Application of Technology in Higher Education

J.A.C.K.Jeff Martens

Amanda HebertCarrie PhilipponKristin Roosevelt

University of Wisconsin-La Crosse

The Argument

J.A.C.K. argues there is a need for a technology course for graduate students studying for their masters in Student Affairs. Our argument is best stated in the words from Janet K. Poley’s article titled “Leadership”.

Higher education leaders, their faculties, and staffs are in some sense inside the pressure cooker, expected to play an important role in the delivery of a global information infrastructure. Yet on many campuses today, “pretty good Internet” reaches only the chosen few. Simply put, more and better cost money. And because of the

tremendous complexity involved in creating “more and better, ‘ institutions of higher education are struggling. So are business and industry. Higher education leaders need to have a reasonable understanding of the information infrastructure elements and functions in order to lead…

Poley, J.K.(2001). Leadership. New Directions for Higher Education, 115, 83-92.

Course Justification

Through this technology course, students will gain a functional level of basic technology functions. They will

learn aspects that will benefit themselves, as well as, the students they serve. In addition, students will

create an online portfolio to showcase their graduate work, vita, and other projects to prospective employers.

Week 1: History and Recent Trends

Topic/Objectives: This class period will begin by taking a look at the utilization of technology in higher education. Different types of technology will be examined including the emergence of transportation leading to the expansion of diverse student populations, the impact of computers on class assignments and the time students spend on them, and the effects of home electronic production on students’ lives within the residence halls. Second half of the class will look at recent technological trends in higher education, specifically looking at the growing number of schools requiring laptop computers and having wireless campuses.

Anticipated Learning Outcomes

The students will have an understanding of how technology can and has effected every section of a college or university.

The students will be able see an average campus dorm room and see the number of different technologies that students use on an everyday basis.

The students will understand the movement that colleges are making because of increased technology and see how it could effect their jobs as student affairs practitioners.

The students will understand that colleges and universities which use the newest innovations in technology are able to raise their applicant and admissions numbers.

References

Buena Vista University. (2004, February 10). EBVyou. Retrieved February 10, 2004 from http://ebvyou.bvu.edu/index.htm.

Olsen, F. (2001). Chapel Hill seeks best role for students' laptops. The Chronicle of Higher Education, 48, 4, A31.

Olsen, F. (2001). Laptop proposal stalls in Massachusetts. The Chronicle of Higher Education, 48, 4, A32.

University of Denver. (2004, February 1). University technology services: Laptops and learning. Retrieved February 10, 2004 from http://www.du.edu/laptops/.

University of Wisconsin-Stout, The. (2003, November 26). E-Scholar: Laptop learning initiative. Retrieved

February 10, 2004 from http://www.uwstout.edu/laptop/.

Week 2 and 3: HTML Learning Outcomes

After completing this section of the course students should:

Know resources available to pursue advanced web page design Know how to get web space outside

university’s server Create a basic web page by:

Using headings Changing font appearance Adding images Adding links Creating tables

Week 2: HTML Basics

Web page fundamentals (HTML) What is HTML? Web site organization Creating a page in a text editor (Notepad) Basic tags

Opening/closing tags Foundation tags

1. HTML2. HEAD3. BODY

Headings

Week 2 Continued: HTML

Tag attributes Changing font properties

1. Color2. Size3. Font face

Exercise1-Your first web page At this point students will create a basic

web page based on what they have learned thus far

Week 3: Advanced HTML

Tables Using a WYSIWYG (What you see is

what you get) editor FrontPage

Exercise 3-add a table to your web page

Brief mention of other advanced topics Forms JavaScript CSS (Cascading Style Sheets)

Week 3 Continued: Advanced HTML

Publishing your web page Publishing to university’s server How to get a web space elsewhere (overview)

Resources for further development and reference http://www.webmonkey.com http://www.w3schools.com Morrison, M., Oliver, D. (2001). Sams Teach

Yourself HTML and XHTML in 24 Hours (5th ed.). Sams Publishing.

