The document discusses social and digital technology competencies for student affairs educators. It presents an implementation model for these competencies consisting of 10 areas: technology, advising and support, justice and inclusion, leadership, organizational and human resource, assessment, evaluation and research, personal and ethical foundations, law, policy and compliance, student learning and development, and social justice and inclusion. For each area it provides foundational, intermediate and advanced competency outcomes and suggestions for professional development. It emphasizes using technology to enhance student learning, development and success through leadership, assessment and inclusion.

1. SocialandDigital
Technology
CompetencyInstitute
for College Student Educators
with JosieAhlquist, Paul Brown, Ed Cabellon,
Tony Doody, and Laura Pasquini
#ACPA16
Sunday, March 6, 2016

2. Introduction

3. HistoryofSAtech&
ImplementationModel

32. Technology
Competency
Overview

33. Figure 1. Visual Representation of the Intersection of the 10 Competency Areas

34. Overview of the Competency Areas
Competency Area Description Professional Development
Technology
(TECH)
Focuses on the use of digital tools,
resources, and technologies for the
advancement of student learning,
development, and success as
well as the improved performance
of student affairs professionals.
Included within this area are
knowledge, skills, and dispositions
that lead to the generation of digital
literacy and digital citizenship
within communities of students,
student affairs professionals,
faculty members, and colleges and
universities as a whole.
Professional growth in this
competency area is marked
by shifts from understanding
to application as well as from
application to facilitation and
leadership. Intermediate and
advanced level outcomes also
involve a higher degree of
innovativeness in the use of
technology to engage students and
others in learning processes.
Advising and
Addresses the knowledge,
skills, and dispositions related to
providing advising and support to
individuals and groups through
direction, feedback, critique,
referral, and guidance. Through
Progression from foundational to
advanced level proficiency involves
the development of higher order

35. ACPA—College Student Educators International & NASPA—Student Affairs Administrators in Higher Education 33
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
The Technology competency area focuses on
the use of digital tools, resources, and technologies
for the advancement of student learning,
development, and success as well as the improved
performance of student affairs professionals.
Included within this area are knowledge, skills, and
dispositions that lead to the generation of digital
literacy and digital citizenship within communities
of students, student affairs professionals, faculty
members, and colleges and universities.
• Model and promote equitable and inclusive
practices by ensuring all participants in
educational endeavors can access and utilize
the necessary tools for success.
• Appropriately utilize social media and other
digital communication and collaboration tools
to market and promote advising, programming,
and other learning-focused interventions and
to engage students in these activities.
• Engage in personal and professional digital
learning communities and personal learning
networks at the local, national, and/or global
level.
• Design, implement, and assess
technologically-rich learning experiences for
students and other stakeholders that model
effective use of visual and interactive media.
• Ensure that one’s educational work with and
service to students is inclusive of students
participating in online and hybrid format
courses and programs.
• Incorporate commonly utilized technological
tools and platforms including social medial and
other digital communication and collaboration
tools into one’s work.
Technology (TECH)
Foundational Outcomes
• Demonstrate adaptability in the face of fast-
paced technological change.
• Remain current on student and educator
adoption patterns of new technologies and
familiarize oneself with the purpose and
functionality of those technologies.
• Troubleshoot basic software, hardware, and
connectivity problems and refer more complex
problems to an appropriate information
technology administrator.
• Draw upon research, trend data, and
environmental scanning to assess the
technological readiness and needs of
students, colleagues, and other educational
stakeholders when infusing technology into
educational programs and interventions.
• Critically assess the accuracy and quality
of information gathered via technology
and accurately cite electronic sources of
information respecting copyright law and fair
use.
• Model and promote the legal, ethical, and
transparent collection, use, and securing of
electronic data.
• Ensure compliance with accessible technology
laws and policies.
• Demonstrate awareness of one’s digital
identity and engage students in learning
activities related to responsible digital
communications and virtual community
engagement as related to their digital
reputation and identity.
34 Professional Competency Areas for Student Affairs Educators
COMPREHENSIVE PRESENTATION OF THE COMPETENCY AREAS
• Proactively cultivate a digital identity, presence,
and reputation for one’s self and by students
that models appropriate online behavior and
positive engagement with others in virtual
communities.
• Demonstrate a willingness and capacity to
generate, critically examine, and change
technology-related policies and practices that
privilege one group of students or educational
stakeholders over another.
• Design and assess outcomes that utilize social
media and other digital communication and
collaboration tools for promoting learning-
focused interventions and engaging students in
these activities.
• Utilize local, national, and global digital
professional learning communities and personal
learning networks to enhance intra- and
inter-institutional collaboration and ongoing
professional development in educational,
customer service, marketing, and community
engagement efforts that reflect the mission and
values of the organization.
• Generate a wide and varied array of digital
strategies for enhancing educational
interventions with multimedia, interactive tools,
and creativity-enhancing technologies.
• Initiate the development of holistic educational
interventions designed for students participating
in courses and other educational experiences
delivered via hybrid and online formats.
Intermediate Outcomes
• Model and promote adaptability among
students, colleagues, and educational
stakeholders in the face of fast-paced
technological change and demonstrate
openness to the introduction of new digital tools
by others.
• Anticipate potential problems with software,
hardware, and connectivity and prepare
multiple strategies to troubleshoot these
problems and/or prepare alternative means of
achieving learning and productivity outcomes.
• Facilitate educational interventions that are
based upon research, trend data, and needs
assessments of participants and that increase
the technological competencies and digital
literacy of those participants.
• Utilize multiple strategies for accessing and
assessing information, critically considering the
sources of information as well as the purposes
or agendas that led to the dissemination of the
data as presented.
• Teach and facilitate the legal and ethical use
of digital information in a manner that complies
with law and policy and that addresses the
larger values and principles underlying these
laws and policies.
• Draw upon universal design principles to model
and promote compliance with accessibility laws
and policies among students, colleagues, and
educational partners.
Technology (TECH) (cont.)

