Western Idaho College

1. Western Idaho College “Western Idaho College strives to provide undergraduate education of the highest quality in learning environments that empowers and affirms the full development of students…Western Idaho College ultimately works to encourage students to develop intellectual, humanitarian, and leadership skills that will advance their potential for service in all areas of human endeavor…” (Adapted from Western Idaho College Mission Statement) Adrienne Jablonski Ebony Ebron Sean Jenkins Jennifer Bannon

2. Student Learning Imperative According to the Student Learning Imperative, • “Learning and personal development occur through transactions between students and their environments broadly defined to include other people (faculty, student affairs staff, peers) physical spaces and cultural milieus.” (p.2) • “Environments can be intentionally designed to promote student learning.”(p. 2) • “Student Affairs professionals attempt to make ‘seamless’ what are often perceived by students to be disjointed, unconnected experiences by bridging organizational boundaries and forging collaborative partnerships with faculty and other to enhance student learning.” (p. 4). (American College Personnel Association, 1994)

3. Campus Environment Strange (1996) found that the campus environment is related to 4 key factors • Physical Environment (Strange, 1996) • Include natural and manmade features (Real Life) • Web features include structure of the page, images selected and placement images to others. Webpage replaces the physical environment (Wallace, 2000) • Human Aggregates • “Campus Personality” • Dominant features of the environment and reflect those within it (Wallace, 2000)

4. Campus Environment • Organized Environments • Reporting and Decision Making Units • Dynamic systems consist of high complexity, value on quality (Strange, 1996) • Web reflects typical organization structure, least student focused for higher education (Wallace 2000) • Constructed Environments • Stems from interactions with environment (Strange, 1996) • Image conveyed through the web becomes the reality for students (Wallace, 2000)

5. Why use Student Learning Imperative and Campus Environment? • Focus is on Student Learning • Increase collaboration between Student Affairs and Faculty • Make information more accessible via the Internet • Helping to create the website as a “virtual campus”

6. Philosophy of Divisional Website Based upon the Student Learning Imperative (ACPA, 1994) and the Campus Environment (Strange, 1996; Wallace, 2000), the philosophy of the divisional website is • To promote programs and services that fosters the development and well being of students. • To serve as a recruitment/retention tool. • To report research and assessment efforts within the division. • To create an understanding, appreciation and excitement for the Division of Student Affairs • To disseminate information to students, faculty and student affairs staff.

7. To promote programs and services that fosters the development and well-being of students. Not comprehensive for services offered through the division of Student Affairs. To serve as a recruitment/retention tool. Lack of information regarding Orientation No directory information listed No pictures/graphics of student life To report research and assessment efforts within the division. No information was listed about assessment To create an understanding, appreciation and excitement for the Division of Student Affairs Links were to information about the department, and not to the department No information about student affairs related professional/student organizations Critiques of Current Site Based Upon Divisional Philosophy

8. Critiques of Current Site Based Upon Divisional Philosophy • To disseminate information to students, faculty and student affairs staff. • No organizational chart • No specific links for faculty members, students, staff, or visitors • Not aesthetically pleasing, excessive variability of text use, spacing does not follow a format (i.e., Banner is not centered) • Redundant use of unnecessary links (i.e., vertical/horizontal toolbars labeled differently but went to same location) • Did not list University contact information at the bottom of each page • No “Contact Us” Link • Not Bobby Compliant • Site index wording is unprofessional (i.e., “stuff about”) • Site not geared towards a specific audience • “Headlines” link are not in the most appropriate place

9. Recommendations for New Division of Student Affairs Website • Why is it important? • According to the “campus environment”, the web is the student’s first link to a University and first impressions are often based off of what is seen on the web (Wallace, 2000). • “Standards for technology equipment and infrastructure are essential in order to ensure manageable, sustainable, and accessible resources that are shared by the campus community” (retrieved from http://www.uncwil.edu/admin/style.html, January, 31, 2003). • To serve as a resource for services offered (i.e., Needs that encourage psychological, social, spiritual and physical development of students) (retrieved from http://www.studentaffairs.umd.edu/OVPSA/mission.html, February 25, 2003).

