1. Curriculum Committee for Student Affairs and Technology Course Bernadette Henderson Janice Lew Tara Riall Colleen Schmidt Seattle University

2. Committee Objectives Ascertain the necessity for a course about technology in student affairs Establish a course that meets students graduate needs Determine course objectives and anticipated learning outcomes Develop a comprehensive syllabus for a 14 week course

3. History of Technology in Higher Education The practice of student affairs must shift from providing resources in a campus environment to linking the learner with those resources wherever the learner is and whenever the resources are needed (Upcraft and Goldsmith,Technological Changes in Student Affairs Administration, 2000) Computers have provided new and improved outlets for communication and collaboration inside and outside of the classroom.

4. History of Technology in Higher Education, cont. The advent of the computer has provided new methods for research and forced new methods of teaching to keep abreast of current trends in the ever-changing field of technology. Student affairs units must be just as comfortable with technology as academic units within a given institution.

5. History of Technology in Higher Education, cont. Technology is a presence that is re-shaping college campus, regardless of student affairs practitioners willingness to embrace it or fear its depletion of interpersonal relationships. Empowerment can teach professionals to critique technology using the same theories that form the foundation of all student affairs work. (Wallace, H., 2000)

6. History of Technology in Higher Education, cont. 90% of college students use the web, for an average of almost six hours per week, primarily for educational purposes. (Wallace, H., 2000) Todays students have grown up tech-savvy, but there is a growing need to educate students on technological use within an educational setting. Technological incorporation can become the greatest tool of the student affairs profession for meeting the needs of todays students.

7. History of Technology in Higher Education, cont. In the academic context, students want to conduct all institutional administrivia over the Internet, phone, desktop, or most convenient device twenty-four hours a day, seven days a week. (Maughman, G.R., ___)

8. Future of Technology in Higher Education Three focusi of technology in student affairs: Minimize administrative tasks Create an unlimited educational environment unrestricted by classroom walls Meet students where they are while maintaining personal service

9. Brief Overview of Technology in Student Affairs Course Rationale: Provide an updated introduction to Student Affairs focusing on areas of specialization, theories of Student Development and the impact of technology. Format: Classroom modules (CM) allow cutting-edge technological presentations and community building among students. Online modules (OM) increase comfort with technology through intense immersion

10. Brief Overview of Technology in Student Affairs Course Outcomes: Introduce students to the Student Affairs profession Cultivate higher-level thinking skills Technologically empower students Increase dialogue among consortium students

11. Module #1: The Future is Here: An Introduction to the Technology in Student Affairs Course Most students prefer using the Internet for research and recreation. They will spend countless hours searching and surfing. However, they may not completely understand the Internet's strengths and weaknesses as both a research tool and as a general source of information. (Beck, S., 1997)

12. Module #1: The Future is Here Objectives Review of modern technology (internet, videoconferencing, online course platform) Overview of online and offline research (e- databases, online sources, internet validity, APA resources). Application of technology via participation in e-networking, e-appearances, virtual tours (Jonassen, Howland, Moore, and Marra, 2003).

13. Module #1: The Future is Here Useful Links http://library.albany.edu/internet/#using A thorough introduction to the web including vocabulary, research tips, history and technological aspects of being online. http://library.albany.edu/internet/#using http://www.virtualsalt.com/evalu8it.htm Checklist of issues of concern when evaluating online sources. http://www.virtualsalt.com/evalu8it.htm http://www.duke.edu/~de1/evaluate.html Dr. Everharts 0 to 100 point rubric for comprehensively evaluating websites. http://www.duke.edu/~de1/evaluate.html http://trochim.human.cornell.edu/WebEval/webeval.h tm Scholarly research on website evaluation including an article on the internets impact on student learning. http://trochim.human.cornell.edu/WebEval/webeval.h tm http://lib.nmsu.edu/instruction/eval.html A user- friendly, example-rich, step-by-step walk through of website evaluation. http://lib.nmsu.edu/instruction/eval.html

14. Module #1: The Future is Here Activity Observe demonstrations of the online course platform with specific attention paid to off-site connectivity and activity completion within the site. Engage in a telefieldtrip to the nine other Consortium schools in the Learning Circle. Using e-networking, organize groups of five to six individual keypals (Jonnassen et al, 2003) for the Policy Symposium – at least one member of each group must be from a different campus. This is an in-person session. Come meet your classmates for the semester!

15. Module #1: The Future is Here Activity, cont. Participate in the in-class overview of online research. Use at least two search engines and an online database to research technology and your preferred focus within Student Affairs (e.g. Admissions, Residence Life). Validate at least three websites and choose three journal articles from the electronic database to create an annotated bibliography of six sources. Be sure to include validity justification for your sources and define what aspects of your websites denote quality construction. APA format is required. Post this to the campus class website for the Resource Collection before the next class session and be sure to review your peers submissions (Jonassen et al, 2003).

16. Module #1: The Future is Here Learning Outcomes and Rationales Active engagement will immerse students in the technology that they will encounter in the course (videoconferencing, e-networking, internet searches) to emphasize real-life implications of technological advances in Student Affairs (Hird, 2000). Use of online and offline research skills, coupled with e- networking will develop the higher-level thinking skill of evaluation (Tileston, 2004) that allows for effective decisions on how to incorporate technology within various student affairs professional roles within a collaborative environment. In-person meeting will provide a technological reference source for students via in-class demonstrations of the course platform and establish a sense of community at the start of the semester.