36. #SAtech Competency Themes
Grouping the foundational, intermediate, and advanced
outcomes for the Student Affairs TECH competency.

37. 1. Trends, Research, and
Knowledge Development
• Draw upon research, trend data, and environmental scanning to assess the
technological readiness and needs of students, colleagues, and other educational
stakeholders when infusing technology into educational programs and interventions.**
• Remain current on student and educator adoption patterns of new technologies
and familiarize oneself with the purpose and functionality of those technologies.
• Demonstrate a willingness and capacity to generate, critically examine, and change
technology-related policies and practices that privilege one group of students or
educational stakeholders over another.**
• Anticipate technological change and allocate personal, departmental, and/or
institutional resources to foster in others dispositions of adaptability, flexibility,
and openness to technological innovation.
• Contribute to the generation of research, trend analyses, and needs assessments
related to digital technologies that inform efforts to meet the technological needs of
students, colleagues, and educational stakeholders.**

38. ACPA Digital Task Force
http://digitaltaskforce.myacpa.org/

40. 2. Leadership, Governance,
and Stewardship
• Demonstrate a willingness and capacity to generate, critically examine, and change
technology-related policies and practices that privilege one group of students or
educational stakeholders over another.**
• Develop contingency plans for the continual operation of basic college and
university functions in the event of software, hardware, or connectivity failures as
a result of routine issues or in response to crises and emergencies.**
• Provide leadership that demands digital information and technologies be used in a
manner that is ethical and in full compliance with national and state/province laws as
well as with institutional policies.
• Lead and demonstrate a commitment to universal design principles in technological
implementations that ensures the frictionless use and application of technology by all.**
• Contribute to, partner with, and/or provide leadership for local, state/provincial,
national, and global digital professional learning communities and personal learning
networks in promoting the use of technology for educational purposes.

