case study student affairs and technology: teaching for the technological revolution presentation...

CASE STUDYCASE STUDYStudent Affairs and Student Affairs and Technology: Teaching for Technology: Teaching for the Technological the Technological RevolutionRevolution

Presentation by: Eric Bross, Josie Hutchinson, Bradley Kane

Northern Arizona University

Participants…Participants…

Eric Bross – Masters of Education in Counseling,

Human Relations Emphasis Graduating May 2004 Graduate Assistant Residence Hall

Director for Greek LifeOriginally from Cincinnati, OhioBGS from Ball State University, May 2002Currently job searching for a full-time

Residence Hall Director position


Josie Hutchinson – Masters of Education in Counseling, Student

Affairs Emphasis Graduating May 2005 Graduate Assistant for Residence Life, Office of

Academic Outreach Originally from Newcastle, Wyoming BS in Human Development and Sociology at

South Dakota State University Internship with NAU Previews Orientation office Currently assessing Unions and Student Activities

Offices through student usages and need analysis


Bradley Kane – Masters of Education in Counseling,

Student Affairs Emphasis Graduating May 2004 Graduate Residence Hall Director

Originally from Little Chute, WisconsinBA in Music from St. Olaf College Currently researching the NAU campus climate

for GLBT studentsCurrently serving in an internship in Student

Life

The Situation at Hand…The Situation at Hand…

We believe that this case study has asked us to:Design a 14-week graduate-level course within

a Masters of Student Administration programThe purpose of the course is to prepare

graduate students to be technologically-literate as a new professional in student affairs

Create a course that is adaptable to multiple campuses and student administration programs

Incorporate specific learning outcomes into the course and specific learning objectives for each class

Assumptions made…Assumptions made…

14 weeks are devoted to class lessons, exams, and projects A Final Project will be due during Finals Week after the 14th

week of classes Each school hosting this course will have a classroom with a

minimum of: Computer for instructor(s) to demonstrate withHigh-speed internet connectionAll Microsoft Office Software applicationsVideo projector or large-screen TV to display with(Additional resources, computer lab, etc. are preferred but not necessary)

Instructor(s) will be able to pre-arrange guest speakers for class on the 5th week

Host schools will have an online library reserves website for required readings or the professor will create a site hosting all articles

Course Rationale…Course Rationale…

Prepare new professionals to better understand specific software and computer systems in their own departments

Teach professional and effective digital communication

Provide stronger business/customer service orientation by teaching students on efficiency, accuracy, and speed of information

Begin to standardize education of technology skills and knowledge in student affairs as similar with other standardizations (i.e. CACREP, accreditations, etc.)

Course Rationale…Course Rationale…

Learn how to apply, evolve, and integrate student development theories with technology

Teach ethical use of technology in the student affairs profession

Expose students to tools and skills concerning technology so it may be passed on informally to colleagues and students

Approach to the Course…Approach to the Course…

Course Instruction Style… This course is designed

around the concepts of active and experiential learning models engaging students to enhance their peers and their own learning

While most classes will have a lecture component, there will often be practical applications as well

Students will be strongly encouraged to participate on a regular basis and will be held accountable through attendance and participation points

Course Organization… This course is organized

weekly following an “hour glass” approach to learning

Initially students will learn about broad strokes of technology and its influence in student affairs

Eventually lessons slim down to teaching specific skills

Finally the class lessons broaden out to discuss and contemplate the larger, more abstract concepts of how technology is integrated into student affairs and higher education

Course Objectives…Course Objectives…

At the conclusion of this course, students will: Demonstrate knowledge of the history of technology

and how it has affected the student affairs profession Demonstrate knowledge about the most up to date

technology used in student affairs Demonstrate basic skills in using common-practice

technology in student affairs offices to create a more knowledgeable and trainable new professional

Demonstrate knowledge of how to use technology to professionally, effectively, and efficiently communicate with others

Demonstrate knowledge of popular trends and types of technology used by the student affairs profession today

Demonstrate knowledge and skills to integrate technology with the concepts of student recruitment/retention, customer service, student development theories, etc.

