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Middle College

Social Media in the Co-Curricular

MC Social Media CommitteeFebruary 24, 2012

Objectives

• Provide an overview of relevant theories of moral development, snapshot of our student population, and assessment of social media engagement.

• Introduce a 3-step plan for social media education.

• Conclude with practical implications for our educational plan.

Promoting Moral Development Through Social Media

Pre-convention

al reasoning

Post-conventional reasoning

Absolute

knowing

Contextual

knowing

Individuals will transition from egocentric reasoning to a commitment to universal ethical principles (Kohlberg, 1971).

Students transition from a reliance on authority to define their autonomous voice, co-create meaningful partnerships with faculty and staff, and recognize the importance of mutually beneficial relations (Baxter Magolda, 1992).

Generational Theory

• Millennial Generation born in or after 1982 (Howe & Strauss, 2000)– A generation that promotes convention,

community, and civic renewal– Cutting edge, technologically savvy

• Given these characteristics, one would assume that the Millennial Generation would not only be engaged in critical dialogue surrounding social media use, but would actively demand such a curriculum.

Social Media and Critical Engagement

• The committee approaches our educational efforts from a critical perspective.

• We also strive to recognize students who exist on the margins of the Millennial Generation (who may not critically engage with social media in meaningful ways).– Theories provide us with a way of seeing, but also with

a way of not seeing (Eisner, 1998).– Moving away from generalizing a generation

(Blackhurst, 2008)• Infusing popular culture, including social media, into the

curricular and co-curricular can be positive, but not without critical engagement.

• Popular culture is not just entertainment (Rockler, 2002).

Three-Step Plan

The mission of the three-step plan is to promote ethical social media use through:1. First-Year and Transfer Orientation

– Learning Goal: Students will gain exposure in social media and how it may positively or negatively influence their college experience.

2. MC100 Course Component– Learning Goal: Students will synthesize and

critically assess their use of social media.3. Residential Curriculum Emphasis

– Learning Goal: Students will integrate personal experiences with social media and curricular experiences within their first-year of college.

First-Year and Transfer Orientation Session Outline• Introduction to MCSuite– A personalized site specifically for

Middle College students• Positives of Social Media – Student dialogue and perceptions

• Negatives of Social Media– Student dialogue and perceptions

• Review Middle College’s Handbook– Honor Code, Harassment Policy,

Discrimination

Honor Code• Middle College recognizes the human dignity of each

member of the community and believes each member has a responsibility to promote respect and dignity for others. Middle College strives to foster an academic, work and living environment that is free from harassment. The College’s goal is to provide an environment where students, faculty, and staff can thrive, and that is welcoming, and free of fear. Middle College does not discriminate based on race, religion, color, sex, sexual orientation, national origin, ancestry, age, gender, gender identity or expression, mental or physical disability, or veteran status.

• If I, [insert students name], use social media, I will do so in adherence to Middle College’s policies outlined in the Student Handbook. [signature, date]

MCSuite

Students can personalize their MCSuite site to include:• Multiple Social Network Feeds (e.g.,

Facebook, Twitter, LinkedIn, Blog sites)• Bursar E-Bill and Updates• Course Scheduling & Registration

Information• Tabs for Student Organizations,

Residence Hall Communities, and Courses

MCSuite

Courses

Social Media Updates

Student Organization Tabs

Course Registration Information

MC100

• MC100 session will utilize:• Articles highlighting the positive and

challenging aspects of social media.• Collaborative discussions around

students’ own experiences with social media, challenging them to critically evaluate the implications (both positive and negative) of social media use.

• Small group reflection questions and larger group discussions.

• Working collaboratively across departments, the Office of Residence Life at MC will support the social media educational prerogative of the College by fusing it into the programming requirements of Resident Assistants in first year communities.

• The four broad learning outcomes within our department are as follows:

academic success effective community engagement intrapersonal development cultural proficiency

Residential Curriculum

RAs will be required to complete a program on social media (e.g., implications, safety) fulfilling the intrapersonal development learning outcome. RAs will pay special attention to fostering the moral development of their residents through programming requirements.

Programming Ideas

• Career Services Presentation

• Passive Bulletin Board• Business Law Piracy

Presentation• Employer Panel• Managing your Online

Image Presentation

Limitations

• Requires “buy-in” across the university– Pre-established partnerships with

Academic Affairs and Office of Residence Life are essential.

• Costs associated with the MC100 course

• Limited research available on social media use

• Lack of practical evidence that this curriculum will achieve the learning goals

ReferencesBaxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco, CA: Jossey-Bass.Blackhurst, A. (2008). Campus commons: Moving away from generalizing a generation. About campus. 13(1), 4-6.Eisner, E. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Upper Saddle River, N.J.: Merrill.Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage Books.Kohlberg, L. (1971). Stages of moral development as a basis for moral education. In C. M. Beck, B. S. Crittenden, & E. V. Sullivan (Eds.), Moral education: Interdisciplinary approaches (pp. 23-92). Toronto: University of Toronto Press.Rockler, N. R. (2002). Overcoming “it's just entertainment”: Perspective by incongruity as strategy for media literacy. Journal of Popular Film & Television, 30(1), 16.