41. What are your desired results for
your campus?
Fear
Behavior
Control

42. 3. Assessment and Implementation
for Education & Program Planning
• Draw upon research, trend data, and environmental scanning to assess the
technological readiness and needs of students, colleagues, and other educational
stakeholders when infusing technology into educational programs and interventions.**
• Design, implement, and assess technologically rich learning experiences for students
and other stakeholders that model effective use of visual and interactive media.
• Ensure that one’s educational work with and service to students is inclusive of students
participating in online and hybrid format courses and programs. **
• Facilitate educational interventions that are based upon research, trend data, and needs
assessments of participants and that increase the technological competencies and digital
literacy of those participants.
• Design and assess outcomes that utilize social media and other digital communication
and collaboration tools for promoting learning focused interventions and engaging
students in these activities.
• Generate a wide and varied array of digital strategies for enhancing educational
interventions with multimedia, interactive tools, and creativity-enhancing technologies.
• Initiate the development of holistic educational interventions designed for students
participating in courses and other educational experiences delivered via hybrid and
online formats.**

43. 3. Assessment and Implementation for
Education & Program Planning (con’t)
• Provide leadership for the proactive creation, use, and empirical evaluation of
technological tools and digital spaces for students including those drawing on social
media and other digital communication and collaboration tools.**
• Contribute to the generation of research, trend analyses, and needs assessments
related to digital technologies that inform efforts to meet the technological needs of
students, colleagues, and educational stakeholders.**
• Collaborate with and support faculty by developing holistic educational and co-
curricular opportunities for students in online and hybrid programs promoting the
relevance and vision of what student affairs practice in new educational delivery formats.
• Provide leadership in the development of new means of leveraging technology for
assessing, certifying, and credentialing the holistic learning and development of
students through co curricular learning endeavors.

44. Which Campus Stakeholders
Might Support Your Planning?
Faculty Staff Students IT
Library Tutoring Advising
Instruc9onal
support
Social media
influencers
Dept/College
Admin
HR &Legal
University
Records
Registrar Financial Aid Governance
External
Partners

45. (Kotter, 2007)!
“Why are
we on
screen so
much?”!
Culture vs.
Strategy
and
Change!
“But we’ve
always
done it this
way…”!
Connect SA
tech to the
campus
strategy.!
Find
champions
at your
campus!!

46. 4. Information Literacy and
Management
• Critically assess the accuracy and quality of information gathered via technology
and accurately cite electronic sources of information respecting copyright law and
fair use.
• Demonstrate awareness of one’s digital identity and engage students in learning
activities related to responsible digital communications and virtual community
engagement as related to their digital reputation and identity.**
• Engage in personal and professional digital learning communities and personal
learning networks at the local, national, and/or global level.
• Model and promote the legal, ethical, and transparent collection, use, and securing
of electronic data.
• Utilize multiple strategies for accessing and assessing information, critically
considering the sources of information as well as the purposes or agendas that led to
the dissemination of the data as presented.
• Teach and facilitate the legal and ethical use of digital information in a manner that
complies with law and policy and that addresses the larger values and principles
underlying these laws and policies.
• Support, promote, and/or lead efforts to create a culture in which information is both
valued and systematically scrutinized prior to its use to inform educational practice.

47. Information Literacy
Competency in Higher Ed
"recognize when information is needed and have the
ability to locate, evaluate, and use effectively the
needed information." ~ American Library Association
• Authority Is Constructed and Contextual
• Information Creation as a Process
• Information Has Value
• Research as Inquiry
• Scholarship as Conversation
• Searching as Strategic Exploration

48. via @Jisc

49. 5. Applied Skills for Using
Technology
• Demonstrate adaptability in the face of fast-paced technological change.
• Troubleshoot basic software, hardware, and connectivity problems and refer more
complex problems to an appropriate information technology administrator.
• Anticipate potential problems with software, hardware, and connectivity and prepare
multiple strategies to troubleshoot these problems and/or prepare alternative
means of achieving learning and productivity outcomes.
• Develop contingency plans for the continual operation of basic college and
university functions in the event of software, hardware, or connectivity failures as
a result of routine issues or in response to crises and emergencies.**

