Junco (2015, March). Engaging Students through Social Media. Featured educational session, NASPA Annual Conference, New Orleans, LA. Engaging Students through Social Media book available here: http://goo.gl/lwCD1O

2. @reyjunco
#juncz

3. 💜

4. 1. Psychosocial Tensions
2. Assumptions
3. Informal Learning
4. Formal Learning
5. Strategies for SA pros
Overview

6. Digital
Inequalities

7. Time
Progress
Technology
PsychosocialAdaptation
Techno-Socio Tension

8. Adult Normative Youth Normative
Viewpoint Adult experience Youth experience
Approach Prescriptive Inquisitive
Beliefs about social
media
Negative Balanced
Source of information Self Other

11. Moral Panic
Narratives

12. Progress
Narratives

13. What do social
media do to
youth?

14. 1. Keep youth from interacting
2. Are bad for development
3. Detract from learning
4. Lead to bullying

15. They really…

16. 1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies
1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies

18. 1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies
1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies

20. 1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies
1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies

22. 1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies
1. Help youth connect
2. Help youth develop identity
3. Help students learn
4. Afford bystanders the ability
to stand up to bullies

25. Significant Associations with Facebook Activities Found in the Literature
FB Activity Positive Association Negative Association
Time on FB Narcissism Competence Initiating Offline Interpersonal Relationships
Anxiousness Life-Satisfaction
Loneliness
Social Avoidance
Alcohol Use
Marijuana Use
Improved Self-Esteem
Improved Life-Satisfaction
CampusCommunity Involvement
Log-ins to FB Narcissism Competence Initiating Offline Interpersonal Relationships
Anxiousness
Loneliness
Social Avoidance
Alcohol Use
Marijuana Use
Improved Self-Esteem
Improved Life-Satisfaction
# FB Friends Problematic Internet Use Loneliness
Social Connectedness Social Avoidance
Emotional Closeness with Peers Emotional Closeness with Peers
FB Status Updates Loneliness Loneliness
Social Connectedness Self-Esteem
Time Selecting Profile Pic Loneliness Self-Esteem
Passive Social Monitoring Loneliness Self-Esteem
Student Engagement
Playing Games Student Engagement
Posting Photos Student Engagement
Smile Intensity in Profile Pic Life-Satisfaction
Communicative Activities Student Engagement Student Engagement
Time Spent Preparing for Class
Loneliness
Displaying Romantic Partner in Profile Pic Relationship Satisfaction
Emotional Closeness
From: Deatherage (2015). Facebook engagement on college students’ interpersonal and interpersonal functioning. Dissertation, Purdue University.

