Using Social Media in Student Affairs: An Evidence-Based Approach
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Transcript of 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
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Using Social Media in Student Affairs: An Evidence-Based Approach
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#ebsm@reyjunco
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Wednesday, April 2, 14
Wednesday, April 2, 14
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
Wednesday, April 2, 14
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
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Research
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Consumer
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Consumer
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Use Evidence
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SkepticsWednesday, April 2, 14
Crusaders
SkepticsWednesday, April 2, 14
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Self Esteem
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Self Esteem Shyness
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Self Esteem Shyness Extraversion
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Self Esteem Shyness Extraversion
Neuroticism
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Self Esteem Shyness Extraversion
Neuroticism Political Activity
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Self Esteem Shyness Extraversion
Neuroticism Political Activity
Social & Academic Integration
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Self Esteem Shyness Extraversion
Neuroticism Political Activity
Identity Development
Social & Academic Integration
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Self Esteem Shyness Extraversion
Neuroticism Political Activity
Identity Development
Student Engagement
Social & Academic Integration
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Identity Development
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Identity Development ≠
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Identity Development ≠
Professional Self-
Presentation
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• 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)
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• 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).
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Social Media Interventions
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Informal &Implicit
LearningWednesday, April 2, 14
Messing Around
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PromotingInformalLearning
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Questions
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What are your desired learning outcomes?
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How will you measure success?
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What do results of research studies say about effective
interventions for your learning outcomes?
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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?
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Social Media in Student Affairs
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YouTube
Blogs
0% 25% 50% 75% 100%
25%
49%
63%
71%
81%
82%
96%
Personal UseProfessional Use
NASPA Technology Knowledge Community Survey (2013)
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YouTube
Blogs
0% 25% 50% 75% 100%
25%
49%
63%
71%
81%
82%
96%
Personal UseProfessional Use
NASPA Technology Knowledge Community Survey (2013)
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Blogs
0% 25% 50% 75% 100%
88%
72%
92%
66%
84%
98%
AdmissionsCareer Services
Barnes and Lescault (2011) and NACE (2013)
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How?
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Informal Learning Outcomes
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1.Reaching and deepening relationships with individual students
Informal Learning Outcomes
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1.Reaching and deepening relationships with individual students2.Engaging in community building
Informal Learning Outcomes
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1.Reaching and deepening relationships with individual students2.Engaging in community building3.Guiding student sentiment
Informal Learning Outcomes
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1.Reaching and deepening relationships with individual students2.Engaging in community building3.Guiding student sentiment4.Promoting networking skills
Informal Learning Outcomes
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1.Reaching and deepening relationships with individual students2.Engaging in community building3.Guiding student sentiment4.Promoting networking skills5.Modeling appropriate online behavior
Informal Learning Outcomes
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Examples
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Reaching and deepening relationships with
individual students
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Monitor social media references to “financial aid” at “mizzou”
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Monitor social media references to “financial aid” at “mizzou”
Respond to students who tweet about inferred needs: “I hate being broke”
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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
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•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
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Engaging in community building
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Facebook groups with RA staff, front desk clerk staff, and residents
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Facebook groups with RA staff, front desk clerk staff, and residents
Resident group used as a virtual lounge
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Facebook groups with RA staff, front desk clerk staff, and residents
Resident group used as a virtual lounge
Bringing online conversations offline
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•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
Connection to Theory and Research
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Promoting networking skills
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Used Twitter during Career Services “Industry Road Trip”
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Used Twitter during Career Services “Industry Road Trip”
Learning objectives: communicate skills and learn networking
techniques
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Used Twitter during Career Services “Industry Road Trip”
Learning objectives: communicate skills and learn networking
techniquesTaught students how to maintain
professional online presence
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Used Twitter during Career Services “Industry Road Trip”
Learning objectives: communicate skills and learn networking
techniquesTaught students how to maintain
professional online presenceCollected basic assessment data
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•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 to Theory and Research
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Connection
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AMA
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AMA
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