Transcript Staying Connected: Five Issues in Student Affairs Brian Anderson Dee Graham Susan Harris Danny Pham.

Staying Connected: Five Issues in Student
Affairs
Brian Anderson
Dee Graham
Susan Harris
Danny Pham
1.
2.
3.
4.
5.
Campus Safety
Parents and Family
Assessment
Technology for the Multi-tasking Millennial
Making Meaning
Campus Safety and
Communication
Text-Messaging
(Simple Message Systems)
•
It’s predicted that ownership of mobile devices will reach 3
billion people by the year 2010.
•
•
Taken from
http://www.edenonline.org/contents/publications/SMS/E
ricsson.Mobile.A5.pdf
Cell phones with text-messaging capability are the top
technology, next to computers, that college students bring
to campus
•
Taken from
http://connect.educause.edu/Library/EDUCAUSE+Quart
erly/StudentCampusTechnologyTr/45537?time=120261
8606
(cont.)
•
•
•
•
Text-messages are a way that colleges and universities can provide
students with relevant, timely information
Faculty and staff can electronically (online or via email) input
information that will be text-messaged to students
Text-messages can be sent to students to alert them of emergency
situations on campus
Text-messages are also a way for universities and colleges to let
students know about last minute information regarding unforeseen
campus closures or class cancellations
•
Taken from http://campustechnology.com/articles/57290/ &
ftp://doaftp04.doa.state.wi.us/doadocs/governorstaskforcecampus
safetyfinalreport.pdf
Desktop Popup Alerts
•
Some colleges and universities have
started implementing Desktop Popup
alerts that let students know about a
situation if they are in front of a
computer or laptop
•
Taken from
http://campustechnology.com/articles
/57290/
Video Surveillance Systems
•
Video cameras are capable of using “computer algorithms to detect
suspicious activity”, such as a person entering a prohibited area
•
Colleges and universities can use video cameras to monitor suspicious
activity and respond to incidents while they are happening, as well as
identify perpetrators easily
•
•
Taken from
http://www.time.com/time/nation/article/0,8599,1611164,00.html
Video cameras use wireless technology to provide instant images and
information to campus security personnel via computers
•
Taken from http://www.motorola.com/networkoperators/verticalmarkets/pdfs/edu/Coastal-Carolina.pdf
Digital Acoustics Intercom
System
•
•
Digital Acoustics high-tech intercom system “can
immediately broadcast a message to a single
classroom or to the entire campus or to any
combination in between”
The intercom system creates a way for students to
be aware of eminent dangers on campus without the
delay of going home to check email or even checking
text-messages via cell phones
•
Taken from
http://www.time.com/time/nation/article/0,8599,16
11164,00.html
Social Networking Websites
•
Studies show that social networking websites may have a
positive effect on peer relationships
•
•
•
Taken from
http://publications.naspa.org/cgi/viewcontent.cgi?article=18
32&context=naspajournal
This positive peer connection can be utilized during times of
emergency or crisis
Websites like Facebook and MySpace could serve as a point of
contact for parents and friends of students in an emergency,
providing a way to post information, as they did after the
shootings at VirginiaTech
Global Positioning Systems
•
•
•
GPS tracking devices can be connected to a cell
phone in order to alert campus security via a timer
If the student does not turn off the GPS before the
timer goes off, an alert is sent to campus security
electronically
GPS with cell phones might help students feel more
secure walking on or near campus when alone or after
dark
•
Taken from
http://www.ravewireless.com/artmanager/publish/n
ews/AP_Cell_phones_have_campus_safety_diale
d_in.shtml
(cont.)
•
Faculty and staff could encourage students to share
thoughts and feelings after an emergency through social
networking websites to bring a campus community
together
•
•
Taken from
ftp://doaftp04.doa.state.wi.us/doadocs/governorstaskf
orcecampussafetyfinalreport.pdf
Applications on Facebook could be developed as a way
for students to find out about emergency information
•
Taken from
http://www.universitybusiness.com/viewarticle.aspx?ar
ticleid=1005
Parents & Family
Redefining relationships with parents
Parents’ current level of involvement
•
•
•
•
The level of communication and interaction between college administrators and
parents of college students is changing. In a 2004 Associated Press article exploring
this issue, West Virginia University parent advocate Susan Lantz states that in recent
years, parents have become more involved in their students’ college education, and
that “a lot of students want their parents involved, too.”
