McApple College

1. McApple College McAppleSauce Today & Tomorrow By James Hall Joy Hemmesch Dave Newell Katherine Mooty

2. Outline • Statement of Problem • Student Story Example: J. Appleseed • What Are J. Appleseed’s Needs? • What We Know • Chickering & Reisser • McAppleSauce • Student Solution Story: J. Appleseed • Short Term/ Long term goals • References

3. The Story of J. Appleseed Imagine you are an incoming first year student at McApple University. You arrive very stressed thinking about starting classes and trying to get connected with the 6,000 other students at the university. You attempt to learn more about the various programs offered through the website but are completely overwhelmed by all of the possibilities. Your inability to narrow down your potential interests prevents you from getting involved. While you receive regular e-mails inviting you to various campus programs, you wonder what kinds of students actually attend these events. Would you actually make friends participating in this event? Since academics at McApple are rigorous, you do not feel like you have time to further investigate your questions. Instead, you spend most of your first semester focused on academics and your intellectual development.

4. J. Appleseed’s Needs • Community • Connection • Student Development • Job Placement After Graduation • Effective Social Networking

5. Community There is a lack of community building on campus. With 80% of students living on campus, only 20% are involved in student activities. Student community involvement increases student development and lasting and meaningful relationships.

6. YouTube Video McApple Students Connecting Link: http://www.youtube.com/watch?v=BWpqeGax194

7. Connection • Lack of connection between students and the campus activities/sports and students and alumni. • McApple recently installed wireless internet all over campus, and students have yet to utilize this technology.

8. Student Development There are a lack of resources devoted to student development. Also, there is a deficit in assessment on campus to identify student development. Some departments assess student development, but there is no unified assessment procedure.

9. Job Placement Graduates are experiencing difficulty landing jobs upon graduation. Lack of participation in student activities limits transferable skills to future employment opportunities. Resumes are also lacking in community service and leadership experiences

10. Effective Social Networking As a result of a lack of community and connection between students, alumni, and campus employees, McApple University has an ineffective social networking environment. This contributes to poor job placement and a lack of student and skill development.

11. YouTube Video McApple Students Networking Link: http://www.youtube.com/watch?v=wijn_Dy2L5g

12. Meeting McApple needs with Technology • J. Appleseed need’s are similar to most college students. What can we do as student affairs professionals to take care of the previous stated needs? • How can McApple College use technology to meet our five stated needs?

13. Technology facts 2007 ECAR Research study results: • 80.3% of students use social networking tools online • Students report 18 hours a week online • Men spend 2.5 more hours a week online than females (this is key fact since males typical aren’t as engaged with activities as females) • 98.4% of all respondents own computer and say on the computer at least once in a day.

14. Technology facts Table 4-5 Student Computer and Internet Activities ECAR study 2007, p. 42

15. 7 Vectors of Chickering & Reisser’s • Developing Competence This vector focuses on the tasks of developing intellectual, physical and manual, and interpersonal competence. In addition, students develop confidence in their abilities within these arenas • Managing Emotions In this vector, students develop the ability to recognize and accept emotions, as well as to appropriately express and control them. This vector includes a broad range of feelings such as depression, anger, guilt, caring, optimism, and happiness. • Moving Through Autonomy to Interdependence At this stage, students develop increased emotional independence, self-direction, problem-solving ability, persistence, and mobility, as well as recognition and acceptance of the importance of interdependence • Developing Mature Interpersonal Relationships Tasks addressed in this vector include the development of acceptance and appreciation of differences as well as the capacity for healthy and lasting intimate relationships

16. 7 Vectors of Chickering & Reisser’s • Establishing Identity A positive identity includes: Comfort with body and appearance; Comfort with gender and sexual orientation; A sense of one’s social and cultural heritage; A clear conception of self and comfort with one’s role and lifestyle; A secure sense of self in light of feedback from significant others; Self-acceptance and self-esteem; Personal stability and integration • DevelopingPurpose This vector consists of developing clear vocational goals, making meaningful commitments to specific personal interests and activities, and establishing strong interpersonal commitments • Developing Integrity In this vector, students progress from rigid, moralistic thinking to a more humanized, personalized value system that acknowledges and respects the belief of others. Values and actions become congruent

17. Development Assessment Survey All students take the Development Assessment before they are allowed to register for classes at McApple. Below is the assessment tool. Developmental Questionnaire Based on Chickering and Reisser's 7 Vectors of Development Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco, CA: Jossey-Bass. Please rate yourself on the scale as you see fit. 1 – Not at all 2 - Occasionally 3 - Sometimes 4 - Often 5 – Always 1. I feel competent when challenged intellectually 2. I have good interpersonal skills 3. I am confident in my intellectual abilities 4. I am confident in my physical and manual abilities 5. I am aware of my emotions and accept the emotion I am feeling at the time

