Western Idaho College Student Life Website Critique

1. Western Idaho College Student Life Website Critique Jacinda Boucher, Gennaro DeAngelis, Travis Erickson, & Eryn Montgomery University of Maine February 23, 2003

2. 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.

3. 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).

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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?

10. 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?

11. Criteria for Student Affairs Web Site Evaluation (Cont’d) • Is there opportunity for user feedback? • Does site meet Web Accessibility Initiative standards?

12. 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.

13. The Critique

14. The Critique Cont’d

15. The Critique Cont’d

16. The Critique Cont’d

17. 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.

18. Inclusion and Representation Target audience should include prospective and current students and alumni Images should represent diverse student body Entire student life division accessible through this one site Current and Accurate Information Perform regular maintenance to enhance and update site Publish events in calendar format versus strictly headlines Conduct an annual review of Web site Committee Recommendations

19. 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)

20. Functional and User Friendly Develop a site map that provides rational navigation Remain cognizant of the pre-identified goals of WIC’s Student Life Web site Useful Links Provide an array of useful links - See sample Web site Committee Recommendations (Cont’d)

21. Incorporation of Student Development Theories Utilize Chickering (Chickering & Reiser,1993) to anticipate likely student concerns or needs Draw from Campus Ecology Theory (Wallace, 2000) - Interaction of individual with campus environment Clear Objectives and Measurable Outcomes Draw from statement of philosophy to identify Web site objectives Implement a ticker system to track site hits Utilize Web site evaluation tool annually to foster site maintenance and growth Committee Recommendations (Cont’d)

22. Opportunity for User Feedback Provide contact information for users to communicate with departments Develop a form that sends an email to “Webmaster” Accessibility Recommendations to follow pending further evaluation Committee Recommendations (Cont’d)

23. 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. Further Considerations

24. 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: • Right-click on desktop • Choose “Properties” • Access “Settings” • Adjust screen resolution as necessary * URL http://www.geocities.com/wicstudentlife/

25. 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.

26. 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