1. 1 Western Idaho College Student Life Web Changes: Creating an Effective Online Platform for Student Affairs Marie Ebling, Barry Hubbard, Amy Jones, and John Moore

2. 2 To Begin…  Please use the attached Word document (script) as the PowerPoint presentation is reviewed  Slide numbers found in the script correspond with the slide numbers found in the PowerPoint

3. 3 Overview  Philosophy & Purpose  Rationale & Supporting Literature  Web Critique & Suggestions  Future Movement  Conclusion

4. 4 Philosophy & Purpose The Division of Student Affairs works to  support and carry out the college’s mission by providing a range of experiences and support services designed to encourage and facilitate personal development and life long learning.  create an inclusive campus environment that is supportive and stimulating, both on-ground and online.

5. 5 Philosophy & Purpose  The current demands and trends of our culture have compelled the institution to create new ways of supplying information and services.  Technology has become and will increasingly continue to play a key role in conveying Western Idaho’s values, policies, and community liveliness and standards.  The demand and expectation exists to develop and maintain a dynamic, accurate website for the Division of Student Affairs.

6. 6 Philosophy & Purpose The website should  offer students, faculty, and staff services and information in a dynamic, efficient, and convenient manner.  offer community members and visitors a chance to review the services, programs, and activities the institution provides.  create a window into the quality of learning, professional standards, and environmental press Western Idaho College strives to promote.

7. 7 Philosophy & Purpose Website values and guidelines, as outlined by Barratt (2001b)  Inclusive  Representative  Active  Informative  Interactive  Current  Community Building  Developmental  Learning Focused  Clear  Accountability Measures  Accessible to all

8. 8 Rationale & Supporting Literature The following research, standards for the profession, and theories were use to develop the suggested philosophy  Council for the Advancement of Standards in Higher Education (CAS)  Freshman Survey Data (CIRP)  Person-Environment Theory (Strange and Banning)  Additional Literature

9. 9 Rationale & Supporting Literature CAS Standards  The mission statement of every department within Student Affairs must be consistent with the mission and goals of the institution  Web site and the design of the web site must also be in congruence with the institution’s mission

10. 10 Rationale & Supporting Literature CIRP Data  Increase of students obtaining information from web during college selection process  Increase in computer and Internet use to facilitate communication  Increase in general information gathering (research or homework)

11. 11 Rationale & Supporting Literature Person-Environment Theory  Human aggregate consideration (desire to see others like self through photographs and services’ and clubs’/organizations’ listings)  Organizational structure consideration (impression of student ability to influence and/or create change)  Physical aggregate consideration (appeal of campus environment and image relationship on site)  Constructed meaning consideration (images conveyed become viewers’ reality)

12. 12 Rationale & Supporting Literature  Much work needs to be done in the area of online student affairs  However, several additional disciplines can contribute to an understanding of the development of Student Affairs websites computer mediated communication and distance learning research general practices for web-delivered services student development theories

13. 13 Rationale & Supporting Literature  Barratt (2001a) decribes calling IT an “accidental success” lack of planning, lack of resources, lack of knowledge, and lack of coordination Student Affairs personnel are rarely at the table agendas and perspectives are not heard  Fear of losing “human contact” (Wagner, 2001) discipline that strongly encourages and values high levels of interaction

14. 14 Rationale & Supporting Literature  Distance learning and online research  Supports the possibility to create communities and connections through an exclusively electronic forum  Computer mediated communication (CMC) benefits introversion of personality negative physical perception of appearance or disability Minority status  Serve as avenue for communication between administration and students

15. 15 Rationale & Supporting Literature  Experiences and recommendations as stated by Smith (2001) Need for assessment Use of many resources Utilizing other institutions’ approaches Long-term advancement plans/strategies Listening to student need Developing second tier priorities

16. 16 Rationale & Supporting Literature  Roles and evaluation criteria defined by Barratt (2001b) List of Values (stated earlier) roles include being  part of the campus ecology  student development tool  learning tool Evaluation criteria include  navigation and design  technical details  aesthetic appropriateness  content

