Using social media in class and to engage with the instructor contributed to my academic success. It gave me permission to use a form of communication that is often thought of as a disruption in the classroom. Throughout my college experience I was often told that technology, especially smartphones, was distracting and should not be used in the class even if I was using said technology to engage with relevant material. I found that when social media and technology were integrated into the course, I was less likely to use it when I was not supposed to and was more engaged. Coming into class, I knew that I did not necessarily need to look something up right away when listening to a mini lecture because shortly we would be doing an activity where I could use my phone or computer. Acknowledging technology and social media as a resource available to students ensured that these platforms were no longer distractions, but opportunities allowing me to further engage with course content.
The approach taken in this course kept me engaged as a student and challenged me to think about social media as a space for dialogue and deliberation. I often engaged with social media as a distant observer, regularly checking several platforms (e.g. Facebook, Twitter, Instagram), but rarely posting content of my own. Although this is still my general approach to engaging with social media, this course challenged me to think about its possibilities more broadly. Throughout the course, I was introduced to movements (e.g. the Arab Spring) that used social media to liberate citizens and communicate with the world. I now understand social media as platforms where folks can organize, where people can build community, and as a place for dialogue, and possibly deliberation. The application of theories of persuasion to a social media context allowed me to understand that when used intentionally, social media could be a place where citizens enact change. By engaging social media and technology and using them in different service-learning contexts, instructors could have the opportunity to inspire a change in students’ perspectives.
Framing the campaign around diversity, rather than simply applying theories of persuasion to social media, I began the process of thinking about platforms as possible sites for civic engagement and meaningful activism. Examples like #BlackLivesMatter, and later #MarchForOurLives, created discussions about the hashtag activism I saw people using on social media as a way to facilitate change on issues present in the communities I was in. Social media posts were generating in-person conversation, but I also wondered about the possibility of dialogic and deliberative conversation in online spaces. This connection spurred my academic success because these ideas became the foundation of my undergraduate honors thesis (Ashby-King and Hanasono 2018) where the findings were later published. When thinking about the transformative learning that occurred in the course for me, I wanted to see if this was happening for others. Although this example may not reflect every student’s experience, instructors can use it to consider how to connect their coursework to topics that will be meaningful for those enrolled. This could be done for semester-long work or for individual assignments where students are selecting their own topics. Connecting course material, civic engagement, service-learning, and students’ everyday experiences on and offline could provide the connections students need to promote their academic success.
Relating the material in this single class to my everyday life illuminated the possible application of what I was learning throughout my full college experience (curricular and co-curricular engagement). As a resident advisor and orientation leader, I was learning about diversity and inclusion as they related to working with my peers in the residence halls or welcoming them to campus. In the classroom, I was learning about crafting anti-hate messages that could be posted on social media. This provided the foundation for later reflection on how not only this coursework, but all of my coursework, could connect to my jobs, involvements, and interests outside of the classroom. If instructors can help students draw these connections, social media is an avenue to do this because it is central to the lives of most Generation Z students and has the possibility of enhancing student learning and academic success.
Conclusion
Often, as students and instructors, we think of civic engagement through the lens of volunteerism and political participation, such as voting. However, there is so much more to being engaged with one’s community. College and university instructors have the opportunity to facilitate these broader connections. A semester-long project that launches an anti-hate social media campaign is one approach. However, it can also be done on a much smaller scale. Have students search social media for examples of concepts being introduced in class and connect discussion back to the issues their posts bring up. Have students consider how they would make their argument in class on social media. What sort of support or evidence could they use and how would they consider the limitations of their chosen platform? The platforms may change, but social media is here to stay. As an undergraduate student, I benefitted because an instructor was willing to bring social media into the classroom. As an instructor myself now, I try to do the same thing. Social media does not have to be a barrier to academic success and when used effectively, it can help students apply their learning well beyond the walls of the classroom. Students, as was the case for me, may not know how influential their learning can be just yet.
References
1 Ashby-King D.T., and Hanasono L.K. (2018). A dual-process approach to testing the effectiveness of a social media activism workshop. Journal of Student Affairs 27: 31–42.
2 Hanasono L.K. (2017). Making a difference: A community-based campaign that promotes diversity and inclusion. Communication Teacher 31 (1): 27–34. https://doi.org/10.1080/17404622.2016.1244348.
Posting for Progress
LaKisha Grant-Washington
LaKisha Grant-Washington, EdD is a Psychology Instructor at Tunxis Community College. She has a doctorate in Education from New England College; a Master of Science degree in Forensic Psychology from American International College; and a Bachelor of Arts degree in Psychology from Central Connecticut State University. Dr. Grant-Washington has 20 years’ experience in the human/social services and education sectors working with at-risk youth, ex-offenders, first-generation college students, non-traditional students, and new professionals. She has served as a case manager, intervention specialist, and program coordinator in two federally qualified health centers (FQHC). Dr. Grant-Washington has held multiple roles at the community college and university levels to include academic advisor, case manager, program coordinator, and program director. She began her professional career as a substance abuse counselor in a women’s residential treatment facility serving individuals with a history of domestic violence, substance abuse/use, mental health disorders, and criminal justice involvement.
When I began my search for a doctoral program, student supports and academic rigor were top requirements in selecting the right program and educational institution. As a student services professional, it was very important for me to identify and select a program that would be able to provide the flexibility (as I planned to continue to work full-time during enrollment) and support services (advisement and guidance) that I knew I would need to be successful. The selection of a hybrid low-residency program appeared to meet the criteria. Reflecting now, I realize it never occurred to me what a tremendous magnitude of peer interaction and support would be needed and how it would enhance my experience.
As a hybrid low-residency program, we would have a blend of instruction and course engagement using the college’s learning management system coupled with monthly in-person residency weekends. The program began with a slow rollout in July, a remote