50. • Able to troubleshoot technology issues
• Response to crisis & emergency situations
• Administration of software/hardware applications

51. 6. Inclusion and Access
• Demonstrate awareness of one’s digital identity and engage students in learning
activities related to responsible digital communications and virtual community
engagement as related to their digital reputation and identity.**
• Draw upon universal design principles to model and promote compliance with
accessibility laws and policies among students, colleagues, and educational partners.
• Initiate the development of holistic educational interventions designed for students
participating in courses and other educational experiences delivered via hybrid and
online formats.**
• Lead and demonstrate a commitment to universal design principles in technological
implementations that ensures the frictionless use and application of technology by all.
• Engage in systematic practices aimed at ensuring students and professionals across all
demographics have access to technological resources and are educated in their
intelligent use and implementation for solving problems and enhancing learning.**

52. How does your SA group
support technology access?
• Universal Design
• Accessibility
• Compliance
• Accommodations
• Considerations
• Legal Requirements

53. 7. Learning and Professional
Development
• Demonstrate awareness of one’s digital identity and engage students in learning
activities related to responsible digital communications and virtual community
engagement as related to their digital reputation and identity.**
• Model and promote adaptability among students, colleagues, and educational
stakeholders in the face of fast-paced technological change and demonstrate openness
to the introduction of new digital tools by others.
• Proactively cultivate a digital identity, presence, and reputation for one’s self and by
students that models appropriate online behavior and positive engagement with others
in virtual communities.
• Utilize local, national, and global digital professional learning communities and
personal learning networks to enhance intra- and inter-institutional collaboration
and ongoing professional development in educational, customer service, marketing,
and community engagement efforts that reflect the mission and values of the
organization.

54. 7. Learning and Professional
Development (con’t)
• Provide leadership for the proactive creation, use, and empirical evaluation of
technological tools and digital spaces for students including those drawing on social
media and other digital communication and collaboration tools.**
• Provide leadership and ongoing training to colleagues and students for the cultivation
of a genuine digital identity, presence, and reputation that models appropriate online
behavior and enables open access and engagement with virtual communities as
appropriate.
• Engage in systematic practices aimed at ensuring students and professionals across all
demographics have access to technological resources and are educated in their
intelligent use and implementation for solving problems and enhancing learning.
• Provide training and instruction for the use, adoption, and evaluation of digital
strategies for enhancing educational interventions with multimedia, interactive tools,
and creativity enhancing technologies by students, colleagues, and other educational
stakeholders.

56. 8. Communication and
Collaboration
• Appropriately utilize social media and other digital communication and collaboration
tools to market and promote advising, programming, and other learning-focused
interventions and to engage students in these activities.
• Incorporate commonly utilized technological tools and platforms including social
media and other digital communication and collaboration tools into one’s work.
• Provide leadership for the seamless integration of social media and other digital
communications with broader educational, customer service, marketing, and
community engagement efforts that communicate and develop dialogue and
community around shared common institutional values.

57. • Communication
Strategy
• Community
Engagement
• Collaboration Efforts
• Marketing & Promotion
• Campus Interventions

58. #SAtech Competency Themes
1. Trends, Research, and Knowledge Development
2. Leadership, Governance, and Stewardship
3. Assessment and Implementation for Education
and Program Planning
4. Information Literacy and Management
5. Applied Skills for Using Technology
6. Inclusion and Access
7. Learning and Professional Development
8. Communication and Collaboration

59. #SAtech Competency Reflection
What’s your individual perspective?

60. #SAtech Competency:
Assessment @ Your Campus
• Who is part of this assessment team?
• How does it tie into your current division learning
outcomes and goals?
• How will this connect to strategic planning at your
institution?
• How will you engage campus stakeholders (e.g.
students, staff, faculty, alumni) in the assessment
process?

