Western Idaho College Student Western Idaho College Student Life Website CritiqueLife Website Critique

Jacinda Boucher, Gennaro DeAngelis, Jacinda Boucher, Gennaro DeAngelis, Travis Erickson, & Eryn MontgomeryTravis Erickson, & Eryn Montgomery

University of MaineUniversity of MaineFebruary 23, 2003February 23, 2003

Presentation ObjectivesPresentation Objectives

Discuss the role of technology for student affairs Discuss the role of technology for student affairs and the greater institution.and the greater institution.

Consider theoretical lenses to assist in Consider theoretical lenses to assist in developing analytical structure.developing analytical structure.

Highlight criteria for Web site evaluation.Highlight criteria for Web site evaluation.

Identify the philosophy and scope of Western Identify the philosophy and scope of Western Idaho College’s (WIC) Student Life Web site.Idaho College’s (WIC) Student Life Web site.

Critique WIC’s Student Life Web site.Critique WIC’s Student Life Web site.

Outline recommendations for consideration. Outline recommendations for consideration.

Implications for Higher EducationImplications for Higher Education

Web based information is an emerging Web based information is an emerging communication medium for higher communication medium for higher education institutions.education institutions.

In 1996, 4% of prospective students In 1996, 4% of prospective students used college websites as their initial used college websites as their initial visit to campus; in 1998 the number visit to campus; in 1998 the number increased to 78%. Today this estimate increased to 78%. Today this estimate is close to 100% (Banning, Davies, and is close to 100% (Banning, Davies, and Quick, 2000).Quick, 2000).

A Glimpse into Student Affairs A Glimpse into Student Affairs

Internet technology is Internet technology is redesigning the world of student redesigning the world of student affairs (Wallace, 2000). affairs (Wallace, 2000). It is important to distinguish the It is important to distinguish the student life Web site as a unique student life Web site as a unique entity within the institution’s entity within the institution’s general Web site.general Web site.The student life Web site should The student life Web site should distinctly reflect the needs of the distinctly reflect the needs of the diverse individuals accessing the diverse individuals accessing the site. site.

Drawing From TheoryDrawing From Theory

Chickering’s Vectors of Identity Chickering’s Vectors of Identity Development Development (Chickering and Reiser, 1993)(Chickering and Reiser, 1993)

Seven vectors of development that Seven vectors of development that possess directionalitypossess directionality

Accounts for environmental influences on Accounts for environmental influences on developmentdevelopment

Campus Ecology TheoryCampus Ecology Theory A lens to view the totality of the college A lens to view the totality of the college

experience (e.g. climate, culture, experience (e.g. climate, culture, environment)environment)

Interaction between students’ academic Interaction between students’ academic and out-of-classroom experience and the and out-of-classroom experience and the “physical” environment“physical” environment

Theory in Practice: The ConnectionTheory in Practice: The ConnectionChickeringChickering

By acknowledging varying developmental locations, our Web site fosters By acknowledging varying developmental locations, our Web site fosters progression within the vectors progression within the vectors

Examples:Examples: Developing autonomy by independently locating information or resources to assist Developing autonomy by independently locating information or resources to assist

with future vector movementwith future vector movement

Developing interpersonal relationships is assisted by providing diverse images of Developing interpersonal relationships is assisted by providing diverse images of students, using inclusive language, and promoting student involvement within students, using inclusive language, and promoting student involvement within WIC’s student life Web siteWIC’s student life Web site

Theory in Practice: The ConnectionTheory in Practice: The Connection(Cont’d)(Cont’d)

Campus Ecology TheoryCampus Ecology TheoryThe Web site can be considered an electronic extension of the The Web site can be considered an electronic extension of the physical campus environment.physical campus environment.

