How do students view YOU on social media?

As student affairs professionals we often think about how our students are using social media platforms, but rarely do we look at ourselves. We are always being watched by our students. Whether we like it or not, they are watching our every move, much like a child watches their parents. With that being said, it is important to ask ourselves how they view us and our behaviors online. If we choose to connect with our students on digital platforms, are we being mindful of what that experience is like for them? 

A (semi) recent situation that highlights the importance of this idea is from this summer, when East Carolina University’s new chancellor, Cecil P. Staton, blocked a student on Twitter. In this specific situation, a student expressed her concern about the new chancellor and his previous political agendas.



Unfortunately, the response that the student was met with did not put Staton in a great spotlight. Staton blocked this student on Twitter and then proceeded to update his Twitter bio to say “social media trolls and bullies will be blocked”.


Staton later changed the bio to say “On Twitter to boost ECU, not to respond to your political views. Abusers may be blocked.”  This resulted in the trending hashtag #alreadysilencingstudents, commenting on the way Staton chose to respond to this situation.


If you are truly on digital platforms to boost the university you work for, doesn’t that also mean you need to engage with students when they voice issues or concerns? This is an important factor for you to think about as you decide to connect with students and the purpose of why you are connecting with them.

The Dean of Students at Ohio University, Dr. Jenny Hall-Jones, asked the question to her students of what they actually thought when she follows them.


While it is great that most of her responses were positive, it is still important to note that some students feel they have to monitor their behavior or feel like it is an invasion of privacy.

A recent survey I completed at Ohio University was intended to gauge the perceptions students have of administrators on social media. I was curious why they connected with faculty or staff members, how they came about connecting with them and how they felt when faculty or staff members connected with them. The main highlight I found from this survey was that students primarily connected with faculty or staff members on digital platforms to stay up to date with news and information related to the university. With that being said, it is likely that students are following more administrators on social media platforms to get quick and timely updates on the university. So some questions to ask yourself when engaging with students on social media platforms:

  1. How do I think my students will view this?
  2. Why are the students following me/connecting with me?
  3. What is my purpose for connecting with students?
  4. Am I modeling behavior that I would want my students to see?
  5. Is this how I would speak or interact with students offline?

Have you asked your students how they view YOU on social media? Share any additional thoughts, experiences, tips or tricks in the comments below. And remember, they are always watching you and what you do.



Social Media and Student Conduct

pexels-photo-48709One of the more frequent conduct related questions I get from Resident Director staff is:

“I just got information/pictures/tweets/etc from online that seem to be a policy violation, what do I do?”

I am often surprised by this question because it seems like we are trying to reinvent the wheel when our current wheel works actually pretty well.  Lots of stories are out there about colleges adjudicating online violations – most of them negative.  Remember, when conduct goes well, it doesn’t make the news.  There is a LOT of good work out there, and I am here to share some philosophy behind those good decisions.

Many of our student conduct principles work well, even in digital spaces.  We just need to remember, getting a picture or tweet is no different than an RA reporting they observed a student violating a policy.  It is evidence to consider, but it should not be taken with full authority.  In my experience, I have found the following practices work well in adjudicating potential policy violations in a meaningful way that keeps relationships between the student and myself.

