the private group on Facebook and sent out invitations. For full transparency, I was a bit skeptical. To this point, I had only used Facebook to share photos and as an event search engine. It was unclear to me how this private group would allow us to support one another. Initially, we only used the page to share generic information and then, one day, that all changed. Someone shared the news of a work transition. Immediately, we all began to share concern, words of encouragement, and most importantly new opportunities as well as resources to help manage this transition. Within two weeks, the cohort member had several promising leads and thanked everyone for helping. Wow! This private group on Facebook instantaneously became the conduit to provide information, an opportunity to network, and a source of emotional support. For the remaining years of our program, our private Facebook group became our safe place to share unfiltered complaints, concerns, encouragement, feelings, and moods without judgement. This virtual space provided a dwelling for us to support each other and hold each other accountable. It helped to make it feel that our cohort was more than just faces seen one weekend a month and a full week once a year. We were accountability partners and cheerleaders, who knew firsthand the challenges we all were experiencing.
Google Docs and Google Hangouts
We made it through the first semester, the start to a new year, and spring break was on the horizon. Of course, we were all excited about the break, but concerned about the next class, the instructor, and the new group projects. We all had the same question. How could we effectively complete a group project and presentation when we would only meet in person twice during the course? With confirmation of the group project and expectations, we set out to begin the work. We began with a Microsoft Word document to jointly draft our presentation outline and content. Unfortunately, it became clear that this tool didn’t allow us to all work on the content in real time simultaneously. A cohort member suggested we try Google Docs. Using this Google application provided the opportunity for us to collectively create a product that equally represented our collaborative effort in one voice, one document, and in a timely manner. Google Docs to the rescue.
In preparation for the oral presentation, the group wanted to have an opportunity to practice the delivery of the content and facilitation using a visual aid. Skype was very popular, so naturally we began there and quickly experienced some of the limitations and frustrations of working within the permissions of a free account. Due to our success with Google Docs, the group agreed to try Google Hangouts. We set a date and time and off we went. The setup was extremely easy, and connection was flawless. Google Hangouts allowed us to simulate our presentation and refine our delivery strategy. Additionally, it provided us a more personal connection to see faces, kids, pets, and home workspaces. Google Hangouts created the feeling that we were working in our homes together as a unit, although we were many miles apart.
Google Voice and Pinterest
Fast forward to the last year of the program. The end was near with only one more major challenge to conquer – the dissertation. My proposal had been approved and cleared all institutional review boards. As I prepared my participant agreement forms, I was concerned about the most effective mode of communication to list on the forms. As I spoke with classmates and mentors, another Google application was introduced – Google Voice. After additional research, I discovered that Google Voice provided the establishment of a voice line with message capabilities. It was easy to configure and activate. No more worries about personal contact information on flyers or lack of reachability if needed.
In finalizing my forms and thinking about attractive visual advertisement, using Pinterest as a source of inspiration proved to be an asset. Pinterest allowed me to create virtual clipboards to gather ideas for potential products. Additionally, sharing boards on Pinterest with my mentors allowed for a more creative display of ideas that was quick to navigate, easy to share, and elicit feedback. Who knew? Using this application on a mobile phone could be effective for entertainment and professional work.
Transferable to the Professional World
As I reflect on my expanded use of social media during my doctoral program, I must admit that without the platforms, several aspects would have been more isolated, difficult, and time-consuming. I began the program with a very limited view of the capabilities, different applications, and usage of social media. In fact, I limited the focus to surface level displays of events in one’s life. Now, I have a greater appreciation for the ways in which social media can be used as a support tool to foster the exchange of ideas, promote collaboration, eliminate barriers, and enhance professional development opportunities.
Now that I am on the other side of the equation, as a full-time faculty member, I look for appropriate ways in which to incorporate social media elements into my courses. I continuously strive to embrace how social media can be an effective teaching and learning tool. Due to the reality of the COVID-19 pandemic, the norm is no longer the same. In a week’s time, all levels of the education industry shifted to a completely online delivery format. In this new reality of a global health crisis, using social media platforms to provide support is fundamental. The current circumstance prompts us to become operators of social media to communicate, collaborate, and create. It is time to think outside the perimeters. Individuals can do more than set up an audio conference call or use email as a way to exchange ideas. To help prevent isolation try videoconferencing. Freeconferencecall.com, Google Hangouts, Microsoft Teams, and Zoom provide an option for video sharing and real time chat. Use Instagram, Snapchat, and Twitter to obtain real time insight into the well-being of colleagues, family, friends, and students.
With the practice of physical distancing, it is more imperative now than ever before that we fully embrace the use of social media platforms. I chose to apply and enroll in a hybrid low-residency doctoral program. Back then, I underestimated the impact that peer interaction and support would have on my educational journey. My experience has shown the value of using social media as a communication tool and support mechanism. During and after the pandemic, those lessons learned can be applied to my professional life to help my students navigate this unprecedented time and to continue to connect with colleagues and fellow educators. It is time to put to work the lessons learned by serving as the support that a student like me needed.
#Isucceed: Impact of Social Media on Academic Success in Higher Education Programs
Carlton Smith
Carlton Smith, MEd (he/him/his), originally hailing from Midlothian, VA, holds a BA in Government and MEd in Higher Education with a concentration in Multicultural Affairs from the College of William & Mary. He is a doctoral student in the College Student Affairs Administration (CSAA-D) doctoral program at the University of Georgia with research interests centering on the intersections and linkages of social media and sense of belonging within marginalized communities.
When I reflect throughout my life, it becomes difficult to imagine what it would have looked like without the influence of social media. I never really considered myself social media savvy, but I have held a presence on many of the big social media sites. Use of social platforms allowed me to connect and build relationships with administrators and students as I transitioned into the first year of my overall collegiate experiences at predominantly White institutions (PWIs). I relied primarily on social media sites such as Facebook, Instagram, and GroupMe, which exposed me to offices and events on campus during my undergraduate experience. Social media use has enabled me to connect with other graduate students of color while also contributing to my sense of belonging at PWIs.
Background
Before going forward, it is imperative to name the identities that I hold as they play a role in social media’s impact and utilization. I am a Black cisgender man with a newly acquired identity as a first-generation doctoral student. Those are the most salient