Course Readings…Course Readings…

Course Packet Due to the emerging importance and ever-

changing world of technology an up-to-date collection of required and additional readings are gathered and posted digitally on the university’s online reserves website for the course

Using this format, articles are easily updated year to year by the instructor(s)

A printed and bound version of the required readings can also be purchased by those students without consistent access to a computer

Course – WEEK 1Course – WEEK 1

Topics ReadingsCourse Introduction; Class Ability/Confidence Assessment; The History of Technology

Course Syllabus Jones, S. - “The Internet

Goes to College” (whole article)

Learning Objectives:Review course structure and objectivesSelf-assessment of pre-requisite knowledgeDefine “technology”Describe the basic timeline of technology historyUnderstand current progression of technology


Topics ReadingsBasics on Computer Information Systems; Computer Vernacular; Energy Use

“Understanding of technological terms and usage”

Aebisher - “Toward Greater Energy efficiency…”

Learning Objectives:Define hardware versus softwareDefine and relate PC, servers, networksDefine and differentiate bit, byte, “meg”Define and differentiate DSL, broadband, bandwidthDefine and differentiate HTML, Java, XMLList and discuss typical PC and Network energy useList and discuss ways to conserve power using technology


Topics ReadingsFLYER DESIGN ASSIGNMENT DUEDesktop Publishing; Microsoft Office Software; Basic Design &Layout Skills

Visit: www.microsoft.com – to view software in office suites

Learning Objectives: Identity popular desktop publishing software Define desktop publishing List and discuss uses of desktop publishing List and define the purpose of all major Microsoft Office

Software Applications Define the concepts of readability, K.I.S.(S.) principle, white

space, “leading the eye”


Topics ReadingsREVISED FLYER DESIGN DUEDatabases; University Student/Staff/Faculty Enterprise Solutions

Search internet to find companies that offer enterprise solutions

Learning Objectives:Describe the concept of a database and compare and

contrast the partsDefine an enterprise solution and name popular companies

offering these solutionsList ways in which enterprise solutions are used by students,

staff and facultyList purposes and uses for databases within student affairs


Topics ReadingsMIDTERM EXAM DUEGuest Speakers on typical software use in their department (i.e. Financial Aid, Residence Life, Student Life, Orientation, Health Center, Recreation, Admissions, Registrar, etc.)

(none this week due to Midterm Exam)

Learning Objectives:List and describe how technology is used in the departments

represented by the guest speakers


Topics ReadingsEthics; Legal Issues; Confidentiality (FERPA)

“Internet ethics” www.ed.gov - FERPA Schiesel - “Beyond Piracy” Yordy - “Law in Higher

Education” (presentation)

Learning Objectives:Define piracy and its legal implicationsDefine FERPA and the boundaries it puts on the Student

Affairs professionCompare and contrast how decision-making skills are similar

in standard Student Affairs ethical issues as opposed to ethical issues in technology

List and discuss major legal issues concerning technology


Topics ReadingsINTERVIEW ASSIGNMENT DUEManaging Information Technology; Security; Tech Safety (Viruses, Firewalls, Security Updates, etc.)

Barratt, Will - “Managing Information Technology in Student Affairs…”

Nebeker - “Cyber Crime: Students Terrorizing Campus”

Learning Objectives: List and discuss issues of management and administration of digital

information Define a hacker and distinguish between a hacker, cracker, and leech Identify and explain Internet Explorer security levels Define a cookie and how it can be used as a way to steal important

identifying information Define a security certificate Define the major types of computer viruses List ways in which a person can protect themselves from getting a computer

virus


Topics ReadingsConsiderations: acquisition of hardware/software, cost benefit analysis, management, staff training, access/security, upgrading

Learning Objectives:Discuss the typical timeframe that hardware/software needs to be

replaced or upgradedCompare and contrast the cost benefit analysis of using the latest

technology versus more dated technologyList and discuss issues that could arise training new staff on

software applicationsList and discuss issues that could arise regarding security access

with technology and professional employees versus student employees


Topics Readings“Netiquette”; File/Software Compatibility; (group work time for Case Study Exam)