61. BREAK

62. QuickTakes

63. Leadership
Governance
&Stewardship

64. Sociotechnical
Stewardship-
Management, Policy,
Governance,&
Guidelines
with Laura…

65. WANTED: Policy & Regulation

67. 17,429
1071
13
3771
314
1121
189
109 160
62
# of social media
passages
www.socialmediaguidance.wordpress.com
250 policy
documents

68. (Pasquini & Evangelopoulos, 2015)
Policy Reference & Starting Point

69. (Pasquini & Evangelopoulos, 2016)
Framework for Campus Planning

70. Sociotechnical Stewardship #1
• Who are your institutional
stakeholders?
• In designing standards, who
should be at table to represent
your community?
– Advisory Group or Council
– Institutional Mandates/Requirements
– Identity Management

71. Sociotechnical Stewardship #2
• What regulations and rules already
exist at your campus?
• What protocols need to be updated?
• How will you develop standards for
all institutional stakeholders?
– Policies
– Protocols
– Implications

72. Sociotechnical Stewardship #3
• Consult your campus
attorney for legal advice
• Considerations under your
institutions’ requirements:
– Risk Management
– Human Resources
– Security Compliance
– Federal/Local Legislation
– Copyright & Fair Use

73. Sociotechnical Stewardship #4
• How will you measure and
assess progress?
• Consider ways to share:
– Share data
– Support analytics & ROI
– Develop a repository
– Create a directory
– Sustain technical tools & systems

74. Sociotechnical Stewardship #5
• Learning, development &
training will be key
• How will you share best
practices to guide use?
• Plan to include:
– Accessibility guidelines
– A glossary of terms
– Suggested models/examples
– Local support/help

75. Sociotechnical Stewardship #6
• Involve your campus
stakeholders in this process
• Think about how you want to
develop and support your
community, in terms of:
– Target audiences
– Engagement on platforms
– Respect for other
– Responsibility & ownership

76. (Pasquini & Evangelopoulos, 2016)

77. DigitalDecisionMaking
ModelinSA
with Josie…

78. How are Deans and Vice Presidents
using social media?

79. Digital Decision Making Model
Who How
What Why
Ahlquist, J. (2014)

80. Digital Decision Making Model
Digital Tools
& Strategy
User
Engagement
Digital
Contribution
Intended
Purpose
Ahlquist, J. (2014)
Who
WhyWhat
How

81. Digital Decision Making Model
Twitter
Student
Engagement
Contribute as
Whole Self
Strengthen
Relationships &
Communication
Ahlquist, J. (2014)
Who
WhyWhat/Where
How

82. You have my permission to
Accept a Facebook request
Interact on Twitter
Instagram Follow
with Students

83. Value Added Approach
to Social Media Use

84. Bring your whole self

85. Be the kind of educator
students want to take
selfies with
@josieahlquist
www.josieahlquist.com

87. How do you make
decisions about
using social media?
(students, staff, family, friends)
#ACPA16

88. Assessment&
Implementation
forProgramPlanning

89. TechnologySelectionfor
YourLearners&
Colleagues
with Laura…

90. From Kindergarten
to Ph.D. – Learning
is my “thing”

91. 23

92. Learning + Technology Development Process Model
(Hibbitts & Travin, 2015)

93. SECTIONS Model
• Students (or Stakeholders)
• Ease of use
• Costs
• Teaching or Education functions (affordances of different media)
• Interactions
• Organizational Issues
• Networking
• Security and privacy consideration
(Bates, 2015)

94. Learning
Service
Engagement
Establish intentional learning
outcomes that can be
delivered in different
mediums & modes.
Provide service
learning and
experiential
opportunities.
Use of tools to inform and
build communities among
both your campus
stakeholders (not just
your students).
Purpose in Your Educational Planning