Week 4 and 5:Library Research Learning

After completing this two day section students should be able to: Navigate their university library Use proper APA format for citations Be fully aware of the risks involved with

plagiarism Be well versed in useful professional

websites pertaining to Student Affairs

Week 4: Library Research

Review of university’s library How to use the reference desk Plagiarism (electronic) Interlibrary loan Types of resources

Books Periodicals

Databases Bound Microfilm/Microfiche

Article Databases

Week 4 and 5: Library Research

Assignment: complete a computer-based library search assignment involving locating categorical sources of print and non print materials. This is assigned on Week 4 and turned in on Week 5. Students will pick a topic in student affairs and cite

(in APA format) and annotate a source from each of the following categories:

General Reference and Bound Holdings Encyclopedia of Educational Research Periodicals

Academic Search Elite Educational Index ERIC

Dissertation Abstracts World Wide Web Sites

Week 5: Current Professional Resources

Students will use online access to these resources to search for specific topics of interest and create links to resources from these sites about a current issue in the field of Student Affairs on their personal web page created in the beginning of the course. ACPA NASPA ACUHO-I Chronicle of Higher Education Journal of College Student Development About Campus Journal of College Student Personnel College Student Affairs Journal StudentAffairs.com Others?

Week 6 : Desktop Publishing

Topic/Objective: Learn how to use Microsoft PowerPoint, Publisher and PhotoDraw to create professional looking documents and presentations.

Microsoft PowerPoint

Students will learn the basics of using Microsoft PowerPoint. Topics include changing templates, applying color schemes, inserting graphics and charts, inserting text animation, adding slide transitions, and setting up the timing on each slide. In addition, students will learn the appropriate amount of text to include in PowerPoint presentations and the appropriate ways to use the presentations when speaking to groups.

Microsoft Publisher

Students will learn how to use Microsoft Publisher to create flyers, newsletters, brochures, invitations and certificates. First, there is an introduction to the basics of Microsoft Publisher including choosing design templates, creating color schemes, inserting text and graphics, and inserting pages. Students will also learn how to group items, move items on the page, adjust graphics features, join text boxes, add things to background, and create personal logos.

Microsoft PhotoDraw

Students will learn how to scan printed photographs, download digital photographs, modify the photographs and save the photographs using Microsoft Photodraw. After learning the basics of Photodraw, they will learn how to insert the saved photographs into other Microsoft Programs, including PowerPoint and Publisher.

Desktop Publishing Assignments

Microsoft PhotoDraw Bring in a photograph of yourself and scan it

using Microsoft PhotoDraw. Then change the color of it to grayscale and save it.

Microsoft Publisher Create a newsletter for an organization or

group that you work with Microsoft PowerPoint

Create a presentation about your life. Make sure you insert the picture you scanned in PhotoDraw.

Desktop Publishing Learning Outcomes

After completion of this class, the students will have a basic understanding of how to use desktop publishing software in their future coursework and careers. They will be able to produce professional looking documents and be able to plan an effective presentation.

Week 7: Microsoft Excel, Access, & Advanced Word

Topic/Objective: Learn how to use Microsoft Excel, Access and Word so students will be able to create documents to keep track of the variety of information they will work with in Higher Education.

Microsoft Excel

Students will learn how to create spreadsheets in Microsoft Excel. Topics include setting up a spreadsheet, formatting the cells, adding worksheets, creating titles at the top of every page, using shading and borders, inserting mathematical functions, sorting the data, setting the print area and creating charts and graphs.

Microsoft Access

Students will learn how to create and set up new databases and add information to an existing databases. They will be shown how to create and use tables, queries, forms and reports in Microsoft Access databases. They will also learn how to search, filter and print specific information from the database.

Advanced Microsoft Word

Students will learn how to use Microsoft Word to create complex reports and proposals. Topics include inserting tables and graphics, setting up page breaks, using autotext, using drawing features, using WordArt and inserting charts from Microsoft Excel. Students will also learn how to import data from Microsoft Excel and Access to create mailing labels.

