Student Affairs and Student Affairs and TechnologyTechnology

StudentAffairs.com Virtual Case Study National CompetitionStudentAffairs.com Virtual Case Study National Competition

Grand Valley State UniversityGrand Valley State UniversityCollege Student Affairs LeadershipCollege Student Affairs Leadership

Carrie A. GilchristCarrie A. GilchristMichael P. SlocumMichael P. SlocumAdrian M. AldrichAdrian M. Aldrich

Presentation OutlinePresentation Outline Course Rationale: Will respond to possible objections to the Course Rationale: Will respond to possible objections to the

implementation of a Student Affairs and Technology course in a implementation of a Student Affairs and Technology course in a student affairs graduate program, as well as give specific reasoning student affairs graduate program, as well as give specific reasoning for our choices.for our choices.

General Information: Will provide overall principles regarding the General Information: Will provide overall principles regarding the proposed course, the work associated with the course, and other proposed course, the work associated with the course, and other necessary details pertinent to course implementation.necessary details pertinent to course implementation.

Syllabus: Will contain a traditional outline of course description, Syllabus: Will contain a traditional outline of course description, topic list, assignments, and course information.topic list, assignments, and course information.

Lesson Plan: Will provide a detailed outline of each class period as Lesson Plan: Will provide a detailed outline of each class period as well as out-of-class assignments. well as out-of-class assignments.

Course RationaleCourse Rationale

Student Affairs and TechnologyStudent Affairs and Technology

Student Affairs and Technology Course RationaleStudent Affairs and Technology Course Rationale Technology is an ever-changing part of society. The majority of Technology is an ever-changing part of society. The majority of

students have grown up with understanding of innovations such students have grown up with understanding of innovations such as e-mail, and Instant Messenger, even if the actual technology as e-mail, and Instant Messenger, even if the actual technology was never utilized in their lives.was never utilized in their lives.

Due also to increasing technological innovations, each student is Due also to increasing technological innovations, each student is not guaranteed to have personal experience with every piece of not guaranteed to have personal experience with every piece of technology available today. Part of the purpose of College technology available today. Part of the purpose of College Student Personnel (CSP) programs is to prepare competent Student Personnel (CSP) programs is to prepare competent professionals to interact with students. Technology has affected professionals to interact with students. Technology has affected every facet of today’s student and will continue to do so as even every facet of today’s student and will continue to do so as even more technological advancements are made.more technological advancements are made.

To not create a course studying technology and its impact on and To not create a course studying technology and its impact on and implications for student affairs is to settle for the status quo and to implications for student affairs is to settle for the status quo and to under-prepare professionals. This does a disservice to students under-prepare professionals. This does a disservice to students and works against the purpose of CSP programs.and works against the purpose of CSP programs.

Student Affairs and Technology Course RationaleStudent Affairs and Technology Course Rationale In addition to meeting the needs of the students, “Student Affairs In addition to meeting the needs of the students, “Student Affairs

and Technology” will also meet the needs of higher education and Technology” will also meet the needs of higher education institutions. In order to remain competitive with other institutions, institutions. In order to remain competitive with other institutions, as well as increase efficiency within an institution, institutions as well as increase efficiency within an institution, institutions need to be employing technology to serve students’ needs in the need to be employing technology to serve students’ needs in the areas recruitment and retention, and classroom instruction.areas recruitment and retention, and classroom instruction.

An increasing number of students research and learn about an An increasing number of students research and learn about an institution online before they visit a campus in person. Often times institution online before they visit a campus in person. Often times today’s students decide whether or not to visit a campus based today’s students decide whether or not to visit a campus based on information gathered from the World Wide Web. Similar on information gathered from the World Wide Web. Similar concepts can also be applicable to professionals as they job concepts can also be applicable to professionals as they job search and accept or reject position interviews.search and accept or reject position interviews.

In order for institutions to retain students using technology, In order for institutions to retain students using technology, schools may choose to adapt to the changing needs and wants of schools may choose to adapt to the changing needs and wants of its students with regards to online classes, Blackboard, e-mail, its students with regards to online classes, Blackboard, e-mail, etc. It is only logical then, that this course prepare its students for etc. It is only logical then, that this course prepare its students for awareness of such tools, as well as each tool’s impact and awareness of such tools, as well as each tool’s impact and implication for higher education. implication for higher education.

Student Affairs and Technology Course RationaleStudent Affairs and Technology Course Rationale CSP programs require a current and fluid curriculum. This course CSP programs require a current and fluid curriculum. This course

is designed to be adapted over time to the changing needs of is designed to be adapted over time to the changing needs of students and institutions.students and institutions.

Currently, the course is designed such that there are three Currently, the course is designed such that there are three themes:themes:

Technology in Today’s SocietyTechnology in Today’s Society Technology’s Impact on Higher EducationTechnology’s Impact on Higher Education The Future of Technology and Higher Education and the Roles of The Future of Technology and Higher Education and the Roles of

Practitioners, Faculty and CommunityPractitioners, Faculty and Community

Much of the course work currently falls under the third theme, as Much of the course work currently falls under the third theme, as modern-day technology’s major impact and place in higher modern-day technology’s major impact and place in higher education is yet to be seen due to the infancy of many modern-education is yet to be seen due to the infancy of many modern-day innovations.day innovations.

When technology truly has a larger impact on higher education, When technology truly has a larger impact on higher education, topics currently under the third theme will become more topics currently under the third theme will become more applicable topics to themes one and two. applicable topics to themes one and two.

Student Affairs and Technology Course RationaleStudent Affairs and Technology Course Rationale

The class is titled “Student Affairs and The class is titled “Student Affairs and Technology,” but the class itself has a much Technology,” but the class itself has a much broader theme than simply how technology is broader theme than simply how technology is used. The impact of modern-day technologies used. The impact of modern-day technologies and their implications for higher education is and their implications for higher education is simply the topic through which to examine the simply the topic through which to examine the future of higher education as an institution.future of higher education as an institution.

The capstone nature of the course ties in topics The capstone nature of the course ties in topics from the previous three semesters’ work, with from the previous three semesters’ work, with technology being an object to be viewed through technology being an object to be viewed through a variety of different lenses.a variety of different lenses.

Why use “Student Affairs and Why use “Student Affairs and TechnologyTechnology ” as a capstone?” as a capstone?

