Bill Gates and I don’t often disagree. However, at the recent Techonomy conference, Bill was predicting the future of higher education. I took umbrage with some of his comments. Per his usual rhetoric, Bill positioned technology as the panacea for the future of higher education.

Here are some of Bill’s comments:

“The self-motivated [college] learner will be on the web and there will be far less place-based things.”
“College, except for the parties…. needs to be less place-based.”
“Place-based activity in that ‘college thing’ will be 5 times less important than it is today.”
“The room for innovation, thank God for charters, there’s no room for innovation in the standard system.”

Bill’s commentary at the conference was picked up by TechCrunch and posted as “Bill Gates: In Five Years The Best Education Will Come From The Web.”

The post quickly spread like a wildfire throughout Twitter:

The interesting thing is that the quote that’s being passed around on Twitter as originating from Bill Gates seems to have been actually just the post title from TechCrunch. I wasn’t able to find video or text where Bill Gates actually said what is being attributed to him by a lot of folks on Twitter.

The disturbing aspects of Bill’s quotes from the video are that he seems to have a negative attitude toward the physical spaces of higher education. Bill constructs his arguments around cost and access, but fails to adequately critique his own points. “Self-motivated learners” generally do not include students from traditionally marginalized groups. Bill Gates went to an exclusive preparatory high school and attended Harvard College. His is not a story of overcoming obstacles. Access issues are pervasive in higher education. Socioeconomic status catapulted Gates to where he is today. His arguments around access fail to include awareness of the digital divide in terms of both class and disability. Simply offering more web-based opportunities for learning will not improve access issues. And don’t get me started about the bit about “parties” being the only rationale for “place-based” institutions.

Bill’s rhetoric is consistently anti-student-involvement. Gates approaches his arguments from the position that every student is coming out of an innovative charter school and where self-motivated learners roam the higher education sphere. What Bill is forgetting is that involvement is crucial to student success. Can a student be successful when there primary involvement opportunities take place via the web — absolutely. However, most of our students benefit tremendously from their involvement and interactions within the brick and mortar activities of their educational institution.

Student involvement theory is a foundational element for student affairs professionals. Research has shown that increased involvement leads to higher amounts of persistence and greater academic success.

According to Alexander Astin (1984) [pdf]:

[S]tudent involvement refers to the amount of physical and psycho- logical energy that the student devotes to the academic experience. Thus, a highly involved student is one who, for example, devotes considerable energy to studying, spends much time on campus, participates actively in student organizations, and interacts frequently with faculty members and other students.

Astin (1984) concluded that “the greater the student’s involvement in college, the greater will be the amount of student learning and personal development.”

I wish that Bill Gates would offer a blended approach. Why can’t we have both? Amazing opportunities can be created to support students in both the virtual and physical spheres.

References
Astin, A. (1984). Student involvement: a developmental theory for higher education. Journal of College Student Personnel, 25(4), 297-308.

August 2010

Dear “SA Grad”:

Greetings!  As many of you begin (or return) to your graduate experiences, I’ve been meaning to share something that I’ve talked about on Twitter before, but never really had a chance to flush out.  I figured, why not do it today?

As you embark on this new academic year, I believe that your graduate training in technology will be inadequate.  For most of us in Higher Ed, we’ve been playing catchup for years, and frankly, I don’t know how much longer we can do it. (Higher education, generally is the slowest to adapt to rapid change.)  We need to shift this paradigm and move in a new direction, and it starts with you, our graduate students.

You need to find time to build your skill bases in emerging educational technology and social media integration into your Student Affairs work.  It is imperative that our Student Affairs Graduate Programs begin to infuse this important pedagogy into its curriculum to keep you up to date and competitive with other job seekers out there.  How can we, in good conscience, send you out into the workforce without these skills?

If I were a Student Affairs graduate student today (or frankly any type of Student Affairs professional), here are two things I would do to build my technology knowledge base:

1.  Sign up for a Twitter account and attend the weekly #sachat each Thursday at 1pm or 7pm EST this fall.
If you still are not on Twitter, now is the time to sign up and use it.  Not only is it the best free professional development tool out there, but if used properly, it can help land you a job!  Read my “Teaching Twitter to Colleagues” post for a step-by-step guide on getting set up and using it for the first week.  Put the #sachat in your calendar as a recurring appointment and join us for our weekly online student affairs conversation!

