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.

Whether it has been Oracle, Concur, Presence.io, Pathify/jwuLink, HRpulse, Campus Events Channel, Cascade web editor, Vector LMS, Blackboard LMS, RicohTRAC, Formstack, or most recently EdSights, I believe I have learned to leverage various web-based platforms and technologies toward student-benefit. I have also successfully met my previous goals: redeveloping virtual/video leadership workshops; establishing familiarity with campus software. I rate TECH competency as ‘intermediate.’

Goals

1. Continue to develop/redevelop virtual/video leadership workshop offerings at JWU-CLT.

I believe I have further deepened my ‘Intermediate’ competency with regard to Technology. Having completed each of my identified goals from Summer 2021 (virtual/video leadership workshops; LinkedIn learning for major software platforms; and launching a new online application for the Service Scholar program – via SurveyMonkey Apply), I have shifted from a more simple application of technology to use facilitation and leadership.

Any competence I reflected below has been further developed. This greater investment, in what I already perceived as a large investment in my competence, reminds me of the importance of the ‘intermediate’ competency status. Even if I were to meet the minimum expectations of ‘advanced,’ ‘intermediate’ acknowledges the otherwise ignored potential in earlier expectations. My skills relative to Teams, Sharepoint, Canvas, and Zoom have all continued to increase. Similarly, I have expanded my skills within Microsoft To-Do & Planner and One Note, as well as the ways in which each of these programs interact.

Some joke that amidst the coronavirus pandemic that the TECH competency should be understood as granting all graduate assistants a high level of technology competence. As someone who has supported the transition of programs and their related documents/records to an online setting I have had to quickly become adept at Microsoft Teams, Sharepoint, Canvas, and Zoom, as well as FluidReview, Qualtrics, Canva, Trello, BaseCamp, and many other similar software applications. This effort has been personally undertaken, beyond any graduate student expectations. I continue to focus on ways that programs can be made accessible through online/asynchronous offerings, acknowledging the many competing priorities of modern students. I have reflected at length about the strengths and weaknesses of my own online course offerings. Technology competency has been a significant help to this area of my professional practice in the virtual setting.

I still firmly place myself at a foundational level, but acknowledge that I have begun to venture into intermediate level outcomes. I was able to complete Qualtrics training and have used it extensively in my assistantship, along with Excel. Unfortunately, I have not transitioned job tasks to Trello, as planned. Although this is still a goal for the Fall 2019 semester as I prepare to transition out of my assistantship at the end of the Spring 2020 semester. The second year goals may have been written too loftily, although I would still like to become more familiar with research software such as SPSS. Unfortunately, I do not have a current plan to utilize such research software in my course of study. While setting up the D&I certificate for study, we have also encountered roadblocks. I will continue to address those roadblocks as the program is prepared for Fall 2020/Spring 2021 study.

Foundational – While I do consider myself a technology native, as a millennial, I do not believe I have met all of the foundational outcomes, nor begun to meet the intermediate outcomes. Most of these missed outcomes are related to research, either applying technology-based research or utilizing technology appropriately within research. Since I have not yet done substantive research, I have not been exposed to technology in this way. Although, I have done a preliminary literature review for self-disclosure through computer mediated communication as an undergraduate. I also have a self-assessed strength in utilizing excel to bring life to descriptive statistics