17. 17 Rationale & Supporting Literature  Parsons and Hernandez (2003) guidelines for creating web pages Confusing, poorly constructed, out of date, or difficult to navigate sites may create a negative impression of the physical department  prohibit initial and/or future access of service (s) ‘brand identity’ of the university  use of pictures  keeping the website up to date  use of language  new online programming possibilities

18. 18 Rationale & Supporting Literature  Student development theory implications Uncommitted and no type students (Astin, 1997) Myers-Briggs Introverts (Strange and Banning, 2000) Perceivers (Zunker, 2001) Maslow’s Hierarchy of needs (Evans, Forney, & Guido-DiBrito, 1998)  residence life example  hierarchy level breakdown  benefits of web-based services for area

19. 19 Critique & Suggestions  Based on the review of literature and the statement of philosophy, the following critique and evaluation are offered  Two resources used to perform evaluation Barratt (2001)  navigation and design, technical details, aesthetic appropriateness, and content Parsons and Hernandez (2003)  use of pictures, keeping the website up to date, use of language, and new online programming possibilities

20. 20 Critique & Suggestions Navigation and Design – Category 1 Points (4)(3)(2)(1)(0) Material should be found within three clicks from the home page and take no more than 30 seconds to load, even on a slow modem. x All pages should list a most recent update date, and have been updated within the past 12 months. x There should be an appropriate and consistent tool bar/navigation set on pages. x It should be very easy to find the Student Affairs pages from the school home page. *Main link - not a pull down menu item. x Material should be organized or indexed by function (department). x Material should be organized or indexed by population being served - Information for students, faculty and staff. x Sum of points in each column 4 3 4 1 0 Navigation and Design Points 12/24

21. 21 Critique and Suggestions Technical Details – Category 2 Points (4)(3)(2)(1)(0) There should be a search function for the pages or site. x There should be a feedback section for pages or site. x There should be page counters on all pages. x Pages should meet accessibility standards. x Pages should reside on a fast server. x Pages should load quickly at 28.8 baud. x All links should be active. x Sum of points in each column 0 6 2 0 0 Technical Details Points 8/28

22. 22 Critique and Suggestions Aesthetic Appropriateness – Category 3 Points (4) (3)(2)(1)(0) There should be a consistent 'look and feel' within the site. x There should be school and division identification throughout the site. x The pages should be appropriately attractive. x Sum of points in each column 8 0 2 0 0 Aesthetic Appropriateness Points10/12

23. 23 Critique and Suggestions Content – Category 4 Points (4)(3)(2)(1)(0) Information should be provided for all types of current, prospective and alumni students, faculty and staff. x Care should be taken to not overemphasize any student sub- population. x Student affairs functional areas should be covered broadly. x Student affairs functional areas should be covered in depth. x Academic material should be well integrated into the student affairs pages. x

24. 24 Critique and Suggestions Material must be current and accurate. x Department or division home page should list contact names, numbers and E-mail addresses for important people, as well as hours of operation. x Department or Division Mission is available. x Sum of points in each column 4 0 6 0 0 Content Points 10/32 Total Evaluation Score 40/100 (Category 4, continued)

25. 25 Critique & Suggestions  Further critique Information update Dead links Missing/not applicable information Inclusive representation Word consideration Full contact information

26. 26 Critique & Suggestions  Parsons and Hernandez (2003) evaluation Include more touchstones for visitors  pictures of students, campus, staff, and events Improve ability to meet the goals set forth in the college mission statement  need for links and services to be provided by the web site Additional resources  links  campus “tour”  navigation

27. 27 Future Strategies  Privacy features  Personalized greetings when revisited  Having personal contact names when transmitting and requesting information (avoid using general titles or names)  Site stats (tracking usage and paths)  Programming and activity opportunities facilitated online (involvement)  Expectation of standard technology proficiencies for student affairs professionals training/staff development and integration into professional program curriculum

28. 28 Conclusion  Much work needed  Establish a permanent technology committee with oversight, decision, and implementation making abilities Student affairs professionals, IT specialists, faculty, students, alumni  Goal of providing cutting edge technological services

29. 29 Committee Members  Submitted By Marie Ebling Barry Hubbard Amy Jones John Moore  University of South Florida Team