Now Trending: #OMA Social Media for the Office of Multicultural Affairs Bowling Green State University Lauren Luffy, Katie Seamands, and Anna Lehnen
Social Media: media for social interaction, using highly accessible and scalable communication techniques Social media is a powerful tool for connecting with students. • It can be used by students as a way to express their feelings freely, anonymously, and safely • Studies have show that students engaged with online social networking are more likely to have better health, affective development, and academic success • Use of social media is also related to self esteem development, satisfaction with university life, and performance proficiency (Yu, Tian, Vogel, & Kwok, 2010)
Mission: an official statement of the aims and objectives of a business or other organization Mission Statement The Office of Multicultural Affairs provides comprehensive academic, personal, social, and cultural support and education to students, faculty, and staff at Bowling Green State University. The services and programs offered by Multicultural Affairs foster an environment of diversity and inclusion with the ultimate goal of retaining students and enhancing personal and intercultural growth. We assist the campus community with gaining a greater appreciation of the value of commonalities and differences, and provide them with the needed skills to thrive in a global society.
Goals: the result or achievement toward which effort is directed; aim or end Based upon the mission statement, we have outlined the following goals of the Office of Multicultural Affairs: To provide: • Support for students who use OMA services • Education and resources for students • An inclusive community where everyone is recognized and embraced To Increase: • Awareness of programs and services • Attendance at programs • Conversations around issues of diversity using social media
Outcomes: a final product or end result; consequence Desired outcomes of the tools put forth in this presentation: • Students will be able to identify resources for multicultural support and identity development • Students will have a basic understanding of issues of various social identities with the goal of creating a more inclusive university community • Students can access an online community that promotes multicultural education
Theory: A set of statements or principles devised to explain a group of facts or phenomena Hierarchy of Learning Environment Purposes Level 3: Community Level 2: Involvement Level 1: Safety and Inclusion (Strange & Banning, 2001)
Theory: A set of statements or principles devised to explain a group of facts or phenomena Identity Development Theories • Cross and Fhagen-Smith’s Model of Black Identity Development • Torres, Howard-Hamiliton, and Cooper’s Model of Hispanic Identity Development • Cass’s Model of Sexual Orientation Identity Formation • Chavez, Guido-DiBrito, and Mallory’s Framework of Individual Diversity Development Limitations: We present these theories not as an inclusive list of all social identities, but as those we feel are most appropriate to the students at our university
App: a program that can be downloaded to mobile devices. ex. games, activities, and social networking SafeZone App • SafeZone is an LGBT information and awareness training offered by OMA to help educate the campus community and prevent instances of harassment. • This app would be available to download after a student, faculty, or staff member had completed the training and would provide: • The ability to connect to BGSU’s ReportIt harassment and assault hotline directly from your mobile device, allowing students to appear to be texting while actually connecting to campus police • The ability to anonymously search for and find other SafeZone app participants within your area and find allies - creating a literal safe zone and allowing students to feel comfortable • This app is geared towards students looking for support.
Foursquare: location-based social networking for mobile devices; users check-in at venues and earn points per check-in Check-ins, Points, and Badges Students regularly check-in on Foursquare at locations across campus and this social media would take advantage of that pre-existing culture to educate the entire campus. When students check-in at each location, there will be a new fact or interesting question related to issues of identity, social justice, or power and privilege released to their mobile device. To encourage students to check-in, after a number of points were received, Foursquare would unlock special offers for restaurants or stores in the area and receive badges. Foursquare would educate all students and reach out to the entire community to increase students’ awareness and understanding of other identities.
YouTube: a video-sharing website on which users upload, share and view videos. YouTube Channel • Youtube will be used to upload video to showcase past events. • OMA would have an entire channel on YouTube to post videos of past lectures, speakers, and workshops accessible for all at anytime. • Consenting staff members and students will be interviews about the office resources.