To find out if this trend is occurring at UC Davis, SARI conducted a QuickSurvey on
MyUCDavis during the first week of spring quarter, 2004.
The results are that most Davis students had parental involvement in their education
and liked that arrangement. The poll also showed that of students not satisfied with
their parents’ current level of participation, there were more students desiring
increased involvement than decreased involvement.
The poll asked students to select the answer that best suited their parents’ current
level of involvement, and then to indicate whether they wanted their parents to be
more or less involved in their college life. A total of 3187 students completed this
survey. Of this group, 1901 (60%) stated that their parents were involved and that the
student wanted to maintain the current level of involvement. An additional 661 (21%)
said that their parents were not involved and they preferred that it stayed that way.
About 13% of the students wanted their parents to become more involved while 5%
wanted less involvement.
Parent & Family Online Networks
•
•
•
As more parents become Internet-savvy, e-mail
messages and parent Web pages increasingly become
important means of communicating information to
parents.
The purpose of a Parent & Family Network is to identify
and address the unique orientation and transition
programming needs of parents and family members of
new college/university students and to appropriately
develop orientation formats and programs to
accommodate parents and family members.
The Parent & Family Network can generate discussion
toward Parent Orientation programs, Parent Service
Departments, Parent/Family Weekend programs, and
Parent Associations.
(Coburn & Woodward 2001)
Family & Parent Online
Orientation
•
•
•
•
•
Orientation and transition programs provide a valuable avenue to introduce
and connect parents and families with university information, services and
programs.
Colleges and universities set the tone for their relationship with parents long
before they arrive on campus.
An increasing number of institutions take an active approach to communicating
with parents via parent Web sites and newsletters.
Some sites include e-mail addresses of administrators in the parent program,
who respond to inquiries from parents of prospective, incoming, and current
students.
Some institutions that are particularly “parent-friendly” establish toll-free
numbers prior to orientation, encouraging parents to turn directly to the parent
office for information or assistance.
(Coburn & Woodward 2001)
•
Family & Parent Online
Orientation
Since many parents want to stay
involved in their own students’ life at
college, many colleges are creating a
pre-orientation for parents and family.
This online orientation may include…
•
•
•
•
•
Virtual Tours (Campus & Community)
Important Campus Information, Dates, Contacts, and
Forms
Frequently Asked Questions (FAQ’s)
Parent Communities (Online Chat Rooms)
Advice on Student Health & Safety
• College Parents of America
• http://www.collegeparents.org/cpa/about-cpa.html
• http://www.onsp.umich.edu/parents_family/orientation.html
•Seven Parent Populations Your Institution May Be Alienating
Recruitment & Retention in Higher Education; Dec2006, Vol. 20 Issue
12, p3-6, 2p
•Put First Things First during Parent Orientation. Student Affairs
Leader; 8/15/2006, Vol. 34 Issue 16, p4-4, 3/4p
•More Than Punch and Cookies: A New Look at Parent Orientation
Programs. By: Coburn, Karen Levin; Woodward, Bill. New Directions
for Student Services, Summer2001 Issue 94, p27, 12p
Assessment
Clickers
(Interactive Response
Systems)
•
A clicker is an interactive device that allows students to respond to questions and to
have their results immediately appear on the screen (of a laptop or computer)
•
•
Taken from http://clc.its.psu.edu/Classrooms/prs/
Once clicker software is installed on a laptop, the laptop is then plugged into receivers
through a USB cable. Students press buttons on their clickers in response to prompts or
questions typed into a PowerPoint presentation
•
•
Taken from http://campustechnology.com/articles/49681/
In classroom settings, clickers have been shown to elicit greater engagement from
students
•
Taken from
http://www.turningtechnologies.com/highereducationinteractivelearning.cfm
(cont.)
•
•
•
Clicker technology is constantly evolving and improving to serve
students better
Interwrite clickers use radio frequency, unlike other clickers that
use infrared light, which could easily be blocked
Clickers have started to be used not only for the classroom, but
also campuswide—from polling student opinions in residence
halls to gauging administrators engagement during staff
meetings
•
•
Taken from http://campustechnology.com/articles/49681/
The potential exists for clickers to be utilized as an assessment
tool for student activities and orientations
Social Networking Websites
•
•
Higher education professionals can use Facebook to
“help students succeed with their academic life…”
Currently, students can view course information and
search university libraries without signing off of
Facebook
•
•
Taken from
http://publications.naspa.org/cgi/viewcontent.cgi?
article=1832&context=naspajournal
Faculty and staff could use Facebook and other
social networking websites to create applications or
surveys that gauge students’ opinions
Web Surveys
•
Higher education professionals can create their own websites using HTML to develop
surveys easily accessed online by students.
