 Indiana University of Pennsylvania › ~15,000 students › 3 branch campuses › Carnegie Classification: Doctoral/Research  Center for Health and Well Being (CHWB) › Comprised of Counseling and Health Centers (About IUP; About IUP’s Health Service)

(Hawn, 2009, p. 362)

 Health Center › Skilled, competent, caring health professionals provide patient education and medical services to students › Designed to improve students' wellness and sustain their health › To help students be successful in their academic endeavors (About IUP’s Health Service)

 Health Center › Health service staff works collaboratively to identify and advocate for student needs › To continually grow and provide appropriate high-quality, cost-effective responses through recent departmental restructuring › To make contact with 100% of incoming students each year (About IUP’s Health Service)

 Health Center › To create a stronger connection between the health center and the Punxsutawney branch campus › To meet the health-care needs of IUP students twenty-four hours a day › To advocate for student health-care needs on campus (About IUP’s Health Service)

(Moneta, 1997, p. 5)

 Counseling Center › Work with the divisions of Student Affairs and Academic Affairs to enhance the learning environment › Assist students in accomplishing the following developmental tasks  Resolving impasses to effective psychosocial functioning  Achieving academic, personal, and professional goals. (About Counseling)

(Moneta, 1997, p. 7)

 “Contact 100% of incoming students…” › Links posted on web pages, Facebook, & Twitter will provide an outlet for a greater majority of students to connect to the center  “Assist Branch Campuses…” › Providing online live chat & threaded discussions to students on branch campuses will allow students the opportunity to seek advice from health-care professionals (Mangold & Faulds, 2009)

 “Twenty-Four Hour Service…” › Provide access to information through social media  “Advocate for Student Needs…” › Social media will allow students to be more open about their needs, allowing us to be more accurate and effective advocates for them (Moneta, 1997)

 “Cost Effectiveness…” › Social media provides students with increased access to health-care and counseling services at no extra expense  “Enhance the Learning Environment…” › Use social media to publicize current trends in health-care, counseling needs, and educational opportunities as they arise on campus

(Ausiello & Wells, 1997, p. 71)

 Maslow’s Safety Needs (as cited in Schultz & Schultz, 1998) › Security in knowing where to find resources › Comfort in utilizing social media to find info  Moving through autonomy towards interdependence (Chickering & Reisser, 1993) › Autonomy in finding their own information › Interdependence through utilization of resources and peer referrals

 Support of Myers-Briggs Introverted Personality Types (as cited in Evans, Forney, Guido, Patton, & Renn, 2010) › Removes need to engage with staff in person about sensitive issues  Bandura’s Observational Learning/Modeling (as cited in Schultz & Schultz, 1998) › Students see benefits of friends utilizing services and facilities to discuss sensitive issues (Mangold & Faulds, 2009)

(Mangold & Faulds, 2009, p. 359)

 Engage Students on Facebook › Create a Center for Health and Well-Being Facebook page › Friend request students › Publicize through status updates, flyers, campus announcements, twitter account, and student leaders › Initiate a contest to increase the number of students who ‘Like’ the page

 Engage Students on Twitter › Create a Twitter account for the Center for Health and Well-Being › Follow students › Publicize through tweets, hash tags, flyers, campus announcements, Facebook page, and student leaders › Initiate a contest to increase the number of students who follow the account

 Social Media Contest › Have students submit positive interactions using a Facebook note tagged to the Center for Health and Well-Being › Have students follow the Center for Health and Well-Being Twitter account and tweet after visits › Hold raffle drawing from the list of applicants for prizes › Utilize submitted positive interactions for qualitative assessments and future publicity (Mangold & Faulds, 2009)

 Social Media Examples › Twitter and Facebook educational updates: “Swine flu H1N1 is on the rise in our community, get vaccinated today!” › Facebook publicity update: “Friend us and submit a positive interaction you have had with our department for a chance to win the raffle!” › Twitter educational tweet: “Every 2 minutes someone in the US is sexually assaulted. If you or someone you know is a victim please seek our services”

(Moneta, 1997, p. 7)

 Incorporate with Departmental Thrust › Increased access to students in a format they already connect with › Improve students perception of the department › Publicize to students where they are through social media › Increase student satisfaction by using social media to interact immediately

 Incorporate with Departmental Thrust › Inexpensive to utilize social media, easy to disseminate information quickly › Branch campus will be able to become aware of services offered on main campus › Branch campus may utilize threaded conversations & online resources that are offered through social media

(Hawn, 2009, p. 364)

 Stigma of students interacting with the counseling center online › Solution: Remove the stigma of interacting virtually with the counseling center through online contests and distribution of relevant information  Staff resistance to using social media › Solution: Create training and development opportunities for staff members to eliminate resistance to, and recognize the benefits of using social media (Mangold & Faulds, 2009)

 Common misinterpretation of electronic means of communication › Solution: Awareness and commitment to intentionally clear messages when using an electronic medium  Social media can only be used to increase students’ awareness of resources, not treat them remotely › Solution: Post clear goals of only using social media to increase awareness and not treat students

 Time management: who will maintain the social media accounts, information could get outdated very quickly and be detrimental to students’ continued use › Solution: Designate or hire a dedicated social media professional, or outsource the responsibilities

(Martinez Aleman & Wartman, 2009, p. 1)

 About Counseling. (2011). Retrieved February 17, 2011 from  About IUP. (2011). Retrived February 17, 2011 from  About IUP’s Health Service. (2011). Retrieved February 19, 2011 from  Ausiello, K., & Wells, B. (1997). Information technology and student affairs: Planning for the twenty-first century. In C. M. Engstrom and K. W. Kruger (eds.), Using technology to promote student learning: Opportunities for today and tomorrow (pp. 5-16). New directions for student services, no. 78. San Francisco, CA: Jossey-Bass.  Chickering, A. W., & Reisser, L. (1993). Education and identity (2 nd ed.). San Francisco, CA: Jossey-Bass.  Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

 Hawn, C. (2009). Take two aspirin and tweet me in the morning: How Twitter, Facebook, and other social media are reshaping health care. Health Affairs, 28(2),  Junco, R., & Mastrodicasa, J. (2007). Connecting to the net.generation: What higher education professionals need to know about today’s students. Washington, D.C.: National Association of Student Personnel Administrators.  Mangold, W. G., & Faulds, D. J. (2009). Social media: The new hybrid element of the promotion mix. Business Horizons, 52(4),  Martinez Aleman, A. M., & Wartman, K. L. (2009). Online social networking on campus: Understanding what matters in student culture. New York, NY: Routledge.  Moneta, L. (1997). The integration of technology with the management of student services. In C. M. Engstrom and K. W. Kruger (eds.), Using technology to promote student learning: Opportunities for today and tomorrow (pp. 5-16). New directions for student services, no. 78. San Francisco, CA: Jossey-Bass.

 Schultz, D., & Schultz, S. E. (1998). Theories of personality (6th ed.). New York, NY: Brooks-Cole.