18. Developmental Assessment (continued) 6. The way I express my emotions does not affect others 7. I can control my emotions 8. I do not allow my emotions to affect others 9. I am able to work on my own, without others telling me what I need to do 10. When a problem arises, I can solve it 11. I accept that I need relationships with other people 12. I will not stop working until a project is finished 13. I appreciate people for who they are, not what they look like 14. I accept others no matter their race, gender, age, religion, ethnicity, sexual orientation, or disability 15. I maintain relationships over a long period of time

19. Developmental Assessment (continued) 16. I can share my intimate thoughts and emotions with my friends and they can share their intimate thoughts and emotions with me 17. I am comfortable with my body 18. I accept who I am and have a high self-esteem 19. I am comfortable with my cultural heritage 20. I understand who I am and I am comfortable with how I live my life 21. I know my purpose in life 22. I am committed to what I believe in, and I engage in activities that pertain to my beliefs 23. I make strong interpersonal commitments and do not break those commitments 24. I set clear goals based on my beliefs 25. I have a clear understanding of my values

20. Developmental Assessment (continued) 26. I value and respect the beliefs of others 27. I act based on my values 28. If someone challenged my values, I would accept and respect their beliefs Please total your scores here #1#5#9#13#17#21#25 #2#6#10#14#18#22#26 #3#7#11#15#19#23#27 #4#8#12#16#20#24#28 Total of / / / / / / / Columns Score Key Each Column 4-10 - Poor development 11-16 - Moderate development 17-20 - well developed

21. Developmental Assessment Each student completes the assessment and the information is added to McAppleSauce Each student is rank in each “column” at the end of the assessment and an individual development rating based on the student’s answers is given and allows staff to develop programs to help individual students and groups of students This process is repeated every year that the student attends McApple College

22. Explanation of solution McAppleSauce seeks to enhance an undergraduate education at McApple College through creating collaborative partnerships between  students, faculty members, academic and student affairs administrators. According to Terenzini and Pascarella (1994), higher education "must devise ways to deliver undergraduate education that are as comprehensive and integrated as the ways students actually learn" (p.32). Through the use of technology, specifically McAppleSauce,  McApple College will be transformed as our program will provide a common, operating  language and understanding of holistic student development.

23. McAppleSauce Program Online Portfolio Returning Student Graduating Student Influences Options Allows Connection to students & McApple Resources

24. Need for McAppleSauce 2007 ECAR Research study results: • College undergraduates today 18-25 also known as the millennial • Defining characteristics include their social nature and preference to participate in a wide range of ever-changing communities. • Use technology to assist and connect with others through blogging, Instant Messaging (IM), and social networking in every day life.

25. McAppleSauce • Below is a link to the proposed layout for McAppleSauce to unveil in Fall 2008. This is truly the one stop shop for all college students on and off campus. • McAppleSauce is a web browser based on an existing website www.StumbleUpon.com • McAppleSauce allows the students to find great activities, clubs, organizations and more based on your interests. McAppleSauce learns what you like and makes better recommendations. • McAppleSauce is a great way to Join, Get Together and Contribute to campus • Connect with friends and share your discoveries, meet other students at McApple that have similar interests. • Now discover Mcapple.htm

26. McAppleSauce • McAppleSauce allows students to easily navigate and rate all that McApple College has to offer. • Each student is a community member and using his or her email login, they can use McAppleSauce to try and figure out what extracurricular activities that particular student should be involved. • Based on the development involvement assessment a student takes, McAppleSauce chooses recommended resources on campus that fit with the results of the assessment. • Community members can rate these pages and put them on his or her right hand column. Other community members can view these bookmarks as well.

27. McAppleSauce • There is also blogging and comments that are featured on the page a student is viewing like in the case of the GSMA example in the prior link • This a good way for students to know more about the organization from other community members. • McAppleSauce connects students who are like mind and are interested in the same things. This fosters a great learning environment for all and makes connections deeper online and face to face.

28. McAppleSauce • At the end of your college career, McAppleSauce will create a profile that you can take with you that lists all your accomplishments and activities on campus. • This is something who will also have for life, so Alumni can use this to stay connected to friends Take a second look at McAppleSauce now that you know all it is capable of doing. Mcapple.htm

29. Reasons why we use McAppleSauce “Social networks evolve into professional networks that support career development and job attainment. Alumni connections with their institutions loyalty is ultimately enhanced. The work of student affairs is benefited by these relationships, as students find supports from peers and elders and sustain friendships and mentor relationships well beyond their collegiate experiences.” (Moneta, 2005, p.5)

30. Reasons why we use McAppleSauce This networked learning environment increases the impact and accessibility of all campus resources by letting student discover content of his or her likes in an easy way. These building blocks are essential to communicate and collaborate with others leading to deeper relationships between students, faculty, and staff. (ECAR Research Study, 2007)