College Student Personnel programs typically culminate with a College Student Personnel programs typically culminate with a thesis/research project or comprehensive examinations. Although thesis/research project or comprehensive examinations. Although the successes resulting from both are crowning achievements of a the successes resulting from both are crowning achievements of a graduate program, either by tying in knowledge from a variety of graduate program, either by tying in knowledge from a variety of topics or taking an in-depth look at a single topic, a capstone course topics or taking an in-depth look at a single topic, a capstone course has the opportunity to do both.has the opportunity to do both.

Designed as a capstone course, this course will look at an Designed as a capstone course, this course will look at an increasingly integral aspect of higher education from a variety of increasingly integral aspect of higher education from a variety of lenses, using both theoretical knowledge and its practical lenses, using both theoretical knowledge and its practical applications. The topic of modern-day technology, because of its applications. The topic of modern-day technology, because of its relative infancy in higher education, will require students to look relative infancy in higher education, will require students to look toward the future. Combined with the timing of a student's last toward the future. Combined with the timing of a student's last semester, this course will parallel a graduate student's preparation semester, this course will parallel a graduate student's preparation for the first steps after earning a master's degree, whether that be for the first steps after earning a master's degree, whether that be their first full-time professional position or newfound flexibility in an their first full-time professional position or newfound flexibility in an existing position.existing position.

General InformationGeneral Information

Student Affairs and TechnologyStudent Affairs and Technology

Student Affairs and Technology General InformationStudent Affairs and Technology General Information This course will remain a course directed at graduate students entering into the This course will remain a course directed at graduate students entering into the

field of Student Affairs. It will not, however, ignore the role of faculty and field of Student Affairs. It will not, however, ignore the role of faculty and community, their interaction with technology and its overall effect on the Student community, their interaction with technology and its overall effect on the Student Affairs profession. Affairs profession.

Students taking “Student Affairs and Technology” will be required to take it as a Students taking “Student Affairs and Technology” will be required to take it as a capstone course during their final semester of study. capstone course during their final semester of study.

The overall driving force of the course is liberal arts in nature, taking a holistic The overall driving force of the course is liberal arts in nature, taking a holistic approach to educating on the subject. The philosophy of topics and themes approach to educating on the subject. The philosophy of topics and themes flows from gathering knowledge to application both in class and profession, flows from gathering knowledge to application both in class and profession, utilizing the RAG approach: Reflect, Apply, Go out into the world. utilizing the RAG approach: Reflect, Apply, Go out into the world.

The topics and assignments will culminate into an answer to the following The topics and assignments will culminate into an answer to the following question: “How has technology impacted higher education and how can we as question: “How has technology impacted higher education and how can we as student affairs professionals, use technology more effectively in today’s society student affairs professionals, use technology more effectively in today’s society to enrich our students’ experiences?”to enrich our students’ experiences?”

Assignments and teaching methods will attempt to address various learning Assignments and teaching methods will attempt to address various learning methods as described in The Teaching Professor, April 1993. Described in the methods as described in The Teaching Professor, April 1993. Described in the syllabus, each assignment and teaching method will list initials addressing each syllabus, each assignment and teaching method will list initials addressing each type of learning style (V = visual, A = auditory, R/W = reading/writing, K = type of learning style (V = visual, A = auditory, R/W = reading/writing, K = kinesthetic.kinesthetic.

SyllabusSyllabus

Student Affairs and TechnologyStudent Affairs and Technology

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus Course DescriptionCourse Description

Students will use both in-class discussion and activities, and out-of-class Students will use both in-class discussion and activities, and out-of-class assignments to reflect upon their graduate experience and apply how issues assignments to reflect upon their graduate experience and apply how issues of technology will affect them as future practitioners. of technology will affect them as future practitioners.

Methods of InstructionMethods of InstructionAssignments and teaching methods will attempt to address various learning Assignments and teaching methods will attempt to address various learning methods as described in The Teaching Professor, April 1993. Described in methods as described in The Teaching Professor, April 1993. Described in the syllabus, each assignment and teaching method will list initials the syllabus, each assignment and teaching method will list initials addressing each type of learning style. addressing each type of learning style.

Course RationaleCourse RationaleThe School of Education at Your School University is committed to the The School of Education at Your School University is committed to the development of professional educators who (a) become caring, reflective, development of professional educators who (a) become caring, reflective, and knowledgeable practitioners; (b) apply research, theory and best and knowledgeable practitioners; (b) apply research, theory and best practice; and (c) create a difference in increasingly diverse communities practice; and (c) create a difference in increasingly diverse communities through their varying educational roles. Professional educators integrate through their varying educational roles. Professional educators integrate experience, philosophy, and discipline knowledge with professional practice experience, philosophy, and discipline knowledge with professional practice in the areas of Educational Institutions, Educators and Educating, and in the areas of Educational Institutions, Educators and Educating, and Students and Learning. Therefore, Student Affairs and Technology will Students and Learning. Therefore, Student Affairs and Technology will provide the learner with the skills and knowledge necessary for professional provide the learner with the skills and knowledge necessary for professional development and growth. development and growth.

Student Affairs and Technology SyllabusStudent Affairs and Technology SyllabusCourse OutcomesCourse Outcomes

Upon completion of this class:Upon completion of this class:

1.1. Students will have an understanding of how technology has affected Students will have an understanding of how technology has affected Higher EducationHigher Education

2.2. Students will have an understanding of how current college students Students will have an understanding of how current college students have been affected by technology in their liveshave been affected by technology in their lives

3.3. Students will be able to identify different ways to effectively reach their Students will be able to identify different ways to effectively reach their studentsstudents

4.4. Students will be able to use technology to meet the needs of today’s Students will be able to use technology to meet the needs of today’s college studentcollege student

5.5. Students will have an enhanced understanding of technology available to Students will have an enhanced understanding of technology available to students and practitionersstudents and practitioners

6.6. Students will be able to apply knowledge from throughout their graduate Students will be able to apply knowledge from throughout their graduate program in order to examine the role of future of their professionprogram in order to examine the role of future of their profession

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus Required TextsRequired Texts

Conn, K. Conn, K. The Internet and the Law: What Educators Need to The Internet and the Law: What Educators Need to Know.Know. Alexandria, VA: Association for Supervision and Alexandria, VA: Association for Supervision and Curriculum Development, 2002. Curriculum Development, 2002.

Howe, N. and Strauss, W. Howe, N. and Strauss, W. Millennials Rising: The Next Great Millennials Rising: The Next Great GenerationGeneration. New York: Vintage Books, 2000.. New York: Vintage Books, 2000.

