Computing Higher Education:A Call for the Future

Bowling Green State University

Kristyn Bochniak

Nicole Schwab

Sarah Sunde

Jessica Turos

Computing Higher EducationComputing Higher Education

This presentation will introduce, outline,

and rationalize the necessity for the

assimilation of the technology course

Computing Higher Education into Higher

Education curricula.

Course ComponentsCourse Components

• 14 week 2 credit hour required course in a

computer lab

• Pass/Fail grading

• Meets once a week for two hours

• Format: discussion and implementation

• Faculty instructor

• Peer mentoring system

Peer MentoringPeer Mentoring

Because graduate students have differing levels of technology skills and knowledge, in order to challenge and support (Sanford, 1967) every student, a peer mentoring partnership will be formed

“Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions sharpens thinking and deepens understanding” (Chickering & Gamson, 1991)

Peer Mentoring SelectionPeer Mentoring Selection

• After reviewing the course topics on the first class session, students will have the option to self identify as technologically savvy and become a peer mentor

• Peer mentor pairings will be determined by mentor to mentee ratio

• Peer mentors will reinforce their technology knowledge by teaching others and being a resource and mentees will gain new knowledge and skills

Course ObjectivesCourse Objectives

Upon completion of this course students will:

• Gain knowledge and experience with computer applications and Internet capabilities

• Comprehend consequences of technology use through an ethical and legal lens

• Promote student learning through technology

• Be exposed to campus information systems

Objectives ContinuedObjectives Continued

Upon completion of this course students will:

• Recognize that students have different skill and exposure levels with technology

• Apply technology to improve student services in various functional areas

• Appreciate current and future technological trends in higher education

Course OutlineCourse Outline

Week Number Topic Assignment

1 Building a Community of Learners

2 Microsoft Office- Word and Publisher

Word and Publisher tutorials

3 Microsoft Office- Excel and Access

Excel and Access tutorials

4 PowerPoint PowerPoint tutorial

5 Web Design Professional webpage

6 Web Design Continued

7 Internet Use and Implications

8 Implications for Student Learning with Technology

Course Outline ContinuedCourse Outline Continued

Week Number Topic Assignment

9 Current Technological Issues and Trends in Higher Education

Create a group PowerPoint presentation on a current technological issue or trend

10 Student Affairs Functional Areas and Technology

Action plan and justification for incorporation of technology with existing programs

11 How Does Technology Better Serve Our Students?

12 Student Technology Use: Legal and Ethical Issues

13 Class Presentations

14 So Now What?

AssignmentsAssignments

• Tutorials

• Professional Webpage

• PowerPoint Presentation

• Action Plan

TutorialsTutorials

Upon discussing each Microsoft Office application in class, students will complete Microsoft Office tutorial found in:

Microsoft® Office 2000 8-in-1 Step by Step

http://www.microsoft.com/products/info/product.aspx?view=22&pcid=f14a1074-cffd-8f57-b582-4eff21d9a0f4&type=

ovr

All tutorials are due the fifth week of class

Professional WebpageProfessional Webpage

Each student will have to make a professional webpage highlighting their skills and accomplishments to help make them more marketable for future employment

A copy of their resume and portfolio worthy materials will be included

The webpage is due the twelfth week

PowerPoint PresentationPowerPoint Presentation

Students will create a group PowerPoint presentation on a current technological issue or trend

Students will utilize and synthesize knowledge gained through this course

The PowerPoint presentation is due the thirteenth week

Action PlanAction Plan

Students will investigate a functional area and create an action plan outlining a technological implementation to improve an existing program or function to better serve students and to increase student learning

The action plan is due the fourteenth week

Week 1: Building aCommunity of Learners

Week 1: Building aCommunity of Learners

Acquaint the class with one another through icebreakers.

Syllabus description.

Assess the technological capabilities of students (identify savvy students).

Group generation of a class contract.

Weeks 2 - 4: Microsoft Office Weeks 2 - 4: Microsoft Office

Discussion of Microsoft Word, Excel, Publisher, Access, and PowerPoint applications and usage.

The effects on student affairs professionals and students.

Opportunity to work in mentoring groups on tutorials and individual assignments.

Weeks 5 & 6: Web Design Weeks 5 & 6: Web Design

Discuss the history, creation, and purpose of a website

Principles of HTML and Dreamweaver explained and explored through the beginning process of creating a website

Week 7: Internet Use and Implications

Week 7: Internet Use and Implications

Explore the common uses of the Internet and World Wide Web by students.