  1. Adjudicate behaviors and not people.  You aren’t trying to figure out whether the student is a good person or a jerk.  We don’t have policies against being a jerk.  We have policies that create boundaries of behavior.  When we adjudicate behaviors, we leave the judgement of a human being on the side.  I don’t want the power to determine whether the student I am meeting with is a good person or not, ESPECIALLY when my decision impacts them in real ways.  I don’t get paid enough to play a deity in my work.
    • Keep in mind, past behavior DOES play a role in adjudicating (in my opinion).  If a student is already on probation for past behavior, or was given a written warning, that gets factored in, because the repeated behavior is still a behavior.
    • When you get online pictures, tweets, texts, etc, this means you assume there is something you aren’t seeing and give the student an opportunity to fill in the social media gaps.
  2. Go into a conduct case assuming the best.  We operate from research principles that use null hypothesis.  We research the null hypothesis to determine whether the opposite is true.  If you go in assuming the student did NOT do what they said happened, your decision will be much clearer.  This is a challenge.  At the end of the day, I will tell students “I am going to believe you.  Because when I go to bed tonight, I know I assumed the best of you.  You have to go to bed tonight knowing you told the truth or you lied.  That’s on you.  And, one of two things will happen.  Either you will be involved in another potential policy violation or you won’t.  If you are, well, next time this happens, here are the consequences.  It is up to you to decide whether your behavior changes”
    • When it comes to social media, this means if a student tells you something has been doctored, and isn’t real (which can happen – click here)  you need to check that out before you make the decision.  Also, if they provide you more context for their behavior, you need to consider that in the consequences.  You may still find them in violation, but when you assign sanctions, this context may impact your decision.
  3. Do not make decisions in your conduct meeting.  Always explain to the student you will chew on what they are telling you and at least sleep on it before making a final decision.  You can give probabilities (like a weather person) so they understand the reality of their situation and start setting their future expectations.  For example, I have said to a student “you are acknowledging you drank.  If I find you provided the alcohol, you may face stronger sanctions. But if it is purely consumption, you are looking at a written warning and the alcohol class.  I’ll sleep on it and make a decision tomorrow.
    • In social media, what this means is when you don’t know, be ok with that.  Give yourself time.  If a student brings something up and you aren’t sure what they mean or what they are talking about, make a note, and then finish the meeting.  Tell the student, I am going to do more research before making a decision.  Then, talk to a colleague who may be more versed on social media venues and how things work.  Feel free to contact us, we are here to help you navigate.  THEN make your decision.
  4. Always give the student the chance to appeal the decision.  I know this is hard.  WE. ARE. NOT. PERFECT.  We make mistakes.  The appeals process protects the students from our mistakes.  Embrace this process and always encourage the students to use the process.  I’ll always explain to students:
    • “You can’t really appeal if you don’t like my decision, but if you believe I made a mistake in how I determined the preponderance of evidence, my sanction was too severe, or I didn’t give you due process (after explaining what that means), you should appeal.  My hope is this meeting we are having IS your due process.  My hope is I have carefully considered what you are saying.  Due process doesn’t mean I need to believe what you are saying, especially if evidence is weighed heavily against you, but I still need to chew on and consider what you are telling me.  If I don’t do that, feel free to tell me now, so I can adjust.  My hope is you don’t need the appeal process, but it is there if you do.”

By using our current conduct principles, we can easily handle most social media issues that arise.  We don’t need new policies, we just need to apply our policies in digital spaces.

What are your thoughts?  Do you think there are principles that may not translate?  Discuss below:

Cultivating Civility in Digital Spaces

The notion of civil discourse challenges nearly every election cycle, and the current United States presidential election may be one of the loudest examples of how far we can tumble into incivility in our digital spaces.

Whether you favor a blue state, a red state, a 3rd-party candidate, or a complete overhaul of our government, you have the freedom and the privilege to share your opinion widely. Presidential elections happen every four years in our country, but the changes in digital technologies don’t wait a full term to adapt – so the 2016 election finds us engaging (both civilly and uncivilly, productively and unproductively) in ways we could not have predicted just four years ago.

If everyone has something to say and a platform to use, how does a voice get heard? These days, it seems, the louder and angrier it is (regardless of political beliefs) the more likely it is to rise to the top.  And we ask for input – we give answers, we ask questions, we pull others into comment sections with us. But a post is not always a dramatic improvement over silence if it intentionally lacks civility. And the blending of how students differentiate between digital and face-to-face interactions often means that incivility online will seep into incivility on campus.

So how do we encourage civility in digital spaces?

Junco and Chickering (2010) wrote that we need to have dialogue about how “new communication technologies can be used to strengthen our communities and to foster the key cognitive and affective behaviors we value” (p. 15). It’s clear that there’s more to just “being nice” online. There’s a direct connection between how students use these technologies and how they learn in the classroom and treat each other on campus.

As Junco and Chickering (2010) said, “it’s important to help students think about the unintended consequences of what they post online” (p. 17).  This also counts for adults. Not only is it difficult to control how far an uncivil message spreads, but it’s also even more difficult to have control over how it is interpreted by others. In the final weeks before an election, our active and vocal student populations will share their opinions. Administrators and faculty may also want to have others understand who and what they support – but at what cost? Do our posts accurately represent our beliefs? Do our students understand the sarcasm, hyperbole, or volatile language we may use in social media posts if they only know us in purely non-political contexts?

