Western Idaho College Student Affairs Web Site Initiative

1
Western Idaho CollegeStudent Affairs Web Site
Initiative

• Jennifer Fullick
• Jill Jozwiak
• Allison Steffensmeier
• Dana Wesolowski
• Loyola University Chicago

2
Task Force Members

• Our task force consists of four members
• Student (end user)
• Faculty Member (end user and collaborator)
• Student Affairs Staff Member (service provider)
• University Web Administrator (expert)

3
Task Force Objectives

• Establish the objectives of a Student Affairs
  Division and the use of a Web site
• Establish the enhanced value of a Student Affairs
  Web site for the community we serve
• Determine a Division of Student Affairs Web site
  Philosophy
• Distinguish the characteristics of a high quality
  Student Affairs Web site
• Evaluate and critique our existing Student
  Affairs Web site
• Identify recommendations to enhance the Student
  Affairs Web site to meet our philosophy
• Identify implementation steps
• Determine assessment needs for the project

4
Student Affairs Objectives

• Foster student
• Involvement
• Development
• Learning
• Leadership

5
Student Affairs Web Sites Objectives

• In the Past
• Provided Information
• In the Future
• Provides Customization and Community Integration
• The ultimate function of computer mediated
  communication in all its various forms and
  purposes is to bring people together.
• (Weinreich (1997) in Strange Banning, 2001)

6
Student Affairs Web Sites
From the Past to the Future
7
The Value of a Student Affairs Web site

• Engage Students
• Student involvement theory recognizes the need
  for student participation in the learning
  environment.
• Studies have shown clearly that the greater the
  students degree of involvement, the greater the
  learning and personal development.
• One of the challenges confronting student
  personnel workers these days is to find a hook
  that will stimulate students to get more involved
  in the college experience.
• Astin (1999)

8
Engage Students Through a Web site

• Our services should remain interpersonal, but
  use new technological advances to ensure that we
  are meeting student needs.
• Out of class experiences influence student
  learning and personal development (Kuh, 1995).
• Students academic and social integration
  influences the level of their satisfaction with
  the university (Tinto in Bischoping and Bell,
  1998).
• This generation of students becomes the first
  test of how well the simulation of real life
  experiences via computer technology translates
  into actual skills (Newton, 2000).

9
Building a Virtual Community

• College and university students will expect to
  experience their education both in person and
  on-line (Creighton Buchanan, 2001).
• Students are using the web as their primary (if
  not sole) information source (Frand, 2000).
• People in virtual communitiesexchange
  pleasantries and argue, engage in intellectual
  discourse, conduct commerce, exchange knowledge,
  share emotional support, make plans, brainstorm,
  gossip, feud, fall in love, find friends and lose
  them, play games, flirt, create a little high art
  and a lot of idol talk (Rheingold, in Strange
  Banning, 2001).

10
Our Community

• Primary Web site audience
• Current Students
• Traditional Students
• Underserved Student Populations
• Adult Learners
• Secondary Web site audiences
• Prospective Students
• Parents of Current and Prospective Students
• Campus Administration, Faculty, and Staff
• Other Academic and Support Departments
• Alumni
• Local Community Members
• General Public (including prospective employees)

11
Web site Philosophy

• Western Idaho Colleges Student Affairs Web
  site strives to reflect the culture, interests,
  and diversity of our institution by enhancing our
  divisions services to build a stronger learning
  community by providing information, facilitating
  communication, and creating an arena for
  customization and community integration.

12
Philosophy in Action
How can the use of new forms of technology and
changes to our existing Web site improve the
services we provide?
Enhances Information Facilitates
Communication Allows Customization Achieves
Community Integration
13
Enhances Information

• By improving the Web site we will
• Become a one stop shop
• Be current and up to date
• Be continuously accessible

14
Facilitates Communication
15
Allows Customization

• By improving the Web site we will
• Create a system that knows the user and develops
  a relationship with the users preferences,
  likes, and needs
• Provide a feeling of personal connectedness and
  importance
• Find the hook that will stimulate students
  (Astin, 1999)

16
Achieves Community Integration

• By improving the Web site we will
• Achieve a collaborative relationship between the
  Student Affairs Division, the institution, and
  the local community.
• Follow the look and feel of the overall
  institutional Web site design
• Represent the mission and vision of the
  institution
• The greater number of people involved, the more
  valuable will be the communication technology.
  (Frand, 2000)

