Technology in the Technology in the College Environment College Environment

University of Wisconsin-La CrosseUniversity of Wisconsin-La Crosse

Carey O’KellyCarey O’KellyDena NorrodDena Norrod

Dawn SchlundDawn SchlundBrian TomlinsonBrian Tomlinson

“The proliferation of technology in higher education has changed the ways in which education is delivered to students”

(As cited in Hirt, Cain, Bryant, Williams, 2003)

ProposalProposal

In order to better prepare future In order to better prepare future student affairs professionals, it is student affairs professionals, it is proposed that each of the ten proposed that each of the ten Student Affairs Administration Student Affairs Administration programs adopt a course in Student programs adopt a course in Student Affairs and Technology for Fall 2004.Affairs and Technology for Fall 2004.It is also proposed that the following It is also proposed that the following fourteen week curriculum serve as a fourteen week curriculum serve as a model for such a course. model for such a course.

Rationale for technology Rationale for technology in higher educationin higher education

Living in a digital ageLiving in a digital age Students desire 24/7 access (Coomes, 2000)Students desire 24/7 access (Coomes, 2000) Moving towards paperless institutionsMoving towards paperless institutions

CAS StandardsCAS Standards “…“…Professional studies must include (a) Professional studies must include (a)

student development theory, (b) student student development theory, (b) student characteristics and the effects of college on characteristics and the effects of college on students, (c) individual and group students, (c) individual and group interventions, (d) organization and interventions, (d) organization and administration of student affairs, and (e) administration of student affairs, and (e) assessment, evaluation, and research…” (The assessment, evaluation, and research…” (The Book of Professional Standards for Higher Book of Professional Standards for Higher Education, 2003)Education, 2003)

Transferability of technological skills to multiple Transferability of technological skills to multiple professions and disciplines. professions and disciplines.

Rationale for technology Rationale for technology in higher educationin higher education

Meeting the needs of adult learners and Meeting the needs of adult learners and distance learners.distance learners. ““As of 1996, 25% of all higher education As of 1996, 25% of all higher education

institutions and 69% of all doctoral granting institutions and 69% of all doctoral granting schools offered distance education classes for schools offered distance education classes for credit” (as cited in Hirt, Cain, Bryant, and credit” (as cited in Hirt, Cain, Bryant, and Williams, p. 99).Williams, p. 99).

Better preparation of future student affairs Better preparation of future student affairs professionals.professionals. Ensuring that the field of student affairs Ensuring that the field of student affairs

remains at the forefront of technological remains at the forefront of technological developments. developments.

Justification for Justification for offering a course on offering a course on

Student Affairs and TechnologyStudent Affairs and Technology

“… “…call for reform in higher education to ‘adapt to call for reform in higher education to ‘adapt to the reality of lifelong learning’ and the reality of the reality of lifelong learning’ and the reality of today’s diverse learners” (as cited in the Arminio, today’s diverse learners” (as cited in the Arminio, 1999, January/February, p.114).1999, January/February, p.114).

Student Affairs professionals must remain proficient in Student Affairs professionals must remain proficient in the development of students as lifelong learners.the development of students as lifelong learners.

““While it is true that technology has become a While it is true that technology has become a major factor on our campuses, it has also created major factor on our campuses, it has also created a large number of challenges that institutions a large number of challenges that institutions must face” (as cited in Gregory, 2002, p. 55).must face” (as cited in Gregory, 2002, p. 55).

Young professionals must be competent in handling the Young professionals must be competent in handling the challenges of the university setting.challenges of the university setting.

Justification for Justification for offering a course on Student offering a course on Student

Affairs and TechnologyAffairs and Technology

““An infusion of technology into the campus An infusion of technology into the campus infrastructure is one of the marks of a competitive infrastructure is one of the marks of a competitive institution” (Lovell & Kosten, 2000, p. 567).institution” (Lovell & Kosten, 2000, p. 567).

In enhancing the academic mission of any institution, In enhancing the academic mission of any institution, technology will prove to be a factor.technology will prove to be a factor.

““Creative uses of electronic technology open up Creative uses of electronic technology open up the possibilities to provide a great deal of the possibilities to provide a great deal of information and interactions to a generation of information and interactions to a generation of ‘connected’ students in ways never imagined ‘connected’ students in ways never imagined before” (Gregory, 2002, p.56).before” (Gregory, 2002, p.56).

