th week of classes • Each school hosting this course will have a classroom with a minimum of: • Computer for instructor(s) to demonstrate with • High-speed internet connection • All Microsoft Office Software applications • Video projector or large-screen TV to display with (Additional resources, computer lab, etc. are preferred but not necessary) • Instructor(s) will be able to pre-arrange guest speakers for class on the 5th week • Host schools will have an online library reserves website for required readings or the professor will create a site hosting all articles

7. Course Rationale… • Prepare new professionals to better understand specific software and computer systems in their own departments • Teach professional and effective digital communication • Provide stronger business/customer service orientation by teaching students on efficiency, accuracy, and speed of information • Begin to standardize education of technology skills and knowledge in student affairs as similar with other standardizations (i.e. CACREP, accreditations, etc.)

8. Course Rationale… • Learn how to apply, evolve, and integrate student development theories with technology • Teach ethical use of technology in the student affairs profession • Expose students to tools and skills concerning technology so it may be passed on informally to colleagues and students

9. Course Instruction Style… This course is designed around the concepts of active and experiential learning models engaging students to enhance their peers and their own learning While most classes will have a lecture component, there will often be practical applications as well Students will be strongly encouraged to participate on a regular basis and will be held accountable through attendance and participation points Course Organization… This course is organized weekly following an “hour glass” approach to learning Initially students will learn about broad strokes of technology and its influence in student affairs Eventually lessons slim down to teaching specific skills Finally the class lessons broaden out to discuss and contemplate the larger, more abstract concepts of how technology is integrated into student affairs and higher education Approach to the Course…

10. Course Objectives… • At the conclusion of this course, students will: • Demonstrate knowledge of the history of technology and how it has affected the student affairs profession • Demonstrate knowledge about the most up to date technology used in student affairs • Demonstrate basic skills in using common-practice technology in student affairs offices to create a more knowledgeable and trainable new professional • Demonstrate knowledge of how to use technology to professionally, effectively, and efficiently communicate with others • Demonstrate knowledge of popular trends and types of technology used by the student affairs profession today • Demonstrate knowledge and skills to integrate technology with the concepts of student recruitment/retention, customer service, student development theories, etc.

11. Course Readings… • Course Packet • Due to the emerging importance and ever-changing world of technology an up-to-date collection of required and additional readings are gathered and posted digitally on the university’s online reserves website for the course • Using this format, articles are easily updated year to year by the instructor(s) • A printed and bound version of the required readings can also be purchased by those students without consistent access to a computer

12. Course – WEEK 1

13. Course – WEEK 2

14. Course – WEEK 3

15. Course – WEEK 4

16. Course – WEEK 5

17. Course – WEEK 6

18. Course – WEEK 7

19. Course – WEEK 8

20. Course – WEEK 9

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22. Course – WEEK 11

23. Course – WEEK 12

24. Course – WEEK 13

25. Course – WEEK 14

26. Assignments… • All assignments should revolve around one student affairs department, chosen by each student at the start of this course, so that all work can contribute to that individual’s final project • Ability/Confidence Assessment • In-class assessment that determines student ability and confidence for various topics to be discussed in class. Instructor(s) will review assessments after first class to get a feel for the average level of competence. Then assessments will be returned to students for their own self-awareness and development towards the final project. • Flyer Design • Students will design a standard letter-sized flyer for a fictitious event before class on week 3. Students will then critique their own work after class and recreate the flyer with a more effective aesthetic learned within class.

27. Assignments… • Interview (as described in course syllabus) • This interview is an excellent opportunity for you to learn more about the technological aspects of the student affairs department that interests you most. • You will need to set up a 30 – 45 minute interview with a member of this department who works with most of the technology. • The content of the interview should be based on past, present, and future aspects of technology within their department. • This is a professional department so it is expected that you carry yourself in a professional manner including dressing in a professional fashion. • After the interview you will write a 2-3 page paper giving a summary of the interview and any analysis you might be able to provide. (A word for word transcription will not be accepted.)

