#SATECH: STUDENT AFFAIRS TECHNOLOGYPRESENTED BY:KEDRON TAYLORSHANE YOUNG

KEDRON TAYLOR

• #SAGrad at Kent State University• Associate Director of Advancement for the College or

Education, Health, and Human Services

SHANE YOUNG• #SAGrad at Kent State University• Graduate Assistant of First Year Experience and Leadership at

Notre Dame College

OUR AGENDA• Student Affairs Technology• Creating Infographics and Media• Websites• Social Bookmarking• Learning Management Systems

• Technology and Student Development Theory• Emerging Theory: Digital Identity Theory

• Self-Authorship and Technology• Chickering’s Identity Development and Technology

CREATING INFOGRAPHICS AND MEDIA

• Please refer to this infographic • (https://magic.piktochart.com/output/10326913-piktochart-and-canva)

WEBSITES

• Use of websites to curate real-time access to training or operating materials:• Professional (Wordpress)• Presentation (Prezi)

WORDPRESS• E-portfolios• Create a publically available website to showcase your successes in class and

at work

• Presentations• Did you present for class or for student training? If you created it from scratch

consider adding it to your website via SlideShare

• Documents• Provide writing samples to demonstrate your ability to clearly and concisely

communicate your thoughts• Embed on your website via Scribd or Cloudup so it pops up immediately (Less

clicking = more views)

PREZI• Relationships• Prezi is very good at showing relationships between “slides”

• Example• https://prezi.com/plxn_kvgguhe/distance-learning-multimedia-present

ation/#• This is Kedron’s example on the History of Distance Learning. It

demonstrates that there are connections between the previous and the next slide in an apparent way

SOCIAL BOOKMARKING• More than just wedding ideas

on Pinterest! • Pin program ideas, training

materials, or ideas to save for later (without taking up your bookmark bar!)

LEARNING MANAGEMENT SYSTEMS

• Whether you have Moodle, Canvas, or Blackboard the principle is the same• Kent State University

• Center for Teaching and Learning• Posts presentations and other scholarly resources

• Notre Dame College• Safe Zone Training

• Definitions explained in online module• Title IX Training

• Series of videos explaining Title IX policy & other resources• Falcon Leadership Application Portal

• Student leadership opportunities all housed in one location

DIGITAL IDENTITY THEORY

• 97% of adults 18-29 are on the internet• 89% of adults 18-29 years old use social media• 67% access it on mobile devices

Brenner & Smith (2013); Fox & Rainie (2014)

“Social Media is increasingly

understood as a part of the developmental

process”

Brown (2015)

DIGITIAL IDENTITY THEORY (CONTD)

• Self presentation vs. developmental process (Brown, 2014)• Two ways to look at technology’s effect on student development

• Develop new theories• Adapt existing theories

Evans, Forney, Guido, Patton, & Renn (2010)

SELF-AUTHORSHIP AND TECHNOLOGY

Definition:• “the capacity to internally define a coherent belief system and identity that coordinates

engagement in mutual relations with the larger world” (Baxter Magolda in Baxter Magolda & King, 2004, p. xxii). • The ability to know yourself, know what you know, reflect upon it, and base judgments on it • Begins to evolve as students near graduation; more evident in their late 20s/early 30s

Davidson (2011)

SELF-AUTHORSHIP AND TECHNOLOGY4 Phases:1. Following Formulas - allow others to define them, doing what authorities suggest, following guidance from others to be successful 2. Crossroads – dissatisfaction with others’ definitions, see that following doesn’t always work, but not yet able to act on desire to be more autonomous 3. Becoming the Author of One’s Life – ability to choose one’s beliefs and live them out (not without challenges), some renegotiation of relationships, weighing their needs against others’ 4. Internal Foundations – individuals become grounded in the sense of who they are, develop a mutuality of relationships, recognize that ambiguity and external influences exists, and base life decisions on a strong inner core of beliefs and self-concept

Davidson (2011)

Davidson (2011)

CHICKERING• Vectors• Developing competence•Managing emotions•Moving through autonomy to interdependence• Developing mature interpersonal relationships• Establishing identity• Developing purpose• Establishing identityChickering and Reisser (1993)

DEVELOPING DIGITAL COMPETENCE

• Time management• Using online tools • Communication skills• Building relationships

Brown (2014)

MANAGING DIGITAL EMOTIONS

• “Should I really post this angry status or reply to this enraging status?”• Not posting for the express purpose of getting a response from others• Exposes students to a variety of positive emotions, which helps their

own expression of these emotions

Brown (2014)

DIGITAL AUTONOMY & INTERDEPENDENCE• Being able to discover information and resources• Ownership of online life• To Follow Back or to not Follow Back; that is the question• Social media can be used as a tool to create action (petitions,

hashtags, or sharing)Brown

(2014)

MATURE DIGITAL INTERPERSONAL RELATIONSHIPS• Able to debate ideas freely• Develops an understanding of the differences between online

and in-person relationship maintenance ought to be• Begin to think about the impacts of a post

Brown (2014)

ESTABLISHING DIGITAL IDENTITY

• Identity exploration• Finding communities with similar ideals or taking on personas

• Acting consistently across contents • Developing acceptance and comfort with oneself (Let’s take a

selfie!)• Beginning to take an active role in self-presentation, but with

purpose. Brown

(2014)

DEVELOPING PURPOSE

• Online networking• Developing a career focus online• Articulating how and why they use social media

Brown (2014)

DEVELOPING DIGITAL INTEGRITY

• Creating values through interacting with others online• Being able to understand others’ beliefs through their posts• Authentic self online and offline• Using social media for social good

Brown (2014)

CONCLUSION

• Technology has permeated our careers for decades, but we have not measured the impact of its affect on student development nor have we, as a field, focused our intent to use it to impact our students. We hope this starts a conversation between us in this room, but also that you take the tools we showed you and go back to your institutions to have similar conversations.

REFERENCES• Brenner, J., Smith, A. (2013, August 5). Pew Internet: 72% of Online Adults are Social

Networking Site Users. Retrieved from the Pew Research Center website: http://www.pewinternet.org/2013/08/05/72-of-online-adults-are-social-networking-site-users/

• Brown, Paul Gordan. (2014). Understanding Digital Student Development [SlideShare]. Retrieved from http://www.slideshare.net/paulgordonbrown/understanding-41619330

• Chickering, A., & Reisser, L. (1993). Education and identity. San Francisco: 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.

• Davidson, D. (2011). Teaching Tip #2: Self-Authorship & the Learning Partnerships Model. • Fox, S., & Rainie, L. (2014, February 27). Pew Internet: Part 1: How the internet has woven

itself into American life. Retrieved from the Pew Research Center website: http://www.pewinternet.org/2014/02/27/part-1-how-the-internet-has-woven-itself-into-american-life/