17. Module #2: Tech Savvy Students on the New Digital Campus There is…a growing and increasingly computer literate student population with access to extensive computer resources, both on campus and increasingly at home. Self-service [is] empowering students to manage their own learning more actively. (Cornford, J., and Pollock, N. 2003)

18. Module #2: Tech Savvy Students Objectives Investigate technologys imprint on the 3J (just in time, just for me, just the right content) and 3R (right information, right time and place, right format) learning and information models (Langenberg, D.N., and Spicer, D.N., 2001). Examine how technology is used to support, not replace, the student affairs enterprise (Langenberg, D.N., and Spicer, D.N., 2001).

19. Module #2: Tech Savvy Students Objectives, cont. Understand the role of various technologies in providing integrated, personalized, asynchronous services to students. Consider extended internal and external campus collaborations and partnerships with the advent of technologically-based student services.

20. Module #2: Tech Savvy Students Useful Links http://www.wcet.info/resources/publications/ guide/guide.htm A unique publication that showcases the University of Illinois online registration as part of the Western Cooperatives project guide facilitating online Student Affairs development. http://www.wcet.info/resources/publications/ guide/guide.htm www.internet2.edu A site that showcases the future of technology in education by coming full circle with the original intent of the internet as a collaborative tool for researchers. www.internet2.edu

21. Module #2: Tech Savvy Students Activity (this is an online session) Investigate the links listed above and search for three interactive websites you think would appeal to freshman, transfer, and non-traditional students respectively. Focus on interactive websites that are not educationally based. Via email, be in touch with the Chief Student Affairs Officer at an institution of your choice to learn about the top three challenges and/or triumphs regarding technology and student affairs on their campus. Also, email an undergraduate student (student organization contacts are a great start) to examine whattech savvy really means – what are students doing with technology in all of its forms?

22. Module #2: Tech Savvy Students Activity, cont. Technology and Theory Intersection of the Week: Carl Jung believed that behavior resulted from inborn tendencies or preferences (Jung, C., 1960). John Holland posited that behavior was a result of interactions between an individual and her environment (Holland, J., 1992). Do you believe that todays students were born with a love for technology or that the pervasive availability of technology is an environmental condition that has resulted in students ease with technology? Participate in the online discussion board by sharing your interactive websites, e-network contacts insights, and your own thoughts on this weeks Technology and Theory Intersection. Peer review your classmates contributions.

23. Module #3: Indirect Guidance: Technological Counseling and Academic Advising Can effective advising take place for distance learners? www.studentaffairs.com

24. Module #3: Indirect Guidance Objectives Examine technology use (telementoring, online advising) in academic advising, peer mentoring, and counseling. Delineate the pros and cons of indirect advising. Gain hands-on experience with advising technology.

25. Module #3: Indirect Guidance Useful Links http://www.psu.edu/ncta/ NACADA Professional advising association website link to their Commission on Technology in Advising which includes numerous links to innovative uses of technology in advising. http://www.psu.edu/ncta/ http://ezra.cornell.edu/ Touted as the first online helpdesk on the NACDA site, Uncle Ezra has been imitated on many college campuses as a first stop for many students seeking personal and academic advice and general student service information on a particular college campus. http://ezra.cornell.edu/ http://www.seas.upenn.edu/~epac/ Highly informative peer advising website at the University of Pennsylvania replete with college and major specific information and links to advisors. http://www.seas.upenn.edu/~epac/ http://www.ncsu.edu/advising_central/ An informative first step website that answers basic frequently asked questions and refers students with complex problems to the appropriate college personnel. http://www.ncsu.edu/advising_central/ http://www.studentaffairs.com/ejournal/Spring_2001/advising.html Article about the pros of online advising for special populations (adult learners). http://www.studentaffairs.com/ejournal/Spring_2001/advising.html http://www.google.com/u/nacada?q=advising+online

26. Module #3: Indirect Guidance Activity (this is an online session) Review the sites above. Explore non- website-based, technological approaches to academic advising (email registration, teleregistration). Examine the benefits and detractors of not seeing an advisee face-to-face. Are there alternatives to non-verbal communication as indicators of hidden difficulties?

27. Module #3: Indirect Guidance Activity, cont. Technology and Theory Intersection of the Week: The strength of the internetits ability to deliver information directly to individualsmay also be one of its greatest dangers. Students retreating to the isolation of their computers may avoid…involvement, and instead be content with self-gratifying Internet [involvement] through discussion groups, aliases, and other links [as replacements for] face-to-face interactions (Treur, P., and Belote, L., 1997). How might technology go beyond merely providing information to providing avenues for development in Chickerings third vector of interdependence (Chickering and Reisser, 1993)? Post your website reviews and insights to the class discussion board.

28. Module #3: Indirect Guidance Learning Outcomes and Rationales Technological immersion via online format will continue to increase technological comfort of students enrolled in the course. Advising and Counseling will be thoroughly examined as facets of the overall Student Affairs profession. Evaluation of student services that go beyond websites to incorporate technology will foster development of a technological framework and the higher-level thinking skills of evaluation (Tileston, D.W., 2004) that allow for effective decisions on the incorporation of technology within various Student Affairs roles. Technology and Theory Intersection will provide students with a Student Development theoretical framework from which to evaluate the impact of technology on student affairs.

