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Semelhante a UTAAA Conference, 2/15/11
Semelhante a UTAAA Conference, 2/15/11 (20)
UTAAA Conference, 2/15/11
- 1. Social Media in Academic Advising: Meeting Students Where They Are University of Texas at Arlington Advising Association’s Annual Conference Brad Popiolek University of Texas at Austin
- 2. Overview Why? Literature Review Fears & Frustrations Tools Examples Tips & Strategies Possible Issues Action Plan
- 3. Why? Create your own: woordle.com
- 4. Background The more active students are in college life, the more they will develop during that time period Astin, 1985 Engagement encompasses various factors, including investment in the academic experience of college, interactions with faculty, involvement in co-curricular activities, and interaction with peers Pascarella& Terenzini, 2005; Kuh, 2009 Meeting students “where they are” Millennials
- 5. Where they are… Today’s students are twenty-four-hour, seven-day-a-week customers who reject the disadvantages of traditional nine to five administrative practices. Technology provides extended access to information, interaction, and client-centered applications Multari, 2004 Consistent information is a necessary and important part of good academic advising, even when the message is repetitive and is published in several locations Steele & Carter, 2002
- 6. 94% of first year college students use social networking websites Higher Education Research Institute (HERI), 2007
- 9. Jason Falls, co-founder of the Social Media Club, asked his Twitter followers to explain social media in two words or less. Common terms included… Relationship building Interaction Community (Falls 2008)
- 10. Surprising? Heiberger and Harper (2008)/HERI (2007) via Rey Junco's Blog
- 13. Engagement via Branding Remain open Balanced postings Softball questions Make it personal – give students a reason to click, comment, like, etc.
- 14. Engagement via Twitter Retweet – students, campus, etc. Frequently search & respond Direct messaging Follow/Followers Avoid being static Virtual trophy case
- 15. Don’t forget… Asking “why” before talking about “tools” * Outcomes based Engagement Dynamic vs. Static Free measurement tools Limitations Social Media Guidelines * Inside Higher Ed Blog Post by Eric Stoller
- 16. Possible Issues One size does NOT fit all Privacy – FERPA Lack of control = Opportunity Accountability What material may/may not be appropriate Do not want to replace face-to-face Engaging students – how to measure success?
- 17. Profdevelop tag
- 19. Questions? Contact: Brad Popiolek brad.popiolek@gmail.com
Notas do Editor
- Academic advisors at large institutions typically receive up to 150 e-mails a day from students asking general academic advising questions. ACADEMIC AND SOCIAL INTEGRATION – what does this mean for new levels of “social” interaction. Often the answers are available in the institution’s catalog or in a list of frequently asked questions, but members of the Net Generation prefer to ask questions rather than search for answers. “Where they are” is in the digital world, millennials are constantly connected and have an expectations that you will to. Millennials: social, multi-taskers, rewarded/entitled, 24/7, driven.
- Allocation of human resources is critical to manage these growing technologies. Important balance between what’s appropriate online in terms of communication and information and what should be face-to-face – repetition = integration of technologies. Leverage technology to increase face to face contact.
- The point of this slide is to point out that… YES it can be overwhelming how many “social networks” are out there. But we want to identify which ones YOU want to be use as educationally relevant. Raise awareness. Better to do 1 really well than 5 so-so.
- Both found relationships between time spent on social media and student engagement as described by Astin (1984) and measured through single survey items. Heiberger and Harper (2008) conducted a study of 377 undergraduate students at a Midwestern institution, while the Higher Education Research Institute (HERI, 2007) used the Your First College Year (YFCY) survey to collect data from over 31,000 students at 114 colleges and universities. Both the Heiberger and Harper (2008) and HERI (2007) studies found a positive correlation between social networking website use and college student engagement. For instance, a higher percentage of high users of social networking websites participated in and spent more time in campus organizations than low users. Additionally, more of the high users reported that they interacted daily (in the real world) with close friends and felt strong connections to them (HERI, 2007). “Low Users” for the Heiberger & Harper study was quantified as spending less than 1 hour/day on Facebook and “High Users” spent greater than 1 hour/day while “Low Users” for the HERI study was quantified as spending less than 1 hour/week on social media (FB, Myspace) and “High Users” spent greater than 6 hours/week.The bad – the higher the use – the more negative the impact on academics.
- There is no best practice is social media – it all depends on the outcomes you establish – what do you want your audience to learn, do, etc.Regardless of your goal, it’s critical to avoid being static. Be dynamic by interacting – retweet, mention, like, use a hashtag – you can start with full time and student staff, mention this to your students, etc. Have students “tag” themselves, encourage them to comment, etc.Great way to start is through real conversations.Measurement tools vary – it depends on what you’re interesting in. Is it number of likes or followers? Number of mentions? Like anything we do in student affairs, it’s not about just DOING it – you have to show data and why/how it matters. Also be prepared to answer WHY you did things. Many websites have been developed for users to better understand their online impact. I’m going to review one of these, which again – is only 1 piece to the puzzle – in-person activity is obviously not measured with these tools.