By understanding technology, student affairs By understanding technology, student affairs professionals can maximize the opportunities to reach professionals can maximize the opportunities to reach the student population.the student population.

Course FormatCourse Format

Detailed outline of a fourteen week Detailed outline of a fourteen week curriculum, including an explanation curriculum, including an explanation of class goals, learning outcomes, of class goals, learning outcomes, and assignments.and assignments.

Course TextCourse Text

McHugh Engstrom, C. & Kruger, K.W. Eds.). (1997, July). McHugh Engstrom, C. & Kruger, K.W. Eds.). (1997, July). New New directions for student services, using technology to directions for student services, using technology to

promote promote student learning: Opportunities for today and student learning: Opportunities for today and tomorrow. tomorrow. San San Francisco, CAFrancisco, CA: : Jossey-Bass. Jossey-Bass.

Other articles as assignedOther articles as assigned

AssignmentsAssignments

Mid-term examinationMid-term examination

Daily readings & in-class handouts Daily readings & in-class handouts

Final examinationFinal examination

Technology Applications Project: See Technology Applications Project: See attached for descriptionattached for description

AssignmentsAssignmentsTechnology Applications Project: Choose Project A or BTechnology Applications Project: Choose Project A or BProject A Project A

Choose an area of student development that interests you for Choose an area of student development that interests you for example, Career Services, Residence Life, Student Activities, example, Career Services, Residence Life, Student Activities, etc. etc.

Analyze and evaluate a technology application (website, Analyze and evaluate a technology application (website, database) used in that area.database) used in that area.Prepare a report that includes:Prepare a report that includes:

Description of the application and its purposeDescription of the application and its purpose User analysisUser analysis Recommendations for improvementRecommendations for improvement

Develop a 20 minute class presentation encompassing your Develop a 20 minute class presentation encompassing your analysis and evaluation. analysis and evaluation.

Project BProject B Develop a website addressing a specific need in student Develop a website addressing a specific need in student

development. development. Develop a 20 minute class presentation that analyzes:Develop a 20 minute class presentation that analyzes:

Purpose and applicability of websitePurpose and applicability of websiteTarget audienceTarget audienceLegal and accessibility issuesLegal and accessibility issuesPredicted successes of websitePredicted successes of website

Class Evaluation CriteriaClass Evaluation Criteria

Technology application project: 200 pointsTechnology application project: 200 pointsMid-term examination: 125 pointsMid-term examination: 125 pointsFinal examination: 125 pointsFinal examination: 125 pointsClass participation: 50 pointsClass participation: 50 pointsGrading scaleGrading scale A A 470-500 points470-500 points AB AB 440-469 points440-469 points B B 410-439 points410-439 points BC BC 390-409 points390-409 points C C 360-389 points360-389 points

Course ScheduleCourse Schedule

Week 1 : Course Week 1 : Course introductionintroductionWeek 2: Emergence of Week 2: Emergence of technology in the universitytechnology in the universityWeek 3: Integration of Week 3: Integration of technology into students technology into students lives: Classroom and extra-lives: Classroom and extra-curricularcurricular Week 4: Limitations of Week 4: Limitations of technology in students livestechnology in students livesWeek 5: Student panel and Week 5: Student panel and mid-term reviewmid-term reviewWeek 6: Mid-term Week 6: Mid-term examinationexamination

Week 7: Integration of Week 7: Integration of technology for the student technology for the student affairs practitioner: Legal & affairs practitioner: Legal & ethical issues ethical issues Week 8: Information Week 8: Information managementmanagementWeek 9: Distance learning Week 9: Distance learning and the online universityand the online universityWeek 10: Promotional Week 10: Promotional applicationsapplicationsWeek 11: Research and Week 11: Research and survey applicationsurvey applicationWeek 12: Class presentationsWeek 12: Class presentationsWeek 13: Class presentationsWeek 13: Class presentationsWeek 14: Final Week 14: Final examination/Class examination/Class assessmentassessment

Student focus Professional focus

Week 1Week 1Goals:Goals:

Introduction of class and overview of assignmentsIntroduction of class and overview of assignments Purpose of this class is to provide graduate students with a Purpose of this class is to provide graduate students with a knowledge base of technological applications as well as an knowledge base of technological applications as well as an understanding of potential student needs. understanding of potential student needs.