Hambridge - “Netiquette guidelines”

Shea - “The Core Rules of Netiquette”

Learning Objectives:Define “netiquette” Identify etiquette using email, mailing lists, web sites, information

services and list servesDescribe why you should avoid using all caps in e-mail messagesOutline core rules of netiquette according to Virginia SheaDefine and differentiate between HTML, Rich Text, and plain text e-

mail formattingList standard compatibility/formatting issues between Microsoft

Office Software filesDefine compatibility


Topics ReadingsCASE STUDY EXAM DUEAdapting and Integrating Student Development Theory into Technology use; Millennials and Technology

Obliger - “Understanding New Students”

Wallace - “Campus Ecology Theory and Websites”

Learning Objectives:Define a Millennial StudentIdentify characteristics of Millennial studentsDescribe the access Millennials have had to technology

comparing past generationsList and broadly define common Student Development

theoriesDescribe how theories can be integrated into technologyDiscuss Environmental theory applied to technology use


Topics ReadingsUnderstand the evolving classroom and online instructional methodologies; Technology and student recruitment & retention

Jones, S. - “The Internet Goes to College” (Academics and the Internet section)

Edwards - “Impact of Technology on College Recruitment and Retention”

Learning Objectives:Discuss needs of distance education studentsList methods of distance education delivery Identify technologies used within classroomsCompare retention of distance versus residential studentsList statistics that predict future of online courses


Topics ReadingsLITERATURE REVIEW ASSIGNMENT DUESocial Justice in technology; Finding the balance between personal and digital contact; Bridging the gap between the tech savvy and non-savvy

Hirt, et. al. - “Technology and Diversity: An Impending Collision on the Information Superhighway?”

Levin, et. al. - “The Digital Disconnect”

Moneta - “Online and Physical Services: A student affairs paradox”

Learning Objectives: Identify and discuss social justice issues inherent to technology Identify, compare, and contrast ways in which professionals can

balance between personal and digital contact with studentsList ways in which “tech savvy” professionals can teach and

develop existing technology in a department to “non-tech savvy”Discuss drawbacks of technology with personal interactionList ways that professionals can keep a humanistic approach with

technology


Topics ReadingsAssessment using technology; How to use technology to aid in professional research and fieldwork

Flowers & Lamont - “Conducting Qualitative Research Online”

Learning Objectives:Identify how to collect and analyze online researchList useful sites for dependable information from

professional associations, journals, and library collections Describe ways in which technology can be used to aid in

assessment


Topics ReadingsCurrent Issues and Trends in technology; Campus-wide Strategic Plans

“UCLA Student Affairs Technology Strategic Report”

Upcraft & Lee - “Looking beyond the Horizon”

Learning Objectives:Define trends of technology in higher education within the

classroom, administration, student services, and distance education

Describe UCLA’s technology strategic report in terms of development, use, need, and assessment

Assignments…Assignments…

All assignments should revolve around one student affairs department, chosen by each student at the start of this course, so that all work can contribute to that individual’s final project

Ability/Confidence Assessment In-class assessment that determines student ability and

confidence for various topics to be discussed in class. Instructor(s) will review assessments after first class to get a feel for the average level of competence. Then assessments will be returned to students for their own self-awareness and development towards the final project.

Flyer Design Students will design a standard letter-sized flyer for a

fictitious event before class on week 3. Students will then critique their own work after class and recreate the flyer with a more effective aesthetic learned within class.


Interview (as described in course syllabus) This interview is an excellent opportunity for you to

learn more about the technological aspects of the student affairs department that interests you most.

You will need to set up a 30 – 45 minute interview with a member of this department who works with most of the technology.

The content of the interview should be based on past, present, and future aspects of technology within their department.

This is a professional department so it is expected that you carry yourself in a professional manner including dressing in a professional fashion.

After the interview you will write a 2-3 page paper giving a summary of the interview and any analysis you might be able to provide. (A word for word transcription will not be accepted.)


Literature Review (as described in course syllabus) For this literature review, you will need to find

three articles from scholarly journals in order to complete this assignment.

