Using Social Media in Student Affairs: An Evidence-Based Approach

Engaging Students through Social Media

Foreword by Mary Madden

R E Y N O L J U N CO

EVIDENCE-BASED

PRACTICES FOR USE

IN STUDENT AFFAIRS

http://goo.gl/HGWW9j

Wednesday, April 2, 14

Using Social Media in Student Affairs: An Evidence-Based Approach

#ebsm@reyjunco

EVIDENCE-BASED

PRACTICES FOR USE

IN STUDENT AFFAIRS

EVIDENCE-BASED

PRACTICES FOR USE

IN STUDENT AFFAIRS

http://goo.gl/HGWW9j

Research

Consumer

Use Evidence

SkepticsWednesday, April 2, 14

Crusaders

SkepticsWednesday, April 2, 14

Self Esteem

Self Esteem Shyness

Self Esteem Shyness Extraversion

Neuroticism

Neuroticism Political Activity

Social & Academic Integration

Identity Development

Student Engagement

Identity Development ≠

Professional Self-

Presentation

• Time spent on Facebook is positively correlated with time spent in campus activities (Junco, 2013; Heiberger and Harper, 2008; HERI, 2007)

• Time spent on Facebook is negatively correlated with scores on a measure of student engagement; however, creating and/or RSVP’ing to events on Facebook was a much stronger positive predictor and chatting a much stronger negative predictor of engagement (Junco, 2013).

• Students maintain a connection with high school friends on Facebook as they transition to college (Ellison, Steinfield & Lampe, 2007; 2011; Junco & Mastrodicasa, 2007)

• Students’ natural uses of Facebook (social information seeking, reflecting on their experiences, exchanging academic information, etc.) promote social and academic integration (Selwyn, 2009)

• Facebook use has direct impact on: self-esteem, satisfaction with university life, and students’ performance proficiency (Yu, Tian, Vogel, & Kwok, 2010)

• Interacting with students on Twitter as part of a first year seminar improved their engagement and their academic performance in all courses (Junco, Heiberger & Loken, 2011)

• Students who used Twitter were more likely to persist: 88% of students in the Twitter group persisted into the second year, as compared with only 70% of students in the control group (Junco et al., 2011; Junco, Heiberger & Alonso-Garcia, in preparation).

• Students who used social networking sites to learn about on-campus activities participated in face-to-face activities at higher levels and were retained at higher rates (Ward, 2012).

Social Media Interventions

Informal &Implicit

LearningWednesday, April 2, 14

Messing Around

PromotingInformalLearning

Questions

What are your desired learning outcomes?

How will you measure success?

What do results of research studies say about effective

interventions for your learning outcomes?

Are social media appropriate to use to reach these learning

outcomes?Wednesday, April 2, 14

Which social media sites have affordances that

match your goals?

Social Media in Student Affairs

Facebook

Twitter

YouTube

0% 25% 50% 75% 100%

Personal UseProfessional Use

NASPA Technology Knowledge Community Survey (2013)

Facebook

Twitter

YouTube

0% 25% 50% 75% 100%

Personal UseProfessional Use

NASPA Technology Knowledge Community Survey (2013)

Facebook

Twitter

0% 25% 50% 75% 100%

AdmissionsCareer Services

Barnes and Lescault (2011) and NACE (2013)

Informal Learning Outcomes

1.Reaching and deepening relationships with individual students

1.Reaching and deepening relationships with individual students2.Engaging in community building

1.Reaching and deepening relationships with individual students2.Engaging in community building3.Guiding student sentiment

1.Reaching and deepening relationships with individual students2.Engaging in community building3.Guiding student sentiment4.Promoting networking skills

1.Reaching and deepening relationships with individual students2.Engaging in community building3.Guiding student sentiment4.Promoting networking skills5.Modeling appropriate online behavior

Examples

Reaching and deepening relationships with

individual students

Monitor social media references to “financial aid” at “mizzou”

Respond to students who tweet about inferred needs: “I hate being broke”

Answering direct questions about financial aid

•Supporting informal learning about financial aid procedures

•Increasing student-student affairs professional contact

•Interacting with students on social media leads to increases in engagement and increases in staff/student offline interactions

•Providing prompt feedback

•Academic integration, persistence, academic success

Connection to Theory and Research

Engaging in community building

Facebook groups with RA staff, front desk clerk staff, and residents

Resident group used as a virtual lounge

Bringing online conversations offline

•Improving cooperation among students

•Learning the cultural norms of their environment

•Academic and social integration

•Improving student engagement

•Helping reticent students have a voice

•Persistence and academic success

Promoting networking skills

Used Twitter during Career Services “Industry Road Trip”

Learning objectives: communicate skills and learn networking

techniques

techniquesTaught students how to maintain

professional online presence

techniquesTaught students how to maintain

professional online presenceCollected basic assessment data

•Engaging in active and informal learning

•Learning the norms of professional self-presentation/networking

•Promoting self-reflection

•Improving student engagement offline through online interactions

•Helping reticent students have a voice

•Persistence and academic success

Connection

Using Social Media in Student Affairs: An Evidence-Based Approach

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