2.  Blogs: Read Them and Start Your Own
There are so many great blogs out there, rich with information and perspective.  Besides this SA Blog, some of the best technology information I have gotten has been from the following:
- Eric Stoller – Professional/Personal Blog | Inside Higher Ed Blog: Eric is one of the best Student Affairs & Technology bloggers out there. He’s been doing this since the mid 2000′s and is simply a great resource. (@EricStoller on Twitter)
- Dr. Rey Junco: Rey is a college professor (Lock Haven University, PA) and researcher who studies how social media use affects college students. (@ReyJunco on Twitter)
- General Technology and Social Media Blogs: Read Write Web | Mashable | EDUguru Add these to your RSS Readers if you haven’t already! (@rww @mashable @eduguru on Twitter)
- BreakDrink by Jeff Jackson: Jeff does some great work centralizing all the most current news and trends in student affairs! (@breakdrink on Twitter) He also does some great podcasting work!
- Kristendom Talks Tech: Thanks to a recommendation from Brenda Bethman, I’m a fan of Kristen Abell’s stuff as well.
- My blog is OK too “On the Go With Ed Cabellon” (@EdCabellon on Twitter)

I also would recommend starting your own blog, not only as a tool to share, but as a great way to reflect on your experiences!  Once you create your blog, add it our growing directory of Student Affairs blogs!

I wish you all the best as you start the new academic year.  I hope you will join our online community and be active and engaged with us!  We are here to help in anyway we can.

Sincerely,

Ed Cabellon
Director, Rondileau Campus Center
Bridgwater State University (MA)

What advice would you give new and returning Student Affairs graduate students regarding their technology training? What sources of online information would you recommend? Any other tech blogs by women you would like to recommend?

Career Services and Social Media: Todd really says it best

Let’s shift some paradigms: Introducing my new blog at Inside Higher Ed.

Challenge and Tech Support: Student Affairs practitioners and Tech Support departments…please let us be admins.

Do you YouTube? Don’t forget to add captions: Would you build a new building without an elevator? Nope… Then why would you ever create videos without captions?

George Orwell, Web Stats, and Your Site Visitors: Student Affairs + Web Stats….Nerdvana

If you cannot view this poll click here.

And here are the results from the last poll.

In recent news, Prince spoke out against the Internet stating, “All these computers and digital gadgets are no good. They just fill your head with numbers, and that can’t be good for you.” After reading the article, I’ve imagined this is all a publicity stunt to promote his new album (which I’m not going to promote). But his comments do cause me to reflect on the impact technology has had on our learning and development. Can Prince be right about gadgets not being good for you? I also thought to myself, if technology is not good for us, then is what we do in student affairs not good either?

So I thought about mp3 players – I have several different versions – ones that hook right up to the computer with the USB port and of course, a ipod. Are they no good? Sure, I can load them up with useless songs, but I have found that mp3 players (the same as the old personal cassette and CD players) represent a part of our soul. We put music, podcasts, shows, pictures, and other items on these devices because they mean something to us. When I’m running and a song comes on, it immediately transports me to a different place and time. When I’m listening to a podcast like “Tech Therapy” from the Chronicle, I’m learning and reflecting. My physical presence hasn’t changed – I’m still running physically, but my mind is running all over previous held knowledge and new thoughts and ideas are emerging. I think sometimes, student affairs can be seen as a mp3 player. We provide a menu of options for students to engage in.  We have weekend programs, community service projects, student activities, student groups, intramural teams, and the list goes on.  Sometimes, we have large attendance and sometimes a program or new initiative fails. As student affairs professionals, we reflect and re-analyze our efforts to reach students and provide support to them. But it’s important to remember, just as a mp3 player, students participate in different college programs as a reflection of who they are. Similar to a playlist on a mp3 player, students pick and choose their engagement on what reflects their interests and what would help them grow. We may not see how our actions impact them in the moment, but perhaps students’ cognitive processes are in motion helping them further in their development.