You will briefly summarize each article and then analyze them as one document. Make sure you incorporate references from each article within your paper.

Also, please speculate how the subjects in these articles will or have had an impact on the field of student affairs.

Your paper should be 5-6 pages.

Take-home Midterm Exam…Take-home Midterm Exam…

(as described in course syllabus)The take-home Midterm Exam will consist of 50

multiple choice and short answer questionsYou will have one week to complete the examYou will be tested on concepts and discussions

from the first 4 weeks of the courseOnly clarification of questions on the test can be

asked of the instructor(s)You are not to discuss the exam with classmates

while in possession of the exam

Group Case Study Exam…Group Case Study Exam…

(as described in course syllabus) You will receive the case study one week before it is due. This exam will be done in groups of three. In the field of Student Affairs we often have to work in teams to

complete a task and find viable solutions. This case study does not have a correct answer; each group’s results will be completely different.

Here are things to consider when working on your case study: How will you infuse concepts concerning technology into your

results? How well are your results organized? Are your results practical? Be thorough in your summary

You will turn in this case study with a title page, results, and an annotated bibliography. (Please make a copy of your group’s annotated bibliography for everyone in the class to have other resources.)

The number of articles you use to support your results is up to each group. You are recommended to use at least 5.

Group Case Study Exam…Group Case Study Exam…

You will be awarded points based on the following: Clarity of results Thoroughness of investigation Creativity Quality of content Incorporation of key points from class Understanding of concepts from class

The learning objectives for this case study include: Incorporate class-learned concepts and knowledge into

practical applications to prepare for professional experience

Practice critical thinking and problem solving skills in a focus area of technology and student affairs

Further develop group communication, delegation, and follow-through skills by working in small teams

Final Project…Final Project…

(as described in course syllabus) Your final project is to create an ideal technological system for a

student affairs department of your choice. This final project is a culmination of the semester’s assignments and should be the same department you have chosen for your previous assignments.

You will incorporate your past work and additional research into a well-organized paper of at least 10 pages or more depending on what feels appropriate to you to clearly communicate the results.

You will use your student affairs department’s existing staffing and operating structures to guide your decisions to develop the ideal technological systems for that department.

You will need to consider and discuss the following in your paper: Ethical, legal, and confidentiality issues associated with the technology within your

department The plan for acquisition of hardware/software, schedules for maintenance and

upgrading, as well as, how much money you estimate should be budgeted for these decisions

List all potential uses of your technology choices Explain how you plan to incorporate theory and personal interaction into your

technology uses Identify areas that you had self-assessed as being less knowledgeable about in the

beginning of class and how your personal understandings have improved and expanded throughout the semester

Final Project…Final Project…

You will be awarded points for the following: Clarity of proposal Thoroughness of design Creativity Validity of content Incorporation of key points from class Understanding of concepts from class

The learning objectives for this final project include: Incorporate class-learned concepts and knowledge into

practical applications to prepare for professional experience Practice critical thinking and problem solving skills in a

focus area of technology and student affairs Experience how to develop a comprehensive plan for a

department which could contribute to skills needed in the future as an administrator

Gain skills observing, analyzing, and researching a topic to create a proposal

Rationalization for Choices…Rationalization for Choices…

Class Structure – to build onto basic computer functioning skills of students and take a more focused and logical look at teaching topics of technology within student affairs through an active, engaging, and hopefully enjoyable style

Course Readings (required & recommended) – to provide focused and up-to-date resources for class material rather than a text book that may not be able to stay accurate with such a quickly evolving topic; provide an opportunity to demonstrate what other universities are doing successfully or not

Assignments – to offer hands-on experience to students using information learned in classroom and relating it to what is happening in practice on their campus

Class Ability/Confidence Assessment – to help reemphasize self-reflection and awareness, as well as, help connect students to course material through individual investment

Rationalization for Choices…Rationalization for Choices…

Midterm Exam – to test foundational knowledge of terms and issues needed to successfully continue with class work and understanding of student affairs specific technology information