26. Disconnect Between
Research & Practice

29. Sexually Explicit Cell Phone Messaging Associated
With Sexual Risk Among Adolescents
WHAT’S KNOWN ON THIS SUBJECT: Sending and receiving
sexually explicit picture and text messages via cell phone
(ie, “sexting”) among adolescents is publicized as a societal
and public health concern, yet it is unknown whether sexting is
associated with physical sexual activity or sexual risk behavior.
WHAT THIS STUDY ADDS: This study is the first to examine sexting
among a probability sample of adolescents and found that sexting
is associated with sexual activity, sexual risk behavior, and
knowing other person(s) who have sent a sext.
abstract
OBJECTIVES: Sexting (sending/receiving sexually explicit texts and
images via cell phone) may be associated with sexual health
consequences among adolescents. However, to date, no published
data from a probability-based sample has examined associations
between sexting and sexual activity.
METHODS: A probability sample of 1839 students was collected along-
side the 2011 Youth Risk Behavior Survey in Los Angeles high schools.
Logistic regressions were used to assess the correlates of sexting be-
havior and associations between sexting and sexual risk-taking.
RESULTS: Fifteen percent of adolescents with cell phone access
reported sexting, and 54% reported knowing someone who had sent
a sext. Adolescents whose peers sexted were more likely to sext them-
selves (odds ratio [OR] = 16.87, 95% confidence interval [CI]: 9.62–
29.59). Adolescents who themselves sexted were more likely to report
being sexually active (OR = 7.17, 95% CI: 5.01–10.25). Nonheterosexual
students were more likely to report sexting (OR = 2.74, 95% CI: 1.86–
4.04), sexual activity (OR = 1.52, 95% CI: 1.07–2.15), and unprotected
sex at last sexual encounter (OR = 1.84, 95% CI: 1.17–2.89).
CONCLUSIONS: Sexting, rather than functioning as an alternative to
“real world” sexual risk behavior, appears to be part of a cluster
of risky sexual behaviors among adolescents. We recommend that
clinicians discuss sexting as an adolescent-friendly way of engaging
patients in conversations about sexual activity, prevention of sexually
transmitted infections, and unwanted pregnancy. We further
AUTHORS: Eric Rice, PhD,a
Harmony Rhoades, PhD,a
Hailey
Winetrobe, MPH,a
Monica Sanchez, MA,b
Jorge Montoya,
PhD,c
Aaron Plant, MPH,c
and Timothy Kordic, MAd
aSchool of Social Work, University of Southern California, Los
Angeles, California; bDepartment of Psychology, Clark University,
Worcester, Massachusetts; cSentient Research, Los Angeles,
California; and dLos Angeles Unified School District, Los Angeles,
California
KEY WORDS
sexual risk behavior, adolescents, HIV, sexting, technology
ABBREVIATIONS
CI—confidence interval
LAUSD—Los Angeles Unified School District
LGBTQ—lesbian, gay, bisexual, transgender, questioning/unsure
OR—odds ratio
STIs—sexually transmitted infections
YRBS—Youth Risk Behavior Survey
www.pediatrics.org/cgi/doi/10.1542/peds.2012-0021
doi:10.1542/peds.2012-0021
Accepted for publication May 21, 2012
Address correspondence to Eric Rice, PhD, School of Social Work,
University of Southern California, 1149 South Hill St, Suite 360,
Los Angeles, CA 90015. E-mail: ericr@usc.edu
PEDIATRICS (ISSN Numbers: Print, 0031-4005; Online, 1098-4275).
Copyright © 2012 by the American Academy of Pediatrics
FINANCIAL DISCLOSURE: The authors have indicated they have
no financial relationships relevant to this article to disclose.
FUNDING: Data collection was supported by the Centers for
Disease Control and Prevention (award 5U87DP001201-04).
ARTICLE
DOI: 10.1542/peds.2012-0021
; originally published online September 17, 2012;Pediatrics
Aaron Plant and Timothy Kordic
Eric Rice, Harmony Rhoades, Hailey Winetrobe, Monica Sanchez, Jorge Montoya,
Adolescents
Sexually Explicit Cell Phone Messaging Associated With Sexual Risk Among
http://pediatrics.aappublications.org/content/early/2012/09/12/peds.2012-0021
located on the World Wide Web at:
The online version of this article, along with updated information and services, is
of Pediatrics. All rights reserved. Print ISSN: 0031-4005. Online ISSN: 1098-4275.
Boulevard, Elk Grove Village, Illinois, 60007. Copyright © 2012 by the American Academy
published, and trademarked by the American Academy of Pediatrics, 141 Northwest Point
publication, it has been published continuously since 1948. PEDIATRICS is owned,
PEDIATRICS is the official journal of the American Academy of Pediatrics. A monthly
by guest on August 30, 2013pediatrics.aappublications.orgDownloaded from

32. Dyson et al. (2015). Evaluating the use of Facebook to increase student engagement
and understanding in lecture-based classes. Higher Education, 69(2), 303-313.
•Students who never viewed class-related Facebook postings reported lower
engagement and understanding of in-lecture discussion and concepts shared on
Facebook.
Rodríguez-Hoyos et al. (2015). Research on SNS and education: The state of the art
and its challenges. Australasian Journal of Educational Technology, 31(1), 100-111.
•Examined 62 articles about SNS in education and found most focus on higher
education, use quantitative methods, and examine SNS as educational tools.
Want et al. (2015, March). Coming of Age (Digitally): An Ecological View of Social
Media Use among College Students. Proceedings of the 18th ACM Conference on
Computer Supported Cooperative Work & Social Computing.
•Used computer and phone logging (cool!). Categorized checking behaviors.
Continual checkers more likely to use Facebook; more likely to say that social
media was a distraction. Found a negative relationship between checking social
media sites and mood. Platform choice varied by class rank with first year
students more likely to use Facebook.

34. Freshmen Sophomores Juniors Seniors
Time Spent
on FB
Multitasking
with FB
Checking up
on Friends
on FB
-
- - -
+
Relationship to GPA

37. What can
student affairs
professionals do?

38. Use social media in
meaningful ways
that are tied to
evidence

39. Used Twitter during Career
Services “Industry Road Trip”
Learning objectives: communicate
skills and learn networking
techniques
Taught students how to maintain
professional online presence
Collected basic assessment data

40. Learn from your
colleagues

41. #sachat

42. Engage with your
students

43. Facebook groups with RA staff,
front desk clerk staff, and residents
Resident group used as a virtual
lounge
Bringing online conversations
offline

44. Monitor social media references to
“financial aid” at “mizzou”
Respond to students who tweet
about inferred needs:
“I hate being broke”
Answering direct questions about
financial aid

45. COLLECT

46. • A substantial decrease in staff hours to conduct the
roommate matching/assignment process.
• A progressive increase in users each year, leading to
dramatic increases in mutually requested roommates.
• More diverse (in terms of racial and ethnic
background) roommate matches than the formerly
used “random matching” process.
• Increased retention of students who utilized
RoomSync.
• Higher satisfaction among students who utilized
RoomSync.
• A considerable decrease (67 percent) in documented
roommate conflicts.

47. I’m done
creative commons Flick photos by: danielfoster, francisco_osorio,
opacity, thompsonrivers, ucirvine, & umdnews