29. Module #4: Welcoming Students to the Digital Campus: Admissions, Financial Aid, and New Student Programs For students who have a negative experience navigating through an institutions website, this raises feelings of confusion and frustration before a student steps foot on a campus or speaks with anyone from the campus. (Parsons, A., Herandez, J., 2003)

30. Module #4: Welcoming Students Objectives Review ways colleges use technology to promote, implement, and evaluate new student programs. Explore innovative uses of technology in admissions, orientation services and financial aid that go above and beyond the norm.

31. Module #4: Welcoming Students Links to Review http://webcatalog.cc.utah.edu/orient/online/opening_flash.html University of Utahs orientation website embraces the student with the college song. From initial registration, the University tracks the online progress of prospective students while incorporating a welcoming environment for internet explorers. http://webcatalog.cc.utah.edu/orient/online/opening_flash.html http://www.ramapo.edu/academics/firstYear/orientation.html Ramapo College incorporates the College web page into student orientation by posting the itinerary for upcoming events. The site informs students that they will receive continued services throughout the year and offers an introduction to other components of the first- year experience at Ramapo. http://www.ramapo.edu/academics/firstYear/orientation.html http://orientation.osu.edu/ Ohio State recognizes the needs of different types of students (transfers, traditional freshmen and winter starters) and personalizes site information for each contingency. Speaking directly to the student instead of an anonymous entity, the site distinctly notes what to expect from the orientation program. http://orientation.osu.edu/

32. Module #4: Welcoming Students Activity (this is an online session) Investigate the links listed above and search financial aid and orientation offices in your geographic area for ones you feel go above and beyond the norm. Also be in touch with a student affairs professional in financial aid or new student programming at an institution of your choice. Reflect on your personal college experience to contrast ways colleges currently use technology to serve students as compared to how technology was used during your undergraduate years. Look beyond the internet to actual service providers that use technology in unique ways.

33. Module #4: Welcoming Students Activity, cont. Technology and Theory Intersection of the Week: Evaluate how the frustrations students experience with ineffective technological efforts on the part of colleges could be detrimental to a student in Chickerings first vector of competency development (Chickering and Reisser, 1993). Participate in the online discussion board by sharing results of your search for innovate service providers, the comparison exercise, your e-network contacts insights, and your own thoughts on this weeks Technology and Theory Intersection. Peer review your classmates contributions.

34. Module #4: Welcoming Students Learning Outcomes and Rationales Technological immersion via online format will continue to increase comfort with technology. E-networking will continue to expand students contact bases for real- time consultations within their professional roles. Financial Aid and Orientation will be examined as facets of the Student Affairs profession.

35. Module #4: Welcoming Students Learning Outcomes and Rationales, cont. Timeline comparisons of frontline new student services will develop the higher-level thinking skills of comparison and contrast (Tileston, 2004) that allow for effective decisions on how to incorporate technology within various aspects of the Student Affairs profession. Technology and Theory Intersection will provide students with a theoretical framework from which to evaluate the impact of technology on Student Development.

36. Module #5: Admissions and Enrollment Services More and more, institutions are using technology as a means to attract more students to their campuses replacing some of the more traditional methods of marketing like print, radio and television ads… (Edwards, K., 2003)

37. Module #5: Admissions & Enrollment Objectives Examine technology in admissions and enrollment as an administrative and communicative tool. Evaluate negative consequences of technology for admissions and enrollment services. Interact with software tailored for enrollment management.

38. Module #5: Admissions & Enrollment Links to Review http://studentaffairs.com/ejournal/Fall_2000/banning. htm A discussion regarding the proliferation of online virtual tours as the first area of contact for a majority of todays prospective college students. Emphasis is placed on the importance of a positive interaction with the Universitys web page. http://studentaffairs.com/ejournal/Fall_2000/banning. htm https://www.applytexas.org/adappc/commonapp.wb Texas is one of many states that uses an online common application to streamline admissions. https://www.applytexas.org/adappc/commonapp.wb http://www.ithaca.edu/tour/ Exemplary site incorporating slideshows, videos, 360 degree panoramas, and student tour guides for the virtual tour. The Ithaca Admissions site also has a My Ithaca feature that allows for extensive tracking, postcards and online application to Ithaca College. http://www.ithaca.edu/tour/

39. Module #5: Admissions & Enrollment Links to Review, cont. http://www.browndailyherald.com/stories.asp?storyI D=570 Informative story on technological glitches that can occur in Admissions. http://www.browndailyherald.com/stories.asp?storyI D=570 http://www.computerworld.com/securitytopics/securi ty/privacy/story/0,10801,73472,00.html Story about the intersection of technology, admissions and ethics. http://www.computerworld.com/securitytopics/securi ty/privacy/story/0,10801,73472,00.html http://www.sctcorp.com/Education/p_b_student.html # Click on the software demo in the right hand column the first three steps of the See it in Action Link explain the Banner competencies for Admissions. Four through ten explain Banners interlinks between admissions, financial aid, advising and even student portals. http://www.sctcorp.com/Education/p_b_student.html #

40. Module #5: Admissions & Enrollment Activity (this is an online session) Review the links above. Use your student key to download and test out one of the software trial versions from the course platform. Search for technologically interactive ideas implemented on college campuses that do not rely solely on web page view (e.g. touch screen kiosks, interactive campus maps, etc.). Use e-networking to discuss with your policy group keypals the implications from the fourth and fifth links in this weeks syllabus. Participate in the course discussion board to post your thoughts about the software programs and technologically interactive ideas.