The National Institute for Civil Discourse (2012) at the University of Arizona defines civil discourse as the free and respectful exchange of different ideas, and that idea is central to the effective practice of democracy.  The evolving expanse of digital tools has broadened the opportunity for exchanging ideas and provided an opportunity for both civil and uncivil dialogue.  Digital communication has aligned with face-to-face communication on our campuses, weaving its’ way into our campus communities and influencing us – from social expectation all the way to creation and implementation of policy. So just as we focus on how policies are made around the freedom of expression, we must focus on how social expectations and campus cultural norms are created around digital engagement.

There are questions we can ask ourselves (and our students) that will help encourage civility in digital spaces, particularly around the current election in the United States.

  • Is this something I would say in person?
  • Is what I’m posting an accurate reflection of what I truly believe?
  • Should I wait to post this until I am calmer and thinking more clearly?
  • Does what I’m posting encourage engagement?
  • Does what I’m posting move the conversation forward?

The week leading up to our Presidential election will be a critical time on our campuses, so setting the tone for what civil discourse and respectful dialogue can look like.

What are you doing to lead by example when it comes to civility online?


Junco, R. & Chickering, A.W. (2010). Civil discourse in the age of social media. About Campus, September/October, p. 12-18.

Kenski, K., Coe, K., & Rains, St. (2012). Patterns and determinants of civility in online discussions. National Institute for Civil Discourse. Retrieved from:

You Never Know What You’ve Got Till It’s Gone…

How Yik Yak has betrayed college students across the country and what this means for Student Affairs and Higher Education
Trigger warnings: discussion on rape culture, racism, power, privilege, and mental health issues.

EDIT:  After 17 days of posting this article, Yik Yak has had a mea culpa and has reverted many of the changes discussed in this article back to the way they were.  This article is still important because it discusses the value of doing so.

Yik Yak.  You hate it.  You love it.  Maybe you don’t care.  You do, however, need to be aware the role it played (and is playing) for our students and what the most recent change has had on how students navigate Yik Yak.

To start, this article sums up nicely what has happened over the summer to Yik Yak from a student’s perspective; The “Death of the Colleges Favorite App”

For us in student affairs, we mostly associate Yik Yak with the dreaded NASPA experience in 2015 in New Orleans.  If you missed this, check out this article from the Chronicle of Higher education: NASPAs conference was going well, and then Yik Yak Showed Up

In Higher Education we tend to prioritize authenticity in the work we do.  We want to be our authentic selves and we want our students to do the same.  In many ways, Yik Yak started out providing just that; authenticity.  It achieved this goal by being completely anonymous.  A user could say whatever they wanted without consequence.  Like “Juicycampus” before, the freedom of Yik Yak was very attractive to students who felt they had no place to be authentic.

In our field, we mostly associate this idea of anonymous posting with negative concepts; misogyny, racism, homophobia.  Yik Yak is an easy place for people to express their hatred without fear of consequence.

But when we, as higher education professionals discuss the concept of authenticity, what gets lost is how the dynamics of power and privilege play out.

It is relatively easy for me, as a White, cisgendered, heterosexual man, married with five daughters, to be authentic online.  I can post on facebook pictures of my authentic life, and get lots of likes, lots of smiles, and lots of encouragement for my “true” self.

For friends and colleagues who may not have the privileged identities I do, there are much deeper questions and barriers to authenticity online that need to be navigated.

For example; if a colleague is gay, but worked at an institution in which they could be fired for being gay, could they truly be “authentic” online?  What does that look like or mean?

If a colleague struggled with depression or mental health issues, or thoughts of suicide, could they be authentic online without fear of getting fired, or not getting hired in the future?

Social media is great, but we don’t often talk about that it supports current societal notions of power and oppression.  “That post wasn’t professional” is something I don’t have to navigate often because of many privileged identities I possess, unless I actually CHOOSE to take a risk.

Enter Yik Yak.  In these anonymous spaces online, people can share whatever they want. Without consequence (well, without many consequences because Yik Yak has never been truly anonymous – but that’s another post for another time).  If I am struggling with depression or mental health issues, I could post on Yik Yak (or a different anonymous app) without fear it may impact a future job prospects.  If I am exploring my sexual identity, I can throw it out into the world without fear of “real life” consequences, because I can shut off the application, switch to a new one, etc.  If I want to explore being a different gender, I can do that.  Yik Yak can be VERY liberating for people who have to put on masks all day to navigate our field and the world.  Many colleagues from marginalized identities struggle daily with having to be “inauthentic” in order to succeed in our supposedly “inclusive” field.  Yik Yak gave them that space.