Discuss both positive (i.e. research, communication, and knowledge) and negative (i.e. plagiarism, questionable materials, and addiction) aspects of Internet use by students for learning, growth, and development (Komives, Woodward, & Associates, 2001).

Week 8: Implications for Student Learning with Technology

Week 8: Implications for Student Learning with Technology

Discuss how student learning is enhanced through technology.

Experiential learning through technology.Differing technological preferences and tools.

- McKeachie, 2001

“. . . If knowledge is to be accessible to solve a new problem, it is best learned in a context where it is used as a problem-solving tool (Eyler & Giles, 1999).

Week 9: Current Technological Issues and Trends in Higher Education

Week 9: Current Technological Issues and Trends in Higher Education

Examine the history and future of technology.

Discuss benefits (i.e. convenience and accessibility) and drawbacks (i.e. impersonal and lack of control) of technology in higher education (Komives et. al, 2001; Kuh & Hu, 2001).

Address current hot topic of distance learning and use of technology in classrooms (Komives et. al, 2001; McKeachie, 2002).

Week 10: Student Affairs Functional Areas and Technology

Week 10: Student Affairs Functional Areas and Technology

Exploration of how functional areas use technology.

Evaluation of appropriate technological uses in functional areas.

Recommendations on improvement of functional areas setting the foundation for group PowerPoint presentation.

Week 11: How Does Technology Better Serve Our Students?

Week 11: How Does Technology Better Serve Our Students?

Retrospective examination of how student affairs better serves our students as described in the Student Personnel Point View (1949).

Assimilation of technology into the values espoused by the student affairs profession in development of the whole student.

Week 12: Student Technology Use: Legal and Ethical Issues

Week 12: Student Technology Use: Legal and Ethical Issues

Review legal and ethical issues surrounding student technology use:

• freedom of speech

• academic integrity

• copyright infringements

• student financial constraints

- Engstrom, 1997

Week 13: Class Presentations Week 13: Class Presentations

Student created PowerPoint presentations on current technological issues in higher education.

Evaluation and feedback will follow.

Week 14: So Now What? Week 14: So Now What?

Speculation of future technological advances.

Students will discuss their action plans.

How can the profession be prepared for future advancements in technology?

“A challenge for the future will be to balance “high tech” with “high touch” and to seek ways in which technology can complement the services the profession provides rather than replace them” (Komives et. al, 2001).

Justification for CourseJustification for Course

• With technology becoming a staple in our society, we as educators owe it to our students to become well versed in technology (McKeachie, 2002; Kruger, 2003).

• Because technology is new and ever changing, it is necessary to keep professionals aware of advances that could benefit both college students and the field of student affairs.

Justification ContinuedJustification Continued

• The expanded learning opportunity of the peer mentoring system and the pass/fail grading framework lessens the workload of the instructor.

• “Nearly two-thirds of youth and parents agree that the children know more about the Internet than their parents do” (Kruger, 2003). The next generation of college students will be technologically advanced and expect their education to be as well. As educators, we need to meet that demand.

ConclusionConclusion

“. . . Much of this may seem daunting; however, understanding and using technology and information systems is a critical part of the daily work of to he student affairs practitioner, and it will become even more important in the future. Perhaps the best advice is echoed by the common expression . . .”

‘Just Do It’-Komives et. al, 2001

ReferencesReferences

Chickering, A. W. & Gamson, Z. F. (1991). Applying the seven principles for good practice in undergraduate education. New Directions for Student Services, 47. San Francisco: Jossey-Bass.

Engstrom, C. M. (1997). Integrating information technology into student affairs graduate programs. New Directions for Student Services, 78, 59-69. San Francisco: Jossey-Bass.

Eyler, J., & Giles, Jr., D. E. (1999). Where’s the learning in service-learning? San Francisco: Jossey-Bass.

Komives, S. R., Woodard, Jr., D. B., & Associates. (2001). Student services: A handbook for the profession. (3rd edition). San Francisco: Jossey-Bass.

Kruger, R. (2003). Discussing cyber ethics with students is critical. Social Studies, 94(4), 189-190.

Kuh, G. D., & Hu, S. (2001). The relationships between computer and information technology use, selected learning and personal development outcomes, and other college experiences. Journal of College Student Development, 42(3), 217-232.

McKeachie, W. J. (2002). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. New York: Houghton-Miflin.