95. #ugstSTORY

96. 5 Critical SA Tech Questions
1. Who are your stakeholders (e.g. students, staff, & faculty)?
2. What are the desired learning outcomes or objectives
from your division or program planning?
3. What strategies will be employed to facilitate these
learning outcomes or objectives?
4. What are the unique educational characteristics of each
medium/technology, and how well do these match the
your divisional goals or program requirements?
5. What resources are available at your campus?
Download:
Selecting Technology for Learning Checklist (Pasquini, 2015)

97. UsingDatatoInform
Decisions
with Tony…

120. Information
Literacyand
Management

121. DigitizedStudent
DevelopmentTheory
with Paul…

122. MarciaBaxterMagolda’s
TheoryofSelf-Authorship

123. Student explores and experiments
openly with social media. This is
strongly influenced by authorities
(parents/guardians) through access
and peers through peer culture.
Student does not understand how
online and offline interactions can
impact each other or possess a
sophisticated understanding of
context.
Student makes conscious choices
about social media usage and how it
fits into life desires, outlook, and goals.
Student realizes that one’s online life
requires constant renegotiation as
one’s goals, needs, contexts, and
circumstances change.

124. DigitalStudent
LeadershipCurriculum
with Josie…

125. Digital Identity
“Demonstrate awareness of one’s
digital identity and engage students
in learning activities related to
responsible digital communications
and virtual community engagement
as related to their digital reputation
and identity.”

126. Digital Education
Digital
Identity
Digital
Tools
Virtual
Communi
ty
Engagem
ent
Digital
Reputatio
n

127. Leadership
in the Digital Age
#LDR2116

128. Check-up on your
Social Media Status

129. What do you
want to go viral for?

130. Your Digital Identity

131. Digital Wellness

132. Digital Decisions as a
College Student

133. Digital Branding
for professional reputation

134. Who are your
Role Models
for Digital Behavior?

135. Digital Leadership
On campus

136. Make Positivity Go Viral

138. Now
Define your digital stamp
“Providing a digital remix to empower
leaders of the 21st century”

140. Collaboration
Common Purpose
Controversy with
Civility
Citizenship
Consciousness of
self
Congruence
Commitment
Social Change Model
Individual Values
G r o u p Va l u e s
Community Values
Change

141. What would be
your final tweet?
Forever

142. This semester what is
one way you can
teach students about
digital identity?
#acpa16

143. Self-Esteemand
Authenticityon
SocialMedia
with Paul…

145. Pursuitof
Likes

146. “Thatnumberinitself
doesn’tmeananything
unlessyoucompareitto
otherposts.”
-Addie

147. “Thenyougetinthatwhole
thingwherepeoplestart
comparingthemselvesto
otherpeople.Thatreallyisn’t
thebestroutetogodown.”
Addie
“You’rethinkingaboutit
toomuch.”

148. Selective
Viewof
Reality

149. IMAGE: CHOMPOO BARITONE
Consuming
Perfected
Images

150. “Yeahit’sexhausting…
it’swhatcausesmyunhappiness…
thecomparisonsgetsointense…
IfeellikeI’mjustaconstantfailure”
-Logan

151. AppliedSkills
forUsing
Technology

152. DigitalDesign
with Paul…

153. Tell A Story

154. Keep it
Simple

155. Use
Video

156. High Quality
Images

158. ProducingandUsing
Video
with Ed…

160. Learningand
Professional
Development

161. #SAproDigital
Reputationand
PersonalLearning
Networks
with Josie…

162. #SApro Digital Reputation
@josieahlquist
#acpa16
And Personal Learning Networks

163. Digital Reputation
is your reputation

164. 1. Bio
2. Headshot
3. Claim your name
4. Google yourself (now)

165. Digital Reputation Mentors

166. Personal Learning
Networks
“Engage in personal and
professional digital learning
communities and personal
learning networks at the local,
national, and/or global level.”