•
An even easier method of generating web surveys is to use an online web-based
survey server, such as surveymonkey.com or zoomerang.com.
•
These websites enable faculty and staff to generate a list of email addresses. Emails
can then be sent to students with a link to the survey.
•
•
Follow up emails are sent to those who don’t initially access the survey.
Once all participants have responded to the survey, data can be downloaded and
saved.
•
Web surveys can be a fast and efficient way to gather a large amount of data,
especially in comparison to a paper-and-pencil method.
•
Taken from
http://studentaffairs.com/ejournal/Fall_2005/StudentAffairsAssessmentPlans.ht
m
Technology for
the MultiTasking
Millenial
"[Millennials] are impatient and goal
oriented...are used to instant feedback.
They want it now. ..They want flexibility
— in the classroom and in their lives. To
get this generation involved, you have
to figure out a way to engage them and
make their learning faster at the end of
the day.”
- Richard T. Sweeney
Student Service Solutions
•
Various technology solutions firms are
available to student affairs
professionals. When campuses are in
need of outsourcing technological
advancements, these firms can provide
services that streamline what used to
be paper processes for students,
student organizations, and student
affairs.
Examples
•
OrgSync - Student Organization Management
(www.OrgSync.com)
•
•
•
•
Resume Builder - Tracks community service hours,
involvement and leadership
“Modular Design” - Provides options for the types of
services student organizations want to use
On-line Form Builder - Decrease or eliminate paper
forms
Increase Student Participation - Provides forums,
polls, and on-line calendar of events
Examples
•
PaveSystems - Judicial and Student Safety Services
(www.PaveSystems.com)
•
Allows students to:
•
•
•
•
•
report suspicious behavior or violations
provide feedback on police officer abuse
provide feedback on their hearing process and to share
ideas on improving the judicial process
Targeted communications to/from students, parents,
administrators, police and safety experts.
Provides for wireless, automatic email notifications and
innovative technology capabilities.
Portable Programming
•
With the various advancements in PDAs and portable media players in
the past few years, new channels are created for Student Affairs to
disseminate information to students.
•
For example, Apple’s iPod Classic is able to play powerpoint files
allowing students to view presentations from or for class as well as
presentations from student affairs programs.
•
•
Taken from http://www.engadget.com/2004/11/16/how-to-put-powerpoint-on-youripod-photo/
In the same way that professors can record their lecture and put them
into podcasts, certain forms of student affairs programs and
presentations can be turned into podcasts or video podcasts
(vodcasts) for students who could not attend the original event. One
way in which these videos can be distributed is via YouTube.com.
(cont.)
•
•
•
Podcasts have also been used in RSS feeds to
update students on upcoming programs or changes
in services.
While some schools provide podcasts directly from
their own websites, some have made use of Apple’s
iTunes U service.
iTunes U has allowed many colleges, including
community colleges, to provide audio and video files
about the on-goings of administration, presentations
and programs, services on campus, and general
academic advising.
Making Meaning
•
Guidry (2006) states that online
communication is a transformative and
normal scenario for college students.
Using this technology they build lasting
relationships through these online
activities.
Social Networks
•
•
•
•
Facebook
Out on Facebook: regularly update his online profile
"It's very much something students use to connect
with each other now." Young gays and lesbians
regularly come out through this online outlet.
Advocate, The, Oct 25, 2005 by Ryan James Kim
Activism
•
Like Social Networks, Rheingold
(2002), noted that technology
increasingly makes communication and
information dissemination possible for
political activism.
Online Student Activism
Websites
•
•
•
•
•
All have active blogs, increase in
activity on them (Malaney, 07)
www.campusactivism.org,
CitizensForLegitimateGovernment
freedomfight
trustthepeople-disc.
Blogging or Publishing –
Opinions and Journal
Writing
•
•
Deaf students at Gallaudet university have used blogging,
text messaging, and instant messaging as a way of life.
More importantly, they have used it to fight against the
election of a non-deaf president-elect.
Even Mr. Taylor -- who says he owned neither a laptop
computer nor a pager when protests against the
appointment began last spring -- said the Internet had
proven to be a transformative technology for deaf people
(Read, 2006).