28. Assignments… • Literature Review (as described in course syllabus) • For this literature review, you will need to find three articles from scholarly journals in order to complete this assignment. • You will briefly summarize each article and then analyze them as one document. Make sure you incorporate references from each article within your paper. • Also, please speculate how the subjects in these articles will or have had an impact on the field of student affairs. • Your paper should be 5-6 pages.

29. Take-home Midterm Exam… (as described in course syllabus) • The take-home Midterm Exam will consist of 50 multiple choice and short answer questions • You will have one week to complete the exam • You will be tested on concepts and discussions from the first 4 weeks of the course • Only clarification of questions on the test can be asked of the instructor(s) • You are not to discuss the exam with classmates while in possession of the exam

30. Group Case Study Exam… (as described in course syllabus) • You will receive the case study one week before it is due. • This exam will be done in groups of three. • In the field of Student Affairs we often have to work in teams to complete a task and find viable solutions. This case study does not have a correct answer; each group’s results will be completely different. • Here are things to consider when working on your case study: • How will you infuse concepts concerning technology into your results? • How well are your results organized? • Are your results practical? • Be thorough in your summary • You will turn in this case study with a title page, results, and an annotated bibliography. (Please make a copy of your group’s annotated bibliography for everyone in the class to have other resources.) • The number of articles you use to support your results is up to each group. You are recommended to use at least 5.

31. Group Case Study Exam… • You will be awarded points based on the following: • Clarity of results • Thoroughness of investigation • Creativity • Quality of content • Incorporation of key points from class • Understanding of concepts from class • The learning objectives for this case study include: • Incorporate class-learned concepts and knowledge into practical applications to prepare for professional experience • Practice critical thinking and problem solving skills in a focus area of technology and student affairs • Further develop group communication, delegation, and follow-through skills by working in small teams

32. Final Project… (as described in course syllabus) • Your final project is to create an ideal technological system for a student affairs department of your choice. This final project is a culmination of the semester’s assignments and should be the same department you have chosen for your previous assignments. • You will incorporate your past work and additional research into a well-organized paper of at least 10 pages or more depending on what feels appropriate to you to clearly communicate the results. • You will use your student affairs department’s existing staffing and operating structures to guide your decisions to develop the ideal technological systems for that department. • You will need to consider and discuss the following in your paper: • Ethical, legal, and confidentiality issues associated with the technology within your department • The plan for acquisition of hardware/software, schedules for maintenance and upgrading, as well as, how much money you estimate should be budgeted for these decisions • List all potential uses of your technology choices • Explain how you plan to incorporate theory and personal interaction into your technology uses • Identify areas that you had self-assessed as being less knowledgeable about in the beginning of class and how your personal understandings have improved and expanded throughout the semester

33. Final Project… • You will be awarded points for the following: • Clarity of proposal • Thoroughness of design • Creativity • Validity of content • Incorporation of key points from class • Understanding of concepts from class • The learning objectives for this final project include: • Incorporate class-learned concepts and knowledge into practical applications to prepare for professional experience • Practice critical thinking and problem solving skills in a focus area of technology and student affairs • Experience how to develop a comprehensive plan for a department which could contribute to skills needed in the future as an administrator • Gain skills observing, analyzing, and researching a topic to create a proposal

34. Rationalization for Choices… • Class Structure – to build onto basic computer functioning skills of students and take a more focused and logical look at teaching topics of technology within student affairs through an active, engaging, and hopefully enjoyable style • Course Readings (required & recommended) – to provide focused and up-to-date resources for class material rather than a text book that may not be able to stay accurate with such a quickly evolving topic; provide an opportunity to demonstrate what other universities are doing successfully or not • Assignments – to offer hands-on experience to students using information learned in classroom and relating it to what is happening in practice on their campus • Class Ability/Confidence Assessment – to help reemphasize self-reflection and awareness, as well as, help connect students to course material through individual investment

