Technology

“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” (ACPA & NASPA, 2015, p. 33).

Using Hootsuite and Canva for Student Alumni Connection

            Throughout my work with Student Alumni Connection (SAC) in the alumni office, I consistently evaluated the needs of the student advancement organization and implement technologies to address those. One need I noticed was to improve the management of social media and marketing of events. Although the organization had a marketing chair, this task was too much for one individual to manage. In order to remedy this, I opened a group account with Hootsuite, a free web-based social media scheduler. I recognized the potential this tool had for us as an organization. In implementing this tool (as well as other tools), I was able to “incorporate [a] commonly utilized technological…and collaboration tool into [my] work” (ACPA & NASPA, 2015, p. 33).

            After implementing Hootsuite, there was a noticeable increase in the regularity of postings and engagement with followers. Further, this platform allowed us to utilize web-based marketing programs to push advertisements for SAC programs. As such, I opened a group account with Canva, a free web-based graphic design and marketing tool. We soon began creating and posting more engaging materials. Not only did this new technology increase our reach, it also allowed for collaboration since anyone within the organization could access the account. As such, I demonstrated ability to “appropriately utilize social media and other digital communication and collaboration tools to market and promote…programming and other learning-focused interventions and to engage students in these activities” (ACPA & NASPA, 2015, p. 33). Generally, my use of Hootsuite and Canva as marketing and collaborative technological tools allowed me to advance my technology competence to a new level.

Implementation of Qualtrics for Student Alumni Connection

            In addition to improving marketing for SAC, I worked to implement additional technologies that would help us collect data and improve organizational practices. One specific technology I utilized was Qualtrics, a web-based tool for creating surveys, collecting and analyzing data, and developing reports. I first selected this tool because it is a BGSU-sponsored product and was referenced by other students and faculty at BGSU. Knowing this was a familiar, accessible, and effective tool, I knew it was important to learn its functionality and be able to use it in my work. Additionally, having learned that email was a very effective method of communication with alumni, current students, and other constituents of our organization, Qualtrics seemed ideal since it had direct emailing capabilities. Overall, this process of selecting the tool allowed me to evaluate and “remain current on student and educator adoption patterns of new technologies and familiarize [my]self with the purpose and functionality of those technologies” (ACPA & NASPA, 2015, p. 33).

            Furthermore, I started using the tool to create evaluations for SAC programming. In the past, little evaluation or assessment had occurred within the organization or the larger alumni office. Once I began collecting feedback and data (depending on the project), I started analyzing, discussing, and implementing the data into future practice. After presenting to my supervisor the ease of using Qualtrics and the influence of the information we were collecting, she agreed to start using it more within the department. As such, I was able to “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” (ACPA & NASPA, 2015, p. 35). In addition to this, I was able to use this technological tool to promote sustainable evaluation and information gathering efforts for the future. By exploring, learning about, and implementing Qualtrics, I was able to continue developing my technology competence to an intermediate level.

American College Personnel Association & National Association of Student Personnel Administrators. (2015). Professional competency areas for student affairs practitioners. Washington, DC: Authors. Retrieved from http://www.naspa.org/images/uploads/main/ACPA_NASPA_Professional_Competencies_FINAL.pdf