Case Study Exam – to provide further teamwork experience while focusing on application of learned information in the classroom to common practice; offer opportunity to have a shared experience with peers to connect students to class and the profession

Research project – to offer an opportunity for students to demonstrate their cumulative knowledge on this course’s subjects; to encourage student to self-report learning in conscious format and also provide feedback to instructors; prepare students for practical work experience in a particular student affairs department; to further develop research techniques that can be applied to individual research done in post-graduate work experiences

List of References…List of References… Abowitz, Rob. (2002, March). “Using the Web to Support Residence Life Staff and Programs.” Paper

presented at annual conference for National Association Student Affairs Professionals, Boston, MA.*Step by step example of setting up a professional site.

Barratt, Will. (2003). “Four Elements of Information Technology in Student Affairs.” Student Affairs Online, 1(3). Retrieved February 12, 2004, from http://www.studentaffairs.com/ejournal/Fall_2000/art7.html.

*Addresses the four-element model of IT in student affairs: Policy, Practice, Staffing and Technology.

Boulais, Nicole. (2003, March). “Changing the Channel.” Paper presented at annual conference for National Association Student Affairs Professionals.

*Noted terminology need for student affairs professionals in technology. Goals of using technology were discussed such as help students develop coherent values and ethical standards, set and communicate high expectations of student learning and use systematic inquiry to improve student and institutional performance.

Cenatiempo, Anna. (2002, March). “Taking Stock of What we have: Using Technology to Move Forward.” Paper presented at annual conference for National Association Student Affairs Professionals, Boston, MA.

*Focused on presenting George Washington University situation and how they went about approaching technological need.

Crawley, Anita. (2004). “Online Student Services Benefit All Students.” Student Affairs Online 5(1). Retrieved February 9, 2004, from http://www.studentaffairs.com/ejournal/Winter_2004/OnlineStudentServices.html.

*Noted different programs used in higher education such to develop online services in various offices

Ester, Suzanne. (2003). “Designing Student Development Curriculum as Through Technology Matters.” Student Affairs Online, 4(1). Retrieved February 9, 2004, from http://studentaffairs.com/ejournal/winter_2003/curriculum.html.

*Discussed faculty’s role in technology and the academic world in general such as webct and blackboard. Described an example of course set up to instruct masters students in student affairs on technology.

Junco, Reynol. (2002, March). “Web (R)evolution: Making Web Sites Accessible and Useable for all Students.” Paper presented at annual conference for National Association Student Affairs Professionals, Boston, MA.

*Defined many technological terms, discussed disability issues and technology, tools for creating web pages.

List of References…List of References… Kruger, Kevin. (2003). “Do you Blog?” NASPA Leadership Exchange, 1-2.

*Updates student affairs professionals of a new trend called blogging that students are using to communicate with each other.

Kruger, Kevin. (2003). “Online Student Services: Where is Your Campus?” NASPA Leadership Exchange, 1-2.

*Stages universities go through in the process of developing online student services. Describes values of resources and provides many other sights for ideas of other institutions online services.

Lewis, Jacqueline. (2001). “College students @tech.edu: A Study of Comfort and Use of Technology.” Journal of College Student Development, 42(6), 625-631.

*Investigated the comfort and use of technology among college students. Nebeker, Annie. (2002, March). “Cyber Crime: Students Terrorizing Campus.” Paper presented at

annual conference for National Association Student Affairs Professionals, Boston, MA.*Issues of hacking, crackers, and terms used in computer crime. Explores case studies

and discussion of appropriate responses. Also noted laws associated with topics in fraud, devices, and computers.

“Student Affairs Technology Strategic Planning Committee.” Retrieved February 12, 2004, from http://www.sa.ucla.edu/SAO/CSADLTR.HTM.

*UCLA’s technology strategic planning committee outlines strategies for technological services and the process of obtaining such services.

“UCLA Student Affairs Technology Strategic Report.” Retrieved February 12, 2004, from http://www.saonet.ucla.edu/sao/SATCHPLN.html.

*UCLA report addressed planning process, outlining goals, modifications, assumptions, objectives, and noting on-going funding. Information in direction to gain structure in organizing for the future.

