McApple College
McAppleSauce Today & Tomorrow
James Hall
Joy Hemmesch
Dave Newell
Katherine Mooty
Statement of Problem
Student Story Example: J. Appleseed
What Are J. Appleseed’s Needs?
What We Know
Chickering & Reisser
Student Solution Story: J. Appleseed
Short Term/ Long term goals
The Story of J. Appleseed
Imagine you are an incoming first year student at McApple
University. You arrive very stressed thinking about starting classes
and trying to get connected with the 6,000 other students at the
You attempt to learn more about the various programs offered
through the website but are completely overwhelmed by all of the
possibilities. Your inability to narrow down your potential interests
prevents you from getting involved.
While you receive regular e-mails inviting you to various campus
programs, you wonder what kinds of students actually attend
these events. Would you actually make friends participating in this
event? Since academics at McApple are rigorous, you do not feel
like you have time to further investigate your questions. Instead,
you spend most of your first semester focused on academics and
your intellectual development.
J. Appleseed’s Needs
Student Development
Job Placement After Graduation
Effective Social Networking
There is a lack of community building on
campus. With 80% of students living on
campus, only 20% are involved in
student activities. Student community
involvement increases student
development and lasting and meaningful
YouTube Video
McApple Students Connecting
 Lack of connection between students and
the campus activities/sports and students
and alumni.
 McApple recently installed wireless
internet all over campus, and students
have yet to utilize this technology.
Student Development
There are a lack of resources devoted to
student development. Also, there is a
deficit in assessment on campus to
identify student development. Some
departments assess student
development, but there is no unified
assessment procedure.
Job Placement
Graduates are experiencing difficulty
landing jobs upon graduation. Lack of
participation in student activities limits
transferable skills to future employment
opportunities. Resumes are also lacking
in community service and leadership
Effective Social Networking
As a result of a lack of community and
connection between students, alumni,
and campus employees, McApple
University has an ineffective social
networking environment. This contributes
to poor job placement and a lack of
student and skill development.
YouTube Video
McApple Students Networking
Meeting McApple needs with
 J. Appleseed need’s are similar to most
college students. What can we do as
student affairs professionals to take care
of the previous stated needs?
 How can McApple College use
technology to meet our five stated
Technology facts
2007 ECAR Research study results:
 80.3% of students use social networking tools
 Students report 18 hours a week online
 Men spend 2.5 more hours a week online than
females (this is key fact since males typical
aren’t as engaged with activities as females)
 98.4% of all respondents own computer and
say on the computer at least once in a day.
Technology facts
Table 4-5 Student Computer and Internet Activities
All students engaged Students Engaged
Median Freq. of use
Create, read, send
Write documents
Several times/wk
Use course
management system
Play online games
Create, read instant
Several times/wk
ECAR study 2007, p. 42
7 Vectors of Chickering & Reisser’s
Developing Competence
This vector focuses on the tasks of developing intellectual, physical and
manual, and interpersonal competence. In addition, students develop
confidence in their abilities within these arenas
Managing Emotions
In this vector, students develop the ability to recognize and accept emotions, as
well as to appropriately express and control them. This vector includes a broad
range of feelings such as depression, anger, guilt, caring, optimism, and
Moving Through Autonomy to Interdependence
At this stage, students develop increased emotional independence, selfdirection, problem-solving ability, persistence, and mobility, as well as
recognition and acceptance of the importance of interdependence
Developing Mature Interpersonal Relationships
Tasks addressed in this vector include the development of acceptance and
appreciation of differences as well as the capacity for healthy and lasting
intimate relationships
7 Vectors of Chickering & Reisser’s
Establishing Identity
A positive identity includes: Comfort with body and appearance; Comfort with
gender and sexual orientation; A sense of one’s social and cultural heritage; A
clear conception of self and comfort with one’s role and lifestyle; A secure
sense of self in light of feedback from significant others; Self-acceptance and
self-esteem; Personal stability and integration
Developing Purpose
This vector consists of developing clear vocational goals, making meaningful
commitments to specific personal interests and activities, and establishing
strong interpersonal commitments
Developing Integrity
In this vector, students progress from rigid, moralistic thinking to a more
humanized, personalized value system that acknowledges and respects the
belief of others. Values and actions become congruent
Development Assessment Survey
All students take the Development Assessment before they are allowed to register for classes at
McApple. Below is the assessment tool.
Developmental Questionnaire
Based on Chickering and Reisser's 7 Vectors of Development
Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco, CA: Jossey-Bass.
Please rate yourself on the scale as you see fit.