31. Involvement Survey These are the questions we are seeking answers to with the involvement study. • How effective was McAppleSauce at connecting you to McApple programs and activities? • Did McAppleSauce succeed in helping you to think about your development holistically? • Did you find McAppleSauce easy to use and access? • Did McAppleSauce help you with your resume? • Did McAppleSauce successfully connect you to other students? • What would change about McAppleSauce? • These are the respondent’s choices 1 - Not at All 2 – Occasionally 3 – Sometimes 4 – Often 5 – Always

32. Involvement Survey(continued) Frequency of Participation in College-Related Activities: Please select how many hours you spent each week during the academic year participating in the following activities. 1)      Intramural Athletics <1 1-3 3-5 5-10 10+2)      Greek Life <1 1-3 3-5 5-10 10+3)      Hobby/Social Clubs <1 1-3 3-5 5-10 10+4)      Professional Clubs <1 1-3 3-5 5-10 10+5)      Religious Organizations <1 1-3 3-5 5-10 10+6)      Intercollegiate Athletics <1 1-3 3-5 5-10 10+ 7)      Productions or Performances <1 1-3 3-5 5-10 10+8)      Service Activities <1 1-3 3-5 5-10 10+9)      Leadership Programs <1 1-3 3-5 5-10 10+10)    Publications <1 1-3 3-5 5-10 10+11)    International Activities <1 1-3 3-5 5-10 10+12)    Student Government <1 1-3 3-5 5-10 10+

33. Involvement Survey(continued) Social Involvement: Importance and Satisfaction: Rate how important each of the following items are to you at McApple College by selecting the response that best describes your feelings. Secondly, rate how satisfied you were each item at McApple College by selecting the item that best describes your feelings. 1)    McAppleSauce was helpful in meeting new people on campus 2)    McAppleSauce helped establish personal relationships 3)    McAppleSauce exposed me to people of other backgrounds 4)    McAppleSauce connected me with international students

34. Involvement Survey(continued) Campus Activities: Importance and Satisfaction 1)  Getting Involved in Campus Activities 2) Getting Involved in Student Clubs/Orgs.3) Attending Cultural Events on Campus 4) Getting Involved with Religious Activities 5) Having a job while enrolled at McApple

35. Involvement Survey(continued) Personal Goals: Importance and Satisfaction 1) Making progress toward personal goals 2) Making progress toward academic goals 3) Making progress toward career goals

36. Involvement Survey(continued) Adjustment to College: Importance and Satisfaction 1) Adjusting Academically to College 2) Adjusting Socially to College 3) Adjusting Emotionally to College 4) Managing Personal Stress 5) Developing Self-Esteem and Confidence 6) Developing Personal Values and Beliefs 7) Developing a Philosophy of Life 8) Developing Spiritually

37. Involvement Survey(continued) The Involvement Survey is then feed into the Development Assessment and also the Portfolio for all students. The Portfolio automatically updates with any clubs, organizations, and/or leadership position the student takes on campus. This allows the student and McApple to track progress and student involvement.

38. J. Appleseed’s New Adventure As part of registration for fall semester, Johnny Appleseed took The Development Assessment. Johnny was relieved that the survey would help narrow down potential programs that he could participate in based on his developmental needs and interests. Without the help of the survey, Johnny may only have focused on acclimating academically to McApple College. Further, the survey expanded his understanding of personal development and caused him to consider other aspects that had previously overlooked. Clearly, Johnny's assumption that college was primarily about intellectual development within the classroom was wrong. The McAppleSauce program revealed his strong intellectual competence, however; his introverted nature did not encourage him towards developing mature interpersonal relationships. Although Johnny is only a freshman, the survey revealed he has a strong sense of purpose which is guided by his deep rooted personal values. Another opportunity for growth identified by the survey is for Johnny to be able to consider and understand diverse perspectives other than his own. The Development Assessment analysis combined with Johnny's interests in community service, debate, and Frisbee enabled Stumble to generate several programs that Johnny could consider joining and learning more about. One program that would provide Johnny an opportunity to consider diverse perspectives while pursuing his passion of community service would be McApple's Inner-City Immersion program.