Course pack of various scholarly articles relating to Course pack of various scholarly articles relating to individual topicsindividual topics

World Wide Web resources as appropriate to individual World Wide Web resources as appropriate to individual topicstopics

Other assigned readings from educational journals and Other assigned readings from educational journals and Internet sites not previously planned as new topics arise Internet sites not previously planned as new topics arise in the literaturein the literature

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus

Course RequirementsCourse RequirementsClass Attendance and ParticipationClass Attendance and Participation

Each student is expected to attend all class meetings unless the Each student is expected to attend all class meetings unless the professor has given prior approval. Students who anticipate being professor has given prior approval. Students who anticipate being absent from a class meeting are expected to inform the professor in absent from a class meeting are expected to inform the professor in advance of the meeting and to assume the responsibility for obtaining advance of the meeting and to assume the responsibility for obtaining any relevant information for that day. any relevant information for that day. In the event of an unforeseen situation that requires you to miss a class, In the event of an unforeseen situation that requires you to miss a class, the professor should be notified at the first opportunity.the professor should be notified at the first opportunity.

Each student is expected to actively participate in class discussions. Each student is expected to actively participate in class discussions. The quality of your contribution will be weighted more heavily than its The quality of your contribution will be weighted more heavily than its quantity; however, any student who misses three or more classes will quantity; however, any student who misses three or more classes will automatically lose two class participation points. Assigned readings automatically lose two class participation points. Assigned readings should be completed prior to the beginning of class so that you may should be completed prior to the beginning of class so that you may raise any questions or issues that you would like to address in class. raise any questions or issues that you would like to address in class.

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus

Course Requirements continuedCourse Requirements continued Weekly AssignmentsWeekly Assignments

Each student will complete weekly assignments to be submitted in class Each student will complete weekly assignments to be submitted in class the following week, unless otherwise noted. Assignments will be given the following week, unless otherwise noted. Assignments will be given out at the end of each class period and will be assigned full credit when out at the end of each class period and will be assigned full credit when completed on time. Ten percent will be deducted from full credit if turned completed on time. Ten percent will be deducted from full credit if turned in up to one week late, and no credit will be given after one week.in up to one week late, and no credit will be given after one week.

Final ProjectFinal Project Each student will present a 5-10 minute final project in the style of their Each student will present a 5-10 minute final project in the style of their

choosing, using technology of their choosing to be completed on the last choosing, using technology of their choosing to be completed on the last day of class. The final project answers the following question: “How has day of class. The final project answers the following question: “How has technology impacted higher education and how can we as student technology impacted higher education and how can we as student affairs professionals, use technology more effectively in today’s society affairs professionals, use technology more effectively in today’s society to enrich our students’ experiences?” Students are encouraged to to enrich our students’ experiences?” Students are encouraged to utilize weekly assignments, journal articles, and any other appropriate utilize weekly assignments, journal articles, and any other appropriate outside resourcesoutside resources..

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus

Assignment weight and grading scaleAssignment weight and grading scale The following assignments will be weighted as follows:The following assignments will be weighted as follows:

Class Participation – 35%Class Participation – 35% Weekly Assignments – 25%Weekly Assignments – 25% Final Project – 40%Final Project – 40%

The following scale will be used to determine final The following scale will be used to determine final grades:grades:

95-100% - A95-100% - A 90-94% - A- 90-94% - A- 87-89% - B+ 87-89% - B+ 83-86% - B 83-86% - B 80-82% - B- 80-82% - B- 77-79% - C+ 77-79% - C+

73-76% - C73-76% - C

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus

Course ScheduleCourse Schedule Week One: Introductions, Course Orientation, Week One: Introductions, Course Orientation,

and History of Technology at a Glimpseand History of Technology at a Glimpse Theme One: Technology in Today’s SocietyTheme One: Technology in Today’s Society

Week Two: Technology Used by Students Week Two: Technology Used by Students Week Three: Students with Disabilities and Week Three: Students with Disabilities and

TechnologyTechnology Week Four: Technology used by Administrators, Week Four: Technology used by Administrators,

Faculty, and Community Faculty, and Community

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus

Course Schedule continuedCourse Schedule continued Theme Two: Impact of Technology of Theme Two: Impact of Technology of

Higher EducationHigher Education Week 5: Technology’s Impact on the Concept Week 5: Technology’s Impact on the Concept

of Learningof Learning Week 6:Today’s Students and TechnologyWeek 6:Today’s Students and Technology Week 7: Technology Impacting StudentsWeek 7: Technology Impacting Students Week 8: Technology’s Impact on Student Week 8: Technology’s Impact on Student

Development TheoryDevelopment Theory

Student Affairs and Technology SyllabusStudent Affairs and Technology Syllabus

Theme Three: The Future of Technology in Theme Three: The Future of Technology in Higher Education and the Roles of Higher Education and the Roles of Practitioners, Faculty and CommunityPractitioners, Faculty and Community

Week 9: Rewriting Theory, the SLI, and the Week 9: Rewriting Theory, the SLI, and the SPPV…Do They Still Apply?SPPV…Do They Still Apply?

Week 10: The Future of Institutional MissionsWeek 10: The Future of Institutional Missions Week 11: Financial and Accessibility Challenges of Week 11: Financial and Accessibility Challenges of

TechnologyTechnology Week 12: Legal and Ethical Issues Week 12: Legal and Ethical Issues Week 13: The Future of Research, Assessment, and Week 13: The Future of Research, Assessment, and

CollaborationCollaboration Week 14: Final Project PresentationsWeek 14: Final Project Presentations

Lesson PlanLesson Plan

Student Affairs and TechnologyStudent Affairs and Technology

Week One: Introductions, Course Orientation, and Week One: Introductions, Course Orientation, and History of Technology at a GlimpseHistory of Technology at a Glimpse

Question to Answer:Question to Answer: What is technology and how does it affect what student affairs What is technology and how does it affect what student affairs

practitioners do?practitioners do? Student introductions – name, what you hope to learn Student introductions – name, what you hope to learn

from this class, what you hope to contribute to this from this class, what you hope to contribute to this class, what are you hope to enter into upon graduation.class, what are you hope to enter into upon graduation.

