Transcript Western Idaho College “Western Idaho College strives to provide undergraduate education of the highest quality in learning environments that empowers and affirms the full.

Western Idaho
College
“Western Idaho College strives to provide undergraduate
education of the highest quality in learning environments that
empowers and affirms the full development of students…Western
Idaho College ultimately works to encourage students to develop
intellectual, humanitarian, and leadership skills that will advance
their potential for service in all areas of human endeavor…”
(Adapted from Western Idaho College Mission Statement)
Adrienne Jablonski
Ebony Ebron
Sean Jenkins
Jennifer Bannon
Student Learning Imperative
According to the Student Learning Imperative,
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“Learning and personal development occur through
transactions between students and their environments
broadly defined to include other people (faculty, student
affairs staff, peers) physical spaces and cultural
milieus.” (p.2)
“Environments can be intentionally designed to
promote student learning.”(p. 2)
“Student Affairs professionals attempt to make
‘seamless’ what are often perceived by students to be
disjointed, unconnected experiences by bridging
organizational boundaries and forging collaborative
partnerships with faculty and other to enhance student
learning.” (p. 4).
(American College Personnel Association, 1994)
Campus Environment
Strange (1996) found that the campus
environment is related to 4 key factors
 Physical Environment (Strange, 1996)
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Include natural and manmade features (Real Life)
Web features include structure of the page, images
selected and placement images to others. Webpage
replaces the physical environment (Wallace, 2000)
 Human Aggregates
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“Campus Personality”
Dominant features of the environment and reflect those
within it (Wallace, 2000)
Campus Environment
 Organized Environments
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Reporting and Decision Making Units
Dynamic systems consist of high complexity, value on
quality (Strange, 1996)
Web reflects typical organization structure, least student
focused for higher education (Wallace 2000)
 Constructed Environments
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Stems from interactions with environment (Strange, 1996)
Image conveyed through the web becomes the reality for
students (Wallace, 2000)
Why use Student Learning Imperative
and Campus Environment?
 Focus is on Student Learning
 Increase collaboration between
Student Affairs and Faculty
 Make information more accessible via
the Internet
 Helping to create the website as a
“virtual campus”
Philosophy of Divisional
Website
Based upon the Student Learning Imperative (ACPA,
1994) and the Campus Environment (Strange,
1996; Wallace, 2000), the philosophy of the
divisional website is
 To promote programs and services that fosters the
development and well being of students.
 To serve as a recruitment/retention tool.
 To report research and assessment efforts within the
division.
 To create an understanding, appreciation and excitement
for the Division of Student Affairs
 To disseminate information to students, faculty and
student affairs staff.
Critiques of Current Site Based
Upon Divisional Philosophy
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To promote programs and
services that fosters the
development and well-being
of students.
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Not comprehensive for
services offered through
the division of Student
Affairs.
To serve as a
recruitment/retention tool.
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Lack of information
regarding Orientation
No directory information
listed
No pictures/graphics of
student life
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To report research and
assessment efforts within
the division.
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No information was listed
about assessment
To create an understanding,
appreciation and excitement
for the Division of Student
Affairs
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Links were to information
about the department, and
not to the department
No information about
student affairs related
professional/student
organizations
Critiques of Current Site Based
Upon Divisional Philosophy
 To disseminate information to students, faculty and
student affairs staff.
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No organizational chart
No specific links for faculty members, students, staff, or visitors
Not aesthetically pleasing, excessive variability of text use, spacing
does not follow a format (i.e., Banner is not centered)
Redundant use of unnecessary links (i.e., vertical/horizontal
toolbars labeled differently but went to same location)
Did not list University contact information at the bottom of each
page
No “Contact Us” Link
Not Bobby Compliant
Site index wording is unprofessional (i.e., “stuff about”)
Site not geared towards a specific audience
“Headlines” link are not in the most appropriate place
Recommendations for New Division of
Student Affairs Website
 Why is it important?
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According to the “campus environment”, the web is the
student’s first link to a University and first impressions
are often based off of what is seen on the web (Wallace,
2000).
“Standards for technology equipment and infrastructure
are essential in order to ensure manageable,
sustainable, and accessible resources that are shared by
the campus community” (retrieved from
http://www.uncwil.edu/admin/style.html, January, 31,
2003).
To serve as a resource for services offered (i.e., Needs
that encourage psychological, social, spiritual and
physical development of students) (retrieved from
http://www.studentaffairs.umd.edu/OVPSA/mission.htm
l, February 25, 2003).
Recommendations for New Division of
Student Affairs Website
 What is the division trying to accomplish?