Review of syllabus, institutional policies and academic integrityReview of syllabus, institutional policies and academic integrity Discussion: How do you as graduate students use technology?Discussion: How do you as graduate students use technology?

Learning Outcome:Learning Outcome: Students will develop an understanding of course requirements.Students will develop an understanding of course requirements. Students will reflect upon the influence of technology in their Students will reflect upon the influence of technology in their

personal livespersonal livesAssignment: Assignment:

Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building an online activities environment. Available at an online activities environment. Available at http://www.studentaffairs.com/ejournal/Summer_2003/Bricks-to-http://www.studentaffairs.com/ejournal/Summer_2003/Bricks-to-Bytes.htmlBytes.html

Kuh, G.D. & Hu, S. (2001, May/June). The relationship between Kuh, G.D. & Hu, S. (2001, May/June). The relationship between computer and informational technology use, selected learning computer and informational technology use, selected learning and personal development outcomes, and other college and personal development outcomes, and other college experiences. experiences. Journal of College Student Development, 42 (3), Journal of College Student Development, 42 (3), 217-232.217-232.

Week 2Week 2 Goals:Goals:

Review of assigned materials Review of assigned materials Lecture: Emergence of Technology in Higher EducationLecture: Emergence of Technology in Higher Education Discussion: Access and growing importance of Discussion: Access and growing importance of

technology in university setting from Kuh & Hu articletechnology in university setting from Kuh & Hu articleLearning Outcome: Learning Outcome:

Develop an understanding of the emergence of Develop an understanding of the emergence of technology in higher education.technology in higher education.

Students will be able to articulate issues related to Students will be able to articulate issues related to access and the importance of technology in higher access and the importance of technology in higher education.education.

Assignment: Assignment: Buckley, D. P. (2002). In Pursuit of the Learning Buckley, D. P. (2002). In Pursuit of the Learning

Paradigm. Paradigm. Educational Review 37 (1),Educational Review 37 (1), 28. 28. Hembrooke, H. & Gay, G. (2003). The laptop and the Hembrooke, H. & Gay, G. (2003). The laptop and the

lecture: The effects of multitasking in learning lecture: The effects of multitasking in learning environments. environments. Journal of Computing in Higher Education Journal of Computing in Higher Education 15 (1),15 (1), 46-64. 46-64.

Swickert, R. J., Hittner, J. B., Harris, J. L. & Herring, J. A. Swickert, R. J., Hittner, J. B., Harris, J. L. & Herring, J. A. (2002). Relationships among internet use, personality, (2002). Relationships among internet use, personality, and social support. and social support. Computers in Human Behavior 18 (4),Computers in Human Behavior 18 (4), 437-452.437-452.

Week 3Week 3Goals:Goals:

Lecture: Integrating technology into students lives: classroom Lecture: Integrating technology into students lives: classroom and extra-curricular experiencesand extra-curricular experiences

Discussion: How do students use technology in academic, Discussion: How do students use technology in academic, social, and professional realms? (assigned reading from Week social, and professional realms? (assigned reading from Week 2)2)

Learning Outcome:Learning Outcome: Develop practical and tangible approaches to integrating Develop practical and tangible approaches to integrating

technology into students lives.technology into students lives. Identification of the many ways in which technology is used Identification of the many ways in which technology is used

within students’ lives.within students’ lives.Assignment: Assignment:

Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000) Technology and Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000) Technology and Diversity: An impending collision on the information Diversity: An impending collision on the information superhighway? superhighway? NASPA Journal, 38 (1), NASPA Journal, 38 (1), 1-17.1-17.

Ausiello, K. & Wells, B. (1997, July). Ausiello, K. & Wells, B. (1997, July). Chapter 6:Chapter 6: Information Information technology and student affairs: Planning for the 21technology and student affairs: Planning for the 21stst century. century. InIn McHugh Engstrom, C. & Kruger, K.W. (Eds.), McHugh Engstrom, C. & Kruger, K.W. (Eds.), New New directions for student services, using technology to promote directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. student learning: Opportunities for today and tomorrow. San San Francisco: Jossey-Bass. Francisco: Jossey-Bass.