41. Module #5: Admissions & Enrollment Learning Outcomes and Rationales Technological immersion via online format will continue to increase students technological comfort. E-networking with keypals will provide expanded exposure to diverse points of view. Admissions will be examined as a facet of the Student Affairs profession. Discussion will develop the higher-level thinking skill of problem solving (Tileston, 2004) that allows for effective decisions about how to ethically incorporate technology within various Student Affairs professional roles.

42. Module #6: Technology on the Community College Campus Technology has been instrumental in helping the college achieve its mission of putting learning first and maintaining enrollment. (Edwards, K., 2003)

43. Module #6: Community Colleges Objectives Explore the impact that technology has had on community colleges. Investigate the positive and negative effects of technology at two-year colleges.

44. Module #6: Community Colleges Links to Review http://studentaffairs.com/ejournal/Fall_2003/Impactof Technology.html A discussion of the positive and negative impacts of technology on the community colleges campus. http://studentaffairs.com/ejournal/Fall_2003/Impactof Technology.html http://www.hccs.cc.tx.us/ Explore a centralized website for community colleges within the Houston Metro area. A good example of one-stop shopping for a community member with links to specifics in their own area. http://www.hccs.cc.tx.us/ http://www.sinclair.edu/academics/elhs/departments/ ebe/cww/index.cfm Sinclair Community College is one of the largest in America and addresses concerns regarding distance education incorporated within its learning curriculum. http://www.sinclair.edu/academics/elhs/departments/ ebe/cww/index.cfm

45. Module #6: Community Colleges Activity (this is an in-person session) Before class, investigate the links provided above. Attend class to participate in the e-visit to three community colleges. Participate in the virtual tours of campuses and come prepared with discussion questions for the e-panel videoconference that will take place during the second half of class.

46. Module #6: Community Colleges Learning Outcomes and Rationales Active engagement will continue to immerse students in the technology they will encounter in the field (videoconferencing, e-networking, internet searches) to emphasize real-life implications of technological advances in Student Affairs (Hird, 2000). Use of online research skills coupled with e-networking will develop the higher-level thinking skill of evaluation (Tileston, 2004) that allows for effective decisions on ways to incorporate technology within various Student Affairs professional roles. Community College virtual tour and e-panel will expose students to technological policies, activities, and services currently in use within one sector of higher education as a benchmark from which to evaluate the policy development group project.

47. Module #7: Life in Cyberland: Student and Residence Life in an Asynchronous Environment What will become of the residence hall and its learning potential in an asynchronous environment? (Upcraft, M.L., Terenzini, P.T.)

48. Module #7: Life in Cyberland Objectives Explore how the internets constant availability has transformed residential college communities. Review ways technology has created an effective system for addressing administrative tasks while meeting the Residential and Student Life needs of students. Examine how online administrative tasks, policies, and general information have shaped the way in which students interact with Residence and Student Life offices.

49. Module #7: Life in Cyberland Links to Review http://www.uvm.edu/~reslife/ The University of Vermont offers a broad array of housing services online while also providing links to campus policies via the student handbook. Students can receive pertinent information regarding meal plans and are updated weekly about housing events. http://www.uvm.edu/~reslife/ http://hds.ucsd.edu/roomselection/details.html The University of California, San Diego takes students step by step through a detailed example of their online room selection process. http://hds.ucsd.edu/roomselection/details.html http://facilities.princeton.edu/housing/a_undergradu ate/2007/2007housing.htm Princeton has minimized the amount of postal mailings and streamlined orientation to incorporate an all-encompassing housing letter. http://facilities.princeton.edu/housing/a_undergradu ate/2007/2007housing.htm

50. Module #7: Life in Cyberland Activity (this is an online session) Before class, investigate the links listed above and search for links to Student Life sites (Multicultural Services, Commuter Student Services, International Student Services) for exemplary examples of technology use in Student Life Offices. Also be in touch via email with a student affairs professional in Residence Life or Student Life services. Evaluate and weigh whether decreased face-to-face interaction through technology as it applies to Residence Life and Student Life offices could lead to greater attrition or retention of special populations such as those served by multicultural, commuter, and international student services.

51. Module #7: Life in Cyberland Activity, cont. Technology and Theory Intersection of the week: Evaluate how the limited interpersonal interactions of an asynchronous environment that fosters autonomy and self- sufficiency might help or hinder students progression through Chickerings third vector as they attempt to become interdependent beings (Chickering and Reisser, 1993). Participate in the online discussion board by sharing the results of your search for exemplary examples of technology in student services, the special population exercise, your e-network contacts insights, and your own thoughts on this weeks Technology and Theory Intersection. Peer review your classmates contributions (Jonassen et. al, 2003).

52. Module #7: Life in Cyberland Learning Outcomes and Rationales Technological immersion via online format will continue to increase technological comfort of students enrolled in this course. E- networking will continue to expand students contact bases for real- time consultations within their professional roles. Residence Life and Student Life (Multicultural Services, Commuter Student Services, International Student Services) will be thoroughly examined as facets of the overall Student Affairs profession. Evaluation of student services that go beyond websites to incorporate technology will foster development of a technological framework and the higher-level thinking skills of evaluation (Tileston, 2004) that allow for effective decisions on the incorporation of technology within various Student Affairs roles. Technology and Theory Intersection will provide students with a Student Development theoretical framework from which to evaluate the impact of technology on Student Affairs within Residence Life and Student Services.