- Students interact via the WIC Student Life Web site to contribute to - Students interact via the WIC Student Life Web site to contribute to the overall student life experiencethe overall student life experience

Other Theoretical ConsiderationsOther Theoretical Considerations

College Impact Models:College Impact Models: Astin’s Theory of InvolvementAstin’s Theory of Involvement Tinto’s Theory of DepartureTinto’s Theory of Departure Weidman’s Model of Undergraduate SocializationWeidman’s Model of Undergraduate Socialization

Student Development Theories Student Development Theories (Evans, Forney, & Guido-DiBrito, (Evans, Forney, & Guido-DiBrito,

1998)1998):: Perry’s Theory of Intellectual and Ethical DevelopmentPerry’s Theory of Intellectual and Ethical Development Kolb’s Experiential LearningKolb’s Experiential Learning

Organizational Theory:Organizational Theory: Collegial Model - Sense of common institutional purposeCollegial Model - Sense of common institutional purpose

Criteria for Student Affairs Web Site Criteria for Student Affairs Web Site EvaluationEvaluation

Barratt (2001) provides the following guidelines for Barratt (2001) provides the following guidelines for

assessing student affairs Web sites:assessing student affairs Web sites:

Are all students and all departments within the Are all students and all departments within the division of student affairs represented?division of student affairs represented?

Is content current and accurate?Is content current and accurate?

Are relevant policies and procedures included?Are relevant policies and procedures included?

Criteria for Student Affairs Web Site Criteria for Student Affairs Web Site Evaluation (Cont’d)Evaluation (Cont’d)

Are modes for student interaction available? Are modes for student interaction available?

Is the site functional and user friendly?Is the site functional and user friendly?

Does the site link to other useful websites on campus, in Does the site link to other useful websites on campus, in the community, and around the world?the community, and around the world?

Is student development theory applied? Is student development theory applied?

Are there clear objectives and measurable outcomes?Are there clear objectives and measurable outcomes?

Criteria for Student Affairs Web Site Criteria for Student Affairs Web Site Evaluation (Cont’d)Evaluation (Cont’d)

Is there opportunity for user feedback?Is there opportunity for user feedback?

Does site meet Web Accessibility Initiative standards?Does site meet Web Accessibility Initiative standards?

Method for Critique of Method for Critique of WIC’s Student Life Web siteWIC’s Student Life Web site

The committee developed a 50 point scale The committee developed a 50 point scale based on Barratt’s criteria for evaluating based on Barratt’s criteria for evaluating student affairs Web sites. student affairs Web sites.

Each standard is scored on a continuum of Each standard is scored on a continuum of one (poor) – five (excellent). one (poor) – five (excellent).

In addition to the evaluation score, a In addition to the evaluation score, a rationale will be provided.rationale will be provided.

The CritiqueThe Critique

Criteria Criteria ScoreScore Rationale Rationale Inclusion & Inclusion & RepresentationRepresentation

11 Absence of student imagesAbsence of student images Student organizations/groups not Student organizations/groups not representedrepresented All departments in the division not All departments in the division not represented (i.e. multicultural, judicial, represented (i.e. multicultural, judicial, student activities, etc.) student activities, etc.)

Current & Current & accurate accurate

22 Outdated activities on Home pageOutdated activities on Home page Provides links to current news sitesProvides links to current news sites Most, though not all pages updated Most, though not all pages updated within the last yearwithin the last year

The Critique Cont’dThe Critique Cont’d

Criteria Criteria ScoreScore RationaleRationale

Relevant Relevant Policies & Policies & ProceduresProcedures

22 Information only provided for residence life Information only provided for residence life and housingand housing

Student Student interactioninteraction

22 Limited interaction opportunity due to lack of Limited interaction opportunity due to lack of contentcontent Does not appeal to target audiencesDoes not appeal to target audiences

Functional Functional & User & User FriendlyFriendly

11 Disorganized structure Disorganized structure Convoluted elements make for poor site Convoluted elements make for poor site navigation navigation Lack of content hinders utilityLack of content hinders utility

The Critique Cont’dThe Critique Cont’d

Criteria Criteria ScoreScore RationaleRationale

Useful LinksUseful Links 22 Limited use of helpful linksLimited use of helpful links