In higher education we focus on a lot of the negative. Racist posts.  Blatant misogyny. Rape culture.  But what anonymity gives, it gives to EVERYONE.  The hard truth is, on our campuses, these racist, misogynist students exist. This negative culture exists. But within this world of anonymous posts and content, the positives are there amid the negativity.  I’d like to share a few stories with you to highlight these points:

Imagine a male student struggling with being sexually assaulted.  He can’t talk to his friends.  He feels ashamed because of what he has been taught about men, rape, and the hyper masculinity and homophobia that exists in his world. He believes he cannot go into the campus counseling center for fear someone might find out.  Imagine he posts on Yik Yak what happened.  Then a staff member who follows Yik Yak reads it and encourages him and responds with “well, I think there is a counseling center on campus you could talk to that’s totally anonymous.”  And that is the inspiration or the little push he needs to go in and talk to someone.  Because of anonymity, he gets the help he needs.

Imagine a student being abused by their significant other.  Imagine asking “is this behavior normal?” on Yik Yak and the 15-20 responses of “that is not normal! Go get help!”

Imagine a student posting “I think I might be gay”on Yik Yak, and people responding with “you’re ok, there are people around if you’d like to talk about it.”

You may be thinking to yourself “but that wouldn’t happen on my campus!”  And herein is the REAL issue.  Yik Yak isn’t the real problem.

What really worries us as higher ed folks is that Yik Yak provides an assessment tool on the campus climate for your marginalized students.  If negative, racist, and misogynist posts are quickly downvoted and disappeared, or even lead to positive discussions, that would be a positive thing, right?  Sit there for a minute. We aren’t a fan of Yik Yak because we as a profession are concerned that the racists, misogynists, purveyors of rape culture will overpower those fighting against it.  Just sit with that and see if it rings true.

Yik Yak isn’t the problem.  Anonymity isn’t the problem.  The problem is some of our campuses aren’t truly inclusive and we have a LOT of work to do.  We can make it appear they are inclusive by putting together a really cool web page, brochure, social media campaign, or viral video…but if you had an inclusive campus, anonymity wouldn’t be such a concern.

But all of this changed this summer.  True anonymity was replaced with requiring posters to have a profile.  When someone posts on Yik Yak, their profile name goes with it.  You might ask “why is this a problem, you can create an anonymous profile?”  Well, before, each post was compartmentalized.  It existed outside of an identity.  With a profile, you now have no option to disconnect a thought with an identity.  Every thought or post you make contributes to your identity in the app.  Think about it, in essence a profile is a creation of an identity that logs every post and comment ever made by you. This isn’t anonymity.  And it doesn’t provide a place to experiment and explore one’s identities and values without consequence.  Once again, Yik Yak belongs to those who have power and privilege, because societal norms are reinforced.  Because students can no longer post without being connected to a profile, those are are trying to explore various aspects of their identity aren’t able to experiment without it impacting their yik yak profile.  Those who are more comfortable (i.e. those from privileged groups) won’t worry about what they say because ultimately it plays into their power and privilege and seeks to keep those from marginalized identities from gaining power.

Add to this the announcement recently that vine is shutting down.  A great article posted how these apps that shut down impact those shut out from mainstream media:

“Most important, the engines of this creativity were groups poorly served by, and often shut out from, mainstream cultural creation and consumption. Vine wasn’t just dominated by teenagers — it was dominated by teenagers of color. Especially black teens, who created a disproportionate number of popular Vines and used the social network to demonstrate wit, intelligence, creativity, and comic timing that was rarely given a spotlight elsewhere. That included dance trends like the yeet.”

But our students are versatile.  They possess grit.  They will find a way to fill the gap.  Jodel is one up and coming app that is very much like the original Yik Yak (this is not an endorsement of said app).  Students started posting about Jodel on Yik Yak, and Yik Yak was deleting these posts.  Yik Yak now has programs that scour Yik Yak for mentions of Jodel to delete those posts.  So the students adapted again.  Using alternative spelling like J0d3l.  They are truly innovative.  I am NOT advocating for Jodel, but I am merely pointing out that our students will look for these avenues if we aren’t creating them ourselves.

