Technology
Graduates should be able to use various forms of technology in their interactions with students and in their own professional development. Specifically, students should be able to:
a. utilize communication tools such as electronic mail, video conferencing, and/or designing web pages;
b. use research tools such as electronic data bases, world wide web searching, and other online resources;
c. use multi-media in making presentations before professional audiences.
a. utilize communication tools such as electronic mail, video conferencing, and/or designing web pages;
b. use research tools such as electronic data bases, world wide web searching, and other online resources;
c. use multi-media in making presentations before professional audiences.
CHAMP and Online Media
The CHAMP experience allowed me to learn how to work a FlipCam and how to post videos to YouTube and Vimeo. I also learned about Flickr and how to post pictures taken at my events onto the internet. Along with these resources, I became more acquainted with Facebook. All of these opportunities were avenues of advertising that did not rely on the university relations department for updating our web materials. I had the opportunity to engage with technology in the 21st century as well as to interact with college students in their worlds (Altbach, Berdahl, & Gumport 2005). |
Degree Auditing Systems
In academic advising, I had the opportunity to learn two degree auditing systems. During most of my year in the office I learned DegreeWorks for viewing students’ grades and coursework. I would use this system in my appointments with students who were undeclared in their major or with students looking to understand their progress with the General Studies requirements. I also used the system to work on various office projects. PeopleSoft eventually replaced DegreeWorks during the end of my tenure. I had the unique opportunity to learn a new degree auditing system along with the rest of my office and the rest of the university. Along with this transition came the necessity to teach students I met with about the new software and to give them a few tips and pointers on how to use it. Through these interactions with students I began to witness firsthand how easily they learned the new technology (Coomes & DeBard, 2004). |
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Career Services Webshop
One opportunity I had in my career services assistantship was to create a webshop to put onto our website in order to engage with students online (Martin, 2006). A webshop is much like an interactive PowerPoint where students listen to audio as text appears on the slides. I became acquainted with the Adobe Presenter software program in order to make the webshop. I studied the University of California Irvine’s career services webshops and learned different ways that another school is presenting information to their students. The webshop that I specifically designed was one for job searching. Our learning outcomes for the webshop were for students to gain awareness about the various tasks involved in searching for a job. |