10. Recommendations for New Division of Student Affairs Website • What is the division trying to accomplish? • “In a time of rapid technological and social change the site will provide up-to-date on-line accessibility to information and resources of the campus community to better serve student needs.” (http://www.uncwil.edu/admin/style.html., January 31, 2003). • Professional look and feel throughout the various pages of the Western Idaho College Division of Student Affairs Site. • Collaboration/Information Dissemination to Academic Affairs to create a “seamless” environment • Reflection of the college community and culture • Encourage growth and development of the “whole-student”

11. Who is the Target Audience? • External Audience • Prospective Students • Student Affairs Colleagues • Parents/ Alumni Students “Student Affairs professionals attempt to make ‘seamless’ what are often perceived by students to be disjointed, unconnected experiences by bridging organizational boundaries and forging collaborative partnerships with faculty and other to enhance student learning.” Academic Affairs Student Learning Imperative (ACPA, 1994) Student Affairs Professionals

12. Committee Recommendations • To promote programs and services that fosters the development and well being of students. • Have a link to student organizations • Create a link to service opportunities within the community • Utilize “campus environment” and Student Learning Imperative into all departmental sites, as well as division site. • Expand on the information provided via the orientation site • To serve as a recruitment/retention tool. • Expand upon orientation website • Develop a “Contact Us” link • Make Organizational Chart accessible via the site • Link to biographical/educational information of Student Affairs professionals • Put pictures of student life • Available position information • Highlight surroundings (i.e., external community, internal culture)

13. Committee Recommendations • To report research and assessment efforts within the division • Explain why assessment is important • What role does assessment play on campus • Current assessment goals and objectives • Current assessment occurring • To create an understanding, appreciation and excitement for the Division of Student Affairs • Put more emphasis on the Mission of the Division • Provide concrete goals and strategic plan to achieve • Link to departmental sites • Create a list of resources (i.e., professional organizations, student organizations) • Updated Current Events Calendar accessible a specific link

14. Committee Recommendations • To disseminate information to students, faculty and student affairs staff. • Use uniform text • Policy and Procedure link should be included as a sub link with Residence Life • Use vertical toolbar • Toolbar would allow access to all sites • Reword site index page • Remove quick links • Include a link to college Homepage • Update the banner, including font size, word spacing and word placement • Create Links for Academic Affairs Faculty, Student Affairs Professionals, Parents/Alumni, Students, Prospective Students with content-specific information. • Make the site “Bobby Compliant”

15. Student Affairs Administrators should assume four key roles when utilizing Technology Architect Student Affairs senior staff construct the vision, goals and objections for implications of technology This was done by implementing new trends within the website (i.e., Vertical Tool bar with all links) Facilitator of Change Impart information to the community and value change Change was essential within this site We began with very little information and moved towards a more progressive and comprehensive site 4 Key Roles of the Senior Student Affairs Administrators

16. Educators/Learners Teach others and learning new ways to incorporate technology into Student Affairs We encouraged all departments to utilize the Student Learning Imperative when designing departmental site Serve as a resource when other departments are developing site to help create uniformity Policymakers Appropriate policy to ensure proper use and optimum student learning Focus of site was on student learning Development of philosophy to guide the development of new site. (Ausiello & Wells, 1997) 4 Key Roles of the Senior Student Affairs Administrators

17. Outside Sources • http://www.uncwil.edu/admin/style.html • http://www.studentaffairs.umd.edu/OVPSA/mission.html • http://www.cast.org/bobby • http://www.webmonkey.com

18. References American College Personnel Association. The Student Learning Imperative: Implications for Student Affairs. Washington D.C.: American College Personnel Association, 1994. Ausiello, K. & Wells, B. (1997). Information technology and student affairs: Planning for the twenty-first century. In Engstrom, C.M, Kruger, K.W. (Eds.) New directions for student services (pp. 71-82). San Francisco: Jossey-Bass. Strange, C.C. (1996). Dynamics of campus environments. In S.R. Komives & D.D., Woodward, Jr. (Eds.) Student services: A handbook for the profession (pp. 244-269). San Francisco: Jossey-Bass. Wallace, H. (2000). Campus ecology theory and websites: One example of applying theory to technology, Student Affairs online, 1(Fall). Available at http://studentaffairs.com/ejournal/Fall_2000/art4.html.