Western Idaho College

1. Western Idaho College Student Life Web Changes: Creating an Effective Online Platform for Student Affairs Marie Ebling, Barry Hubbard, Amy Jones, and John Moore

2. To Begin… • Please use the attached Word document (script) as the PowerPoint presentation is reviewed • Slide numbers found in the script correspond with the slide numbers found in the PowerPoint

3. Overview • Philosophy & Purpose • Rationale & Supporting Literature • Web Critique & Suggestions • Future Movement • Conclusion

4. Philosophy & Purpose The Division of Student Affairs works to • support and carry out the college’s mission by providing a range of experiences and support services designed to encourage and facilitate personal development and life long learning. • create an inclusive campus environment that is supportive and stimulating, both on-ground and online.

5. Philosophy & Purpose • The current demands and trends of our culture have compelled the institution to create new ways of supplying information and services. • Technology has become and will increasingly continue to play a key role in conveying Western Idaho’s values, policies, and community liveliness and standards. • The demand and expectation exists to develop and maintain a dynamic, accurate website for the Division of Student Affairs.

6. Philosophy & Purpose The website should • offer students, faculty, and staff services and information in a dynamic, efficient, and convenient manner. • offer community members and visitors a chance to review the services, programs, and activities the institution provides. • create a window into the quality of learning, professional standards, and environmental press Western Idaho College strives to promote.

7. Philosophy & Purpose Website values and guidelines, as outlined by Barratt (2001b) • Inclusive • Representative • Active • Informative • Interactive • Current • Community Building • Developmental • Learning Focused • Clear • Accountability Measures • Accessible to all

8. Rationale & Supporting Literature The following research, standards for the profession, and theories were use to develop the suggested philosophy • Council for the Advancement of Standards in Higher Education (CAS) • Freshman Survey Data (CIRP) • Person-Environment Theory (Strange and Banning) • Additional Literature

9. Rationale & Supporting Literature CAS Standards • The mission statement of every department within Student Affairs must be consistent with the mission and goals of the institution • Web site and the design of the web site must also be in congruence with the institution’s mission

10. Rationale & Supporting Literature CIRP Data • Increase of students obtaining information from web during college selection process • Increase in computer and Internet use to facilitate communication • Increase in general information gathering (research or homework)

11. Rationale & Supporting Literature Person-Environment Theory • Human aggregate consideration (desire to see others like self through photographs and services’ and clubs’/organizations’ listings) • Organizational structure consideration (impression of student ability to influence and/or create change) • Physical aggregate consideration (appeal of campus environment and image relationship on site) • Constructed meaning consideration (images conveyed become viewers’ reality)

12. Rationale & Supporting Literature • Much work needs to be done in the area of online student affairs • However, several additional disciplines can contribute to an understanding of the development of Student Affairs websites • computer mediated communication and distance learning research • general practices for web-delivered services • student development theories

13. Rationale & Supporting Literature • Barratt (2001a) decribes calling IT an “accidental success” • lack of planning, lack of resources, lack of knowledge, and lack of coordination • Student Affairs personnel are rarely at the table • agendas and perspectives are not heard • Fear of losing “human contact” (Wagner, 2001) • discipline that strongly encourages and values high levels of interaction

14. Rationale & Supporting Literature • Distance learning and online research • Supports the possibility to create communities and connections through an exclusively electronic forum • Computer mediated communication (CMC) benefits • introversion of personality • negative physical perception of appearance or disability • Minority status • Serve as avenue for communication between administration and students

15. Rationale & Supporting Literature • Experiences and recommendations as stated by Smith (2001) • Need for assessment • Use of many resources • Utilizing other institutions’ approaches • Long-term advancement plans/strategies • Listening to student need • Developing second tier priorities

16. Rationale & Supporting Literature • Roles and evaluation criteria defined by Barratt (2001b) • List of Values (stated earlier) • roles include being • part of the campus ecology • student development tool • learning tool • Evaluation criteria include • navigation and design • technical details • aesthetic appropriateness • content

17. Rationale & Supporting Literature • Parsons and Hernandez (2003) guidelines for creating web pages • Confusing, poorly constructed, out of date, or difficult to navigate sites may create a negative impression of the physical department • prohibit initial and/or future access of service (s) • ‘brand identity’ of the university • use of pictures • keeping the website up to date • use of language • new online programming possibilities

18. Rationale & Supporting Literature • Student development theory implications • Uncommitted and no type students (Astin, 1997) • Myers-Briggs Introverts (Strange and Banning, 2000) • Perceivers (Zunker, 2001) • Maslow’s Hierarchy of needs (Evans, Forney, & Guido-DiBrito, 1998) • residence life example • hierarchy level breakdown • benefits of web-based services for area

19. Critique & Suggestions • Based on the review of literature and the statement of philosophy, the following critique and evaluation are offered • Two resources used to perform evaluation • Barratt (2001) • navigation and design, technical details, aesthetic appropriateness, and content • Parsons and Hernandez (2003) • use of pictures, keeping the website up to date, use of language, and new online programming possibilities

20. Critique & Suggestions

21. Critique and Suggestions

22. Critique and Suggestions

23. Critique and Suggestions

24. Critique and Suggestions (Category 4, continued)

25. Critique & Suggestions • Further critique • Information update • Dead links • Missing/not applicable information • Inclusive representation • Word consideration • Full contact information

26. Critique & Suggestions • Parsons and Hernandez (2003) evaluation • Include more touchstones for visitors • pictures of students, campus, staff, and events • Improve ability to meet the goals set forth in the college mission statement • need for links and services to be provided by the web site • Additional resources • links • campus “tour” • navigation

27. Future Strategies • Privacy features • Personalized greetings when revisited • Having personal contact names when transmitting and requesting information (avoid using general titles or names) • Site stats (tracking usage and paths) • Programming and activity opportunities facilitated online (involvement) • Expectation of standard technology proficiencies for student affairs professionals • training/staff development and integration into professional program curriculum

28. Conclusion • Much work needed • Establish a permanent technology committee with oversight, decision, and implementation making abilities • Student affairs professionals, IT specialists, faculty, students, alumni • Goal of providing cutting edge technological services

29. Committee Members • Submitted By • Marie Ebling • Barry Hubbard • Amy Jones • John Moore • University of South Florida Team