Title: Western Idaho College Student Life Website Critique
1Western Idaho College Student Life Website
Critique
- Jacinda Boucher, Gennaro DeAngelis, Travis
Erickson, Eryn Montgomery - University of Maine
- February 23, 2003
2Presentation Objectives
- Discuss the role of technology for student
affairs and the greater institution. - Consider theoretical lenses to assist in
developing analytical structure. - Highlight criteria for Web site evaluation.
- Identify the philosophy and scope of Western
Idaho Colleges (WIC) Student Life Web site. - Critique WICs Student Life Web site.
- Outline recommendations for consideration.
3Implications for Higher Education
- Web based information is an emerging
communication medium for higher education
institutions. - In 1996, 4 of prospective students used college
websites as their initial visit to campus in
1998 the number increased to 78. Today this
estimate is close to 100 (Banning, Davies, and
Quick, 2000).
4A Glimpse into Student Affairs
- Internet technology is redesigning the world of
student affairs (Wallace, 2000). - It is important to distinguish the student life
Web site as a unique entity within the
institutions general Web site. - The student life Web site should distinctly
reflect the needs of the diverse individuals
accessing the site.
5Drawing From Theory
- Chickerings Vectors of Identity Development
(Chickering and Reiser, 1993) - Seven vectors of development that possess
directionality - Accounts for environmental influences on
development - Campus Ecology Theory
- A lens to view the totality of the college
experience (e.g. climate, culture, environment) - Interaction between students academic and
out-of-classroom experience and the physical
environment
6Theory in Practice The Connection
- Chickering
- By acknowledging varying developmental locations,
our Web site fosters progression within the
vectors - Examples
- Developing autonomy by independently locating
information or resources to assist with future
vector movement - Developing interpersonal relationships is
assisted by providing diverse images of students,
using inclusive language, and promoting student
involvement within WICs student life Web site
7Theory in Practice The Connection(Contd)
- Campus Ecology Theory
- The Web site can be considered an electronic
extension of the physical campus environment. - - Students interact via the WIC Student Life Web
site to contribute to the overall student life
experience
8Other Theoretical Considerations
- College Impact Models
- Astins Theory of Involvement
- Tintos Theory of Departure
- Weidmans Model of Undergraduate Socialization
- Student Development Theories (Evans, Forney,
Guido-DiBrito, 1998) - Perrys Theory of Intellectual and Ethical
Development - Kolbs Experiential Learning
- Organizational Theory
- Collegial Model - Sense of common institutional
purpose
9Criteria for Student Affairs Web Site Evaluation
- Barratt (2001) provides the following guidelines
for assessing student affairs Web sites - Are all students and all departments within the
division of student affairs represented? - Is content current and accurate?
-
- Are relevant policies and procedures included?
10Criteria for Student Affairs Web Site Evaluation
(Contd)
- Are modes for student interaction available?
- Is the site functional and user friendly?
- Does the site link to other useful websites on
campus, in the community, and around the world? - Is student development theory applied?
- Are there clear objectives and measurable
outcomes?
11Criteria for Student Affairs Web Site Evaluation
(Contd)
- Is there opportunity for user feedback?
- Does site meet Web Accessibility Initiative
standards?
12Method for Critique of WICs Student Life Web
site
- The committee developed a 50 point scale based on
Barratts criteria for evaluating student affairs
Web sites. - Each standard is scored on a continuum of one
(poor) five (excellent). - In addition to the evaluation score, a rationale
will be provided.
13The Critique
14The Critique Contd
15The Critique Contd
16The Critique Contd
17Statement of Philosophy
- The WIC student life Web site is a fluid entity
that evolves according to the external forces of
its context and environment.
18Committee Recommendations
- Inclusion and Representation
- Target audience should include prospective and
current students and alumni - Images should represent diverse student body
- Entire student life division accessible through
this one site
- Current and Accurate Information
- Perform regular maintenance to enhance and update
site - Publish events in calendar format versus strictly
headlines - Conduct an annual review of Web site
19Committee Recommendations (Contd)
- Relevant Policy and Procedures
- Identify policies and procedures necessary to
compliment currently posted items - Hyperlink information versus text list (e.g.
housing policies)
- Student Interaction
- Make aesthetic improvements
- - Use of color
- - Images
- Focus on consistent theme
- Develop site based on anticipated utility
- Provide relevant array of student life resources
and information
20Committee Recommendations (Contd)
- Functional and User Friendly
- Develop a site map that provides rational
navigation - Remain cognizant of the pre-identified goals of
WICs Student Life Web site
- Useful Links
- Provide an array of useful links
- - See sample Web site
21Committee Recommendations (Contd)
- Incorporation of Student Development Theories
- Utilize Chickering (Chickering Reiser,1993) to
anticipate likely student concerns or needs - Draw from Campus Ecology Theory (Wallace, 2000)
- - Interaction of individual with campus
environment
- Clear Objectives and Measurable Outcomes
- Draw from statement of philosophy to identify Web
site objectives - Implement a ticker system to track site hits
- Utilize Web site evaluation tool annually to
foster site maintenance and growth
22Committee Recommendations (Contd)
- Opportunity for User Feedback
- Provide contact information for users to
communicate with departments - Develop a form that sends an email to Webmaster
- Accessibility
- Recommendations to follow pending further
evaluation
23Further Considerations
- The image of the mascot and its accompanying
message should be removed from the athletics page
due to its inappropriate and argumentative
nature. - Relocate institutional mission from student life
Web site to institutional Web site.
24Applied Recommendations
- The committee has created a sample Web site for
the Department of Student Life at Western Idaho
College. While the site is not comprehensive,
the residence life link applies the
aforementioned recommendations. - Note the sample site is best viewed at 1024 by
768 pixels. This can be done by doing the
following - Right-click on desktop
- Choose Properties
- Access Settings
- Adjust screen resolution as necessary
- URL http//www.geocities.com/wicstudentlife/
25Closing Thoughts
- It is the committees hope that our critique and
subsequent recommendations will work to
positively enhance the experience of current and
future WIC students with regard to web-based
interactions with the Department of Student Life.
26References
- Banning, J.H., Davies, T.G., Quick, D.G. (2000,
Fall). The campus web visit. Student Affairs
On-Line. Retrieved from http//studentaffairs.com/
ejournal/Fall_2000/banning.htm - Barratt, W. (2001, May). Models for evaluating
student affairs Web sites. Student Affairs
On-Line, 2(2). Retrieved from http//studentaffair
s.com/ejournal/Spring_2001/will1.html - Chickering, A.W. Reisser, L. (1993). Education
and identity (2nd ed.). San Francisco
Jossey-Bass. - Evans, N.J., Forney, D.S., Guido-DeBrito, F.
(1998). Student development in college Theory,
research, and practice. San Francisco
Jossey-Bass. - Wallace, H. (2000, Fall). Campus ecology theory
and Websites One example of applying traditional
student affairs theory to technology. Student
Affairs On-Line. Retrieved from
http//www.studentaffairs.com/ejournal/Fall_2000/a
rt4.html