Presented by Arkansas Tech University students: (team leader) Monique Forehand Jennifer McGill Mindy Patton Corinne Smith.

Presented by Arkansas Tech University students:

(team leader) Monique ForehandJennifer McGill

Mindy PattonCorinne Smith

Our agenda was to come up with five issues within student services where technology has impacted how the college delivers its programs and services to students.

The issues we have discussed are:◦ Career Services Guidance◦ Online Orientation◦ Digital Entertainment◦ Academic Advising◦ Counseling Services

Career guidance movement began at the turn of the 20th century

Greatly influenced by◦ Industry and technology◦ Social change and reform◦ Government funding and programs◦ Testing and assessment of human traits

Links between school, career guidance and development have became stronger

Focus shifted from “making a living” to the meaning of work to the individual self

Understanding of history and development increased insight into the role of the career counselor

Knowledge for Youth About Careers (KYAC)

Career Thoughts Inventory (CTI)

The Career Key

• Based on Weiner's (1984) attribution change theory and Bandura's (1982) self-efficacy theory

• Provides videodisc, CD-ROM disc, computer diskettes, Facilitator Manual and Participant Workbook (photocopy master) with 32 hours of classroom & workshop activities, a Research & Development Handbook, and a Facilitator Guide to Scene Playback.

• The program operates on IBM PS2s and 486 DOS-based ISA computers

Career Thoughts Inventory (CTI) Florida State◦ Based on Cognitive Information and Processing

Theory as well as Beck’s Cognitive Theory◦ Self-administered ◦ Objectively scored ◦ Provides a 48-Item measure of dysfunctional

thoughts in career choice◦ Best used for 11-12th grade students, college

students, and adults

For more information on the services provided by Florida State University, visit their website:

http://www.career.fsu.edu/documents/center/center_goals.htm

•Based on Holland’s Theory, the theory and research most used by professional counselors and career educators•Provides over 20 self-help modules•Available in Korean, Spanish, Chinese, and Caribbean•Offers different tests and quizzes to help students find the career for them•Allows you to make group or individual purchases

These Career Key Programmers are North Carolina State

University students in the Department of Computer Science.

Andrew Wieselquist is the lead programmer.

Online Choices in the US:• Education and Career Opportunities System (ECOS)◦ ECOS is an Internet-based portfolio system, which

helps students explore and realize professional and academic goals. Students have access to a complete, comprehensive system for the exploration of career, college, financial aid and life skills.

• Peterson’s GuidanceNet ◦ is an online resource center that integrates with a high

school, community college, or library web service. It includes unlimited test preparation (e.g., PSAT, SAT, ACT, AP, ASVAB, GED), financial aid tools, college searches, information regarding scholarships, and career planning tools.

•Based on Holland’s Theory, the theory and research most used by professional counselors and career educators•Provides over 20 self-help modules•Available in Korean, Spanish, Chinese, and Caribbean•Offers different tests and quizzes to help students find the career for them•Allows you to make group or individual purchases

STUDENTS: Useful for at-risk

youths Helps to model career

implementation behaviors

Allows students to honestly express their beliefs and values

More convenient for students

STUDENT AFFAIRS PROFESSIONALS:

Gives us a more honest idea of how students are developing in their fields of career study

Helps us motivate at-risk students

Increases potential for high impact career interventions

STUDENTS: Lose the face-to-

face interaction with mentors

STUDENT AFFAIRS PROFESSIONALS:

Lose face-to-face contact with students

Increase in time spent training

Orientation programs historically are created to help students through the transition time from High School to College, or from College to College.

Online Orientation programs were created in the beginning to help distance students learn the online software needed for online classes.

• It was discovered soon after that “just having the correct hardware and software was not enough to ensure success in the program.”

• Thus, surveys and learning style inventories were created to determine whether these students were “cut out” for the distance program.

• Though these things were “limited to distance learning related issues, not an orientation to the college or campus support services.”

The technology for an online orientation program would not be expensive take in of itself.

The cost would come from having a full time staff devoted to the online orientation program.

• This technology would be an interactive website with public access.

• The reason for the public access is that of when a student is “new” to the institution, they may not know what their login and password is yet.

• The website would include links to all appropriate campus resources, and would have a guided voice option on the site.

To keep the “community” feel of a face-to-face orientation, and the individual attention, there would be chat rooms and individuals that each student would be able to be in contact with.

This would insure that the student still feels a connection to the campus, even though they are not physically there.

◦ Accessibility to an orientation to those not “physically able” to come to campus

◦ Would give same benefits without having to make a trip

◦ Program would be available any time any place, thus students would be willing to access even if they are not available in regular business hours.