Week 4Week 4Goals:Goals:

Lecture: Limitations of technology in students’ livesLecture: Limitations of technology in students’ lives In class small group discussion of handouts:In class small group discussion of handouts:

““Gender divisions across technology advertisements and Gender divisions across technology advertisements and the www: Implications for educational equity”; “Falling the www: Implications for educational equity”; “Falling through the net: Defining the digital divide”; “Falling through the net: Defining the digital divide”; “Falling through the net: Towards digital inclusion.”through the net: Towards digital inclusion.”

Learning OutcomeLearning Outcome Students will learn how access to technology at the primary Students will learn how access to technology at the primary

levels affects life-long learning.levels affects life-long learning. Students will discuss the differences in perceptions and equity Students will discuss the differences in perceptions and equity

amongst gender, ethnic, and socioeconomic backgrounds to amongst gender, ethnic, and socioeconomic backgrounds to gain valuable perspectives on the limitations of technology.gain valuable perspectives on the limitations of technology.

Assignment:Assignment: Prepare questions for Week 5 student panel on technology, Prepare questions for Week 5 student panel on technology,

focusing on ethical usage, access, and their primary uses of focusing on ethical usage, access, and their primary uses of technology.technology.

Treuer, P. & Belote, L. (1997, July). Treuer, P. & Belote, L. (1997, July). Chapter 2: Current and Chapter 2: Current and emerging applications of technology to promote emerging applications of technology to promote student involvement and learning.student involvement and learning. In In McHugh Engstrom, McHugh Engstrom, C. & Kruger, K.W. (Eds.), C. & Kruger, K.W. (Eds.), New directions for student services, New directions for student services, using technology to promote student learning: Opportunities using technology to promote student learning: Opportunities for today and tomorrow. for today and tomorrow. San Francisco: Jossey-Bass. San Francisco: Jossey-Bass.

Week 5Week 5

Goals:Goals: Student panel composed of undergraduate students from all Student panel composed of undergraduate students from all

class standings, representing diverse academic majors and class standings, representing diverse academic majors and university involvements.university involvements.

Class review for mid-term exam.Class review for mid-term exam.Learning Outcome: Learning Outcome:

Students will develop sound theory to practice skills on the Students will develop sound theory to practice skills on the development of student perceptions on technology.development of student perceptions on technology.

Assignment: Assignment: In preparation for mid-term exam, there will be no assignment In preparation for mid-term exam, there will be no assignment

for Week 6.for Week 6.

Week 6Week 6Goals:Goals:

Mid-term examMid-term examLearning Outcome:Learning Outcome:

Students will be able to demonstrate their ability to integrate Students will be able to demonstrate their ability to integrate information gained from the first five weeks of course study and information gained from the first five weeks of course study and applications to practice.applications to practice.

Assignment:Assignment: Komives, S. R. & Peterson, R.J. (1997, July). Komives, S. R. & Peterson, R.J. (1997, July). Chapter 7: Values Chapter 7: Values

and principles guiding technology decision making for the and principles guiding technology decision making for the futurefuture. In. In McHugh Engstrom, C. & Kruger, K.W. (Eds.), McHugh Engstrom, C. & Kruger, K.W. (Eds.), New New directions for student services, using technology to promote directions for student services, using technology to promote student learning: Opportunities for today and tomorrow. student learning: Opportunities for today and tomorrow. San San Francisco: Jossey-Bass. Francisco: Jossey-Bass.

Moneta, L. (1997, July). Moneta, L. (1997, July). Chapter 1: “The integration of Chapter 1: “The integration of technology with the management of student servicestechnology with the management of student services.” In.” In McHugh Engstrom, C. & Kruger, K.W. (Eds.), McHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for New directions for student services, using technology to promote student learning: student services, using technology to promote student learning: Opportunities for today and tomorrow. Opportunities for today and tomorrow. San Francisco: Jossey-Bass.San Francisco: Jossey-Bass.

Peterson, R.J. & Hodges, M.W. (1997, July). Peterson, R.J. & Hodges, M.W. (1997, July). Chapter 4: Legal, Chapter 4: Legal, ethical, and policy issuesethical, and policy issues. In. In McHugh Engstrom, C. & Kruger, McHugh Engstrom, C. & Kruger, K.W. (Eds.), K.W. (Eds.), New directions for student services, using technology New directions for student services, using technology to promote student learning: Opportunities for today and to promote student learning: Opportunities for today and tomorrow. tomorrow. San Francisco: Jossey-Bass.San Francisco: Jossey-Bass.