Class brainstorm on definition of technology - (A) Give Class brainstorm on definition of technology - (A) Give Webster’s definition “practical application of Webster’s definition “practical application of knowledge” – (V, A, R/W) – Drive home point that knowledge” – (V, A, R/W) – Drive home point that technology is not just what has been invented over the technology is not just what has been invented over the past twenty yearspast twenty years

Syllabus overview– (V, A, R/W) Syllabus overview– (V, A, R/W)

Assignments for Week TwoAssignments for Week Two Weekly assignment:- Technological reflectionWeekly assignment:- Technological reflection

In a medium of student’s choosing (2-4 pg. paper, PowerPoint, drawing, In a medium of student’s choosing (2-4 pg. paper, PowerPoint, drawing, etc.) each student will describe his or her own experience with etc.) each student will describe his or her own experience with technologytechnology

Readings for Week Two: Readings for Week Two: Pastore, M. (2004, February). US college students use net for Pastore, M. (2004, February). US college students use net for

shopping. shopping. Cyberatlas Internet. Cyberatlas Internet. Retrieved February 15, 2004, from Retrieved February 15, 2004, from http://cyberatlas.internet.com/big_picture/demographics/article/0,,5901_http://cyberatlas.internet.com/big_picture/demographics/article/0,,5901_432631,00.html432631,00.html

Instant Messenger Guide. Instant Messenger Guide. America On Line. America On Line. Retrieved February 15, Retrieved February 15, 2004, from http://www.viewz.com/features/imguide.shtml2004, from http://www.viewz.com/features/imguide.shtml

PDA basics. Retrieved February 15, 2004, from PDA basics. Retrieved February 15, 2004, from http://www.netc2002.psu.edu/proceedings/sun/PDABasics.ppthttp://www.netc2002.psu.edu/proceedings/sun/PDABasics.ppt

Teaching with technology: How to prepare your students for college. Teaching with technology: How to prepare your students for college. Power to Learn. Power to Learn. Retrieved February 15, 2004, from Retrieved February 15, 2004, from http://www.powertolearn.com/articles/teaching_with_technology/how_tohttp://www.powertolearn.com/articles/teaching_with_technology/how_to_prepare_your_students_for_college.shtml_prepare_your_students_for_college.shtml

Week Two: Technology Used by StudentsWeek Two: Technology Used by Students

Questions to Answer:Questions to Answer: What modern-day technologies have become part of What modern-day technologies have become part of

a college student’s daily interactions?a college student’s daily interactions? What is the purpose of these innovations, and what What is the purpose of these innovations, and what

are they used for?are they used for? Thoughts on technological reflectionsThoughts on technological reflections Small group discussion (A, R/W, K): create list of Small group discussion (A, R/W, K): create list of

what you believe to be the three technological what you believe to be the three technological innovations that are used most by today’s innovations that are used most by today’s studentsstudents

Class Discussion of Lists – each student should Class Discussion of Lists – each student should record answers by each grouprecord answers by each group

Assignments for Week ThreeAssignments for Week Three Weekly Assignment: Each student is to survey four to five Weekly Assignment: Each student is to survey four to five

undergraduate students, one from each class standing at the undergraduate students, one from each class standing at the institution (freshman, sophomore, junior, senior, and fifth-year institution (freshman, sophomore, junior, senior, and fifth-year senior)senior)

Find out what they believe to be three technological innovations used by Find out what they believe to be three technological innovations used by today’s students without telling them the class assumptions. Answer today’s students without telling them the class assumptions. Answer the following question: Do the undergraduate students’ answers match the following question: Do the undergraduate students’ answers match the assumptions of the classthe assumptions of the class

Results of weekly assignment will be complied by professor to be used Results of weekly assignment will be complied by professor to be used in class activity during week 5in class activity during week 5

Readings for Week Three:Readings for Week Three: Gregor, P., Dickinson, A., Macaffer, A., & Andreasen, P. (2003, June). Gregor, P., Dickinson, A., Macaffer, A., & Andreasen, P. (2003, June).

SeeWord: A personal word processing environment for dyslexic SeeWord: A personal word processing environment for dyslexic computer users. computer users. British Journal of Educational Technology, 34,British Journal of Educational Technology, 34,341-355.341-355.

Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of Hecker, L., Burns, L., Elkind, J., Elkind, K., & Katz, L. (2002). Benefits of assistive reading software for students with attention disorders. assistive reading software for students with attention disorders. Annals Annals of Dyslexia, 52,of Dyslexia, 52, 243-72. 243-72.

Week Three: Students with Week Three: Students with Disabilities and Disabilities and TechnologyTechnology

Questions to Answer:Questions to Answer: What are specific technological innovations that help students with What are specific technological innovations that help students with

disabilities on college campuses?disabilities on college campuses? Students will travel to the office that serves students with disabilities, Students will travel to the office that serves students with disabilities,

or ADA compliancy office, or similar office (A, K).or ADA compliancy office, or similar office (A, K). Office staff will give presentation including: Office staff will give presentation including:

Services available through officeServices available through office Types of technology used by students with disabilitiesTypes of technology used by students with disabilities Disability types: physical, learning, etc.Disability types: physical, learning, etc.

Students will utilize and experiment with various types of technologyStudents will utilize and experiment with various types of technology After returning to class, PowerPoint presentation and discussion on After returning to class, PowerPoint presentation and discussion on

“Assistive and Instructive Technology for College Students with “Assistive and Instructive Technology for College Students with Disabilities: A National Snapshot of Postsecondary Service Disabilities: A National Snapshot of Postsecondary Service Providers” (Providers” (http://jset.unlv.edu/17.1/michaels/powerpoint/michaels.ppthttp://jset.unlv.edu/17.1/michaels/powerpoint/michaels.ppt))

Assignments for Week FourAssignments for Week Four Weekly Assignment (R/W, K) Pick a disability from a hat. Complete an academic assignment in Weekly Assignment (R/W, K) Pick a disability from a hat. Complete an academic assignment in

the manner described for your particular disability.the manner described for your particular disability. Attention Deficit Disorder (ADD): Read or write for 3-5 minutes, switch to another topic and Attention Deficit Disorder (ADD): Read or write for 3-5 minutes, switch to another topic and

repeat for 3-5 minutes. Continue to switch back and forth between the two topics until the repeat for 3-5 minutes. Continue to switch back and forth between the two topics until the assignment is complete. assignment is complete.