35. Rationalization for Choices… • Midterm Exam – to test foundational knowledge of terms and issues needed to successfully continue with class work and understanding of student affairs specific technology information • Case Study Exam – to provide further teamwork experience while focusing on application of learned information in the classroom to common practice; offer opportunity to have a shared experience with peers to connect students to class and the profession • Research project – to offer an opportunity for students to demonstrate their cumulative knowledge on this course’s subjects; to encourage student to self-report learning in conscious format and also provide feedback to instructors; prepare students for practical work experience in a particular student affairs department; to further develop research techniques that can be applied to individual research done in post-graduate work experiences

36. List of References… • Abowitz, Rob. (2002, March). “Using the Web to Support Residence Life Staff and Programs.” Paper presented at annual conference for National Association Student Affairs Professionals, Boston, MA. *Step by step example of setting up a professional site. • Barratt, Will. (2003). “Four Elements of Information Technology in Student Affairs.” Student Affairs Online, 1(3). Retrieved February 12, 2004, from http://www.studentaffairs.com/ejournal/Fall_2000/art7.html. *Addresses the four-element model of IT in student affairs: Policy, Practice, Staffing and Technology. • Boulais, Nicole. (2003, March). “Changing the Channel.” Paper presented at annual conference for National Association Student Affairs Professionals. *Noted terminology need for student affairs professionals in technology. Goals of using technology were discussed such as help students develop coherent values and ethical standards, set and communicate high expectations of student learning and use systematic inquiry to improve student and institutional performance. • Cenatiempo, Anna. (2002, March). “Taking Stock of What we have: Using Technology to Move Forward.” Paper presented at annual conference for National Association Student Affairs Professionals, Boston, MA. *Focused on presenting George Washington University situation and how they went about approaching technological need. • Crawley, Anita. (2004). “Online Student Services Benefit All Students.” Student Affairs Online 5(1). Retrieved February 9, 2004, from http://www.studentaffairs.com/ejournal/Winter_2004/OnlineStudentServices.html. *Noted different programs used in higher education such to develop online services in various offices • Ester, Suzanne. (2003). “Designing Student Development Curriculum as Through Technology Matters.” Student Affairs Online, 4(1). Retrieved February 9, 2004, from http://studentaffairs.com/ejournal/winter_2003/curriculum.html. *Discussed faculty’s role in technology and the academic world in general such as webct and blackboard. Described an example of course set up to instruct masters students in student affairs on technology. • Junco, Reynol. (2002, March). “Web (R)evolution: Making Web Sites Accessible and Useable for all Students.” Paper presented at annual conference for National Association Student Affairs Professionals, Boston, MA. *Defined many technological terms, discussed disability issues and technology, tools for creating web pages.

37. List of References… • Kruger, Kevin. (2003). “Do you Blog?” NASPA Leadership Exchange, 1-2. *Updates student affairs professionals of a new trend called blogging that students are using to communicate with each other. • Kruger, Kevin. (2003). “Online Student Services: Where is Your Campus?” NASPA Leadership Exchange, 1-2. *Stages universities go through in the process of developing online student services. Describes values of resources and provides many other sights for ideas of other institutions online services. • Lewis, Jacqueline. (2001). “College students @tech.edu: A Study of Comfort and Use of Technology.” Journal of College Student Development, 42(6), 625-631. *Investigated the comfort and use of technology among college students. • Nebeker, Annie. (2002, March). “Cyber Crime: Students Terrorizing Campus.” Paper presented at annual conference for National Association Student Affairs Professionals, Boston, MA. *Issues of hacking, crackers, and terms used in computer crime. Explores case studies and discussion of appropriate responses. Also noted laws associated with topics in fraud, devices, and computers. • “Student Affairs Technology Strategic Planning Committee.” Retrieved February 12, 2004, from http://www.sa.ucla.edu/SAO/CSADLTR.HTM. *UCLA’s technology strategic planning committee outlines strategies for technological services and the process of obtaining such services. • “UCLA Student Affairs Technology Strategic Report.” Retrieved February 12, 2004, from http://www.saonet.ucla.edu/sao/SATCHPLN.html. *UCLA report addressed planning process, outlining goals, modifications, assumptions, objectives, and noting on-going funding. Information in direction to gain structure in organizing for the future. • Wallace, Heather (2000). “Campus Ecology Theory and Websites.” Student Affairs Online. Retrieved February 9, 2004. http://studentaffairs.com/ejournal/Fall_2000/wallace.htm. *Applies tradition student affairs theory to technology. Using Environmental theory compares four elements from “in real life” vs. those “from the web”: Physical Features, Human Aggregates, Organizational Structures and Constructed Meaning.

