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Student Affairs.com Case Study 2003

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Title: Student Affairs.com Case Study 2003


1
Student Affairs.com Case Study2003
  • Georgia Southern University
  • Robert Bryant, Tana Pennix,
  • Peggy Winskey

2
Purpose
  • Our committee has been charged by the Vice
    President for Student Affairs of Western Idaho
    College to review and propose changes to the
    Student Life Web Site.

3
Focus Topics
  • Statement of philosophy for the Web site
  • Divisional Web site
  • Why is it important?
  • What is the Division trying to accomplish through
    the Web site?
  • Who is the targeted audience?
  • What does the literature have to say about
    student affairs Web sites?

4
Statement of philosophy for the Web site
  • Student Affairs at Western Idaho College is
    dedicated to providing information and facilitate
    accessibility to a diverse array of programs and
    services to augment and support out of class
    needs that complement the students in-class
    experience.

5
Philosophy Statement
  • Boyers Six Principles of Community provide a
    framework for Western Idaho Colleges philosophy
    statement fostering an environment that will
    enhance and integrate the life long process of
    intellectual, occupational, physical,
    interpersonal, and emotional development of all
    students.

6
Boyers Six Principles of Community
  • Purposeful a place where faculty and students
    share academic goals and work together to
    strengthen teaching and learning.
  • Open a place where freedom of expression is
    uncompromisingly protected and where civility is
    powerfully affirmed.
  • Just a place where the sacredness of the person
    is honored and where diversity is aggressively
    pursued.
  • Disciplined a place where individuals accept
    their obligations to the group and where well
    defined governance procedures guide behavior for
    the common good.
  • Caring a place where the well being of each
    member is sensitively supported and where service
    to others is encouraged.
  • Celebrative a place in which the heritage of
    the institution is remembered and where rituals
    affirming both tradition and change are widely
    shared.

7
Divisional Web site
  • Why is it important?
  • The key word for Student Affairs in the 21st
    century is connectivity, which usually refers
    to linking up to the internet.
  • The web provides access to an almost limitless
    amount of information on practically any subject.

8
Community Connectivity
  • The ever-evolving and increasingly powerful
    information and communication technologies have
    fundamentally changed the nature of communities.
  • Chat rooms, discussion boards, and on-line
    courses facilitate on-line communities.
  • Elling and Brown (2001) offer two examples of
    institutions that utilize technology for
    developing and enhancing campus community.
  • Electronic calendars of events
  • Chat rooms for students both on and off campus,
    faculty and staff

9
Divisional Web site
  • What is the Division trying to accomplish through
    the Web site?
  • Pro-Actively responding to the transformation of
    the way services and information are delivered
    not only to the campus community but to the world
    at large.
  • on-line applications, i.e. admissions, housing ,
    scholarships, financial aid
  • Web directory
  • Video downloads of campus life
  • On-line registration
  • Timely updated college information

10
Who is the targeted audience?
  • Students
  • Prospective
  • Incoming
  • Current
  • Alumni
  • Parents
  • Of incoming freshmen
  • Of current students
  • Of alumni
  • Faculty, Staff
  • Current
  • Prospective
  • Departments
  • Divisions
  • Community
  • Local
  • Global

11
What does literature have to say about Student
Affairs Web sites?
  • Literature, written both before and after the
    proliferation of technology, supports the
    recognition of the web experience as a part of
    the college environment.
  • In Coming of Age in New Jersey, Moffat (1989)
    found that college from the students point of
    view was a combination of academic and
    outside-the classroom education. (p.54).

12
Literature continued
  • Technology is reshaping the world of student
    affairs however, is being done so with little or
    no analysis of its potential for good and bad.
  • Personal interaction is being replaced by the
    impersonal use of on-line service.
  • Student Affairs is essentially student focused
    and interpersonal, and the web sites should
    reflect the schools core values.

13
Critique of Current Web site
  • WIC Web site does not meet the following thirteen
    Basic Values supported by Will Barratt
  • Inclusion all students, student groups and
    student organizations must be included in
    material presented in the site.
  • Representation all departments and divisions in
    student affairs, and allied departments must be
    represented.
  • Active content must contain active information
    such as current events, schedules, names, dates,
    and times.