Week 7Week 7Goals:Goals:

Discussion: Impact of technology on the student affairs Discussion: Impact of technology on the student affairs professional. professional.

Lecture: Integration of technology for the student affairs Lecture: Integration of technology for the student affairs practitioner: Legal & ethical issues.practitioner: Legal & ethical issues.

Learning Outcome: Learning Outcome: Students will gain a basic understanding of legal, ethical, and Students will gain a basic understanding of legal, ethical, and

policy issues relating to technology in student affairs.policy issues relating to technology in student affairs. The class will transition from a student development focus on The class will transition from a student development focus on

technology to a focus on application in the management of technology to a focus on application in the management of student services. student services.

Assignment:Assignment: Hanson, G.R. (1997, July). Hanson, G.R. (1997, July). Chapter 3: “Using technology in Chapter 3: “Using technology in

assessment.assessment. In In McHugh Engstrom, C. & Kruger, K.W. (Eds.), McHugh Engstrom, C. & Kruger, K.W. (Eds.), New directions for student services, using technology to New directions for student services, using technology to promote student learning: Opportunities for today and promote student learning: Opportunities for today and tomorrow. tomorrow. San Francisco: Jossey-Bass. San Francisco: Jossey-Bass.

Week 8Week 8Goals:Goals:

Lecture: Provide an overview of strategy and policy in the Lecture: Provide an overview of strategy and policy in the organization, emphasizing the integration of technology across organization, emphasizing the integration of technology across multiple functional areas. multiple functional areas.

Discussion: The impact of information systems and how they Discussion: The impact of information systems and how they are used within organizations to complement and enhance are used within organizations to complement and enhance operations. operations.

Learning Outcome: Learning Outcome: Students will be able to discuss and apply various Students will be able to discuss and apply various

technological methods to the field of student affairs.technological methods to the field of student affairs.Assignment: Assignment:

Bring 3 examples of a distance education curriculum Bring 3 examples of a distance education curriculum Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003) Cyber Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003) Cyber

services: What’s important and how are we doing? services: What’s important and how are we doing? NASPA NASPA Journal 40 (2),Journal 40 (2), 98-118. 98-118.

Week 9Week 9

Goals:Goals: Lecture: Adult Learners use of distance learning and the Lecture: Adult Learners use of distance learning and the

impact of consumerism on future student populations.impact of consumerism on future student populations. Discussion: The future of the university and the impact of Discussion: The future of the university and the impact of

distance learning.distance learning.Learning Outcome: Learning Outcome:

Provide a comprehensive understanding of distance education Provide a comprehensive understanding of distance education and its application to student affairs.and its application to student affairs.

Be able to discuss the future of the technologically savvy Be able to discuss the future of the technologically savvy university.university.

Assignment: Assignment: Hoffman, J. (September 2003). Built by design: Developing a Hoffman, J. (September 2003). Built by design: Developing a

customized marketing department. customized marketing department. ACUI: The Bulletin, 71 (5), ACUI: The Bulletin, 71 (5), 22-26. 22-26.

Salas, C. (September 2003). Marketing research: Planning for Salas, C. (September 2003). Marketing research: Planning for Success. Success. ACUI: The Bulletin, 71 (5), ACUI: The Bulletin, 71 (5), 27-37.27-37.

Week 10Week 10

Goals:Goals: Guest speakers: Advertising agency representative, market Guest speakers: Advertising agency representative, market

research expert, publications department representative.research expert, publications department representative. Discussion: Discuss in small groups how you would integrate Discussion: Discuss in small groups how you would integrate

technology into marketing a late night program series technology into marketing a late night program series including market research, target audience identification, including market research, target audience identification, advertising campaign, and evaluation method.advertising campaign, and evaluation method.

Learning Outcome: Learning Outcome: Gain information from panel of experts and ensuing discussion Gain information from panel of experts and ensuing discussion

regarding practical applications of technology in promotions.regarding practical applications of technology in promotions.Assignment: Assignment:

Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002). Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002). Survey Professionals Using Electronic SurveysSurvey Professionals Using Electronic Surveys.. College Park, College Park, MD:MD: ERIC Clearinghouse on Assessment and Evaluation. ERIC Clearinghouse on Assessment and Evaluation.

Timmerman, A. (2002). Timmerman, A. (2002). Introduction to the Application of Web-Introduction to the Application of Web-Based Surveys. Based Surveys. North Carolina: Information & technology.North Carolina: Information & technology.

