Transcript Technology and Student Affairs

Western Idaho College Student
Life Website Critique
Jacinda Boucher, Gennaro DeAngelis,
Travis Erickson, & Eryn Montgomery
University of Maine
February 23, 2003
Presentation Objectives
Discuss the role of technology for student affairs
and the greater institution.
Consider theoretical lenses to assist in
developing analytical structure.
Highlight criteria for Web site evaluation.
Identify the philosophy and scope of Western
Idaho College’s (WIC) Student Life Web site.
Critique WIC’s Student Life Web site.
Outline recommendations for consideration.
Implications for Higher Education
Web based information is an emerging
communication medium for higher
education institutions.
In 1996, 4% of prospective students
used college websites as their initial
visit to campus; in 1998 the number
increased to 78%. Today this estimate
is close to 100% (Banning, Davies, and
Quick, 2000).
A Glimpse into Student Affairs
Internet technology is
redesigning the world of student
affairs (Wallace, 2000).
It is important to distinguish the
student life Web site as a unique
entity within the institution’s
general Web site.
The student life Web site should
distinctly reflect the needs of the
diverse individuals accessing
the site.
Drawing From Theory
Chickering’s Vectors of Identity
Development (Chickering and Reiser, 1993)
 Seven vectors of development that
possess directionality
 Accounts for environmental influences on
development
Campus Ecology Theory
 A lens to view the totality of the college
experience (e.g. climate, culture,
environment)
 Interaction between students’ academic
and out-of-classroom experience and the
“physical” environment
Theory in Practice: The Connection
Chickering
By acknowledging varying developmental locations, our Web site fosters
progression within the vectors
Examples:

Developing autonomy by independently locating information or resources to assist
with future vector movement

Developing interpersonal relationships is assisted by providing diverse images of
students, using inclusive language, and promoting student involvement within
WIC’s student life Web site
Theory in Practice: The Connection
(Cont’d)
Campus Ecology Theory
The Web site can be considered an electronic extension of the
physical campus environment.
- Students interact via the WIC Student Life Web site to contribute to
the overall student life experience
Other Theoretical Considerations
College Impact Models:
 Astin’s Theory of Involvement
 Tinto’s Theory of Departure
 Weidman’s Model of Undergraduate Socialization
Student Development Theories (Evans, Forney, & Guido-DiBrito,
1998):
 Perry’s Theory of Intellectual and Ethical Development
 Kolb’s Experiential Learning
Organizational Theory:
 Collegial Model - Sense of common institutional purpose
Criteria for Student Affairs Web Site
Evaluation
Barratt (2001) provides the following guidelines for
assessing student affairs Web sites:

Are all students and all departments within the
division of student affairs represented?

Is content current and accurate?

Are relevant policies and procedures included?
Criteria for Student Affairs Web Site
Evaluation (Cont’d)

Are modes for student interaction available?

Is the site functional and user friendly?

Does the site link to other useful websites on campus, in
the community, and around the world?

Is student development theory applied?

Are there clear objectives and measurable outcomes?
Criteria for Student Affairs Web Site
Evaluation (Cont’d)

Is there opportunity for user feedback?