14
Thirteen Basic Values
  • Informative content must contain regulatory
    information such as codes of student conduct, and
    the student government constitution.
  • Interactive the web site must provide mechanisms
    for student interaction.
  • Currency all information must be current and
    none out of date.
  • Convenience the site must be designed for easy
    use.
  • Community Building the web site must link
    appropriately to the campus, the community, and
    the world.

15
Thirteen Basic Values
  • Developmental web site must student development
    goals.
  • Learning Focus web site must promote appropriate
    learning goals.
  • Clarity web site must have a written set of
    goals and measurable outcomes.
  • Accountability site must contain evaluation
    mechanisms such as feed back, sections, and
    counters.
  • Accessibility site must meet accessibility
    guidelines.

16
Specific Technical Mistakes
  • Design
  • Text is not in high contrast with any background
    color or images, leading to poor printing quality
  • Pages do not work within the structure of the
    common monitor size which requires more scrolling
  • Does not offer a printable version of site
    pages
  • Does not provide downloadable college forms
  • Lack of continuity both in color scheme and in
    form
  • Content
  • Lack of relevant information about campus life
    and career services
  • Does not provide the following information page
    developer and/or contact name, e-mail, postal
    address, phone numbers, and counters (preferably
    not visible).
  • The same policies and procedures are not
    department specific
  • Lack of professional layout
  • Scrolling text window on the Athletics link is
    distracting, illegible, and scrolls entirely too
    fast.

17
Specific Technical Mistakes
  • Responses
  • No contact information, email link not available
  • No department contact name of information
  • Only phone number given is an extension, no
    referral name included
  • Links
  • Career Services link is expired
  • Residence Life link is under construction
  • There are no links to and away from page

18
Proposed Web site revisions supported by
Chickering and Gamson
  • Chickering and Gamson (1991) identified seven
    principles of good practice for teachers, which
    apply equally as well to student affairs
    educators
  • Encourage student-faculty contact,
  • Encourage cooperation among students,
  • Encourage active learning,
  • Give prompt feedback,
  • Emphasize time on task,
  • Communicate high expectations, and
  • Respect diverse talents.

19
Proposed Revised Web site
  • Revisions Include
  • Philosophy statement
  • Link for Text only
  • Vice President of Student Affairs contact
    information
  • List relevant student service departments and
    allies in alphabetical order
  • Links to college, local, and global headlines

20
Revisions continued
  • Revisions include
  • A site index
  • A key word search dialogue box
  • A message from the Vice President
  • A student class and activity calendar
  • Brief outline of what information each link
    contains
  • Site visitor counter

21
Revised Web site Template
  • Point and click on hyperlink to view template
  • Template does not include active hyperlinks
  • http//www.geocities.com/pencap2001/WIdahoCollege.
    index.html
  • Note this hyperlink may not work on all versions
    of MS Office Power Point. If this link will not
    take you to the template automatically, open up
    internet explorer and type the above URL into the
    address bar.

22
References
  • Winston, R., Creamer, D., Miller, T. (2001, p. 8,
    chap. 4). The professional student affairs
    administrator, educator, leader, manager.
    Lillington, NC, Brunner Routledge.
  • Earratt, W. (2001, May 11). Models for evaluating
    student affairs websites. Student Affairs
    On-line, Vol. 2, No. 2. Retrieved February 20,
    2003, from
  • http//www.studentaffairs.com/ejournal/Spring_200
    1/will1.index.html
  • Wallace, H. (2000, Fall). Campus ecology theory
    and websites one example of applying traditional
    student affairs theory to technology. Student
    Affairs On-line, Vol. 1, No. 3. Retrieved
    February 21, 2003, from
  • http//www.studentaffairs.com/ejournal/Fall_2000/
    index.html
  • Web Design Guidelines Student Affairs Computing
    Services. (n.d.). Retrieved February 20, 2003,
    from
  • http//www.asu.edu/sacs/guidelines.html
  • Gamble, A., (2002). Community Development
    programs, practice and a glimpse into the future.
    College Student Affairs Journal, 22, 100-101.
  • Boyer, E. (1990, p.7). Campus life in search of
    community. Princeton, New Jersey. Carnegie
    Foundation for the Advancement of Teaching.
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