Week 11Week 11

Goals:Goals: Lecture: The good, bad, and ugly: Various examples of Lecture: The good, bad, and ugly: Various examples of

electronic survey design.electronic survey design. Discussion: What is the most effective way to survey Discussion: What is the most effective way to survey

student populations? What about populations outside student populations? What about populations outside the university setting?the university setting?

Learning Outcome: Learning Outcome: Class will possess the ability to effectively determine the Class will possess the ability to effectively determine the

best practices of survey design. best practices of survey design. Assignment: Assignment:

Prepare for class presentationsPrepare for class presentations

Week 12 & 13Week 12 & 13

Goals:Goals: Class PresentationsClass Presentations Review for final examReview for final exam

Learning Outcome:Learning Outcome: Students will demonstrate knowledge on a particular Students will demonstrate knowledge on a particular

application relating to technology and student affairs. application relating to technology and student affairs. Assignment: Assignment:

Prepare for final examPrepare for final exam

Week 14Week 14

Goals:Goals: Final ExamFinal Exam Class and instructor evaluationClass and instructor evaluation

Learning Outcome: Learning Outcome: Students will demonstrate a proficiency in technological Students will demonstrate a proficiency in technological

applications as well as potential student needs.applications as well as potential student needs.

““The art of our era is not art, but technology. Today The art of our era is not art, but technology. Today Rembrandt is painting automobiles; Shakespeare is Rembrandt is painting automobiles; Shakespeare is writing research reports; Michelangelo is designing writing research reports; Michelangelo is designing more efficient bank lobbies.” more efficient bank lobbies.”

Howard SparksHoward Sparkshttp://quotes.prolix.nu/Technology/http://quotes.prolix.nu/Technology/

ReferencesReferences

Arminio, J. (1999, January/February). Book reviews: The virtual Arminio, J. (1999, January/February). Book reviews: The virtual campus: Technology and reform in higher education, campus: Technology and reform in higher education, 40 (1), 40 (1),

101-101- 119.119.The Book of Professional Standards for Higher Education,The Book of Professional Standards for Higher Education, (2003). (2003).

Washington DC: Advancement of Standards in Higher Washington DC: Advancement of Standards in Higher Education. Education. Buckley, D. P. (2002). In Pursuit of the Learning Paradigm.Buckley, D. P. (2002). In Pursuit of the Learning Paradigm.

Educational Review 37 (1),Educational Review 37 (1), 28. 28.Coomes, M.D. (2000, Fall). Book Review. Coomes, M.D. (2000, Fall). Book Review. NASPA Journal, 38 (1),NASPA Journal, 38 (1), 152- 152-

158.158.Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building an Conway, J. & Hubbard, B. (2003). From bricks to bytes: Building an online activities environment. Available at online activities environment. Available at http://www.studentaffairs.com/ejournal/Summer_2003/ http://www.studentaffairs.com/ejournal/Summer_2003/ Bricks-to-Bytes.htmlBricks-to-Bytes.htmlGregory, D.E. (2002, Fall). The student handbook, federal law, and Gregory, D.E. (2002, Fall). The student handbook, federal law, and electronic technology. electronic technology. NASPA Journal, 40 (1), NASPA Journal, 40 (1), 53-68. 53-68.

ReferencesReferencesHembrooke, H. & Gay, G. (2003). The laptop and the lecture: Hembrooke, H. & Gay, G. (2003). The laptop and the lecture: The The effects of multitasking in learning environments. effects of multitasking in learning environments. Journal Journal of of Computing in Higher Education 15 (1),Computing in Higher Education 15 (1), 46-64 46-64Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003). Cyber Hirt, J.B., Cain, D., Bryant, B. & Williams, E. (2003). Cyber services: What’s important and how are we doing? services: What’s important and how are we doing? NASPA NASPA Journal, 40 (2)Journal, 40 (2), 98-118., 98-118.Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000). Technology and Hirt, J. B., Murrary, J. H., & McBee, J. K. (2000). Technology and Diversity: An impending collision on the information Diversity: An impending collision on the information superhighway? superhighway? NASPA Journal, 38 (1), NASPA Journal, 38 (1), 1-17.1-17.Hoffman, J. (September 2003). Built by design: Developing a Hoffman, J. (September 2003). Built by design: Developing a customized marketing department. customized marketing department. ACUI: The Bulletin, 71 (5), ACUI: The Bulletin, 71 (5), 22-26. 22-26. Knupfer, N.N. (1998). Gener division across technology Knupfer, N.N. (1998). Gener division across technology advertisements and the www: Implications for educational advertisements and the www: Implications for educational equity. equity. Theory Into Practice, 37, Theory Into Practice, 37, 54-63.54-63.Kuh, G.D. & Hu, S. (2001, May/June). The relationship between Kuh, G.D. & Hu, S. (2001, May/June). The relationship between computer and informational technology use, selected computer and informational technology use, selected learning learning and personal development outcomes, and other and personal development outcomes, and other college college experiences. experiences. Journal of College Student Development, Journal of College Student Development, 42 (3), 42 (3), 217-232.217-232.