◦ Information can be released to students according to their own progress

◦ Reminders about financial aid and other issues can be sent to students online

◦ Program will also be accessible any time though out their college career, for any questions that may have arose

• Student Affairs Professionals Benefits to an Online Orientation Program– Allows a continuous source for staff to refer

students to through out the year– Also is not as time consuming at one point in time

for the entire campus, can be completed in slower business times, and updates will not require the entire campus

– Allows staff to have an opportunity for more flow of feedback

◦ It will require more marketing to get new students to actually access the program

◦ The site must at all times be up to date, and the constant change of information may prove difficult at times

◦ There may be issues training students on using the technology

◦ If staff do not keep an individual touch with the students there may be a loss in that “connection” with the campus they may have received otherwise

• The field of digital entertainment is a widely used field among college students.

• Among some of the first programs were illegal websites where students and many others would download music from a selection of millions of songs.

• This became a massive problem only a few years back, and was causing some students to unknowingly steal.

These sources were shut down for a while, and it is not as widely prevalent as it was in the beginning.

But some students still do not see the “wrong” in this problem, and continue to illegally download songs.

So, what can we do to stop this widespread problem?

There are several sites where individuals can legitimately download and pay for songs, and other media types; movies, books, etc.

One of the most popular of these sites is ITunes.

Though, students still say it is too much money, or they do not have the money to legitimately download these songs.

• There is a company that was created in 2004, that is helping Universities across the country help their students deal with this problem.

• This company is called CDIGIX.• Cdigix custom designed C-Labs to be an easy

and efficient digital media solution for college administrators, faculty, and students by providing schools with all the tools they need to post and maintain rich digital media online while complying with copyright policies.

Cdigix, also created a program called C-Trax, which requires one small monthly fee per student to be payed; this money would come from student activity fees.

Then, each student can have access to millions of songs, and download them for pennies.

• Using this same technology all other types of media could be made available to students at a fraction of the cost.

• Companies are willing to do this, as well as Universities should be, because of this untapped market of students who have been downloading songs for free.

• Even pennies per song, is more than the students were putting into the market before hand.

The benefits far outweigh the cost in this situation.

Students are no longer downloading illegally, and the music industry is gaining back the money that was being lost.

This is teaching students about being honest, as well as giving the University a boost in their marketability.

1st Formal System: John Hopkins University 1877

Early forms of academic advising were built on strong person-to-person connections

The purpose was to create a faculty liaison/mentor to increase communication between the university and student

“The future of academic advising resides on the degree to which technology can be deployed to increase both the efficiency and effectiveness of advising” (Beyond the Administrative, 2003).

Providing distance learners with information that will help them be successful according to the student’s interest, values, abilities.

Using various forms of technology to enhance academic advising and thereby making it more effective for all students.

“An era of greater accountability and the need to provide better services to students” (Steele et. al, 1999).

electronic communication (including email, chat, IM, listservs, bulletin boards, etc.)

electronic notebooks student academic

information management

touch-tone telephone registration

• degree audits• automated student

profiles• automated transfer

articulation• course/grade

simulation• electronic calendars• Web pages with self-

help information

What does online academic advising include?• Electronic College Advising Tool (eCAT) which is a

computerized degree audit program and academic advising tool

• Chat rooms, instant messaging, email, and listservs allow direct communication between student and academic advisor during posted daily hour

• Provides on-site support and individualized guidance for students studying abroad and distance learners

• Advisors are provided with the option of digital advising notes that can be shared with other faculty

• Banner• Campus Management Corporation• DARS: Degree Audit Reporting

System• USA Group• SunGard Higher Education• Datatel

Instant messaging chat services allow distance learners the option of receiving one-on-one advice from an academic advisor.

Virtual Advising is convenient – at best, it is available anytime, anywhere.

Advisors can help students to feel a part of the community, develop academic and career goals, be successful learners.

Equal to, but not necessarily the same as, services provided to on-campus students.

Organized websites provide students with a “one-stop shop” to all of their academic advising related questions.

Reduces amount of paper work. Saves time on filing student documents. Clears up storage space with the use of

virtual documents. Reduces paper waste. Due to the previous reasons, allows more

time for student-advisor interaction. Improves quality control and accountability

between university departments.

Can be very costly. It is easy to lose sight of the standards provided

by National Associations (NACADA and CAS). It can be difficult for professionals to transition

from an old work system to a new from of technology.

Effective training on new technology programs can be difficult to coordinate and administer.

It takes a long time for students to make full use of the capabilities that new technology has to offer.

May take away face-to-face interactions as more on-campus students begin to utilize chat services rather than set up appointments.

Counseling services online have emerged with the arrival of distant learning online and the growing need for outreach through the college's web site.

This is a new service on college campuses but there have been experiments with online counseling since 1966 when Joseph Weizenbaum, a professor of Computer Science at Massachusetts Institute of Technology created a program called "Eliza."

Region 8 Online Counseling Consortium was introduced in February 2005 as the first online counseling consortium to provide support to those in higher education using online counseling.