169. #sachat
#satech
#edtech
#digitaled
#edusocmedia
#Casesmc
#emchat
#fachat
#salead
#SLchat
#WLsalt
#sagrad
#sadoc
#sapro
#safit
#sareads

174. NASPA ASHE
ACUI AIMHO
ACPA NACA
ACUHO-I Inside Higher Ed
LinkedIn Groups
NASPA ASHE
ACUI AIMHO
ACPA NACA
ACUHO-I Inside Higher Ed

178. #SaPro Tip
yourself(professionally)
Define(brand)
online(Twitter & LinkedIn)
@josieahlquist

179. Blogging

180. Student Affairs Collective
The Student Affairs Feature
Student Affairs Women Talk Tech
Student Affairs Fitness
Student Leader Collective
Student Affairs - The First Years

181. www.josieahlquist.com

182. HigherEdTech&SocialMediaBloggers
Eric Qualman: www.socialnomics.net
Ed Cabellon: edcabellon.com
Joe Sabado: joesabado.com
Kristin Abell: savedbyabell.com
Laura Pasquini: techknowtools.wordpress.com
Liz Gross: lizgross.net
Paul Gordon Brown: paulgordonbrown.com

183. Produce Sharable Content

184. Digital Reputation
is your reputation

185. • The Admin: A Place for Student Affairs Professionals
• Student Affairs Professionals
• Leadership Educators in Higher Education
• NASPA Technology Knowledge Community
• Student Affairs Professional Development
• Student Activities Professionals
• ACPA Grow
• Student Affairs Runners
• Student Affairs Faculty
• Women in Housing
• Student Affairs Graduate Students
Facebook Groups

187. Higher Ed Live
Student Affairs Live
Higher Education
Student Affairs Chat
Edtech
Social Media – Higher Ed
SAlead
Technology in Student Affairs

188. What is one
personal learning
network you can
commit to?
#acpa16

189. TechnologyGuidance
andPolicyDocuments
with Ed…

192. DigitalLearning
Communities
with Tony…

207. Inclusion
andAccess

208. UniversalDesign&
Accessibility
with Laura…

209. The goal is to maximize learning with a wide range of characteristics by applying UD
principles to all aspects of learning (e.g. delivery methods for learning, physical
spaces, information resources, technology, personal interactions, assessments, etc.)
(DO-IT, University of Washington, 2016)

210. Principles of Universal
Design (UD)
1. Equitable Use
2. Flexibility in Use
3. Simple and Intuitive Use
4. Perceptible Information
5. Tolerance for Error
6. Low Physical Effort
7. Size and Space for Approach and Use
Copyright 1997 NC State University, The Center for Universal Design

211. Considerations for #SAtech Support & Resources
Flickr image c/o Giulia Forsythe

212. How does your SA group
support technology access?
• Universal Design
• Accessibility
• Compliance
• Accommodations
• Considerations
• Legal Requirements

213. Accessibility & UD
Resources On Campus
• Who or what department supports this at your
institution?
• What examples are available for you to follow?
• Where can you learn more about your UD &
accessibility compliance?
• Have you conducted an audit of your SA
program and resources to ensure access?

214. Communication
&Collaboration

215. CrisisCommunication
with Tony…

221. CHANNELS
TEXT
MESSAGE
EMAIL
VOICEMAIL
SoMe
DIRECT
MESSAGE
LIVE
PHONE
DIRECT
MAIL
SOCIAL
MEDIA
CHAT

231. IntegratedMarketing&
CommunicationTeams
with Ed…

234. CollaborationTools
with Tony…

243. DivisionalDigital
TechnologyCommittees
with Ed…

245. Trends,Research,
andKnowledge
Development

246. DigitalStudentActivism
andEngagement
with Paul…

247. Social Media and Civic Engagement:
Takeaways
Social Media:
• Drives Civic Learning & Organizing
• Allows for Fast, Customized Information Gathering
• Facilitates Sharing of Information
But it Also:
• May Lead to an Avoidance of Civil Debate
• Create an Intimidating Environment for Students
Engaged in Early-Stage Cognitive & Identity
Development
@AdamGismondi