39. Once a week, Johnny could join other McApple students to serve the poor at a local homeless shelter. By clicking on McApple's Inner-City Immersion Program, Johnny has immediate access to the faces of other students who are involved, relevant dates, contact information, and the valuable skills he will gain through participating. In order to nurture interpersonal relationships, Stumble also connected Johnny to an intramural ultimate Frisbee team. What a great opportunity to enjoy his favorite sport and meet other people who share his passion. Since freshman year is a major transition, McAppleSauce advises Johnny to start small. Prior to starting his first week of freshman year, Johnny is connected to other McApple students and has opportunities to pursue holistic growth and his passions. At the end of freshman year, Johnny took a survey to evaluate his freshman experience outside of the classroom. He had the chance to reflect upon his participation in McApple's Inner-City Immersion Program as well as his intramural Frisbee team. Johnny felt like both activities enabled him to develop deeper friendships. Now that Johnny was adjusted to McApple's rigorous academics, he noted that he would like to add something related to his passion for debate next year. Johnny survived freshman year and remained connected to his new found friends throughout the summer. Everyone decided to continue their participation in both programs. He took The Development Assessment prior to registering for fall semester second year. The assessment showed Johnny's increased comfort with people and developing relationships. Since Johnny still had a strong sense of purpose, he decided to take initiative and start a debate team at McApple. Luckily, McAppleSauce clearly communicated the process that Johnny had to go through to create a new club or program.

40. McAppleSauce Program Online Portfolio Returning Student Graduating Student Influences Options Allows Connection to students & McApple Resources

41. Short term goals • Each program area (clubs, ministries, leadership…) will use Chickering’s vectors to evaluate what “developmental tasks” students can accomplish from participating in their program. For example, the Multi-Cultural center could consider how its programming relates to Chickering’s vector of freeing interpersonal relationships which requires students to exhibit certain communication skills to function interdependently. The center could identify ways in which students develop assertiveness skills, conflict mediation skills, and basic communications skills through participation in their programming (Egan, 1982). • Once programming at McApple University is analyzed through the lens of Chickering’s Seven Vectors (Chickering & Reisser, 1993), a survey will be developed to identify each student’s development in each of the seven vectors: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identify, developing purpose, and developing integrity (Evans, Forney, & Guido-DiBrito, 1998, 39). The survey will also identify students’ areas of interests.

42. Short-term Goals • Once the survey is completed, our computer program will generate several programs that fit the students’ developmental needs as well as their passions. • We will implement this survey starting with incoming freshman class of 2008. As part of orientation, students will take this survey. Eventually, we will require all students to retake this survey each year as a mandatory part of fall registration.

43. Long term goals • Require all students to take The Developmental Assessment at the beginning of each school year (or spring semester for transfer students), and the Involvement Survey at the end of each school year (see number 4). • McAppleSauce will track students’ participation and the development skills that they acquired throughout their entire college experience. For freshman, the McAppleSauce program will direct them to clubs, organizations, and activities that will help them develop according to Chickering's Seven Vectors. In addition, McAppleSauce will keep track of participation in clubs, organizations, and activities • McAppleSauce will create a portfolio that graduating students can take with them to discuss activities on campus and transferable skills with future employers

44. Long-term Goals • Students can quickly access this important information as they write resumes and apply for jobs after graduation. • Develop new methods to measure and evaluate if student affairs programming is catered toward the overall development of the student. • Develop a survey given to all graduating classes, starting with the class of 2008 in order to discern if the program has been successful and instrumental in their overall development.

45. Long-term Goals McAppleSauce seeks to enhance an undergraduate education at McApple College through creating collaborative partnerships between  students, faculty members, academic and student affairs administrators. According to Terenzini and Pascarella (1994), higher education "must devise ways to deliver undergraduate education that are as comprehensive and integrated as the ways students actually learn" (p.32). Through the use of technology, specifically McAppleSauce,  McApple College will be transformed as our program will provide a common, operating  language and understanding of holistic student development.

46. How We Meet The Need Chickering’s Seven Vectors provide a foundation that enables the entire McApple community (students, student affairs professionals, teachers etc) to understand development within a common context and language. Students are both challenged and encouraged to consider their whole development through the lens of Chickering’s Seven Vectors. In return, this holds student affairs professionals accountable to ensuring that we are providing effective programming that meets our students’ developmental needs.

47. References Camp, G. & Smith, G. (n.d.) StumbleUpon Technology. Retrieved February 11, 2008, from http://www.stumbleupon.com/technology.html Chickering, A. W. (1969). Education and identity. San Fransisco, CA: Jossey-Bass. Chickering, A. W. (1993). Education and identity (2nd ed.). San Fransisco, CA: Jossey-Bass Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass. Moneta, L. (2005). Technology and Student Affairs: Redux. In J.H. Schuh & W.J. Whitt (Series Eds.) & K. Kruger ( No. Ed.), New Direction for Student Services: No. 112. Technology in Student Affairs: Supporting Student Learning and Services (pp. 3-14).San Francisco: Jossey-Boss. Reisser, L. (1995). Revisting the seven vectors. Journal of College Student Development, 36, 505-511 Salaway, G., Borreson, J., Nelson, M.R., & Dede, C. (2007) The ECAR Study of Undergraduate Students and Information Technology (Vol. 6). Boulder, CO: EDUCAUSE Center for Applied Research. Terenzini, P. T., & Pascarella, E. T. (1994, January/February). Living with myths: Undergraduate education in America. Change, 26,1, 28-32.