38. List of References… • Gleick, J. (2001, April). Inescapably Connected: Life in the Wireless Age. The New York Times Magazine, http://www.nytimes.com/2001/04/22/magazine/22CONNECTIVITY.html?ex=1076821200&en=73714005e5a087d8&ei=5070 This article talks about the internet and how we have no choice but to learn and be connected to it. We will learn to adapt to the new world of technology and continue to find our way through the internet community. • Darlington, R. (2002, September). Internet Ethics: Oxymoron or Orthodoxy? http://www.rogerdarlington.co.uk/Internetethics.html You will learn about the considerations when ethics are involved in the internet realm. This piece of material supplies a wonderful case study about the French legal issues with the American internet company, YAHOO! • Trusties of Boston University. (1998-2003). http://www.bu.edu/cme/policies/privacy_policy.html This Boston Universities page on the legal issues associated with their computer facilities. They talk about their privacy and confidentiality policy, Boston University’s information security policy, and conditions of use and policy on computing ethics. • Office of the Registrar, Penn State. (2003, December). Confidentiality and Security of Student Records. http://www.psu.edu/registrar/conf.html This page talks about what kind of information can be shared and who that information can be shared with. It talks about the FERPA guidelines and what to do and not do. Finally, it gives an overview of good practice and bad practice. • Internet Law and Policy Forum. (n.d.) Retrieved February 14, 2004. http://www.ilpf.org/ This site provides members the opportunity to stay up to date on issues concerning the legal issues on the internet. There are links to documents from conferences and other sponsored events. • Dvorak, J. C. (February 11, 2004). As the Record Turns: The Complicated Ethics of the Online Music War. Retrieved February 14, 2004 from http://abcnews.go.com/sections/scitech/ZDM/kazaa_commentary_pcmag_040211.html This article talks about the issues surrounding the online music sharing war. It talks about the music sharing online companies and how they lost a case in April 2003 which resulted in the music sharing ban.

39. List of References… • Schiesel, S. (2004). Beyond Piracy: the new face of internet file-sharing. International Herald Tribune The IHT Online. Retrieved February 14, 2004. http://www.iht.com/articles/129320.html This article is about the music and movie industry and how someone figured out who to use a company and download programs from the internet. It also talks about how they have tracked the maker of this internet downloading source. • The Sharpened.net Computer and Internet Glossary. Retrieved February 12, 2004 http://www.sharpened.net/glossary/index.php This website supplies the reader with the most up to date computer technology terms and definitions. • Sagnus.net. Glossary of Computer Terms. Retrieved February 11, 2004. http://www.saugus.net/Computer/Terms/ This website supplies the reader with the most up to date computer technology terms and definitions. • Kistler, R. (2002, June 5) Encouraging Energy Stewardship: An Analysis of Energy Use and Environmental Impact of a Campus Computer Classroom at Bethel College, St. Paul, MN. Retrieved February 12, 2004. http://www.bethel.edu/~kisrob/CampusEnvironment/computers/computers.htm • Woolfe, K. (2000, November) Computer Energy Savings. Retrieved February 11, 2004 http://www.lbl.gov/ehs/wastemin/green_team/compenergy.html This article talks about the common myths about computer energy savings. It talks about how much energy is used in the USA. It gives reader some suggestions of what they can do. • Flowers, L. A. , Moore III, J. L. (2003, February 10). Conducting Qualitative Research On-line in Student Affairs. Student Affairs On-line, vol. 4 no. 1 Winter 2003. Retrieved February 13, 2004 http://www.studentaffairs.com/ejournal/Winter_2003/research.html This article talks about how to use the internet to find qualitative data. It gives suggestions as well as what one might expect when conducting research though an on-line medium. • Division of Student Affairs, St Thomas University. (2002). Assessment Resources. Retrieved February 11, 2004. http://www.stthomas.edu/studentaffairs/assessment-resources.htm This site offers links to other sites that provide assistance for people doing research with on-line materials.

