Technology (TECH), the newest competency, hones in on "the use of digital tools, resources, and technologies for the advancement of student learning, development, and success... [Additionally, it addresses] the improved performance of student affairs professionals... [as well as the] 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).

 

This has been one of the most challenging (and rewarding) competencies for me. I have grown a significant amount in this area, although I still have a long way to go to fulfill the expectations outlined in the governing document. Prior to enrolling at IU, I had resigned myself to abstain from maintaining a digital presence. This, however, is not particularly healthy nor serving as a positive model for my students. To push myself forward, I enrolled in the special topics course "Advising and Social Media," which focused on the budding role(s) social media platforms and identities have on students, functional areas, and college environments.

 

As the semester progressed, our class agreed to create/maintain Twitter feed to post updates, engage with one another outside of class, and better navigate the 'Twitter-verse" through our digital personas. Using my @JadeJaker identity, I questioned my peers and left digital crumbs to my learning process. I also participated in "just in time" tweeting for another one of my classes, where students were expected to post every night prior to class about a critical topic from our readings.

 

 

 

One of the challenges I quickly experienced was the limitation of not having a smartphone or laptop when participating in class. While I advocated for our students who may not have access to these resources (never assume!), it is quickly realized that a majority of students and professionals have access to and engage in social media with a "24/7" mindset. Is there a way I can support students who have limited or no personal resources when expecting or requiring participation in social media? Am I risking being left behind by not forming my [digital] identity?

 

For my first-year/transfer student leadership course, I encouraged (but did not require) students to incorporate social media use in and out of the class for participation and project purposes. Overall, my students expressed that using these technologies are a requirement for college (although it is not explicitly required anywhere), and they appreciated having a course where they could freely engage with and were encouraged to connect their personal digital identity with class-related topics. We also discussed digital footprints and risks involved with posting information online (another outcome of the TECH competency).

 

To address points within the intermediate level, I have developed a curriculum that utilizes relevant and recent research to promote student learning, as well as creating "effective programs, lesson plans, and syllabi" (ACPA & NASPA, 2015) (see Leadership [LEAD]). Additionally, I infuse this information into my training and teaching for teaching assistants and student staff members. I have only made small attempts to "critique the dominant group perspective present in some models of student learning and development and modify for use in practice" (ACPA & NASPA, 2015), however, I recognize these limitations and have included this 'next step' for my future.

 

In my future position, I hope to further establish myself in other competency areas before expanding my level in the TECH category. I have a current level of awareness that I can confidently manage and maintain. I recognize the expectation to improve in this area and digitally engage with students will only grow in the future, but I aim to balance that with my personal philosophy and commitment to engaging with students face to face.