53. Module #8: Career Services Technology and Students Futures Find a great job. Meet the right people. Make big things happen for yourself and your career. Monster.com

54. Module #8: Career Services Objectives Explore internet job search functions. Examine resources available for career development. Apply student development theory to personal job search activities.

55. Module #8: Career Services Links to Review http://www.career.missouri.edu/article.php?sid=146 University of Missouri interactive testing site that allows students to explore career options based on personality and preferences. http://www.career.missouri.edu/article.php?sid=146 http://www.uncwil.edu/stuaff/career/Majors/ Informative career services and planning site that translates educational achievements into transferable skills on the job market. http://www.uncwil.edu/stuaff/career/Majors/ http://www.d.umn.edu/student/loon/car/self/career_transfer_survey.ht ml Interactive transferable skills index useful for students who are trying to apply skills to various positions on the job market. http://www.d.umn.edu/student/loon/car/self/career_transfer_survey.ht ml http://www.getinterviews.com/articles.html Articles with tangible reference checking, interviewing and resume/cover letter writing tips from experts in the field. http://www.getinterviews.com/articles.html www.monster.com, www.careerbuilder.com, www.higheredjobs.com, www.studentaffairs.com Online job search engines. www.monster.comwww.careerbuilder.comwww.higheredjobs.com www.studentaffairs.com http://www.gse.harvard.edu/~cso/ Institution-specific eRecruiting technology that allows students to search postings and post resumes in a secure online environment. http://www.gse.harvard.edu/~cso/

56. Module #8: Career Services Activity (this is an online session) View the links listed above. Conduct an internet search for professional associations in any given field except for education. Find a geographic location-specific organization, a professional, and a general umbrella organization within that field. Complete a personality type evaluation of your choice. Update your resume and cover letter using tips provided within the links. Complete the transferable skills website checklist and incorporate the results into your resume. If you are actively seeking employment, post your resume to one of the online job search engines. If you are not, post to the course message board so that classmates may access your information for future networking opportunities.

57. Module #8: Career Services Activity, cont. Technology and Theory Intersection of the Week: Chickerings sixth vector involves developing clear vocational goals (Chickering and Reisser, 1993). Part of this vector is contingent upon development of strong interpersonal commitments. What are the pitfalls and achievements associated with so little interpersonal interaction on the ability to develop meaningful commitments to others particularly, an employer? Participate in the online discussion board by posting the associations for the field of your choice, your personality type in your chosen evaluation, and your updated resume. Also post your transferable skills percentages and reflections on the Technology and Theory Intersection.

58. Module #8: Career Services Learning Outcomes and Rationales Technological immersion via online format will continue to increase technological comfort of students enrolled in the course. Career planning and counseling will be thoroughly examined as facets of the overall Student Affairs profession and students will personally interact with online career service offerings so as to advance their own career goals. Evaluation of student services that go beyond websites to incorporate technology will foster development of a technological framework and the higher-level thinking skills of evaluation, comparison and contrast (Tileston, 2004) that allow for effective decisions on the incorporation of technology within various Student Affairs roles. Technology and Theory Intersection will provide students with a Student Development theoretical framework from which to evaluate the impact of technology on Student Affairs within the area of career services.

59. Module #9: Student Activities Students attending brick campuses long embraced the complete college experience including leadership development, intramurals, academic organizations, and social clubs. So, why cannot these services be designed to function in an online environment? www.studentaffairs.com

60. Module #9: Student Activities Objectives Explore the integration of technology into student activities. Evaluate whether student activitiesa unit laden with student technological talentis technologically more advanced than other Student Affairs departments.

61. Module #9: Student Activities Links to Review http://www.vpul.upenn.edu/osl/saos.html www.naca.org http://studentactivities.tamu- commerce.edu/ http://studentactivities.tamu- commerce.edu/ http://www.sao.umn.edu/

62. Module #9: Student Activities Activity (this is an online session) Review the websites. E-network again with your Policy group keypals to discuss the future implications of the articles and incorporate important future considerations in your policy paper. Ponder the following and brainstorm innovative student programming opportunities that go beyond web site production in creating a technologically savvy campus with your group: Children growing up with Internet technology are no longer satisfied to be passive viewers of online documents; instead, they expect to do something each time they go on the Internet (Harel, 1999, p. 19).

63. Module #9: Student Activities Activity, cont. Participate in the online discussion board by sharing the results of your search for innovative service providers, the comparison exercise, thoughts brought up with your keypal interactions, and your own thoughts and musings on the innovative services brainstorming session. Provide a peer review for your classmates contributions.

64. Module #9: Student Activities Learning Outcomes and Rationales Technological immersion provides continued technological comfort. E-networking continues to allow students to receive substantive exposure to various view points. The role of Student Activities will be examined within the Student Affairs profession. Brainstorming exercise will provide students with an opportunity to apply theory and evaluate the impact of technology on Student Development.

65. Module #10: Technology in Public and Private 4-Year Institutions Technology has been instrumental in helping the college achieve its mission of putting learning first and maintaining enrollment. (Edwards, K., 2003)

66. Module #10: Public & Private Objectives Explore innovative technology at four-year institutions. Investigate the positive and negative effects of technology on demographically diverse college campuses.

