1 Paper presented at the Annual Meeting of the Association for the Study of Higher Education November, 2004 ~ Kansas City, Missouri Learning About Technology and Student Affairs: Outcomes of an Online Immersion Kristen A. Renn and Dawn Zeligman Michigan State University for more information: renn@msu.edu The topics of technology in higher education and online teaching/learning have for many years received increased attention among higher education researchers. Research on faculty development and on student learning abounds with examples of the ways in which technology is influencing teaching and learning in higher education (e.g., Koehler, Mishra, Hershey, & Peruski, 2004; Lewis, Coursol, & Khan, 2001; Palloff & Pratt, 2001; Twigg, 2004; Wingard, 2004). Ways that computers, in particular, have changed faculty and student attitudes, behaviors, and identities have received increasing attention (e.g., Arabasz, Pirani, & Fawcett, 2003; Tapscott, 1998), and a parallel body of research has emerged on how higher education administrators are responding to these changes (e.g., Distance Learning Task Force [DLTF], 2000; Green, 2003). It seems clear that whether students earn degrees completely online, participate in a combination of face-to-face (F2F) and online courses, or take courses that are hybrid F2F/online formats, they will continue to require an array of student services (Barratt, 2001; Broughton, 2000; Schwitzer, Ancis, & Brown, 2001; WCET, 2003). Recent research (Bowman & Cuyjet, 1999; Kretovics, 2003) has shown, however, that the individuals charged with providing student services in face-to-face settings – typically student affairs professionals – are not being well prepared to deal with the challenges of integrating technology and online learners into their work. While many student affairs specialties have moved ahead to incorporate internet use and task-specific software into daily operations (e.g., DLTF, 2000; NACADA Tech Commission, 2003), student affairs graduate preparation