Assignments

Microsoft Excel Create a budget spreadsheet based on the

information provided in class. Use mathematical functions.

Microsoft Access Create a new database to keep track of

student organizations and their officers. Use the information provided in class. Set the database up so you can enter the information in a table or form.

Advanced Microsoft Word Create mailing labels from the Excel

Spreadsheet saved on the disk provided to you.

Excel, Access & Advanced Word Learning Outcomes

After completion of this class, students will have a basic understanding of how to use Microsoft Excel, Access and Word. This will help them in their future careers as they will most likely have to keep track of a lot information such budgets and student organizations.

Week 8: Distance Learning and Blackboard

Topic/Objective: This class will focus on Distance Learning and the use of Blackboard discussions in Higher Education. Students will learn what these online learning devices are and how they are impacting Higher Education.

Distance Learning Outline

What is Distance Learning? Types of Distance Learning

Satellite Campus Distance Learning (classes partially done online and partially in the classroom)

Internet Based Distance Learning (ex. Phoenix Online)

Strengths and Weaknesses of Distance Learning

Impact on Higher Education

Blackboard Outline

What is Blackboard? What other programs are used in place of

Blackboard in Higher Education? Uses of Blackboard

Communication Discussions Submit responses to questions posed by

instructors Strengths and Weaknesses (Ex. What

happens when not all students have access to a computer with the internet?)

Impact on Higher Education

Week 8: Class Articles to ReadHofmann, D. W. (2002). Internet-based distance learning in higher

education. Tech Directions, 62(1), p. 28-32. Retrieved February 10, 2004, from ERIC database. (ERIC Document Reproduction Service No. EJ651646).

Lim, C. P. (2001). A holistic approach towards the use of an integrated online deliver and management system. Journal of Educational Media, 26(1), p. 19-33. Retrieved February 12, 2004, from ERIC database. (ERIC Document Reproduction Service No. EJ645610).

Roach, D. (2002). Staying connected. Black issues in higher education, 19(18), p. 22-26. Retrieved February 12, 2004, from ERIC database. (ERIC Document Reproduction Service No. EJ664746). Shea, T. , Motiwalla, L. , & Lewis, D. (2001). Internet-based distance education-the administrator’s perspective. Journal of Education for Business, 77(2), p. 112-117. Retrieved February 10, 2004, from ERIC database. (ERIC Document Reproduction Service No. EJ642431).

Wheeler, S. (2002). Student perceptions of learning support in distance education. Quarterly Review of Distance Education, 3(4), p. 419-29. Retrieved February 12, 2004, from ERIC database. (ERIC Document Reproduction Service No. EJ663218).

Distance Learning and Blackboard Assignments

Break up into groups of four and discuss the following question. What can we as student affairs professionals

do to help distance learners feel connected to their institution?

What you would do if a student came to you for assistance because his/her instructor requires Blackboard responses when he/she does not have a computer with internet access.

After discussing the questions, present your ideas to the rest of the class

Distance Learning and Blackboard Learning Outcomes

After completion of this class, students will have an understanding of what Distance Learning and Blackboard are and how they impact higher education. Student will be able to transfer this knowledge to their future careers in higher education. This is important since the number of students that participate in Distance Learning and Blackboard discussions is becoming more prevalent among all ages of college students.

Week 9: Entertainment Technology

Topic/Objective: The sixth week of class is focused around entertainment technology. The student will discuss what technology students use for entertainment and the effects the new “fun” technology is having on programming and student interaction.

Out of Class Assignments

Read the following articles Carnevale, D.(2003). All-in-one

entertainment. Chronicle of Higher Education, 50, 28-29.

Utley, A.(2002). ‘Cool’ campuses will use play stations. Times Higher Education Supplement, 1542, 4.

Clark, B.L.(2003). What’s hot for 2003. Money, 32, 111-112.