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“In a time of rapid technological and social change the site will
provide up-to-date on-line accessibility to information and
resources of the campus community to better serve student
needs.” (http://www.uncwil.edu/admin/style.html., January 31,
2003).
Professional look and feel throughout the various pages of the
Western Idaho College Division of Student Affairs Site.
Collaboration/Information Dissemination to Academic Affairs to
create a “seamless” environment
Reflection of the college community and culture
Encourage growth and development of the “whole-student”
External
Audience
•Prospective
Students
Students
•Student
Affairs
Colleagues
“Student Affairs
professionals attempt to
make ‘seamless’ what are
often perceived by students
to be disjointed,
unconnected experiences
by bridging organizational
boundaries and forging
collaborative partnerships
with faculty and other to
enhance student learning.”
Academic Affairs
•Parents/
Alumni
Student Learning
Imperative
(ACPA, 1994)
Who is
the Target
Audience?
Student Affairs
Professionals
Committee Recommendations
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To promote programs and services that fosters the
development and well being of students.
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Have a link to student organizations
Create a link to service opportunities within the community
Utilize “campus environment” and Student Learning Imperative
into all departmental sites, as well as division site.
Expand on the information provided via the orientation site
To serve as a recruitment/retention tool.
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Expand upon orientation website
Develop a “Contact Us” link
Make Organizational Chart accessible via the site
Link to biographical/educational information of Student Affairs
professionals
Put pictures of student life
Available position information
Highlight surroundings (i.e., external community, internal culture)
Committee Recommendations
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To report research and assessment efforts within the division
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Explain why assessment is important
What role does assessment play on campus
Current assessment goals and objectives
Current assessment occurring
To create an understanding, appreciation and excitement for
the Division of Student Affairs
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Put more emphasis on the Mission of the Division
Provide concrete goals and strategic plan to achieve
Link to departmental sites
Create a list of resources (i.e., professional organizations, student
organizations)
Updated Current Events Calendar accessible a specific link
Committee Recommendations
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To disseminate information to students, faculty and student
affairs staff.
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Use uniform text
Policy and Procedure link should be included as a sub link with
Residence Life
Use vertical toolbar
Toolbar would allow access to all sites
Reword site index page
Remove quick links
Include a link to college Homepage
Update the banner, including font size, word spacing and word
placement
Create Links for Academic Affairs Faculty, Student Affairs
Professionals, Parents/Alumni, Students, Prospective Students with
content-specific information.
Make the site “Bobby Compliant”
4 Key Roles of the Senior
Student Affairs Administrators
Student Affairs Administrators
should assume four key
roles when utilizing
Technology
 Architect
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Student Affairs senior
staff construct the
vision, goals and
objections for
implications of
technology
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This was done by
implementing new
trends within the
website (i.e., Vertical
Tool bar with all links)
 Facilitator of Change
 Impart information
to the community
and value change
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Change was
essential within this
site
We began with very
little information
and moved towards
a more progressive
and comprehensive
site
4 Key Roles of the Senior
Student Affairs Administrators
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Educators/Learners
 Teach others and
learning new ways to
incorporate
technology into
Student Affairs
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We encouraged all
departments to utilize
the Student Learning
Imperative when
designing
departmental site
Serve as a resource
when other
departments are
developing site to help
create uniformity
 Policymakers
 Appropriate policy
to ensure proper
use and optimum
student learning
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Focus of site was
on student learning
Development of
philosophy to guide
the development of
new site.
(Ausiello & Wells, 1997)
Outside Sources
 http://www.uncwil.edu/admin/style.html
 http://www.studentaffairs.umd.edu/OVPSA/
mission.html
 http://www.cast.org/bobby
 http://www.webmonkey.com
References
American College Personnel Association. The Student Learning
Imperative: Implications for Student Affairs. Washington
D.C.: American College Personnel Association, 1994.
Ausiello, K. & Wells, B. (1997). Information technology and
student affairs: Planning for the twenty-first century. In
Engstrom, C.M, Kruger, K.W. (Eds.) New directions for student
services (pp. 71-82). San Francisco: Jossey-Bass.
Strange, C.C. (1996). Dynamics of campus environments. In S.R.
Komives & D.D., Woodward, Jr. (Eds.) Student services: A
handbook for the profession (pp. 244-269). San Francisco:
Jossey-Bass.
Wallace, H. (2000). Campus ecology theory and websites: One
example of applying theory to technology, Student Affairs
online, 1(Fall). Available at
http://studentaffairs.com/ejournal/Fall_2000/art4.html.