67. Module #10: Public & Private Links to Review http://chronicle.com/infotech/ Chronicle of Higher Educations Information Technology website. http://chronicle.com/infotech/ www.internet2.edu Consortium of 200 educational institutions with discussion on implications for interconnectivity of campuses. www.internet2.edu

68. Module #10: Public & Private Activity (this is an in-person session) Review all class material from the first nine weeks, the links provided above, and scan the course message board for potential policy issues that can be explored and exploited with the panel for use in your policy paper. In the classroom, actively participate in the e- visit to three four-year campuses. Participate in the virtual tours of the campuses and come prepared with discussion questions for the e-panel videoconference.

69. Module #10: Public & Private Learning Outcomes and Rationales Active engagement will continue to immerse students in the technology they will encounter in the field (videoconferencing, e-networking, internet searches) to emphasize real-life implications of technological advances in Student Affairs (Hird, 2000). E-networking coupled with in-class debate as to the merits of technology on various campuses will develop the higher- level thinking skills of evaluation and compare and contrast (Tileston, 2004) that allow for effective decisions on how to incorporate technology within various Student Affairs professional roles on four year campuses. Four-year college virtual tour and e-panel will expose students to technological policies, activities, and services currently in use within one sector of higher education as a benchmark from which to evaluate policy development group project.

70. Module #11: Beyond the Campus: Student Services for Distance Learners Learning is strongly affected by the educational climate in which it takes place: the settings and surroundings, the influences of others, and the values accorded to the life of the mind and to learning achievements. (American Association for Higher Education, American College Personnel Association, and National Association of Student Personnel Administrators, 1998)

71. Module #11: Beyond the Campus Objectives Examine the pros and cons of a self- contained online college campus. Evaluate whether the convenience of distance learning has hampered the effectiveness of Student Affairs practitioners to incorporate the holistic education of the entire student. Explore technological applications and policies geared toward distance learners and their implications.

72. Module #11: Beyond the Campus Links to Review http://studentaffairs.com/ejournal/Spring_2001/policy.html#AAHE An important discussion about why student affairs professionals need to recognize the distance learning initaive. http://studentaffairs.com/ejournal/Spring_2001/policy.html#AAHE http://studentaffairs.com/ejournal/Summer_2000/art1 0.html Discussion of the pros and cons of distance learning. Students satisfaction is considered, along with feedback regarding engagement and the overall experience. http://www.petersons.com/distancelearning/default.a sp Basic introduction to long distance learning via the internet with an exploration of various options, courses, and programs. http://studentaffairs.com/ejournal/Summer_2000/art1 0.html http://www.petersons.com/distancelearning/default.a sp

73. Module #11: Beyond the Campus Links to Review, cont. http://www.registrar.northwestern.edu/directory/emai l.html, http://www.fpd.finop.umn.edu/groups/ppd/document s/policy/Email_Pol.cfm, http://www.rochester.edu/Eastman/registrar/handboo k/gen_policy11.htm Northwestern Universitys, University of Minnesotas, and University of Rochesters Eastman School of Music email correspondence policies. http://www.registrar.northwestern.edu/directory/emai l.html http://www.fpd.finop.umn.edu/groups/ppd/document s/policy/Email_Pol.cfm http://www.rochester.edu/Eastman/registrar/handboo k/gen_policy11.htm http://www.nacada.ksu.edu/InterestGroups/C23/inde x.htm Contact information for NACADAs Distance Advising Interest Group. http://www.nacada.ksu.edu/InterestGroups/C23/inde x.htm http://www.nacada.ksu.edu/Clearinghouse/Advising_ Issues/adv_distance.htm Considerations for student services when working with distance learners. http://www.nacada.ksu.edu/Clearinghouse/Advising_ Issues/adv_distance.htm

74. Module #11: Beyond the Campus Activity (this is an online session) Review the sites listed above. Explore non-website, technological approaches to distance learning interactions on campus. Intersection of Technology and Theory of the Week: Beyond his vectors, Chickering asserts that environment impacts student development (Chickering and Reisser, 1993). Contrast how Chickerings seven environmental factors effect fully detached distance learners as compared to the same factors on partially immersed, tech-savvy, residential and commuter students. Participate in the online discussion board by sharing the results of your search for non-web based distance learning interactions, and your thoughts about this weeks Technology and Theory Intersection.

75. Module #11: Beyond the Campus Learning Outcomes and Rationales Technological immersion via online format will continue to increase the technological comfort of students enrolled in the course. A special population served by Student Affairs will be examined to prepare Student Affairs pre-professionals for the challenges of serving students who are completely detached from the campus. Evaluation of student services that goes beyond websites to incorporate technology will foster development of a technological framework and the higher-level thinking skills of evaluation (Tileston, 2004) that allow for effective decisions on the incorporation of technology within various Student Affairs roles. Technology and Theory Intersection will provide students with a Student Development theoretical framework from which to evaluate the impact of technology on Student Affairs and distance learning.

76. Module #12: Technological Concerns in Student Affairs Advisors play a critical role. They can ask a broad array of questions, and make a few suggestions, that can affect a student in a broad and profound way. (Light, 2001)

77. Module #12: Tech Concerns Objectives Debate the effects of the paradigm shift in Student Affairs from direct to indirect intervention with the advent of technology. Discuss how immediate student interaction can be maintained in a detached, asynchronous environment.