Wallace, Heather (2000). “Campus Ecology Theory and Websites.” Student Affairs Online. Retrieved February 9, 2004. http://studentaffairs.com/ejournal/Fall_2000/wallace.htm.

*Applies tradition student affairs theory to technology. Using Environmental theory compares four elements from “in real life” vs. those “from the web”: Physical Features, Human Aggregates, Organizational Structures and Constructed Meaning.

List of References…List of References… Gleick, J. (2001, April). Inescapably Connected: Life in the Wireless Age. The New York Times

Magazine, http://www.nytimes.com/2001/04/22/magazine/22CONNECTIVITY.html?ex=1076821200&en=73714005e5a087d8&ei=5070

This article talks about the internet and how we have no choice but to learn and be connected to it. We will learn to adapt to the new world of technology and continue to find our way through the internet community.

Darlington, R. (2002, September). Internet Ethics: Oxymoron or Orthodoxy? http://www.rogerdarlington.co.uk/Internetethics.html

You will learn about the considerations when ethics are involved in the internet realm. This piece of material supplies a wonderful case study about the French legal issues with the American internet company, YAHOO!

Trusties of Boston University. (1998-2003). http://www.bu.edu/cme/policies/privacy_policy.htmlThis Boston Universities page on the legal issues associated with their computer facilities.

They talk about their privacy and confidentiality policy, Boston University’s information security policy, and conditions of use and policy on computing ethics.

Office of the Registrar, Penn State. (2003, December). Confidentiality and Security of Student Records. http://www.psu.edu/registrar/conf.htmlThis page talks about what kind of information can be shared and who that information can

be shared with. It talks about the FERPA guidelines and what to do and not do. Finally, it gives an overview of good practice and bad practice.

Internet Law and Policy Forum. (n.d.) Retrieved February 14, 2004. http://www.ilpf.org/This site provides members the opportunity to stay up to date on issues concerning the legal

issues on the internet. There are links to documents from conferences and other sponsored events.

Dvorak, J. C. (February 11, 2004). As the Record Turns: The Complicated Ethics of the Online Music War. Retrieved February 14, 2004 from http://abcnews.go.com/sections/scitech/ZDM/kazaa_commentary_pcmag_040211.html

This article talks about the issues surrounding the online music sharing war. It talks about the music sharing online companies and how they lost a case in April 2003 which resulted in the music sharing ban.

List of References…List of References… Schiesel, S. (2004). Beyond Piracy: the new face of internet file-sharing. International Herald Tribune

The IHT Online. Retrieved February 14, 2004. http://www.iht.com/articles/129320.htmlThis article is about the music and movie industry and how someone figured out who to use

a company and download programs from the internet. It also talks about how they have tracked the maker of this internet downloading source.

The Sharpened.net Computer and Internet Glossary. Retrieved February 12, 2004 http://www.sharpened.net/glossary/index.php

This website supplies the reader with the most up to date computer technology terms and definitions.

Sagnus.net. Glossary of Computer Terms. Retrieved February 11, 2004. http://www.saugus.net/Computer/Terms/

This website supplies the reader with the most up to date computer technology terms and definitions.

Kistler, R. (2002, June 5) Encouraging Energy Stewardship: An Analysis of Energy Use and Environmental Impact of a Campus Computer Classroom at Bethel College, St. Paul, MN. Retrieved February 12, 2004. http://www.bethel.edu/~kisrob/CampusEnvironment/computers/computers.htm

Woolfe, K. (2000, November) Computer Energy Savings. Retrieved February 11, 2004 http://www.lbl.gov/ehs/wastemin/green_team/compenergy.html

This article talks about the common myths about computer energy savings. It talks about how much energy is used in the USA. It gives reader some suggestions of what they can do.

Flowers, L. A. , Moore III, J. L. (2003, February 10). Conducting Qualitative Research On-line in Student Affairs. Student Affairs On-line, vol. 4 no. 1 Winter 2003. Retrieved February 13, 2004 http://www.studentaffairs.com/ejournal/Winter_2003/research.html

This article talks about how to use the internet to find qualitative data. It gives suggestions as well as what one might expect when conducting research though an on-line medium.