17
Characteristics of Quality Web sites

• Variety, quality, timeliness, and responsiveness
  are cultural aspects of information age
  productivity (Kvavik and Handberg, 2000)

• Meets the needs of its users
• Appeals to the senses
• Conveys the spirit and identity of our
  institution and division
• Well organized
• Interactive
• Consistent in look and feel
• Uses logos and color schemes consistently

• Easy to use technology works with users
• Has a Human Touch on every page
• Contains balanced material and content
• Contains appropriate depth and breadth of
  information and services

18
Benchmarking Quality Student Affairs Web sites

• The Ohio State University
• http//studentaffairs.osu.edu/  
• Rutgers
• http//studentdevelopment.rutgers.edu/
• Oregon State University
• http//oregonstate.edu/admin/student_affairs/index
  2.html  
• Columbia University
• http//www.studentaffairs.columbia.edu/

19
Evaluation of Existing Web site

• Design
• Lacks consistent look or feel
• Different fonts and color schemes
• Information
• Assumes user is familiar with institutional
  jargon
• Site is not current
• Technology
• Links do not work
• Lacks cutting edge technology (e.g. no search
  function)
• Inclusiveness
• Incomplete representation of student
  organizations and athletic teams
• Organization
• Lacks cohesive structural organization between
  division departments and information provided
• Textual organization does not allow users to
  identify and access pertinent information
• Accessibility
• No contact information for division personnel
• No feedback form
• Difficult navigation for individual users (e.g.
  student versus faculty)

20
A New Student Affairs Web site at WIC
21
Achieve Philosophy through the Implementation of
Web portals!

• A portal is a relationship manager between
  the division and the user. Users log into the
  Web site and the portal builds a default view of
  the Web site related to that persons
  relationship with the division.
• (Lightfoot and Ihrig, 2002)
• Example A student logs in and sees a Web site
  geared toward student involvement and resources
  A faculty member logs in and views a Web site
  geared toward collaboration with student affairs
  and student groups.

22
Everyone can use a Web portal

• The user can choose a Web portal level based
  on their needs and technological proficiency
• Default Web site that can be used by the non-tech
  savvy individual
• Self-selected group Web site based on your role
  in the institution (student, faculty, etc.)
• A tailored version of the Web site where the user
  can define his or her own interests and further
  personalize the site

23
Benefits of a Web portal to the Division and
Institution

• A Web portal can keep track of a changing
  relationship and the users tailored preferences
  over time.
• Ultimately a Web portal allows the division to
  build a community of interests and deepen the
  relationships that currently and potentially
  exist.
• (Lightfoot and Ihrig, 2002)

24
University Web portal Examples

• University of Minnesota
• http//www.onestop.umn.edu
• Illinois State University
• https//www.icampus.ilstu.edu
• University of Washington
• http//myuw.washington.edu
• University of California, Los Angeles
• http//www.my.ucla.edu

25
University Web portals

• The Student Affairs Division can offer to pilot
  a Web portal to demonstrate to the larger
  university community the value and benefit of
  customized and integrated services.
• Once the portal framework is designed, other
  departments from across the institution can link
  through the portal to enhance services
  institution-wide.

26
Enhancing Services through the Web site/Web
portal

• Improvement
• General revamp of Web site
• Default Web site as well as customization for
  users

• Benefit
• Becomes more appealing, user-friendly, and
  encompasses all division services.
• Ensures all members of the campus community have
  access to division information in a more
  efficient and effective manner.

27
Enhancing Services through the Web site/Web
portal

• Improvement
• Consistent look and feel
• Exciting look and feel

• Benefit
• Users do not feel disconnected when accessing
  different Web sites within the division and
  institution.
• Will draw users in, make them feel connected to
  the institution and invites them to use the
  personalized services.

28
Enhancing Services through the Web site/Web
portal

• Improvement
• Links to other institutional academic and support
  services (i.e. financial aid and billing,
  academic advising, and registration)
• University-wide calendar of events

• Benefit
• Portrays horizontal structure, collaboration, and
  communication across the university. Also
  provides a valuable one-stop-shop for users.
• Convenient way to publicize programming and keep
  users aware of extensive university activities.

29
Enhancing Services through the Web site/Web
portal

• Improvement
• Message boards/forums
• Internal campus communication
• Local community-to-campus communication

• Benefit
• Allows communication to increase collaboration on
  various ideas and projects. Examples
• Student organizations can post program ideas for
  volunteers and co-sponsors.
• Faculty and staff can discuss opportunities to
  link academic projects to student affairs
  initiatives.
• Administration can solicit feedback on proposed
  policy changes.
• Local community can advertise events or service
  opportunities for students.