•
•
•
Blogs, or on-line journals, have become very popular
among social and political activists, non-traditional
journalists, and traditional news organizations (Klotz,
2004).
Jayson (2006) argued that because of the Internet this
generation of young people is much more aware of the
world.
“Those who aren't in school "don't suffer from a lack of
interest; they suffer from a lack of access," says cofounder Adrian Talbot, 26.”
•
•
•
With increases in technology, young people are not
always more knowledgeable. Social Networks and
Activism can only go so far. In many situations,
global issues are still not prominent in their
lives.(Adamson, Belden, Davanzo, & Paterson, 2000;
“Global Goofs,” 2002).
Teens4Peace began as an outlet for real change when no
organization existed.
“Everyone in my class was shocked and they didn't know
what was happening," says Bergerson, 17, a high school
senior from Potomac, Md. "So I created a means for them
to get involved and for them to participate.”
•
•
Petitioning
Arend (2004)
would define the above
behaviors as engagement. Some
administrators may see this internet
usage as a waste of time, students see
this as a means of connecting across
the globe.
Gemmill & Peterson (2006) state that
the findings from their study indicate
that 25% of the students encounter
disruptions from technology, which
leads to higher stress. Thus not all
students are gaining ground with
increases in technology.
•
In addition to Gemmill and Peterson,
Kvavik & Caruso (2005) and Lloyd et al
(2007) found that positive benefits of using
technology include knowledge acquisition,
socialization and entertainment. The
negative outcomes of technology exist
when it is solely used for entertainment
purposes.
Final Thought
•
•
“As we recognize the challenges, we should equally
consider the opportunities we have to be more
creative and innovative in connecting with our
students by providing services and programs that
assist us in understanding the values that shape
them”
Wilson, S. (2007) The Influence of Technology on College Student Values.
StudentAffairs.com Ejournal, 8, Art 3. Retrieved on February 15, 2008 from
http://studentaffairs.com/ejournal/Fall_2007/InfluenceofTechnologyonCollegeStudentValues
.html
Additional References
•
•
•
•
•
•
•
Adamson, D. M., Belden, N., DaVanzo, J., & Patterson, S. (2000). How Americans view
world population issues: A survey of public opinion. Retrieved July 21, 2004, from
http://www.rand.org/publications/MR/MR1114/
Arend, B. (2004, July-August). New patterns of student engagement. About Campus, p. 3032.
Gemilll, E. L., & Peterson, M. (2006). Technology use among college students: Implications
for student affairs professionals. NASPA Journal, 43(2), Art. 5. Retrieved October 26, 2007
from http://publications.naspa.org/naspajournal/vol43/iss2/art5
Guidry, K. R. (2006). Online communication is healthy, normal and critical to identity
development. NASPA NetResults, Retrived October 26, 2007 from
http://www.naspa.org/membership/mem/nr/PrinterFriendly.cfm?id=1561
Jayson, S. (2006, October 24). Generation Y gets involved. USA Today, pp. 1D-2D.
Klotz, R. J. (2004). The politics of Internet communication. Lanham, MD: Rowan &
Littlefield.
Kornblum, J. (2006, October 24). Student activists use Web tools to make noise, bring
change. USA Today, p. 8D.
(cont.)
•
•
•
•
•
Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student success in
college: Creating conditions that matter. San Francisco: Jossey-Bass.
Kvavik, R. B., & Caruso, J. B. (2005). ECAR study of students and information technology:
Convenience, connection, control, and learning. Retrieved October 26, 2007 from
http://educause.edu/ir/library/pdf/ers0506/rs/ERS0506w.pdf
Lloyd, J., Dean, L. A., & Cooper, D. L. (2007). Students’ technology use and its effects on
peer relationships, academic involvement, and healthy lifestyles. NASPA Journal, 44(3), Art.
6. Retrieved October 26, 2007 from
http://publications.naspa.org/naspajournal/vol44/iss3/art6
Read, B. (2006, January 20). Think before you share: Students' online socializing can have
unintended consequences. The Chronicle of Higher Education [Electronic version].
Retrieved September 3, 2006 from http://chronicle.com/weekly/v52/i20/20a03801.htm
Read, B. (2006, November 10). Technology and influential blogs helped galvanize protests
at Gallaudet. The Chronicle of Higher Education, p. A40.