Use of Use of Student Student Development Development TheoryTheory

11 No utilization of student development No utilization of student development theorytheory

Clear Clear objectives objectives and and measurable measurable outcomesoutcomes

11 No evidence of a Web site mission or goalsNo evidence of a Web site mission or goals

The Critique Cont’dThe Critique Cont’d

Criteria Criteria ScoreScore RationaleRationale

Opportunity for Opportunity for user feedbackuser feedback

11 No method for user feedbackNo method for user feedback Contact information not providedContact information not provided

AccessibilityAccessibility N/AN/A The committee is waiting to hear The committee is waiting to hear back from the technical consultants back from the technical consultants

Total:Total: 13 out of 45 13 out of 45 pending pending accessibility accessibility evaluationevaluation

See recommendations providedSee recommendations provided

Statement of PhilosophyStatement of Philosophy

The WIC student life The WIC student life Web site is a fluid Web site is a fluid entity that evolves entity that evolves according to the according to the external forces of its external forces of its context and context and environment.environment.

WIC Climate Experience

WICStudent

Experience

WIC Institutional

Web site

Physical CampusEnvironment

Student Life Web site

Committee RecommendationsCommittee Recommendations

Inclusion and Inclusion and RepresentationRepresentation

Target audience should include Target audience should include prospective and current prospective and current students and alumnistudents and alumni

Images should represent Images should represent diverse student bodydiverse student body

Entire student life division Entire student life division accessible through this one siteaccessible through this one site

Current and Accurate Current and Accurate InformationInformation

Perform regular maintenance to Perform regular maintenance to enhance and update siteenhance and update site

Publish events in calendar format Publish events in calendar format versus strictly headlinesversus strictly headlines

Conduct an annual review of Web Conduct an annual review of Web sitesite

Committee Recommendations Committee Recommendations (Cont’d)(Cont’d)

Relevant Policy and Relevant Policy and ProceduresProcedures

Identify policies and Identify policies and procedures necessary to procedures necessary to compliment currently posted compliment currently posted itemsitems

Hyperlink information versus Hyperlink information versus text list (e.g. housing policies)text list (e.g. housing policies)

Student InteractionStudent Interaction

Make aesthetic improvements Make aesthetic improvements - Use of color- Use of color- Images- Images

Focus on consistent themeFocus on consistent theme

Develop site based on Develop site based on anticipated utilityanticipated utility

Provide relevant array of Provide relevant array of student life resources and student life resources and informationinformation

Committee Recommendations Committee Recommendations (Cont’d)(Cont’d)

Functional and User Functional and User FriendlyFriendly

Develop a site map that Develop a site map that provides rational navigationprovides rational navigation

Remain cognizant of the pre-Remain cognizant of the pre-identified goals of WIC’s identified goals of WIC’s Student Life Web siteStudent Life Web site

Useful LinksUseful Links

Provide an array of useful linksProvide an array of useful links- See sample Web site- See sample Web site

Committee Recommendations Committee Recommendations (Cont’d)(Cont’d)

Incorporation of Student Incorporation of Student Development TheoriesDevelopment Theories

Utilize Chickering (Chickering Utilize Chickering (Chickering & Reiser,1993) to anticipate & Reiser,1993) to anticipate likely student concerns or likely student concerns or needsneeds

Draw from Campus Ecology Draw from Campus Ecology Theory (Wallace, 2000)Theory (Wallace, 2000)- Interaction of individual with - Interaction of individual with campus environmentcampus environment

Clear Objectives and Clear Objectives and Measurable OutcomesMeasurable Outcomes

Draw from statement of Draw from statement of philosophy to identify Web site philosophy to identify Web site objectivesobjectives

Implement a ticker system to Implement a ticker system to track site hitstrack site hits

Utilize Web site evaluation tool Utilize Web site evaluation tool annually to foster site annually to foster site maintenance and growthmaintenance and growth