Facebook: a social network service where users create profiles, add other users as “friends” and exchange messages FanPage, Status Updates, Event Invites • Students can subscribe to OMA on Facebook and become a “fan” of them by simply clicking the “like” button. They can also invite their friends to do the same. • OMA will have a webpage on Facebook that lists basic information and events coming up, connects people who “like” the page, has ongoing discussions about current events, as well as shows pictures from previous events and can obtain feedback. • OMA can reach students quickly and easily multiple times a day by simply updating their Facebook status. • Updates will include general facts and information about OMA, as well as advertise their programs and events. • When hosting programs or events, OMA can send invites out to all students who are “fans” of their Facebook page quickly and easily, as well as update them about event details.
Twitter: a social networking and microblogging service • Twitter enables its users to send and read messages called tweets. Tweets are text-basedposts of up to 140 characters displayed on the user's profile page. Tweets are publicly visible by default; however, senders can restrict message delivery to just their followers. • Twitter will allow OMA to Tweet messages to followers. • OMA staff will tweet questions in hopes of getting responses that would generate a twitter conversation. • OMA staff will also use Twitter to update followers about programs and resources. • OMA can also check and create trends in the twitter community. Trends are topics that have been popular and will help students discover the "most breaking" news stories from across the world.
Blog: a website with regular entries of commentary typically posted in reverse-chronological order BGBlogger • OMA will devote part of their website to an ongoing blog with commentary on current events happening on campus and around the world from a perspective of inclusion. • It will address issues pertinent to specific groups served, as well as have videos, graphics, and links to other websites to give students more information and other points of view on current topics. • After each blog entry, readers will be able to post their own thoughts and comments, creating a running dialogue on current issues. • This allows students to post their thoughts by name or anonymously from behind a computer screen, whichever is most comfortable for each of them. • The blog will provide an accessible way for students to find and engage news and current issues both on and off campus.
Choice: an act or instance of choosing; selection We chose to shape our presentation around the Office of Multicultural Affairs for multiple reasons: Within the Division of Student Affairs, OMA struggles to attract the attention of the student body, and social media is a great way to help them do so The services and educational opportunities offered by OMA are of vital importance to all students, not just those in marginalized groups that are often identified as “multicultural” “To continue to deny that inequality exists and ignore the voices of oppressed others denies students their full potential” (Evans et al. p. 251).
Challenges Possible challenges of using social media to market OMA: • Reaching students of all ages • Access to social media • Privacy and providing a safe on-line environment
Age Social Media has often been seen as a tool to reach the Millennial and sequential generations However, according to a recent PewReserch study Millennial’s are not the only generations to utilize social media. By using social media OMA can still reach many students, staff, and faculty members. http://pewresearch.org/millennials/
Access Access • Social media is increasing being accessed through smart phones, and other expensive and new devices • However, all students, staff, and faculty have access to campus computers where they can make use of all four social media outlets we have considered in this case study.
Privacy • Providing a safe on-line community while protecting privacy is a new conundrum within higher education • Several recent cases have explored the right to privacy for on-line posters • Suits have been filed regarding the of the validity of posting anonymously when slander or hateful language is involved. • An example includes the 2008 Yale Law school case: • http://www.wired.com/politics/law/news/2008/07/autoadmit • OMA will set community norms that will hopefully instill respect through the OMA on-line community
References Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco, California: Jossey-Bass. Strange, C. C. & Banning, J. H. (2001). Educating by design. San Francisco, California: Jossey-Bass. Wikipedia: The free encyclopedia. (2011, February 19). FL: Wikimedia Foundation, Inc. Retrieved February 12, 2011, from http://www.wikipedia.org Yu, A. Y., Tian, S. W., Vogel, D., & Kwok, R. C. (2010). Can learning be virtually boosted? An inverstigation of online social networking impacts. Computers & Education, 55, 1494-1503. doi:10.1016/j.compedu.2010.06.015