Faculty forum November 10, 2010

Faculty Forum
November 10, 2010
The Gap Between…

Purposes of Our Presentation
 To inform you about how students and
professors use 21st
century communication
methods
 To provide research about current
methodologies involving communication
and social media trends
 To discuss ways Concordia students and
professors view possible communication
gaps

Framing Our Presentation
 Riley Crane, Presenter at PopTech’s
Conference, 2010: Brilliant
Accidents, Necessary Failures and
Improbable Breakthroughs,
Research Fellow in MIT’s Media Lab,
researches hidden patterns in
collective social media

 He compares collective social media
behavior to that of trailblazers in
America’s settling of the West.

 The “crowd” decides what is the
most likely path.
 www.google.com
 The “crowd” inputs what is most
important and what is not.
 Today, you can connect everybody.
Can you solve any problems with
that connection?

 Our social media communication
paradigm is in its adolescence.
 Currently, we/others use social
media to passively maintain weak
ties.
 A new class of ties is becoming
more important, those with whom
we require temporary, spontaneous
ties.

Question Time
 What communication strategies do
you use with students?
 What communication strategies
have you observed students use
with you?

Research …
 Washington Post, 8 October, 2010
 “In the Age of Facebook, Twitter,
and Apps, Some Candidates Adapt
Better Than Others”
 “. . . If the politician is where the
people are, social media are going
to become the new hub of campaign
activity.”

What does this mean?
 “If the professor is where the
students are . . .”
 Are social media the new hub of
educational activity?

Research …
 A Day Without Media
 Research conducted by the
International Center for Media and
the Public Agenda and students at
the Phillip Merrill College of
Journalism at the University of
Maryland, College Park
 April 21, 2010

Research …
 200 students asked to give up all
media for 24 hours
 Some findings:
 Media is their personal connection
 Even on a crowded campus, they felt
alone without media
 Connections are their primary source of
information
 No loyalty at all to traditional media
outlets

Research …
 The Week (newsmagazine) October
18, 2010
 92% of American babies have their full
name, picture, and mother’s name
posted on a website somewhere . . .

Research …
 NBC Evening News, October 18,
2010
 The average 13-year old sends 3339
text messages per month

Concordia Research Shows…
 Results from professors’ surveys
 Extremely small sample
 Primary social media connections
 Linked In
 Facebook
 Email
 “My profile makes me more
approachable . . .”

 Value connections to students
 Desire approachability
 Wary of lack of privacy in social
media sites
 Careful of data there
 Critical thinking regarding self
disclosure to students through face-to-
face interaction or through social media

 “College Students’ Perceptions of
How Instructors Establish and
Enhance Credibility Through Self-
Disclosure”
 Scott A. Myers, Maria Brann, and
Members of Comm 600
 Qualitative Research Reports in
Communication 10(1), 2009
pp. 9-16

 “. . . primary purpose behind
instructor self-disclosure often is to
clarify or extend course content,
although self-disclosure is also
viewed by students as a way to
humanize instructors, make
instructors appear approachable,
and create affect for both the
course and the instructor” (10).

 “Credibility . . . is defined as the
extent to which an instructor is
considered to be believable and
consists of three dimensions:
character . . . caring . . . And
competence” (11).

Your Thoughts …
 Connections and discussion . . .

Concordia Student Responses . . .
 What might surprise your professor
about you or other students like
you?
 “Sometimes the quiet people are the
ones who are thinking the most. There
are some who legitimately don’t care,
but others are answering everything in
their heads.”

you?
 “Our social lives drive us.”
 “I check my phone more often than my
email.”
 “When I sit in the back and put my
head down and act like I don’t care, it’s
probably when I am paying attention
the most.”

you?
 “School isn’t really my number 1
priority sometimes.”
 “How easy it is for students to get
information and ‘cheat’ the learning
system.”
 “Some are super sheltered. Some are
not.”

 What is something you wish your
professors knew about you?
 “Our generation can be really
disrespectful, but some of us are
baffled by the level of disrespect.”
 “If you don’t know my name, I feel like
you don’t care about me, so I don’t
care about your class.”
 “We are a generation of
procrastinators.”

 “To know me and not just my work.”
 “I may appear not to care or listen but
I do.”
 “I wish I was a lot more involved in
class by my own initiative.”

 “Just because I may process material
and think in a different manner than
what may be expected doesn’t mean
that I’m lazy or not learning.”

 “Trying to be involved in everything at
once is hard. Professors want us to be
well rounded – or maybe think we are
well rounded – I wish our professors
knew how hard we work, in every
activity.”

 “You taking an interest in me and my
life makes me want to take an interest
in the subject you teach.”

 “I have many leather bound books and
my room smells like rich mahogany.”

Question Time
 What would surprise students about
you?
 What do you wish students knew
about you?
 What conclusions can we make?

Faculty forum November 10, 2010

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