Does site meet Web Accessibility Initiative standards?
Method for Critique of
WIC’s Student Life Web site
The committee developed a 50 point scale
based on Barratt’s criteria for evaluating
student affairs Web sites.
Each standard is scored on a continuum of
one (poor) – five (excellent).
In addition to the evaluation score, a
rationale will be provided.
The Critique
Criteria
Score
Rationale
Inclusion &
Representation
1
 Absence of student images
 Student organizations/groups not
represented
 All departments in the division not
represented (i.e. multicultural, judicial,
student activities, etc.)
Current &
accurate
2
 Outdated activities on Home page
 Provides links to current news sites
 Most, though not all pages updated
within the last year
The Critique Cont’d
Criteria
Score Rationale
Relevant
2
Policies &
Procedures
 Information only provided for residence life
and housing
Student
interaction
2
 Limited interaction opportunity due to lack of
content
 Does not appeal to target audiences
Functional
& User
Friendly
1
 Disorganized structure
 Convoluted elements make for poor site
navigation
Lack of content hinders utility
The Critique Cont’d
Criteria
Score Rationale
Useful Links
2
 Limited use of helpful links
Use of
1
Student
Development
Theory
 No utilization of student development
Clear
objectives
and
measurable
outcomes
 No evidence of a Web site mission or goals
1
theory
The Critique Cont’d
Criteria
Score
Rationale
Opportunity for
user feedback
1
 No method for user feedback
 Contact information not provided
Accessibility
N/A
 The committee is waiting to hear
back from the technical consultants
Total:
13 out of 45
pending
accessibility
evaluation
 See recommendations provided
Statement of Philosophy
The WIC student life
Web site is a fluid
entity that evolves
according to the
external forces of its
context and
environment.
Physical Campus
Environment
WIC
WIC Climate Student Life Institutional
Experience
Web site
Web site
WIC
Student
Experience
Committee Recommendations
Inclusion and
Representation
Current and Accurate
Information
 Target audience should include
prospective and current
students and alumni
 Perform regular maintenance to
enhance and update site
 Images should represent
diverse student body
 Entire student life division
accessible through this one site
 Publish events in calendar format
versus strictly headlines
 Conduct an annual review of Web
site
Committee Recommendations
(Cont’d)
Relevant Policy and
Procedures
 Identify policies and
procedures necessary to
compliment currently posted
items
 Hyperlink information versus
text list (e.g. housing policies)
Student Interaction
 Make aesthetic improvements
- Use of color
- Images
 Focus on consistent theme
 Develop site based on
anticipated utility
 Provide relevant array of
student life resources and
information
Committee Recommendations
(Cont’d)
Functional and User
Friendly
Useful Links
 Develop a site map that
provides rational navigation
 Provide an array of useful links
 Remain cognizant of the preidentified goals of WIC’s
Student Life Web site
- See sample Web site
Committee Recommendations
(Cont’d)
Incorporation of Student
Development Theories
Clear Objectives and
Measurable Outcomes
 Utilize Chickering (Chickering
& Reiser,1993) to anticipate
likely student concerns or
needs
 Draw from statement of
philosophy to identify Web site
objectives
 Draw from Campus Ecology
Theory (Wallace, 2000)
- Interaction of individual with
campus environment
 Implement a ticker system to
track site hits
 Utilize Web site evaluation tool
annually to foster site
maintenance and growth
Committee Recommendations
(Cont’d)
Opportunity for User
Feedback
Accessibility
 Provide contact information
for users to communicate
with departments
 Recommendations to follow
pending further evaluation
 Develop a form that sends an
email to “Webmaster”
Further Considerations
The image of the mascot and its
accompanying message should be
removed from the athletics page due to its
inappropriate and argumentative nature.
Relocate institutional mission from student
life Web site to institutional Web site.
Applied Recommendations
The committee has created a sample Web site*
for the Department of Student Life at Western
Idaho College. While the site is not
comprehensive, the residence life link applies
the aforementioned recommendations.
Note: the sample site is best viewed at 1024 by 768 pixels. This can be
done by doing the following:
1)
2)
3)
4)
Right-click on desktop
Choose “Properties”
Access “Settings”
Adjust screen resolution as necessary
* URL http://www.geocities.com/wicstudentlife/
Closing Thoughts
It is the committee’s hope that our critique and
subsequent recommendations will work to positively
enhance the experience of current and future WIC
students with regard to web-based interactions with the
Department of Student Life.
References
Banning, J.H., Davies, T.G., & Quick, D.G. (2000, Fall). The campus web visit.
Student Affairs On-Line. Retrieved from
http://studentaffairs.com/ejournal/Fall_2000/banning.htm
Barratt, W. (2001, May). Models for evaluating student affairs Web sites.
Student Affairs On-Line, 2(2). Retrieved from
http://studentaffairs.com/ejournal/Spring_2001/will1.html
Chickering, A.W. & Reisser, L. (1993). Education and identity (2nd ed.). San
Francisco: Jossey-Bass.
Evans, N.J., Forney, D.S., & Guido-DeBrito, F. (1998). Student development in
college: Theory, research, and practice. San Francisco: Jossey-Bass.
Wallace, H. (2000, Fall). Campus ecology theory and Websites: One example
of applying traditional student affairs theory to technology. Student Affairs
On-Line. Retrieved from
http://www.studentaffairs.com/ejournal/Fall_2000/art4.html