Division of Student Affairs, St Thomas University. (2002). Assessment Resources. Retrieved February 11, 2004. http://www.stthomas.edu/studentaffairs/assessment-resources.htmThis site offers links to other sites that provide assistance for people doing research with on-line

materials.

List of References…List of References… Janicke Hinchliffe, L. (1997, May 29) Student Affairs Resources on the Internet. Parkland College

Champaign, Il. Retrieved on February 12, 2004 http://alexia.lis.uiuc.edu/~janicke/student.htmThis site offers links to other sites that provide assistance for people doing research with on-

line materials. Disney On-line Cyber Netiquette. Retrieved February 12, 2004. http://disney.go.com/cybersafety/

This is a fun interactive on-line teaching tool for children on internet safety. This is also fun for adult to learn some things about internet safety.

Office of the Secretary. Internet Safety. Retrieved February 11, 2004 http://www.ed.gov/about/offices/list/os/technology/safety.html

This website offers links to different things concerning the internet. It has summaries of the different links.

Ross, S., Albion.com. (1990-2004). Netiquette Home Page. Retrieved February 10, 2004. http://www.albion.com/netiquette/

This website offers tools and links on how to be better at working on the internet and using it properly.

Hambridge, S. (1995, October 24). Netiquette Guidelines. Retrived February 12, 2004. http://www.dtcc.edu/cs/rfc1855.html

This document provides a minimum set of guidelines for Network Etiquette which organizations may take and adapt for their own use. As such, it is deliberately written in a bulleted format to make adaptation easier and to make any particular item easy to find.

ETS Research and Development: Assessment and Technology. (2004). Advancing assessment design, administration, and scoring Retrieved February 10, 2004 http://www.ets.org/research/assesstech.html

This website talks about the different ways they have used technology for testing purpose for various projects. They have links to various products one can use. This site is good to brows though for information on assessment and testing.

Barrett, H. (2004, January 24). Using Technology to Support Alternative Assessment and Electronic Portfolios. Retrieved February 11, 2004. http://electronicportfolios.org/portfolios.html

This set of web pages will describe and discuss the use of technology to support alternative assessment from a number of perspectives. Developed and maintained by Dr. Helen Barrett, Assistant Professor, Educational Technology, School of Education, University of Alaska Anchorage.

List of References…List of References…

http://www.acpa.nche.edu/seniorscholars/trends/trends5.htmThis website talks about the trends that are shaping the student affairs field.

These trends deal with the technological aspects that dictate the way student affairs professional do things.

http://www.pewinternet.org/reports/pdfs/PIP_Schools_Internet_Report.pdfThis document talks about the internet-savvy ness of our incoming students. This

is a good reading to think about where our students are and where we need to be. http://www.pewinternet.org/reports/toc.asp?Report=71

This website has the results of research that was conducted to see how college students use the internet. It talks about how student use this for their social life, i.e. games, and what the implications of student internet use in the future.

Upcraft, M. L., & Terenzini, P. T. (1998) Technology, Retrieved February 15, 2004, http://www.acpa.nche.edu/seniorscholars/trends/trends5.htm

This website talks about the trends that are shaping the student affairs field. These trends deal with the technological aspects that dictate the way student affairs professional do things.

Levin, D. & Arafeh, S. (2002, August). The Digital Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools. Retrieved February 14, 2004. http://www.pewinternet.org/reports/pdfs/PIP_Schools_Internet_Report.pdf

This document talks about the internet-savvy ness of our incoming students. This is a good reading to think about where our students are and where we need to be.

Jones, S. (2002, September). The Internet Goes to College: How Students are living in the Future with Today’s Technology. Retrieved February 14, 2004. http://www.pewinternet.org/reports/toc.asp?Report=71

This website has the results of research that was conducted to see how college students use the internet. It talks about how student use this for their social life, i.e. games, and what the implications of student internet use in the future.

case study student affairs and technology: teaching for the technological revolution presentation...

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