In-Class Assignments

Students are able to use their computer in place of their television, DVD player, and/or CD player. Cell phones, palm pilots, and play stations are also becoming more and more popular. As a group, develop an in depth program using the latest technology that will help to create a feeling of community within the residence hall.

Entertainment Technology Learning Outcomes

The student will become more aware of the affects entertainment technology is having on programming and building community within student affairs. Students will be more conscious of new technology and what undergraduate freshmen are expecting when they arrive on campus.

Week 10: Diversity

Topic/Objective: The students will become aware of the technology issues facing diversity in Higher Education. The class session would focus on the hardships disability and minority students face on college campuses and also the technology that has helped primarily disabled students on a campus setting.

Assignment

The class would be asked to read articles provided prior to class and be prepared for an in depth discussion on the articles.

The articles that can be used for the class are listed on the next slide. Other articles the instructor finds informational can be presented to the students too.

Diversity Learning Outcomes

The student will become informed of the discrimination that occurs when dealing with upgrading of technology for multicultural groups. The subject is important, especially with the diversity of the Millenials.

The student will become educated on the positive outcomes new technology has for students with disabilities.

Week 10: References

Carnevale, D. (2003). NSF head does not want to oversee technology program for minority colleges. Chronicle of Higher Education, 49, A27.

Dervarics, C. (2003). House moves ahead on digital divide help. Black Issues in Higher Education, 20, 6.

Dervarics, C. (2003). Senate bill to help minority-serving institutions meet IT challenges. Black Issues in Higher Education, 20, 6.

Maccini, P., Gagnon, J.C., & Hughes, C.A. (2002). Technology-based practices for secondary students with learning disabilities. Learning Disability Quarterly, 25, 247-261 Sarver, L., Well, P.S. (2003). Disabled student access in an era of technology. Internet and Higher Education, 6, 277-284.

Sleeter, C., Tettegah, S. (2002). Technology as a tool in multicultural teaching. Multicultural Education, 10, 3- 9.

Week 11: Legal Issues

Topic/Objective: To inform the students of legal issues pertaining to technology that Higher Education and Student Affairs are facing.

Free Speech Versus Security

A battle currently exists between advocates of freedom of speech and privacy and advocates for strict security of internet use. The students would be informed of both arguments and the current legislation pertaining to internet security.

Laws of Copyright and Internet Use

The second part of the class would focus on different acts that have been put into affect, such as the TEACH Act and DMCA. The acts would be clearly defined and the students would be provided information on how to protect themselves and their students.

What is Currently Happening on Campuses?

Week eleven would pay a small amount of attention to the current lawsuits and new laws occurring on college campuses that impinge upon students and their college experience. The class would also have a short discussion on what future regulations may be put into affect on their campus, such as cell phone use during class time.

Week 11: References

Braman, S. (2000). The constitutional context: Universities, new information, technologies, and the Supreme Court. Information Communication and Society, 3, 526-545.

Foster, A.L. (2003). Colleges’ database dilemma. Chronicle of Higher Education, 50, A35-A36.

Goral, T. (2003). Recording industry goes after campus p2p networks suit alleges $97.8 million in damages. University Business, 6, 9.

Hutchinson, K.H. (2003). The TEACH Act: Copyright law and online education. New York University Law Review,78, 2204-2240.

Hudson, D.L. (2000). Controlling cyberspace. ABA Journal, 86, 86-87. King, J.L. (2001). Constructing reality bit by bit. Issues in Science and Technology, 17, 90-93.

Landua, M. (2002). Digital downloads, access codes, and US copyright law. International Review of Law: Computers and Technology, 16, 149-170.

Lessig, L. (1999). Code and other laws of cyberspace. New York: Basic Books. Levy, S. (2003). Pulling the net tighter. Newsweek, 142, E26. Rezmierski, V.E. (1997). The challenges colleges still face after the ruling on internet

indecency. Chronicle of Higher Education, 43, pA44. Strickland, L.S. (2003-2004). Copyright’s digital dillemma today: Fair use or unfair

constraints? Part 2: The DMCA, the TEACH Act and other e-copying considerations. Bulletin of the American Society for Information Science and Technology, 30, 18-22.