30
Enhancing Services through the Web site/Web
portal

• Improvement
• Instant messaging capability between users and
  student affairs staff.
• Chat rooms
• Classifieds

• Benefit
• Allows users to immediately communicate
  one-on-one (questions answered, concerns aired,
  thoughts on issues, and general information).
• Allows for informal group discussion surrounding
  campus issues.
• Collaboration with student newspaper can match
  needs online (e.g. ride boards, apartment and
  roommate searches, items for sale, and help
  wanted).

31
Implementation Steps

• Build an implementation team
• Identify technical issues
• Authentication
• Authorization
• Security
• Identify resources needed
• Prepare budget
• Immediate resources
• Long-term resources
• Design a Timeline
• Implement
• Evaluate and Assess

32
Assessment Prior to Implementation

• Use the Web site checklist to ensure effective
  design and operation
• Reassess the Philosophy for the Web site
• Have we met our goals?
• Is our entire community represented?
• Hold focus groups and generate feedback from all
  user groups
• Seek external evaluators
• students, faculty, and administrators from other
  universities

33
Web site Checklist

• No spelling or grammatical errors
• No abbreviations
• No jargon
• No negative publicity
• Includes complete and accurate names and
  information for contacts
• Accessible to all users (including students with
  disabilities)
• Links work
• Three clicks/30 second test to locate information
• Includes a search and feedback function
• Meets institutional Web site guidelines and
  standards

34
Ongoing Assessment

• Daily and Weekly Review
• Take off expired events
• Add new events
• Update any personnel changes
• Annual review of Web site
• Reassess the Philosophy for the Web site
• Compare to peer institutions
• Compare to other quality Web sites/Web portals
• Hold focus groups and get constituent feedback
• Seek external evaluators (students, faculty,
  administrators from other universities)

35
The Western Idaho Colleges Student Affairs
Division has the capability to be an
institutional leader. The Division can provide
enhanced services from implementation of the Web
site/Web portal initiative, while continuing
strong interpersonal relationships.
36
Resources Used

• Astin, A.W. (1999). Involvement in learning
  revisited Lessons we have learned. Journal of
  College Student Development, Sep/Oct, pp.
  587-598.
• Astin, A.W. (1999). Student involvement A
  developmental theory for higher education.
  Journal of College Student Development, Sep/Oct,
  pp. 518-530.
• Barratt, W. Article Models for Evaluating
  Student Affairs Web Sites. Retrieved on February
  19, 2003 from, http//www.studentaffairs.com/ejour
  nal/Spring_2001/will1.html
• Bischoping, Katherine and Bell, Stephen. (1998).
  Gender and Contradictory Definitions of
  University Accessibility. The Review of Higher
  Education. pp.179-194.
• Creighton, J.V. and Buchanan, P. Toward the
  E-campus Using the internet to strengthen,
  rather than replace, the campus experience.
  EDUCAUSE Review, March/April 2001, pp.12-13.
• Frand, J.L. The information-age mindset Changes
  in students and implications for higher
  education. EDUCAUSE Quarterly,
  September/October, 2000, pp. 15-24.
• Kuh, G.D. (1995). The other curriculum
  Out-of-class experiences associated with student
  learning and personal development. Journal of
  Higher Education, March, 66(2), pp.123-155.
• Kvavik, R.B. and Handberg, M.N. Transforming
  student services. EDUCAUSE Quarterly, 2000,
  (2), pp. 30-37.

37
Resources Used

• Lightfoot, E. and Ihrig, W. (2002). Customer
  Centered Resources. In Web portals and higher
  education Technologies to make IT personal. Ed.
  Katz, R.N. San Francisco Jossey-Bass.
• Newton, F.B (2000). The New Student. About
  Campus, November/December, 5(50), pp. 8-15.
• Northwestern University Web Standards Handbook,
  Retrieved on February 19, 2003 from,
  http//www.northwestern.edu/univ-relations/web_com
  m/standards/
• Strange, C. and Banning, J. (2001). Educating by
  design creating campus learning environments
  that work. San Francisco Jossey Bass.
• Student Affairs On-Line The online magazine
  about technology and Student Affairs.
  http//www.studentaffairs.com/ejournal/.
• Web Style Guide. Retrieved on February 19, 2003
  from, http//www.webstyleguide.com/index.html?/.