Committee Recommendations Committee Recommendations (Cont’d)(Cont’d)

Opportunity for User Opportunity for User FeedbackFeedback

Provide contact information Provide contact information for users to communicate for users to communicate with departmentswith departments

Develop a form that sends an Develop a form that sends an email to “Webmaster” email to “Webmaster”

AccessibilityAccessibility

Recommendations to follow Recommendations to follow pending further evaluationpending further evaluation

Further ConsiderationsFurther Considerations

The image of the mascot and its The image of the mascot and its accompanying message accompanying message should be should be removed from the athletics page due to its removed from the athletics page due to its inappropriate and argumentative nature.inappropriate and argumentative nature.

Relocate institutional mission from student Relocate institutional mission from student life Web site to institutional Web site.life Web site to institutional Web site.

Applied RecommendationsApplied Recommendations

The committee has created a sample The committee has created a sample Web siteWeb site** for the Department of Student Life at Western for the Department of Student Life at Western Idaho College. While the site is not Idaho College. While the site is not comprehensive, the residence life link applies comprehensive, the residence life link applies the aforementioned recommendations.the aforementioned recommendations.

Note: the sample site is best viewed at 1024 by 768 pixels. This can be Note: the sample site is best viewed at 1024 by 768 pixels. This can be done by doing the following:done by doing the following:

1)1) Right-click on desktopRight-click on desktop2)2) Choose “Properties”Choose “Properties”3)3) Access “Settings”Access “Settings”4)4) Adjust screen resolution as necessaryAdjust screen resolution as necessary

* * URL URL http://http://www.geocities.com/wicstudentlifewww.geocities.com/wicstudentlife//

Closing ThoughtsClosing Thoughts

IIt is the committee’s hope that our critique and t is the committee’s hope that our critique and subsequent recommendations will work to positively subsequent recommendations will work to positively enhance the experience of current and future WIC enhance the experience of current and future WIC students with regard to web-based interactions with the students with regard to web-based interactions with the Department of Student Life.Department of Student Life.

ReferencesReferencesBanning, J.H., Davies, T.G., & Quick, D.G. (2000, Fall). The campus web visit. Banning, J.H., Davies, T.G., & Quick, D.G. (2000, Fall). The campus web visit.

Student Affairs On-Line. Student Affairs On-Line. Retrieved from Retrieved from http://studentaffairs.com/ejournal/Fall_2000/banning.htmhttp://studentaffairs.com/ejournal/Fall_2000/banning.htm

Barratt, W. (2001, May). Models for evaluating student affairs Web sites. Barratt, W. (2001, May). Models for evaluating student affairs Web sites. Student Affairs On-Line, Student Affairs On-Line, 2(2). Retrieved from 2(2). Retrieved from http://studentaffairs.com/ejournal/Spring_2001/will1.htmlhttp://studentaffairs.com/ejournal/Spring_2001/will1.html

Chickering, A.W. & Reisser, L. (1993). Chickering, A.W. & Reisser, L. (1993). Education and identity Education and identity (2(2ndnd ed.). San ed.). San Francisco: Jossey-Bass.Francisco: Jossey-Bass.

Evans, N.J., Forney, D.S., & Guido-DeBrito, F. (1998). Evans, N.J., Forney, D.S., & Guido-DeBrito, F. (1998). Student development in Student development in college: Theory, research, and practicecollege: Theory, research, and practice. San Francisco: Jossey-Bass.. San Francisco: Jossey-Bass.

Wallace, H. (2000, Fall). Campus ecology theory and Websites: One example Wallace, H. (2000, Fall). Campus ecology theory and Websites: One example of applying traditional student affairs theory to technology. of applying traditional student affairs theory to technology. Student Affairs Student Affairs On-Line. On-Line. Retrieved from Retrieved from http://www.studentaffairs.com/ejournal/Fall_2000/art4.htmlhttp://www.studentaffairs.com/ejournal/Fall_2000/art4.html