Assignments

Write a short essay describing if you believe strict security on the internet is a violation of free speech or not, and support your answer.

Create a law that involves technology on the campus and give reasoning for why it should be implemented. i.e. Cell phones are prohibited from the

classroom to prevent students from text messaging test answers.

Legal Issues Learning Outcomes

The student will be informed of laws that affect college campuses and student affairs pertaining to the use of the internet and copyrights.

The student will be aware of the affects the new legislation has on student affairs

The student will be prepared to advise undergraduates of using the internet and what consequences they may face if they do not know the laws.

Weeks 12 and 13: The Effects of Technology on Today’s Students

Topic/Objectives: This section will last two weeks and will concentrate on how technology has been apart of today’s students’ lives. The first class will begin by examining the effects of the internet and online communication on students’ social skills. The discussion will lead into a look at students’ leadership, writing, and general communication skills. Next, the focus will turn to organization and the requirement at certain schools for the students to own PDA’s. As we move into the second section of the class the focus will turn to the things students are using technology for such as surfing the web and the rise of online gambling. To end this section, the class will examine the next step that schools may be taking because of technology, such as looking at eliminating phone jacks in the residence halls, and looking at the challenges that higher education will face because of advances in technology over the next ten years.

Anticipated Learning Outcomes

The students will understand the effects that increased technology has placed on today’s students’ lives.

The students will see steps that schools are taking to implement the newest technology into the lives of their students.

The students will have a greater understanding to the temptations that the internet can provide to students, and the possible harm that students can get in to because of increased temptations.

The students will be able to understand the positive and negative implications of removing phone lines from the residence halls.

The students will be able to see the challenges that universities and student affairs practitioners will face in the near future because of the rise of technology and its availability to more and more college students each day.

References for Week 12

Carlson, S. (2002). Are personal digital assistants the next must-have tool? The Chronicle of Higher Education, 49, 7, A33.

Turkle, S. (2004). How computers change the way we think. The Chronicle of Higher Education, 50, 21, B26.

References for Week 13 Affonso, B. (1999, December 1). Is the internet affecting the

social skills of our children? Sierra Source. Retrieved February 10, 2004 from http://www.sierrasource.com/

cep612/internet.html. Ascribe News Wire. (2003, January 27). College freshmen spent

less time studying, more time surfing net, UCLA survey reveals; high school grade-point averages hit record high despite decline in study time. NASPA: NetResults. Retrieved February 10, 2004 from http://www.naspa.org/membership/mem/nr/article.cfm?id=933.

Borden, S. (2002, April 18). On Line And Gambling Away on Campus. New York Times. Retrieved February 10, 2004 from NASPA: NetResults: http://www.naspa.org/membership/mem/nr/article.cfm?id=638.

Chronicle Review, The. (2004). 10 Challenges for the Next 10 Years. The Chronicle of Higher Education, 50, 21,

Section B. Olsen, F. (2002). Wireless network may enable American U. to

unplug phones in dorms. The Chronicle of Higher Education, 48, 37, A35.

As the final culmination project for the class, the students will create a web-page to serve as an online professional portfolio, incorporating many of the skills that they have

been taught throughout the course. The basic components of this portfolio will include a resume, a personal statement, and references, as well as, the sample database, Publisher newsletter, and other

assignments and projects for this class. It is also our hope that the students will continue to build upon what they

have created for this class by also placing assignments and projects from other classes into their portfolio. By the end of their graduate experience they will be able to have

a resource which can be used to help them market themselves during their job search.

Week 14: Presentation of On-Line Portfolio Project

This Ends the Presentation!

Thank you for your time and giving us the opportunity to be involved with the case study!!

"Mental toughness is essential to success."

-Vince Lombardi

(Three of our four member team are Packer Fans! So we had to add some Vince wisdom!)