In the Apple app store, when Yik Yak made the change, the reaction from users was swift and angry.  Many people posted thoughts similar to this one:



What is the value of anonymity and how does it allow students to explore authenticity? Something to chew on as our students are engaged in this academic year!

Introducing the Digital Leadership Network!

Welcome to the Digital Leadership Network! We are a collaborative network of working educational professionals who have an invested interest and curiosity in social communication technologies, and the influence and impact on students, educators, and our society. Our goal is to unify and collaborate with other higher educational professionals interested in the intersection of Leadership and Digital Communication Tools.

The aim of the Digital Leadership Network is to :

  • Produce quality digital content that is practical and immediately useful to educational professionals about social media applications and technology tools
  • Seek out research that addresses scholarship gaps in leadership, student development and professional preparation that recognizes the impact/presence of technology
  • Showcase resources that network members have produced, including workshops, presentations at campus, local, regional & international conferences
  • Serve as a professional learning network and hub for graduates students through senior level educational leaders

If you would like to blog with us or have any questions, reach out through the contact page!

To learn more about the Digital Leadership Network team, check out our about page or take a look at the founders introductory blog posts from Josie, Christina, Cidnye, Charlie and Tyler .

Josie AhlquistChristina Ferrarityler millerCharlie PottsCidnye Weimer


Tom was my Myspace Friend

Hello!  My name is tyler miller and I feel like I am the old-timer here.  I have been a digital native, starting in the 1990s with Gopher, FTP, and Telnet, graduated from there to IRC and AOL IM (where I met my wife 16 years ago) and then fully engaged in the world wide web from its inception.  I started on myspace (Tom was my first friend) when it first came out in 2003, and I am also proud to have been at Sonoma State where we were one of the first Facebook campuses, so I have been on facebook since 2005.  I am a member of geekEd. a consortium of Higher Ed Professionals who focus on geek/pop culture identity and higher ed (regularly featured on a panel at San Diego Comic-Con each year).

Finally, I am currently developing a Three-Dimensional Model of Leadership that looks at dimensions of face to face, digital/virtual and integrating both as a leader.To see a preview, check out my powerpoint here: tyler’s Powerpoint on 3-D Leadership

I am an avid social media consumer, regularly on Facebook, Twitter and Yik Yak/Jodel and sometimes on Instagram, SnapChat, and Linked In.

Finally, and most importantly, I am married to a wonderful woman (who also blogs) and we have five daughters aged 9, 6, 5, 3, and 1.


An Introvert Finding Energy Online

Welcome to the Digital Leadership Network! My name is Charlie Potts and I am the Assistant Dean of Students and Director of Residential Life at Gustavus Adolphus College in St. Peter, Minnesota. We are a small (2300 students), private, residential college in rural southern Minnesota. In the context of my institution, leadership takes many forms. We are affiliated with the Lutheran church (ELCA) and a cornerstone of our mission and purpose is the idea of servant leadership.

I began my professional career as an Area Coordinator in residence life at St. Olaf College in Minnesota in the fall of 2004. Facebook was brand new and just spreading to other campuses by the middle of the 2004-2005 academic year. I worked with students who were learning Facebook and learning about the power of social networking at the same time I was – and I was hooked.

I am an introverted personality in a profession that often necessitates and emphasizes extroversion. I have spent my career finding ways to engage and interact that would not drain me of energy or enthusiasm – and social networking sites have been my outlet. Social networking sites have been my single greatest professional development tool – I have connected with colleagues and friends from around the world to discuss current trends, opportunities for involvement and leadership, and to share resources.

I am excited about this project because our roles in higher education require our attention to leadership in all its forms. It is vital for us to understand how we engage with those who lead us, how we lead our teams, how we lead our students, and how we shape future leaders. Leaders now must not only know how to use digital tools to complement their leadership styles, but must maximize their ability to fully integrate digital tools and social media into their ways of leading. This is the next step in the evolution of leadership, and I get excited thinking about how to think about practical application of these tools.

You can find me on Twitter, Instagram, and Snapchat with the username @pottscharlie

From Undergrad to #SAgrad

Sometimes I get to meet cool people in my job.

Hi Everyone! Welcome to the Digital Leadership Network, it is nice to “meet” you. My name is Cidnye Weimer and I am a second-year graduate student at Ohio University in the College Personnel M.Ed. program. I currently serve as the Campus Programming Graduate Assistant in OHIO’s Campus Involvement Center and advise our programming board, University Program Council (UPC). In my free time I also serve as a member of the University Hearing Board (UHB) and as the VP of Technology (fitting, right?) for the Student Personnel Association.