ReferencesReferences

Lovell, C.D., & Kosten, L.A. (2000, Summer). Skills, knowledge, and Lovell, C.D., & Kosten, L.A. (2000, Summer). Skills, knowledge, and personal traits necessary for success as a student affairs personal traits necessary for success as a student affairs administrator: A meta-analysis of thirty years of research. administrator: A meta-analysis of thirty years of research. NASPA Journal, 37 (4), NASPA Journal, 37 (4), 553-572.553-572.

McHugh Engstrom, C. & Kruger, K.W. (Eds.). McHugh Engstrom, C. & Kruger, K.W. (Eds.). (1997, July). (1997, July). New New directions for student services, using technology to directions for student services, using technology to

promote promote student learning: Opportunities for today and student learning: Opportunities for today and tomorrow. tomorrow. San San FranciscoFrancisco: : Jossey-Bass.Jossey-Bass.Salas, C. (September 2003). Marketing research: Planning for Salas, C. (September 2003). Marketing research: Planning for success. success. ACUI: The Bulletin, 71 (5), ACUI: The Bulletin, 71 (5), 27-37.27-37.Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002). Shannon, D. M., Johnson, T.E., Searcy, S. & Lott, A. (2002). Survey Survey

Professionals Using Electronic SurveysProfessionals Using Electronic Surveys.. College Park, MD:College Park, MD: ERIC Clearinghouse on Assessment and Evaluation. ERIC Clearinghouse on Assessment and Evaluation.

Sparks, Howard. Sparks, Howard. Technology quotationsTechnology quotations. Retrieved February 12, . Retrieved February 12, 2004. Available at http://quotes.prolix.nu/Technology/2004. Available at http://quotes.prolix.nu/Technology/

Swickert, R. J., Hittner, J. B., Harris, J. L. &Swickert, R. J., Hittner, J. B., Harris, J. L. & Herring, J. A. Herring, J. A. (2002). (2002). Relationships among internet use, personality, and social Relationships among internet use, personality, and social

support. support. Computers in Human Behavior 18, 4,Computers in Human Behavior 18, 4, 437-52. 437-52.

ReferencesReferences

Timmerman, A. (2002). Timmerman, A. (2002). Introduction to the Application of Web-Introduction to the Application of Web-Based Based Surveys. Surveys. North Carolina: Information & technology.North Carolina: Information & technology.U.S. Department of Commerce. National Telecommunications and U.S. Department of Commerce. National Telecommunications and

Information Administration. (1999). Falling through the Information Administration. (1999). Falling through the net: net: Defining the digital divide. Washington DC: U.S. Defining the digital divide. Washington DC: U.S. Government Government Printing Office. Retrieved February 12, 2004, from Printing Office. Retrieved February 12, 2004, from World Wide World Wide Web:http://www.ntia.doc.gov/ntiahome/fttn99/contents.html.Web:http://www.ntia.doc.gov/ntiahome/fttn99/contents.html.U.S. Department of Commerce. National Telecommunications and U.S. Department of Commerce. National Telecommunications and

Information Administration. (2000). Falling through the Information Administration. (2000). Falling through the net: net: Towards digital inclusion. Washington DC: U.S. Towards digital inclusion. Washington DC: U.S. Government Government Printing Office. Retrieved February 12, 2004, from Printing Office. Retrieved February 12, 2004, from World Wide World Wide Web: Web: http://www.ntia.doc.gov/ntiahome/fttn00/falling.htm#1http://www.ntia.doc.gov/ntiahome/fttn00/falling.htm#1