Dyslexia: Read a class assignment while reading each sentence from last word in the Dyslexia: Read a class assignment while reading each sentence from last word in the sentence to the first word. For example, the sentence: sentence to the first word. For example, the sentence:

“ “Use pictures to illustrate your point.” would be read “Point your illustrate to pictures use.”Use pictures to illustrate your point.” would be read “Point your illustrate to pictures use.” Vision Impaired: Wear sunglasses or glasses smeared with Vaseline, then complete a Vision Impaired: Wear sunglasses or glasses smeared with Vaseline, then complete a

reading or writing assignment. reading or writing assignment. Hearing impaired: Participate in a group discussion wearing earplugs.Hearing impaired: Participate in a group discussion wearing earplugs. For each activity, answer questions 1 and 2 below. Activity 2b will complete questions 1, 2, For each activity, answer questions 1 and 2 below. Activity 2b will complete questions 1, 2,

and 3. and 3. 1) How long would the assignment have taken you without the disability?1) How long would the assignment have taken you without the disability?

2) What technology discussed in class or read about in supplemental or outside 2) What technology discussed in class or read about in supplemental or outside readings readings would have assisted you in completing the assignments with the disability in a more would have assisted you in completing the assignments with the disability in a more timely timely manner or more accurately?manner or more accurately?

3) (for hearing impaired only) What method did you use to communicate with others 3) (for hearing impaired only) What method did you use to communicate with others and to and to understand others?understand others?

Professor will compile the weekly assignment information for use in class activity in week 5Professor will compile the weekly assignment information for use in class activity in week 5

Reading assignments for Week 4:Reading assignments for Week 4: Blackboard website. http://www.blackboard.comBlackboard website. http://www.blackboard.com Brown, S. J. & Malaney, G.D. (2001). How NASPA members use the internet. Brown, S. J. & Malaney, G.D. (2001). How NASPA members use the internet. NASPA NASPA

Journal, 38. Journal, 38. Retrieved February 15, 2004 from Retrieved February 15, 2004 from http://publications.naspa.org/naspajournal/vol38/iss3/art3http://publications.naspa.org/naspajournal/vol38/iss3/art3

Helping students use media and technology. Retrieved February 15, 2004, from Helping students use media and technology. Retrieved February 15, 2004, from http://www.mheso.state.mn.us/mPg.cfm?pageID=1000http://www.mheso.state.mn.us/mPg.cfm?pageID=1000

Week Four: Technology Used byWeek Four: Technology Used by

Administrators, Faculty, and CommunityAdministrators, Faculty, and Community Questions to Answer:Questions to Answer:

What are specific technological innovations that help administrators and faculty on college campuses?What are specific technological innovations that help administrators and faculty on college campuses? How has technology connected universities with outlying communities?How has technology connected universities with outlying communities?

In the classroom with available tools, visit the websites below to explore different ways In the classroom with available tools, visit the websites below to explore different ways administrators, faculty and community members can utilize technology, specifically the administrators, faculty and community members can utilize technology, specifically the internet. Answer as a class how each website is used by the particular group. (V, A, R/W, K)internet. Answer as a class how each website is used by the particular group. (V, A, R/W, K)

Administrators:Administrators: Grand Valley State University Online Directory (Grand Valley State University Online Directory (http://http://directory.gvsu.edu/cgidirectory.gvsu.edu/cgi-bin/directory-bin/directory)) Albion College Information System (Albion College Information System (

http://bannerweb.albion.edu:8010/pls/brit3/twbkwbis.P_GenMenu?name=homepagehttp://bannerweb.albion.edu:8010/pls/brit3/twbkwbis.P_GenMenu?name=homepage)) Ball State University – emergency response guidelines (Ball State University – emergency response guidelines (http://www.bsu.edu/web/ur/responseguidelines/http://www.bsu.edu/web/ur/responseguidelines/)) North Central College Student Handbook (North Central College Student Handbook (

http://www.northcentralcollege.edu/stud_current/Judical_Affairs/Handbook.htmhttp://www.northcentralcollege.edu/stud_current/Judical_Affairs/Handbook.htm)) Faculty:Faculty:

University of Notre Dame – Faculty Senate homepage (University of Notre Dame – Faculty Senate homepage (http://www.nd.edu/~facsen/http://www.nd.edu/~facsen/)) Northwestern University – professional development opportunities (Northwestern University – professional development opportunities (

http://www.northwestern.edu/hr/training/http://www.northwestern.edu/hr/training/)) Georgetown University Libraries (with online database) (Georgetown University Libraries (with online database) (http://http://search.georgetown.edu/query.html?qtsearch.georgetown.edu/query.html?qt

=library=library)) Community:Community:

Grand Valley State University – Philanthropy Center (Grand Valley State University – Philanthropy Center (http://www.gvsu.edu/philanthropy/http://www.gvsu.edu/philanthropy/)) Grand Valley State University Calendar of Events (Grand Valley State University Calendar of Events (http://events.gvsu.edu/ViewCalendar.asphttp://events.gvsu.edu/ViewCalendar.asp)) Harvard University – admissions information (Harvard University – admissions information (http://http://www.harvard.eduwww.harvard.edu/admissions/admissions))

Class discussion on how higher education has become more efficient with modern-day Class discussion on how higher education has become more efficient with modern-day technologytechnology

Assignments for Week FiveAssignments for Week Five Weekly Assignment (R/W, K): Technology LogWeekly Assignment (R/W, K): Technology Log

Keep a log of technology that you come into contact with as an Keep a log of technology that you come into contact with as an administrator, either in your assistantship or your job.administrator, either in your assistantship or your job.

If assistantship/job is not part of the CSP program or related to Student If assistantship/job is not part of the CSP program or related to Student Affairs, interview a Student Affairs Professional regarding their use of Affairs, interview a Student Affairs Professional regarding their use of technology every day and how it has changed over the years. Has it technology every day and how it has changed over the years. Has it been an improvement? How so? What are the challenges? E-mail been an improvement? How so? What are the challenges? E-mail assignment to professor at least 24 hours prior to class. assignment to professor at least 24 hours prior to class.

(Professor will compile this information with previous information from (Professor will compile this information with previous information from weekly assignments to be used in class activity during week 5)weekly assignments to be used in class activity during week 5)

Readings for Week Five:Readings for Week Five: Barr, R. & Tagg, J. (1995, November-December). From teaching to Barr, R. & Tagg, J. (1995, November-December). From teaching to

learning: A new paradigm for undergraduate education. learning: A new paradigm for undergraduate education. Change, 27, Change, 27, 12-12-25.25.