The group meets twice each semester and rotates meeting facilitator and location

As of March ‘07 established leadership structure

Their mission is to:◦ Share and establish best

practices in online counseling

◦ Discuss common protocols, definitions, issues, and concerns

◦ Provide professional development activities

◦ Provide expertise to other colleges

◦ Serve as a resource to state advisory committees regarding online counseling issues and trends

Participating universities includes:◦ Long Beach City College◦ Rio Hondo College◦ Citrus College◦ Coastline College◦ Cypress College◦ Fullerton College◦ Golden West College◦ Irvine Valley College◦ Mt. San Antonio College◦ Orange Coast College ◦ Saddleback College◦ Santa Ana College◦ Santiago Canyon College◦ Cerritos College

Considerations when starting an online program:◦ Soliciting buy-in and support

Successful online counseling systems have strong partnerships with tech support, counselors and buy-in from administration

◦ Deciding what types of services to provide online

◦ Selecting an intake management system Examples include Banner System, Campus

Management Corporation, Teleconferencing and Email-based

For more information about Campus Management System, go to: http://www.campusmanagement.com/

Features can include:◦ Can systematize random email inquiries received by counselors◦ Requires central counselor to review/refer intakes to other

online counselors◦ Can be more secure

Password protected, encrypted◦ Stores questions & replies◦ Searchable database◦ Follow-up questions sent directly to counselor◦ Built-in referral system linked to email◦ Comments for counselor-only viewing◦ Counselor enters days available and vacation dates◦ Counselor can return a question for reassigning◦ Multiple coordinators can screen & assign◦ Students can submit quick or detailed questions◦ Menu of web referrals built-in ◦ Spell check◦ Frequently asked questions

What students does it benefits?◦ Clients in geographically

isolated area◦ Clients who are

physically disabled or seriously ill and cannot leave home

◦ Clients who would ordinarily not seek traditional counseling

◦ Clients who would feel more comfortable expressing themselves in a written format

How does it benefits students?◦ Provides financial, mental, and

physical help◦ Provides self-help materials◦ Provides outside referrals◦ Saves time and money◦ Provides an opportunity for

students to access sensitive information and remain anonymous

◦ Allows students to access information anytime as opposed to only during office hours.

◦ Students can "meet the staff" online and decide best fit if they choose to make an appointment to meet with a counselor face to face

◦ It provides access for students who may live to far away for on campus activities

Benefits to Student Affairs Professionals:◦ Interventions with students during a time of crises◦ Effective intervention through online services may

lead to improved student retention◦ Allow staff to provide outreach, support and

general information to a larger segment of the student population

◦ Staff can provide list of answers to frequently asked questions

◦ Can be used as supplement to face-to-face counseling services

Campuses will continue to find newer and better ways to manage intakes and to provide additional services online

Can play a greater role in enrollment management and retention of distance education students

Can play a greater role in supporting online instructional faculty and programs

Regional & statewide discussions continue to define terms and best practices as counseling systems evolves

Accountability to clients Availability of counselor and speed and regularity with which

clients’ requests are answered Maintaining confidentiality, ethics and security over the Internet Handling of emergency situations Lack of nonverbal information such as facial expression, tone of

voice, and body language Difficulty of developing a therapeutic relationship with a client

who is never seen face-to-face Training, evaluation and follow-up

◦ Counselors need training on how to provide online services, use the technology and time for site development, monitoring, updating and quality control

System maintenance and upgrades◦ Continuous updating of the web site and on going research related to

quality and relevance of resources Limited ability to manage or organize a large amount of

intakes

Academic Senate for California Community Colleges. (2007). The Role of counseling faculty in the California Community College. Retrieved February 10, 2008, from http://www.academicsenate.cc.ca.us/Publications/ Papers/Role_counselingfaculty.html

Beyond the Administrative Core. (2003). Creating web-based student services for online learners. Retrieved February 11, 2007 from http://wcet.info/services/studentservices/beyond/resources/ac_ad.asp

Career Center at Florida State University. Retrieved February 14, 2008, from Use and Development of Career Thoughts Inventory Web site: http://www.career.fsu.edu/techcenter/designing_career_services/career_thoughts_inventory/index.html

Cdigix Website. Retrieved February 14, 2008 , from http://www.cdigix.com/cdigix/AboutCLabs/tabid/63/Default.aspx

Hartley Pfhol, A. (2002). Counselor education and human services program. Retrieved February 10, 2008, from University of Dayton Web site: http://academic.udayton.edu/AnnePfohl

Jones, L. K. (1987). The career key. Retrieved February 13, 2008, from The Career Key Web site: http://www.careerkey.org/index.asp

Journal of Distance Learning Administration. (2001). Virtual advising: Delivering student services. Retrieved February 11, 2007 from http://www.westga.edu/~distance/ojdla/fall43/wagner43.html

National Academic Advising Association. (2007, November 6). Advising resources: Higher education and technology. Retrieved February 11, 2007 from http://www.psu.edu/dus/ncta/linkhetc.htm

National Academic Advising Association. (2004, June 17). Special reports: Technology and academic advising. Retrieved February 12, 2007 from http://www.psu.edu/dus/ncta/techartc.htm

Shaw, H. E., Shaw S. F. (2006). Critical ethical issues in online counseling: Assessing current practices with an ethical intent checklist. Journal of counseling and development , 84(1), p. 41-53.