I also thought of computers. Are they filling my head up with numbers and useless information? Are they leading us to be disengaged with others and ourselves? There are numerous scholarly articles and research examining the effect of technology on disengagement (i.e. Main, Student disengagement in higher education: Two Trends in Technology, and Lindos and Zolkos, Technology, Community, and Education in Neoliberal Society: A Review of Michael Bugeja’s Interpersonal Divide). In these articles, arguments are presented regarding technology’s threat to higher education by encouraging commercialism and disengagement among students. For example, in a survey conducted with 116 students with GPAs below 2.0, one-third of participants acknowledged the impact recreational computer use had on their academic performance (Farrell, 2005). Many electronic addictions are also becoming prevalent on campuses like gaming, gambling, and web surfing (Carr-Chellman, 2005; Farrell, 2005). So how does student affairs practices fit into this new era of engagement? Often, student affairs professionals are seen as the experts in student engagement, being sought out by others on our expertise and talents. We are not limited by time and space. Our business is students, which sometimes requires accessibility at all hours and in various forms. There are arguments out there that state that student affairs is useless to the enterprise of higher education, that we should simply be “house mothers” and let the learning be left for the experts (i.e. faculty). But student affairs, like technology, does have a role in educating students. We can assist students in maximizing their academic goals by developing strategies to reach them. We provide a framework for challenge and support as students navigate through their college experience. Technology does the same, if utilized and directed with intentionality and purpose.

So I go back to my original question: Is technology no good for our brain? I don’t have a clear answer to that, but I know that my mind has been challenged by what technology has provided me. Technology makes me think of my practices. It delivers information to me daily that requires me to mull, reflect, act, and react to. I use a cell-phone to communicate with friends and family. I use a computer to manage all my professional responsibilities. I skype, I twit, I blog, I post, I read, I reflect, and I learn. Technology for the good or bad allows me to grow. So maybe Prince wants us to stay partying like it’s 1999, but I prefer to party it on into the future and let my mind keep growing.

Licinia “Lulu” Barrueco Kaliher, Ed.D., is a Ray Street Complex Director at the University of Delaware.

References

Carr-Chellman, A. A. (Ed.). (2005). Global Perspectives on E-learning: Rhetoric and Reality. Thousand Oaks, CA: Sage Publications.

Farrell, E. F. (2005, September 2). Logging on, tuning out: When students lose themselves in online worlds, it can be hard to bring them back to reality. The Chronicle of Higher Education, p. A46.

I am thrilled to announce that I’m going to be blogging about Student Affairs and Technology for Inside Higher Ed (IHE). As an avid reader of IHE, I am very excited to join the IHE blogging team. I think that my posts on student affairs + technology will complement Joshua Kim’s blog on Technology and Learning.

Recently, I held a contest via Twitter to name my new blog. The incentive — a $100 Amazon gift card — courtesy of Inside Higher Ed. Several folks came up with interesting/creative blog names. I think the #SAChat Community provided the majority of ideas. Student Affairs folks are uber creative.

Here are my 3 favorite submissions:

• Jeff Jackson: The Stoller Strikes Back, Return of the Blogosphere, Student Affairs….I am Your Blogger
• Zack Ford: Challenge and Tech Support
• ACUHO-I (sent via DM): Binary Code of Conduct

Choosing a winner from these 3 has been extremely challenging. Star Wars references, Sanford, and an entire Association…how cool is that?!! After more than a week of deliberate (intentional ) deliberating I have decided that the winner of the gift card is:

Zack Ford’s submission made me laugh. It’s subtle….and I love subtlety. The obvious nod / homage to Nevitt Sanford warms the heart. Challenge and Support is one of my all-time favorite, and oft-used, student development theories.

It should be noted that Julie Larsen was correct…the official name of my new blog is going to be: Student Affairs and Technology. The name needed to be something that would be simple enough that any IHE reader would know exactly what it was about. The blog also needed to be search engine friendly…”Students Affairs + Technology” is simple and searchable.

Stay tuned for my first official post on Inside Higher Ed!

Honorable mention:

Julie P-Kirchmeier: Stoller: Resistance is Futile

Niki Rudolph: Epic Stoller

Justine Carpenter: Tech Tips for SAPs

Christopher Conzen: The Stoller Coaster

Conducting a successful student affairs job search requires patience, networking, and technology. That’s right, technology. One particular tech tool that is extremely useful for conducting a search is RSS. Job postings delivered to your feed reader via RSS means that new job announcements are efficiently delivered to your virtual doorstep.