Virginia Tech study shows shift in learning process through technology-Virginia Tech study shows shift in learning process through technology-enriched courses. (1997). enriched courses. (1997). Tech News. Tech News. Retrieved February 15, 2004, Retrieved February 15, 2004, from http://www.technews.vt.edu/Archives/1997/Nov/97449.htmlfrom http://www.technews.vt.edu/Archives/1997/Nov/97449.html

Week Five: Technology’s Impact on Week Five: Technology’s Impact on the Concept of Learningthe Concept of Learning

Questions to Answer:Questions to Answer: In what ways has technology impacted the notion or concept of learning?In what ways has technology impacted the notion or concept of learning? Has a paradigm shift in the concept of learning occurred?Has a paradigm shift in the concept of learning occurred?

Presentation/Discussion: Learning Through HistoryPresentation/Discussion: Learning Through History Oral history: What is the value of face-to-face interaction in particular areas of Oral history: What is the value of face-to-face interaction in particular areas of

study and interest?study and interest? Printing Press: How has this impacted education?Printing Press: How has this impacted education? Transportation: How have innovations affected the way we learn?Transportation: How have innovations affected the way we learn? Other InventionsOther Inventions Athletics: How has the shift from recreation to education affected why people Athletics: How has the shift from recreation to education affected why people

come to college?come to college? Group DiscussionGroup Discussion Hand out compilations from weeks 2, 3, and 4. Pose the following Hand out compilations from weeks 2, 3, and 4. Pose the following

questions for class or group discussions:questions for class or group discussions: How/why were innovations selected and how have they impacted learning?How/why were innovations selected and how have they impacted learning? Is there one piece of technology that appears to have had the largest impact?Is there one piece of technology that appears to have had the largest impact? Does a theme emerge in the findings (i.e. convenience, accessibility, etc.)?Does a theme emerge in the findings (i.e. convenience, accessibility, etc.)? What is our concept of learning and is that impacted by technology? What is our concept of learning and is that impacted by technology?

Paradigm Shift- Discussion of assigned articlesParadigm Shift- Discussion of assigned articles

Assignments for Week SixAssignments for Week Six

Weekly Assignment: In the format of your choosing, Weekly Assignment: In the format of your choosing, answer the following questions using the materials from answer the following questions using the materials from class and outside resources:class and outside resources:

Why do some innovations impact certain individuals and not Why do some innovations impact certain individuals and not others?others?

How can we take what we have learned about how students on How can we take what we have learned about how students on our campus view technology and use it to assist the progress of our campus view technology and use it to assist the progress of our field?our field?

Readings for Week Six:Readings for Week Six: Howe, N., & Strauss, W. (2000). Millennials rising: The next Howe, N., & Strauss, W. (2000). Millennials rising: The next

great generation. New York: Vintage Books.great generation. New York: Vintage Books. Oblinger, D. (2003, July-August). Gen-Xers and Millennials: Oblinger, D. (2003, July-August). Gen-Xers and Millennials:

Understanding the “new students.” Understanding the “new students.” Educause, 38, Educause, 38, 36-40, 42, 44-36-40, 42, 44-45.45.

Week Six: Today’s Students and TechnologyWeek Six: Today’s Students and Technology

Overview of Overview of Millennials Rising: The Next Great Millennials Rising: The Next Great Generation Generation andand “ “Boomers, Gen-Xers, and Millennials: Boomers, Gen-Xers, and Millennials: Understanding the ‘New’ College Student (V, A, R/W)Understanding the ‘New’ College Student (V, A, R/W)

Class discussion and questions to answerClass discussion and questions to answer• How have students impacted the development of technology?How have students impacted the development of technology?• What kind of students have impacted each development in What kind of students have impacted each development in

technology?technology?• What is the balance between students impacting technology and What is the balance between students impacting technology and

technology impacting students?technology impacting students? Weekly Assignment: Make a comparison between how Weekly Assignment: Make a comparison between how

students have impacted technology development and students have impacted technology development and how technology has impacted student development. how technology has impacted student development.

Readings for Week Seven: Continue in Readings for Week Seven: Continue in Millennials Millennials Rising: The Next Great GenerationRising: The Next Great Generation

Week Seven: Technology Impacting Week Seven: Technology Impacting StudentsStudents

Question to Answer:Question to Answer: What are the different ways that technology has impacted students?What are the different ways that technology has impacted students?

Share findings from previous weekly assignmentShare findings from previous weekly assignment Split class into groups (A, R/W): What technology has affected Split class into groups (A, R/W): What technology has affected

each “generation” of students discussed in each “generation” of students discussed in Millennials Rising: The Millennials Rising: The Next Great GenerationNext Great Generation and “Boomers, Gen-Xers, and Millennials: and “Boomers, Gen-Xers, and Millennials: Understanding the ‘New’ College Student,” both cognitively and Understanding the ‘New’ College Student,” both cognitively and psychosocially?psychosocially?

Share discussion points from group with classShare discussion points from group with class Weekly Assignment (V, R/W): Create a statement regarding Weekly Assignment (V, R/W): Create a statement regarding

technology’s impact on student development theory. Has it? If technology’s impact on student development theory. Has it? If so, has it affected theory positively or negatively?so, has it affected theory positively or negatively?

Readings for Week Eight:Readings for Week Eight: Finish Finish Millennials Rising: The Next Great GenerationMillennials Rising: The Next Great Generation Refresh your memory on basic constructs of major student Refresh your memory on basic constructs of major student

development theoristsdevelopment theorists

Week Eight: Technology’s Impact Week Eight: Technology’s Impact on Student Development Theoryon Student Development Theory

Questions to Answer:Questions to Answer: Has technology impacted today’s students to a point that student development theory Has technology impacted today’s students to a point that student development theory

itself has been impacted as well?itself has been impacted as well? If theory has been impacted, how so, and is that impact complete?If theory has been impacted, how so, and is that impact complete?

Class discussion (V, A, R/W, K):Class discussion (V, A, R/W, K): Has application of theory evolved over time with regards to each “generation” of studentHas application of theory evolved over time with regards to each “generation” of student If so, How does theory apply to today’s students keeping in mind the importance of If so, How does theory apply to today’s students keeping in mind the importance of

technology on student developmenttechnology on student development Split class into four groups, according to the statements made in their paper.Split class into four groups, according to the statements made in their paper.