40. List of References… • Janicke Hinchliffe, L. (1997, May 29) Student Affairs Resources on the Internet. Parkland College Champaign, Il. Retrieved on February 12, 2004 http://alexia.lis.uiuc.edu/~janicke/student.htm This site offers links to other sites that provide assistance for people doing research with on-line materials. • Disney On-line Cyber Netiquette. Retrieved February 12, 2004. http://disney.go.com/cybersafety/ This is a fun interactive on-line teaching tool for children on internet safety. This is also fun for adult to learn some things about internet safety. • Office of the Secretary. Internet Safety. Retrieved February 11, 2004 http://www.ed.gov/about/offices/list/os/technology/safety.html This website offers links to different things concerning the internet. It has summaries of the different links. • Ross, S., Albion.com. (1990-2004). Netiquette Home Page. Retrieved February 10, 2004. http://www.albion.com/netiquette/ This website offers tools and links on how to be better at working on the internet and using it properly. • Hambridge, S. (1995, October 24). Netiquette Guidelines. Retrived February 12, 2004. http://www.dtcc.edu/cs/rfc1855.html This document provides a minimum set of guidelines for Network Etiquette which organizations may take and adapt for their own use. As such, it is deliberately written in a bulleted format to make adaptation easier and to make any particular item easy to find. • ETS Research and Development: Assessment and Technology. (2004). Advancing assessment design, administration, and scoring Retrieved February 10, 2004 http://www.ets.org/research/assesstech.htmlThis website talks about the different ways they have used technology for testing purpose for various projects. They have links to various products one can use. This site is good to brows though for information on assessment and testing. • Barrett, H. (2004, January 24). Using Technology to Support Alternative Assessment and Electronic Portfolios. Retrieved February 11, 2004. http://electronicportfolios.org/portfolios.html This set of web pages will describe and discuss the use of technology to support alternative assessment from a number of perspectives. Developed and maintained by Dr. Helen Barrett, Assistant Professor, Educational Technology, School of Education, University of Alaska Anchorage.

41. List of References… • http://www.acpa.nche.edu/seniorscholars/trends/trends5.htmThis website talks about the trends that are shaping the student affairs field. These trends deal with the technological aspects that dictate the way student affairs professional do things. • http://www.pewinternet.org/reports/pdfs/PIP_Schools_Internet_Report.pdf This document talks about the internet-savvy ness of our incoming students. This is a good reading to think about where our students are and where we need to be. • http://www.pewinternet.org/reports/toc.asp?Report=71 This website has the results of research that was conducted to see how college students use the internet. It talks about how student use this for their social life, i.e. games, and what the implications of student internet use in the future. • Upcraft, M. L., & Terenzini, P. T. (1998) Technology, Retrieved February 15, 2004, http://www.acpa.nche.edu/seniorscholars/trends/trends5.htmThis website talks about the trends that are shaping the student affairs field. These trends deal with the technological aspects that dictate the way student affairs professional do things. • Levin, D. & Arafeh, S. (2002, August). The Digital Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools. Retrieved February 14, 2004. http://www.pewinternet.org/reports/pdfs/PIP_Schools_Internet_Report.pdf This document talks about the internet-savvy ness of our incoming students. This is a good reading to think about where our students are and where we need to be. • Jones, S. (2002, September). The Internet Goes to College: How Students are living in the Future with Today’s Technology. Retrieved February 14, 2004. http://www.pewinternet.org/reports/toc.asp?Report=71 This website has the results of research that was conducted to see how college students use the internet. It talks about how student use this for their social life, i.e. games, and what the implications of student internet use in the future.