If you aren’t familiar with using RSS, please watch this video for more information:

If you need an RSS feed reader, I would highly recommend using Google Reader:

There are a few student affairs websites that offer job postings via RSS feeds, including:

• ASCA
• HigherEdJobs.com
• Inside Higher Ed
• NAFSA
• NACAS
• NACUBO

Remember to look for the RSS symbol – – or for a link to RSS data. Ideally, all student affairs job sites will offer RSS feeds in the near future as this makes conducting a search ultra-convenient.

An alternative to RSS feeds for job postings is the “Email Alert.” Several sites offer email alerts based on a variety of search queries. ACPA, The Chronicle of Higher Education, The Placement Exchange, and the Higher Education Recruitment Consortium all offer student affairs job search updates via email alerts.

In addition to the RSS and Email solutions mentioned above, most student affairs associations / higher education news sites offer job listings on their websites. Here are direct links to the student affairs job listings for the following associations / resource sites.

Student Affairs jobs via professional associations:

• American Association of Collegiate Registrars and Admissions Officers (AACRAO)
• American College Personnel Association (ACPA)
• Association of College Unions International (ACUI)
• Association for Student Conduct Administration (ASCA)
• Consortium of Higher Education Lesbian Gay Bisexual Transgender Resource Professionals
• National Association for College Admission Counseling (NACAC)
• National Academic Advising Association (NACADA)
• National Association of College Auxiliary Services (NACAS)
• National Association of College and University Business Officers (NACUBO)
• NAFSA: Association of International Educators
• National Association of Student Financial Aid Administrators (NASFAA)
• The Placement Exchange (NASPA, ACUHO-I, NACA, NODA, ASCA and AFA)

Student Affairs jobs via higher education publications / job sites:

• The Chronicle of Higher Education
• HigherEdJobs.com
• Higher Education Recruitment Consortium
• Inside Higher Ed
• The Spelman & Johnson Group (SPG)
• StudentAffairs.com

NACADA Tech in Advising Recommendations for Use of Online Social Communication in Academic Advising

The purpose of these recommendations is to provide guidance to Academic Advisors contemplating the inclusion of on-line social communication tools in their personal or programmatic advising design.

For the purposes of this discussion, Online Social Communications will be understood as externally hosted Web environments, sometimes referred to as Social Media Environments, in which information is aggregated, presented and shared. Further, where functionality exist, the environments allow you to document and filter connections between individuals, maintain profiles, support multimedia, and facilitate communication with a time shift supporting response at user-defined times. On-Line Social Communication environments include Facebook and other Online Social Networks, Twitter, YouTube, personal blogs and wiki pages. Since Facebook’s introduction in 2004, an ever-increasing number of advisors, student services specialists, academic units and universities have been leveraging the benefits of an on-line presence.

The expanding use of on-line social communication by advisors and advising offices, evidenced by numerous publications and presentations over the past five years, encouraged the NACADA Commission for Technology in Advising to proffer the following recommendations when considering inclusion of Social Communication tools in the delivery of advising information:

1. First and foremost, one should appreciate the importance of face-to-face communication in academic advising and view any forays into Social Media Environments as supplemental to advising in brick-and-mortar environments.
2. As is the case with all communication taking place at a distance, the recipient of the information cannot be verified when posting information in Social Media Environments. Advisors should be familiar with your institution’s FERPA compliance or other student records standards and technology use policies, and as is the case with email and telephone, refrain from discussing these topics in uncontrolled, on-line environments.
3. Advisors should remember that Social Media Environments do not represent the university to most students. This being the case, allowing your students the option of interacting with you in these spaces and regularly surveying your populations to ascertain their continuing level of comfort is recommended.
4. By accepting that Social Media Environments do not represent the university to our students and that we’re reaping great benefit from students’ willingness to engage us in these spaces, care should always be taken to not “clog the drain” with information. Note how likely students are to delete university-generated emails without reading them. Likewise, if one pushes too much information into Social Media Environments, students will stop paying attention and disengage.
5. Finally, Advisors should also bear in mind that these are public sites and as such care should be taken to ensure you are playing the role of the professional–even on personal profiles.

Thanks to Art Esposito, Berdie Eubank, Ned Donnelly, Jennifer Joslin, Sharon Loschiavo, Scott Roberts, and Terry Duncan for creating these recommendations.