Yes, technology has impacted theoryYes, technology has impacted theory No, technology has not impacted theoryNo, technology has not impacted theory Technology has had a positive impact on theoryTechnology has had a positive impact on theory Technology has had a negative impact on theoryTechnology has had a negative impact on theory

Each group is to consist of individuals who took the OPPOSITE viewpoint of their group. Each group is to consist of individuals who took the OPPOSITE viewpoint of their group. Each group is to discuss and establish reason to support the assertions of the group they are Each group is to discuss and establish reason to support the assertions of the group they are in. Corresponding with the groups above, below are the viewpoints each group is to attempt in. Corresponding with the groups above, below are the viewpoints each group is to attempt to support: to support:

Technology did not impact theoryTechnology did not impact theory Technology did impact theoryTechnology did impact theory Technology had a negative impact on theoryTechnology had a negative impact on theory Technology had positive impact on theoryTechnology had positive impact on theory

Weekly assignment: NoneWeekly assignment: None Readings for Week Nine: Student Learning Imperative, Student Personnel Point of View Readings for Week Nine: Student Learning Imperative, Student Personnel Point of View

Week Nine: Rewriting Theory, the SLI, and Week Nine: Rewriting Theory, the SLI, and the SPPV…Do They Still Apply?the SPPV…Do They Still Apply?

Questions to Answer:Questions to Answer: Has technology impacted tenets of student development theory to the point that changes Has technology impacted tenets of student development theory to the point that changes

are necessary?are necessary? Do guiding principles of student affairs need change?Do guiding principles of student affairs need change?

Class analysis/discussion (V, A, R/W, K)Class analysis/discussion (V, A, R/W, K) Psychosocial theoriesPsychosocial theories Cognitive theoriesCognitive theories Student Learning ImperativeStudent Learning Imperative Student Personnel Point of ViewStudent Personnel Point of View Keys to Consider:Keys to Consider:

• Is technology addressed in each item?Is technology addressed in each item?• Does technology impact each to a point that changes need to be made?Does technology impact each to a point that changes need to be made?• Do parts no longer apply to today’s students and practices?Do parts no longer apply to today’s students and practices?

Weekly Assignment: Obtain the institutional mission from an institution of higher Weekly Assignment: Obtain the institutional mission from an institution of higher education. Read through the mission, focusing on how the mission does or does not education. Read through the mission, focusing on how the mission does or does not address technology.address technology.

Readings for Week Ten:Readings for Week Ten: Attridge, W. C. (2004) Current practices and future implications for internet counseling. Attridge, W. C. (2004) Current practices and future implications for internet counseling.

CyberBytes: Highlighting Compelling Uses of Technology in Counseling. CyberBytes: Highlighting Compelling Uses of Technology in Counseling. Noble, D. F. (2004). Digital diploma mills: The automation of higher education. Retrieved Noble, D. F. (2004). Digital diploma mills: The automation of higher education. Retrieved

February 15, 2004, from http://www.firstmonday.dk/issues/issue3_1/noble/February 15, 2004, from http://www.firstmonday.dk/issues/issue3_1/noble/ Online mediation website: http://www.onlineresolution.com/index-om.cfmOnline mediation website: http://www.onlineresolution.com/index-om.cfm Sussman, R. J. (2004). Counseling over the internet: Benefits and challenges in the use of Sussman, R. J. (2004). Counseling over the internet: Benefits and challenges in the use of

new technologies. new technologies. CyberBytes: Highlighting Compelling Uses of Technology in Counseling.CyberBytes: Highlighting Compelling Uses of Technology in Counseling.

Week Ten: The Future of Week Ten: The Future of Institutional MissionsInstitutional Missions

Questions to Answer:Questions to Answer: What have universities done so far in adapting technology to their missions?What have universities done so far in adapting technology to their missions? What do universities still need to do to adapt technology to their mission?What do universities still need to do to adapt technology to their mission? Are universities going too far in integrating technology throughout their institution?Are universities going too far in integrating technology throughout their institution? Can technology wants get in the way of technology needs?Can technology wants get in the way of technology needs?

Analyzing Mission Statements (V, A, R/W)Analyzing Mission Statements (V, A, R/W) How can one find the balance between technological innovation and traditional student How can one find the balance between technological innovation and traditional student

interaction?interaction? Overview on Online Classes and Online CounselingOverview on Online Classes and Online Counseling

Discussion weighing benefits and drawbacks of conceptsDiscussion weighing benefits and drawbacks of concepts What technology is necessary (what technologies are needed and what technologies are What technology is necessary (what technologies are needed and what technologies are

wanted?)wanted?) Weekly Assignment: NoneWeekly Assignment: None Readings for Week Eleven:Readings for Week Eleven:

College of Arts to change approach. Retrieved February 15, 2004, from College of Arts to change approach. Retrieved February 15, 2004, from http://www.csulb.edu/~d49er/archives/2004sping/news/volLIVno61-arts.shtmlhttp://www.csulb.edu/~d49er/archives/2004sping/news/volLIVno61-arts.shtml

Indiana U. administrators praise a plan for replacing computers every three years. Indiana U. administrators praise a plan for replacing computers every three years. Chronicle of Higher Education (Chronicle of Higher Education (November 2000).November 2000).

Indiana University’s Strategic and Financial Planning and Information Technology in Higher Indiana University’s Strategic and Financial Planning and Information Technology in Higher Education brochureEducation brochure

Internet use among college students: Are there differences by race/ethnicity? Internet use among college students: Are there differences by race/ethnicity? Electronic Electronic Journal of Sociology. Journal of Sociology. Retrieved February 15, 2004 from Retrieved February 15, 2004 from http://www.sociology.org/content/vol005.003/korgen.htmlhttp://www.sociology.org/content/vol005.003/korgen.html

McCollum, K. (1999). Colleges struggle to manage technology’s rising costs. McCollum, K. (1999). Colleges struggle to manage technology’s rising costs. Chronicle of Chronicle of Higher Education.Higher Education.

Week Eleven: Financial and Week Eleven: Financial and Accessibility Challenges of TechnologyAccessibility Challenges of Technology

Questions to Answer:Questions to Answer: What is the financial impact on a university’s technological decisions?What is the financial impact on a university’s technological decisions? What should a university do to ensure the needs of under-represented groups are What should a university do to ensure the needs of under-represented groups are

met?met? How is a university’s decision-making structure set up to help and hinder decisions How is a university’s decision-making structure set up to help and hinder decisions

about technology?about technology? In-class activity: Financial Planning (V, A, R/W, K)In-class activity: Financial Planning (V, A, R/W, K)

Give each student a packet of possible expansions and possible cuts within a Give each student a packet of possible expansions and possible cuts within a university budget, along with a budget cap, rank choices.university budget, along with a budget cap, rank choices.