78. Module #12: Tech Concerns Links to Review http://www.acpa.nche.edu/seniorscholars/trends/tren ds5.htm A powerful article discussing the fears that student affairs practitioners are currently in contention over. http://www.acpa.nche.edu/seniorscholars/trends/tren ds5.htm http://studentaffairs.com/ejournal/Fall_2002/studentc onflicts.htm A concrete example of how student affairs can create programs that incorporate technology, while maintaining traditions of mediation and direct relationships with students. http://studentaffairs.com/ejournal/Fall_2002/studentc onflicts.htm http://studentaffairs.com/ejournal/Winter_2002/debat e.html A point/counter-point article relating the pros and cons of the inter-connectedness of the campus college experience via technology. http://studentaffairs.com/ejournal/Winter_2002/debat e.html

79. Module #12: Tech Concerns Activity (this is an online session) Review the websites listed above. E-network again with your policy group keypals to discuss the future implications of the articles and incorporate important future considerations in your policy paper. Technology and Theory Intersection of the Week: In the fifth vector, Chickering reasons that identity development is partially driven by a clear self concept (Chickering and Reisser, 1993). However, Pamela Perry notes that an individual cannot have a sense of self without experiencing an other (Perry, 2002). Evaluate how a paradigm shift away from proximate interactions, toward disconnection, would or would not impact a student seeking an other to compare or identify with.

80. Module #12: Tech Concerns Activity, cont. Participate in the online discussion board by sharing ideas from your keypal interactions and your thoughts about this weeks Technology and Theory Intersection. Peer review your classmates contributions.

81. Module #12: Tech Concerns Learning Outcomes and Rationales Technological immersion via online format will continue to increase students technological comfort. E- networking will continue to allow students to receive substantive exposure to various view points. Drawback and concerns to the impact on traditional student services will be examined as issues debated within the Student Affairs profession. Technology and Theory Intersection will provide students with a theoretical framework from which to evaluate the impact of technology on Student Development.

82. Module #13: Avoiding Further Disadvantage: Disability Services Online As colleges and universities increase their reliance on online offerings, Universal Design features should be built in. From a practical perspective, the effort required to retrofit thousands of web pages to upgrade their accessibility is not only daunting but startlingly inefficient, especially when the techniques and tools to insure compliance are so readily available.

83. Module #13: Avoiding Further Disadvantage Objectives Explore Disability Services within the context of Student Affairs. Investigate technological options for serving students with diverse needs while avoiding further disenfranchisement. Analyze concerns and disadvantages of reducing the quantity of interpersonal interactions in disability services when quality remains constant.

84. Module #13: Avoiding Further Disadvantage Links to Review http://www.usdoj.gov/crt/ada/adahom1.htm Government link to the Americans with Disabilities Act. http://www.usdoj.gov/crt/ada/adahom1.htm http://www.disability.vic.gov.au/dsonline/dssubmit.nsf/PresentL inks?OpenAgent&s=Students_with_a_Disability A specific site describing Victorias services for students with disabilities with a link back to the Disabilities Online metacollection of online materials. http://www.disability.vic.gov.au/dsonline/dssubmit.nsf/PresentL inks?OpenAgent&s=Students_with_a_Disability http://www.umuc.edu/distance/odell/cade/ade/ud/learning.html Another site for serving students with disabilities with specific attention paid to distance education. http://www.umuc.edu/distance/odell/cade/ade/ud/learning.html http://cap.umn.edu/ University of Minnesota Computer Accommodations Program provides assistance to students needing special coordination or technological equipment. http://cap.umn.edu/ http://www.makoa.org/education.htm A metasource with extensive information on educational opportunities, financial aid, books and many sources available to students with disabilities and the professionals who work with them. http://www.makoa.org/education.htm

85. Module #13: Avoiding Further Disadvantage Activity (this is an online session) View the Disability Services websites listed above. With your policy group keypals, e-network to discuss ways internet technology might be inefficient in Disability Services and suggest alternate technologically advanced approaches to Disability Services. Technology and Theory Intersection of the Week: Revisit Chickerings first vector of competency development (Chickering and Reisser, 1993) and contrast how technological advances might be more (or less) beneficial to students with disabilities than to the general student population in regards to physical/manual, intellectual and interpersonal competency development. Use the remainder of the week to wrap up policy papers and have at least one member of your group meet with the professor (an e-visit is sufficient though office visits are also appropriate) to finalize your Symposium presentation format.

86. Module #13: Avoiding Further Disadvantage Learning Outcomes and Rationales Technological immersion via online format will continue to increase students technological comfort. E-networking will continue to expand students contact bases for real-time consultations within their professional roles. Student Disability Services will be examined as a facet of the Student Affairs profession. Comparisons of the impact of technology on various student groups will develop the higher-level thinking skills of comparison and contrast (Tileston, 2004) that allow for effective decisions on how to incorporate technology within various Student Affairs professional roles. Technology and Theory Intersection will provide students with a theoretical framework from which to evaluate the impact of technology on Student Development.

87. Module #14: Policy Symposium Students will expect to leave their graduate programs with the knowledge, skills, and competencies required to use technology in developing and improving the quality of student affairs programs and services. (Engstrom, C.M., 1997)

88. Module #14: Policy Symposium Objectives Conclude Technology in Student Affairs course with conference about the intersection of technology and student development theory as applied to policy considerations in Student Affairs. Explore innovative technology via participation in a multi-site Symposium with e-visitations, e-tours and interactive question and answer sessions possible through linkage of each consortium site through a multi-user teleconference.