About a week ago, I had the opportunity to co-present at the ACPA National Convention with Kenn Elmore, John Battaglino and Teri Bump. Fortunately for the four of us, we were able to secure a larger room as our session had about 60 people in attendance.

We didn’t give out handouts at our session. Our keynote slides had images on them and only a word or two. I’ve received emails from folks who attended, as well as from people who were following via the #ACPA10 Twitter backchannel, requesting a copy of our slides. While we were sans paper at our session, we were certainly not without a lot of bits of information.

Our session was titled “Wise and Connected – Demystifying Social Media for SSAOs and Directors.” We had 2 screens/lcd projectors running simultaneously during the session. On one screen was our keynote slideshow…we combined our slides like Voltron just moments before our session. On the other screen was a live stream (via wifi) of everything that was being said via Twitter using the #ACPA10 and #ACPASSAO hashtags. (Note that the ACPASSAO hashtag provided ample fodder for attendees). We even used clickers from Turning Technologies (these were the same clickers that were used at the opening of the convention). Overall, it was a very high tech, high touch session.

We live streamed all of the Twitter commentary using Twitterfall. Twitterfall has an amazing “presentation mode” that is perfect for the live streaming of tweets. The streaming screen provided probably the funniest moment (for me at least) of our session when @ACPAConvention tried to distract me! It should be noted that I did not look down, not even once. However, one of us did use a 4 letter word at one point during our session.

A lot of people wanted the link for the “Leadership Video.” I’ve dubbed said video as “Who wants to watch EDS dance on a hill?”. I wasn’t really the “lone nut” in this video, but I like to think that I could have been:

A terrific leader in Student Affairs who is utilizing social media is Kenn Elmore, Dean of Students at Boston University. If you have not yet visited the Dean of Students website at BU, please check it out. The site is a wonderful example of how social media can be integrated into a higher ed student affairs site. The folks at BU use Twitter, Facebook, Flickr and Blogs.

Did you know that you can get a lot out of Twitter without ever posting? Twitter can be a great resource for news, events and general information.

Here’s a terrific primer on “Twitter 101″ from the makers of Twitter.

Once you become an avid Twitter user, you may find that the functionality at Twitter.com doesn’t give you enough options. For “power twittering,” I would recommend that you use TweetDeck. TweetDeck is a free application that will become a staple in your Twitter diet. They even make a version of TweetDeck for the iPhone. What’s that you say? Don’t have an iPhone? Never fear, if you are a Blackberry user, I would recommend trying UberTwitter. You can even use Twitter using standard text messages via any mobile phone.

When I started talking about RSS, I noticed that folks went into an acronym sleep. For more information on RSS, Social Media, Twitter and a host of other online things, please check out Common Craft. The Common Craft videos break down complicated concepts into easily digestible informational videos.

One of my favorite uses of social media that we did not have a chance to talk about is #SAChat:

We talked a little bit about Facebook too…we packed a lot of info, entertainment, and education in our hour and fifteen. I can’t wait to do it again.

Tags: acpa, aggregation, aggregator, boston university, facebook, Higher Education, John Battaglino, Kenn Elmore, RSS, social media, student affairs, student affairs technology, technology, Teri Bump, Turning Technologies, Tweetdeck, twitter, Ubertwitter

My colleague Laura Lane and I gave a presentation at the North Carolina Counseling Association 2010 conference last week, and I wanted to share with you some of the details of our presentation, as well as the output.

The theme of the conference was Advocating for Your Clients, Yourself and the Profession.  So, building off of the “advocating for the profession” idea, I came up with the idea to have a session in which participants undertake a brainstorming session about why they serve as career counselors.  Then, after categorizing the brainstorming session, each member would write a script and record a video of themselves attesting as to their motivations and passions as a counselor.  Each script would begin with the phrase “I am a career counselor because…”

In addition to providing a space to be reflective on their careers, along the way the participants would also learn how to use the 12seconds.tv platform.

Although our attendance was somewhat low (which I chalk up to the fact that our session was the final session on the final day of the conference, and there was an hour break prior to the start of our session — recipe for early departure!), we had a really spirited conversation and developed a really neat video library, which you can see on this 12seconds page.

It is my hope that others will contribute on an ongoing basis. So, if any career counselors out there read this post and are interested in adding your own 12 second video, please send me a note or leave a comment here and I’ll speak with you about how you can be added to the site.