248. Social Media and Student Activism:
Takeaways
• Removes/Lessens Barriers to Entry
• Serves as a Tool for Organizing/Mobilizing
• Serves as a Conduit for Information Dissemination/
Consumption
• Allows for Iterations & Development of a Shared
Language (“The 1%,” “#BlackLivesMatter,” etc.)
Across recent student activist movements (Occupy Wall
Street, Quebec Tuition Protests, Black Lives Matter),
social media:
@AdamGismondi

249. Social Media and Student Activism: Concerns
to Consider
• Activism Derives from Issues & Social Forces
• Social Media Accelerates & Expands Movements
• What Happens When a Leaderless Movement
Succeeds?
• New vs. Traditional Forces (Who Represents
Students that “Make it to the table?”)
• Clicktivism?
• How Do We Define Meaningful Participation?
@AdamGismondi

250. Questions for Student Affairs Practice
• How does our “traditional” mode of Registered/
Recognized Student Organizations fit with modern
movements?
• Does the “traditional” model fit? Is that
important?
• How might these new tools for activism
interact with typical structures within Student
Affairs?
• Should we adapt? Can we adapt?
@AdamGismondi

251. Openness:
OpenEducation
Resources,Open
Practices&Creative
Commons
with Laura…

252. What does OPEN mean to you?
[Hint: It’s not just digital.]

253. The Digital Scholar Movement
Mar3n Weller
a.k.a.
@mweller …
The Ed Techie

254. Why Open Practice in SA?
The Arguments for Open in SA:
1. To not be left behind.
2. The benefits of being open.
3. The need to understand this
stuff.
4. If you don’t control it, someone
else will.
Why Open Practices and Open
Knowledge via @mweller

255. The Battle for the Open
• Open Access - Publication & Research
• Open Educational Resources (OER)
• Massively Open Online Courses (MOOCs)
• Open Scholarship (& Open Practice)
“Openness is not just a peripheral
interest now.” (Weller, 2014)

256. Content Curation
•Copyright
•Fair Use
•Creative
Commons
•Attribution
More about Content Curation Flickr image c/o OpenSource.com

257. Crea%ve Commons h-p://crea%vecommons.org/
OER Commons h-ps://www.oercommons.org/
Open Access @ UNT h-p://openaccess.unt.edu/

258. Sharing IS Caring
•Images/Photos
•Resources to
remix & reuse
•Research & data
•Evidence-based
practices
Flickr image c/o Ryan Roberts

259. Forecastingand
KeepingUpwith
Platformsand
Technologies
with Josie…

260. “Digital tools, resources, and
technologies for the advancement of
STUDENT
• Learning
• Development
• Success
Technology
AND the improved performance of
student affairs professionals.”

261. “Included within this area are:
knowledge, skills, and dispositions
that lead to the generation of
digital literacy and digital citizenship
within communities of
students, student affairs professionals, faculty
members, and colleges & universities as a
whole.”
Technology

262. Foundational
• Digital Explorer
Intermediate
• Digital Educator
Advanced
• Digital Influencer

263. Adapting to Technology
Demonstrate adaptability in the
face of fast-paced technological
change.
Be aware of adoption patterns of
students and professionals,
including understanding how
those tools function.

264. Evolution of Technology

267. Know these applications

268. Learn
Explore
Aware

272. Josie’s Predictions

273. •Visual content will rule every application
•One streaming video app with real time interaction will
increase in adoption/popularity
•New apps will infuse trending news content
•More private sharing options, mimicking Snapchat

274. •Increase of social media engagement research and
scholarship in education
•University digital education and leadership programs
•Student Affairs master's program infusion of NASPA/
ACPA Tech competency

275. Concluding…