89. Module #14: Policy Symposium Activity (this is an in-person session) Post your groups policy paper to the course discussion board and review copies of all papers before coming to class. Participate in the Policy Symposium virtual discussion session in class and submit peer review grades for the course. Participate in the virtual discussion sessions on each paper via the in-class teleconference.

90. Module #14: Policy Symposium Learning Outcomes and Rationales Technological immersion via virtual conference across consortium members with students present at individual sites will allow for technologically advanced collaboration, rather than competition (Langenberg and Spicer, 2001). E-conference will expand students knowledge base regarding technologys impact on specific Student Affairs function areas within the confines of student development theory. Class will conclude with e-appearances by Student Affairs professionals on a panel that will judge creativity, practicality, and student development theory applications for compilation of a web-published Thoughts on Theory for the Coming Year report. All papers will be ranked within these categories by the panel and by the students within the class the paper was presented from. Final grades will be based on the grade rubric.

91. Grading Rubric *Possible points per category are listed in parentheses* Doesnt meet expectations Meets expectations Exceeds expectations Class participation 40% (graded by instructor) Student missed 3 classes (did not complete online modules or missed in- class modules) (0-10 points) Student was present, completed assignments on time (11-20 points) Student was present and took time to meet with others outside of class times – creative and innovative completion of assignments (21-40 points)

92. Grading Rubric, cont. *Possible points per category are listed in parentheses* Doesnt meet expectations Meets expectations Exceeds expectations Peer review 40% (graded by students) Student was disrespectful, inconsiderate, did not participate as keypal or share insights (0-10 points) Student was respectful, supplied opinions, reasonably responded to e- network requests (11-20 points) Student was engaging, thought provoking, willing to extensively e- network, creative and innovative in approach to helping others successfully complete course (21-40 points)

93. Grading Rubric, cont. *Possible points per category are listed in parentheses* Doesnt meet expectations Meets expectations Exceeds expectations Final Paper 20% (Panel – 10%, Class – 10%) Paper did not incorporate theory, address various student affairs units, or give serious consideration to technological impacts. (0-10 points) Paper incorporated student development theories, examined various units within student affairs, considered technology in historic, current, and futuristic contexts. (11-20 points) Paper incorporated theories, examined all student affairs units discussed in class, and, perhaps those areas not covered in the course; considered impact of technology from various time points, exhibits creative and/or critical thought in real-time application considerations. (21-40 points)

94. Resources Used American Association for Higher Education, American College Personnel Association, and NationalAssociation of Student Personnel Administrators. (1998). Powerful partnerships: A shared responsibility for learning. From the World Wide Web: http://www.aahe.org/assessment/joint.htm Beck, S. (1997). Suggestions for successful internet assignments. The good, the bad & the ugly: Or, why its a good idea to evaluate web sources. From the World Wide Web: http://lib.nmsu.edu/instruction/evalsugg.html Chickering, A.W., and Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass. Cornford, J., and Pollock, N. (2003). Putting the university online: Information, technology and organizational change. Philadelphia, PA: Open University Press. Edwards, K. (2003). Impact of technology on college recruitment and retention. From the World Wide Web: http://studentaffairs.com/ejournal/Fall_2003/ImpactofTechnology.html Engstrom, C.M. (1997). Integrating information technology into student affairs graduate programs, in Using technology to promote student learning: Opportunities for today and tomorrow. San Francisco: Jossey-Bass Harel, I. (1999). Clickerati kids: Who are they? In A. Hird, Learning from cyber-savvy students: How internet-age kids impact classroom teaching. (p. 19). Sterling, Virginia:Stylus Publishing, LLC. Hird, A. (2000). Learning from cyber-savvy students: How internet-age kids impact classroom teaching. Sterling, VA: Stylus Printing, LLC. Holland, J. L. (1992). Making vocational choices: A theory of vocational personalities and work environments (2nd ed.). Odessa, FL: Psychological Assessment Resources.

95. Resources Used, cont. Jonassen, D.H., Howland, J., Moore, J., and Marra, R.M. (2003). Learning to solve problems with technology: A constructivist perspective. Upper Saddle River, NJ: Pearson Education, Inc. Tileston, D.W. (2004). What Every Teacher Should Know About Media and Technology. Thousand Oaks, CA: Corwin Press Jung, C.G. (1960). The structure and dynamics of the psyche. New York: Bollingen Foundation. Langenberg, D.N., and Spicer, D.N. (2001). The Modern Campus. In G. R. Maughan (2001). Technology Leadership: Information systems in higher education. (pp. 3 – 16). San Francisco: Jossey-Bass. Light, R., (2001). Making the most of college. Harvard University Press. p. 84. Parsons, A., and Hernandez, J., (2003). Creating student centered web pages for incoming and new students. From the World Wide Web: http://studentaffairs.com/ejournal/Winter_2003/creatingwebpages.html Treur, P., and Belote, L. (1997). Current and emerging applications of technology to promote student involvement and learning. In Engstrom, C. M and Kruger, K.W. (eds.) (p. 17-30). San Francisco: Jossey-Bass. Upcraft, M.L., and Goldsmith, __H. (2000). Technological changes in student affairs administration Upcraft, M.L., Terenzini, K.K. Looking beyond the horizon: Trends shaping student affairs: Technology. From the World Wide Web: http://www.acpa.nche.edu/seniorscholars/trends/trends5.htm