Using Social Media in Student Affairs: An Evidence-Based Approach

Engaging Students
through Social Media
Foreword by Mary Madden
REYNOL JUNCO
EVIDENCE-BASED
PRACTICES FOR USE
IN STUDENT AFFAIRS
http://goo.gl/HGWW9j
Wednesday, April 2, 14

Using Social Media in Student Affairs:
An Evidence-Based Approach

#ebsm
@reyjunco

Engaging Students
through Social Media
Foreword by Mary Madden
REYNOL JUNCO
EVIDENCE-BASED
PRACTICES FOR USE
IN STUDENT AFFAIRS

Research

Consumer

Use
Evidence

Skeptics

Crusaders
Skeptics

Self Esteem

Self Esteem Shyness

Self Esteem Shyness Extraversion

Neuroticism

Neuroticism Political Activity

Social & Academic Integration

Identity Development

Identity Development
Student Engagement

Identity
Development

Identity
Development ≠

Identity
Development ≠
Professional
Self-
Presentation

• Time spent on Facebook is positively correlated with time spent in campus
activities (Junco, 2013; Heiberger and Harper, 2008; HERI, 2007)
• Time spent on Facebook is negatively correlated with scores on a measure of
student engagement; however, creating and/or RSVP’ing to events on Facebook
was a much stronger positive predictor and chatting a much stronger negative
predictor of engagement (Junco, 2013).
• Students maintain a connection with high school friends on Facebook as they
transition to college (Ellison, Steinfield & Lampe, 2007; 2011; Junco &
Mastrodicasa, 2007)
• Students’ natural uses of Facebook (social information seeking, reflecting on
their experiences, exchanging academic information, etc.) promote social and
academic integration (Selwyn, 2009)
• Facebook use has direct impact on: self-esteem, satisfaction with university life,
and students’ performance proficiency (Yu, Tian, Vogel, & Kwok, 2010)

• Interacting with students on Twitter as part of a ﬁrst year seminar improved
their engagement and their academic performance in all courses (Junco,
Heiberger & Loken, 2011)
• Students who used Twitter were more likely to persist: 88% of students in the
Twitter group persisted into the second year, as compared with only 70% of
students in the control group (Junco et al., 2011; Junco, Heiberger & Alonso-
Garcia, in preparation).
• Students who used social networking sites to learn about on-campus activities
participated in face-to-face activities at higher levels and were retained at higher
rates (Ward, 2012).

Social Media
Interventions

Informal &
Implicit
Learning

Messing
Around

Promoting
Informal
Learning

Questions

What are your desired
learning outcomes?

How will you measure
success?

What do results of research
studies say about effective
interventions for your
learning outcomes?

Are social media
appropriate to use to
reach these learning
outcomes?

Which social media sites
have affordances that
match your goals?

Social Media in
Student Affairs

Facebook
Twitter
YouTube
Blogs
0% 25% 50% 75% 100%
25%
49%
63%
71%
81%
82%
96%
Personal Use
Professional Use
NASPA Technology Knowledge Community Survey (2013)

Facebook
Twitter
Blogs
LinkedIn
0% 25% 50% 75% 100%
88%
72%
92%
66%
84%
98%
Admissions
Career Services
Barnes and Lescault (2011) and NACE (2013)

Informal Learning Outcomes

1.Reaching and deepening relationships
with individual students

2.Engaging in community building

3.Guiding student sentiment

4.Promoting networking skills

4.Promoting networking skills
5.Modeling appropriate online behavior

Examples

Reaching and deepening
relationships with
individual students

Monitor social media references to
“ﬁnancial aid” at “mizzou”

Respond to students who tweet
about inferred needs:
“I hate being broke”

Respond to students who tweet
about inferred needs:
“I hate being broke”
Answering direct questions about
ﬁnancial aid

•Supporting informal learning about ﬁnancial aid procedures
•Increasing student-student affairs professional contact
•Interacting with students on social media leads to increases in
engagement and increases in staff/student ofﬂine interactions
•Providing prompt feedback
•Academic integration, persistence, academic success
Connection to Theory and
Research

Engaging in community
building

Facebook groups with RA staff,
front desk clerk staff, and residents

Resident group used as a virtual
lounge

Resident group used as a virtual
lounge
Bringing online conversations
ofﬂine

•Improving cooperation among students
•Learning the cultural norms of their environment
•Academic and social integration
•Improving student engagement
•Helping reticent students have a voice
•Persistence and academic success
Research

Promoting networking
skills

Used Twitter during Career
Services “Industry Road Trip”

Learning objectives: communicate
skills and learn networking
techniques

techniques
Taught students how to maintain
professional online presence

techniques
Taught students how to maintain
professional online presence
Collected basic assessment data

•Engaging in active and informal learning
•Learning the norms of professional self-presentation/networking
•Promoting self-reﬂection
•Improving student engagement ofﬂine through online
interactions
•Helping reticent students have a voice
•Persistence and academic success
Research

Connection

Using Social Media in Student Affairs: An Evidence-Based Approach

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