My passion for digital leadership stemmed from my participation in the 2014 session of AFLV LeaderShape at UCLA. It was the summer between my junior and senior year at Ohio University and I was fortunate enough to attend this institute on behalf of Alpha Gamma Delta. At the time, I was majoring in Journalism with a focus on public relations and I pretty much lived and breathed for all things social media. Embarrassingly enough, at one point in my undergraduate career, I owned a business card that said “Social Media Queen” on it. Let’s not talk about it… At this institute I was exposed to the world of student affairs for the very first time through all of the facilitators and faculty. In addition to that, we had a panel of some pretty amazing professionals speak to us including Josie Ahlquist, Dan Richter, and Lawrence Ross. When Josie spoke about her work with digital leadership in higher education, it really made me consider how I could potentially enter the realm of student affairs while still utilizing my love and passion for social media that I had in my undergraduate years. After that summer I immediately looked into higher education programs so that I could start heading down this new career path, and here I am!

Once I entered the world of student affairs, I was surprised to find that not everyone was like me or Josie in the sense that they knew current digital technology trends and how students were using various tools and platforms. Upon this realization, I knew that I wanted to help educate others on the importance of knowing and understanding these trends and how we can use them in our field. My hope with this network is that we can bring various perspectives, insights and opinions and learn something from one another to continue talking about and advancing this area in our field. I look forward to connecting with you and I hope you reach out to me and share your thoughts as well.

Some of my amazing University Program Council (UPC) students!

Feel free to connect with me via Twitter or Instagram @CidnyeWeimer or comment below to keep the conversation going.

If I Had Social Media in College

Thank you for checking out the Digital Leadership Network! I am so very excited for the possibilities of this group, the content we aim to create and impact throughout the field of higher education. I am joined by some amazing colleagues – who without hesitation answered my phone when presenting this network.

I am so very excited for the possibilities of this group, the content we aim to create and impact throughout the field of higher education. I am joined by some amazing colleagues, who without hesitation answered my call when proposing this network.

You can call me Josie (Jo-C) – even though on one of four diplomas hung in my office I get to call myself Doctor. I’ve worked in higher education since 2003 in residence life, student activities, student unions, academic affairs and now as a research associate and adjunct faculty. I am based in Los Angeles – and work for Florida State University remotely. Throughout the academic year, I travel to dozens of campuses and conferences to share my work on digital leadership.

Josie in College at SDSU

I loved college.  1999-2003 proved a time for self-discovery, stumbling into the field of student affairs and even right before graduation meeting my future husband!

But the only social media-like application was AOL Instant Messenger. And I loved it. I rushed to my desktop after class to log-in. In college, I filled my days enjoying all that South Dakota State student life had to offer, from being a varsity soccer player, orientation leader, and programming board director. Moments were captured on and off campus with photos that lived on prints, scrapbooks, and oversized desktops – but not online.

I keep my college experience, and where the world was/was not with social media, fresh in my mind as I carry out my work as a researcher, speaker and author on Digital Leadership – especially for college students.  Because we now hold our students – no our entire society – to a standard that I was not in college. One slip up on social media in college, could cost a young adult their career.

For you as an educational professional, if you had social media in college, would you have your job today?

I do not know if I would. And based upon my research on senior level leaders in student affairs (Deans of Students and above) currently utilizing social media in their roles today – they have told me the same.

I teach and lead this Digital Leadership Network initiative through an empathetic and purpose-driven lens. I do not claim these tools are perfect, but they are powerful. My research on college students experiences with social media also deepens this call. Even our most involved and trained student leaders do not feel like they given positive examples for online behavior. What would you tell a college student what you actually want them doing online?

img_8521ccrt2Most of my work is done independently, but I have been itching to collaborate with others to make a bigger impacted. So, I have gathered up a group of professionals that are fascinated with the possibilities of social media. We aim to present what leadership can look like online, for college students, administrators, and faculty.  We acknowledge the rapid pace of change in technology, in addition to the ever impactful federal/state policies calling for compliance and shrinking budgets on college campuses. The network will curate content built from actual campus programs, recent research, and feature the voices of professionals and even students use of social media.


Make sure to subscribe to the blog – and if you’d like to get involved, head to the contact page to share your information!