Choices range from funding existing university initiatives, funding new university Choices range from funding existing university initiatives, funding new university initiatives, and funding initiatives that focus on specific areas and populationsinitiatives, and funding initiatives that focus on specific areas and populations

Split the class into groups to build consensus from individual decisionsSplit the class into groups to build consensus from individual decisions Post-Activity Discussion (based on week’s Questions to Answer)Post-Activity Discussion (based on week’s Questions to Answer) Weekly Assignment: NoneWeekly Assignment: None Readings for Week Twelve:Readings for Week Twelve:

Conn, K. Conn, K. The Internet and the Law: What Educators Need to Know.The Internet and the Law: What Educators Need to Know. Alexandria, Alexandria, VA: Association for Supervision and Curriculum Development, 2002. VA: Association for Supervision and Curriculum Development, 2002.

Gregory, D. E. (2002). The student handbook, federal law, and electronic Gregory, D. E. (2002). The student handbook, federal law, and electronic technology. technology. NASPA Journal, 40. NASPA Journal, 40. Retrieved February 15, 2004, from Retrieved February 15, 2004, from http://publications.naspa.org/naspajournal/vol40/iss1/http://publications.naspa.org/naspajournal/vol40/iss1/

Week Twelve: Legal and Ethical IssuesWeek Twelve: Legal and Ethical Issues Questions to Answer:Questions to Answer:

What changes have happened within the realm of higher education law due to What changes have happened within the realm of higher education law due to technology?technology?

What is the impact of these changes to student affairs practitioners?What is the impact of these changes to student affairs practitioners? Overview of Overview of The Internet and the Law: What Educators Need To KnowThe Internet and the Law: What Educators Need To Know (V, (V,

A)A) Discussion on ImpactDiscussion on Impact

FERPAFERPA Judicial hearings and processesJudicial hearings and processes Fighting the copyrighting and piracy battleFighting the copyrighting and piracy battle

Weekly Assignment: Group by assistantship/job department (or by interest Weekly Assignment: Group by assistantship/job department (or by interest in departments on campus if assistantship is not part of the CSP program). in departments on campus if assistantship is not part of the CSP program). Analyze the existing technology in each department, briefly discuss how it Analyze the existing technology in each department, briefly discuss how it has affected the department and make recommendations for improvements has affected the department and make recommendations for improvements

Readings for Week Thirteen:Readings for Week Thirteen: ETRAC: Educational Technology Research and Assessment Cooperative ETRAC: Educational Technology Research and Assessment Cooperative

website: http://antioch.rice.edu/etracwebsite: http://antioch.rice.edu/etrac Hirt., J. B., Cain, D., Bryant, B., & Williams, E. (2003). Cyberservices: What’s Hirt., J. B., Cain, D., Bryant, B., & Williams, E. (2003). Cyberservices: What’s

important and how are we doing? important and how are we doing? NASPA Journal, 40. NASPA Journal, 40. Retrieved February 15, Retrieved February 15, 2004, from http://publications.naspa.org/naspajournal/vol40/iss2/art72004, from http://publications.naspa.org/naspajournal/vol40/iss2/art7

Lafayette College: An interndisciplinary approach website: Lafayette College: An interndisciplinary approach website: http://www.clir.org/pubs/reports/pub85/lafayette.htmlhttp://www.clir.org/pubs/reports/pub85/lafayette.html

Week Thirteen: The Future of Research, Week Thirteen: The Future of Research, Assessment, and CollaborationAssessment, and Collaboration

Questions to Answer:Questions to Answer: How has technology fundamentally changed assessment strategies, How has technology fundamentally changed assessment strategies,

and what are ways that institutions can use technology to assess their and what are ways that institutions can use technology to assess their campuses?campuses?

Is technology the final bridge to encourage collaboration between Is technology the final bridge to encourage collaboration between student affairs and academic affairs?student affairs and academic affairs?

Is online research a respected way to do scholarly work, and will an Is online research a respected way to do scholarly work, and will an expansion of online research gain increased respect within the higher expansion of online research gain increased respect within the higher education community?education community?

What has technology done to help institutions reach out to the rest of What has technology done to help institutions reach out to the rest of the world?the world?

Technological Assessments: How are our departments doing?Technological Assessments: How are our departments doing? Discussion on weekly assignmentsDiscussion on weekly assignments Opportunity for colleagues to add to each group’s workOpportunity for colleagues to add to each group’s work

Class Discussion on Readings, Week’s Questions to AnswerClass Discussion on Readings, Week’s Questions to Answer Weekly Assignment: be prepared to present final projectWeekly Assignment: be prepared to present final project Readings for Week Fourteen: noneReadings for Week Fourteen: none

Week Fourteen: Final Project Week Fourteen: Final Project PresentationsPresentations

Final project presentations (V, A, R/W, K): Final project presentations (V, A, R/W, K): using technology tools of students choosing, using technology tools of students choosing, each students will share with the class the each students will share with the class the answer to the course question.answer to the course question.

Course evaluation: Course evaluation: Topics missingTopics missing Topics obsoleteTopics obsolete Open commentsOpen comments

Standard departmental evaluationStandard departmental evaluation

Technology’s Impact on Our Technology’s Impact on Our Creation of This CourseCreation of This Course

Scheduling conflicts never gave all three presenters the Scheduling conflicts never gave all three presenters the opportunity to work in the same place at the same time.opportunity to work in the same place at the same time.

Early ideas and brainstorming were generated Early ideas and brainstorming were generated separately and shared during meetings with two group separately and shared during meetings with two group members present at one time.members present at one time.

Bulk of class creation and PowerPoint presentation Bulk of class creation and PowerPoint presentation occurred with one member in another state. Progress occurred with one member in another state. Progress was sent via email and idea-generation was was sent via email and idea-generation was communicated through teleconferencing with the third communicated through teleconferencing with the third member.member.

Without many of the modern-day technologies examined Without many of the modern-day technologies examined in our course, this presentation would not have occurred!in our course, this presentation would not have occurred!