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 Colleges (WIC) Student Life Web site.
• Critique WICs 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).

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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
  institutions general Web site.
• The student life Web site should distinctly
  reflect the needs of the diverse individuals
  accessing the site.

5
Drawing From Theory

• Chickerings 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

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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 WICs student life Web site

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Theory in Practice The Connection(Contd)

• 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

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Other Theoretical Considerations

• College Impact Models
• Astins Theory of Involvement
• Tintos Theory of Departure
• Weidmans Model of Undergraduate Socialization
• Student Development Theories (Evans, Forney,
  Guido-DiBrito, 1998)
• Perrys Theory of Intellectual and Ethical
  Development
• Kolbs Experiential Learning
• Organizational Theory
• Collegial Model - Sense of common institutional
  purpose

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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?

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Criteria for Student Affairs Web Site Evaluation
(Contd)

• 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?

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Criteria for Student Affairs Web Site Evaluation
(Contd)

• Is there opportunity for user feedback?
• Does site meet Web Accessibility Initiative
  standards?

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Method for Critique of WICs Student Life Web
site

• The committee developed a 50 point scale based on
  Barratts 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 Contd

15
The Critique Contd
16
The Critique Contd
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.

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Committee Recommendations

• 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

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Committee Recommendations (Contd)

• 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

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Committee Recommendations (Contd)

• Functional and User Friendly
• Develop a site map that provides rational
  navigation
• Remain cognizant of the pre-identified goals of
  WICs Student Life Web site

• Useful Links
• Provide an array of useful links
• - See sample Web site

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Committee Recommendations (Contd)

• 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

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Committee Recommendations (Contd)

• 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

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Further Considerations

• 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.

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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/

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Closing Thoughts

• It is the committees 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.

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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//studentaffair
  s.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/a
  rt4.html