1 – Not at all
2 - Occasionally
3 - Sometimes
4 - Often
1. I feel competent when challenged intellectually
2. I have good interpersonal skills
3. I am confident in my intellectual abilities
4. I am confident in my physical and manual abilities
5. I am aware of my emotions and accept the emotion I am feeling at the time
5 – Always
Developmental Assessment
6. The way I express my emotions does not affect others
7. I can control my emotions
8. I do not allow my emotions to affect others
9. I am able to work on my own, without others telling me what I need to do
10. When a problem arises, I can solve it
11. I accept that I need relationships with other people
12. I will not stop working until a project is finished
13. I appreciate people for who they are, not what they look like
14. I accept others no matter their race, gender, age, religion, ethnicity, sexual orientation, or disability
15. I maintain relationships over a long period of time
Developmental Assessment
16. I can share my intimate thoughts and emotions with my friends and they can share their intimate
thoughts and emotions with me
17. I am comfortable with my body
18. I accept who I am and have a high self-esteem
19. I am comfortable with my cultural heritage
20. I understand who I am and I am comfortable with how I live my life
21. I know my purpose in life
22. I am committed to what I believe in, and I engage in activities that pertain to my beliefs
23. I make strong interpersonal commitments and do not break those commitments
24. I set clear goals based on my beliefs
25. I have a clear understanding of my values
Developmental Assessment
26. I value and respect the beliefs of others
27. I act based on my values
28. If someone challenged my values, I would accept and respect their beliefs
Please total your scores here
Total of
Score Key Each Column
4-10 - Poor development
11-16 - Moderate development
17-20 - well developed
Developmental Assessment
 Each student completes the assessment and the
information is added to McAppleSauce
 Each student is rank in each “column” at the end
of the assessment and an individual
development rating based on the student’s
answers is given and allows staff to develop
programs to help individual students and groups
of students
 This process is repeated every year that the
student attends McApple College
Explanation of solution
McAppleSauce seeks to enhance an undergraduate
education at McApple College through creating
collaborative partnerships between students, faculty
members, academic and student affairs administrators.
According to Terenzini and Pascarella (1994), higher
education "must devise ways to deliver undergraduate
education that are as comprehensive and integrated as
the ways students actually learn" (p.32).
Through the use of technology, specifically
McAppleSauce, McApple College will be transformed
as our program will provide a common,
operating language and understanding of holistic
student development.
McAppleSauce Program
& StumbleUpon
Allows Connection to
students & McApple
Need for McAppleSauce
2007 ECAR Research study results:
 College undergraduates today 18-25 also
known as the millennial
 Defining characteristics include their social
nature and preference to participate in a wide
range of ever-changing communities.
 Use technology to assist and connect with
others through blogging, Instant Messaging
(IM), and social networking in every day life.
 Below is a link to the proposed layout for McAppleSauce to
unveil in Fall 2008. This is truly the one stop shop for all
college students on and off campus.
 McAppleSauce is a web browser based on an existing
 McAppleSauce allows the students to find great activities,
clubs, organizations and more based on your interests.
McAppleSauce learns what you like and makes better
 McAppleSauce is a great way to Join, Get Together and
Contribute to campus
 Connect with friends and share your discoveries, meet other
students at McApple that have similar interests.
 Now discover Mcapple.htm
 McAppleSauce allows students to easily navigate and
rate all that McApple College has to offer.
 Each student is a community member and using his or
her email login, they can use McAppleSauce to try and
figure out what extracurricular activities that particular
student should be involved.
 Based on the development involvement assessment a
student takes, McAppleSauce chooses recommended
resources on campus that fit with the results of the
 Community members can rate these pages and put
them on his or her right hand column. Other community
members can view these bookmarks as well.
 There is also blogging and comments that are
featured on the page a student is viewing like
in the case of the GSMA example in the prior
 This a good way for students to know more
about the organization from other community
 McAppleSauce connects students who are like
mind and are interested in the same things.
This fosters a great learning environment for all
and makes connections deeper online and face
to face.
 At the end of your college career,
McAppleSauce will create a profile that you
can take with you that lists all your
accomplishments and activities on campus.
 This is something who will also have for life, so
Alumni can use this to stay connected to
Take a second look at McAppleSauce now
that you know all it is capable of doing.
Reasons why we use
“Social networks evolve into professional
networks that support career
development and job attainment. Alumni
connections with their institutions loyalty
is ultimately enhanced. The work of
student affairs is benefited by these
relationships, as students find supports
from peers and elders and sustain
friendships and mentor relationships well
beyond their collegiate experiences.”
(Moneta, 2005, p.5)
Reasons why we use
This networked learning environment
increases the impact and accessibility of all
campus resources by letting student
discover content of his or her likes in an
easy way.
These building blocks are essential to
communicate and collaborate with others
leading to deeper relationships between
students, faculty, and staff. (ECAR
Research Study, 2007)
Involvement Survey
These are the questions we are seeking answers
to with the involvement study.
 How effective was McAppleSauce at connecting you to McApple
programs and activities?
 Did McAppleSauce succeed in helping you to think about your
development holistically?
 Did you find McAppleSauce easy to use and access?
 Did McAppleSauce help you with your resume?
 Did McAppleSauce successfully connect you to other students?
 What would change about McAppleSauce?
 These are the respondent’s choices
1 - Not at All 2 – Occasionally 3 – Sometimes 4 – Often 5 – Always
Involvement Survey
Frequency of Participation in College-Related Activities:
Please select how many hours you spent each week during the
academic year participating in the following activities.
Intramural Athletics
Greek Life
Hobby/Social Clubs
Professional Clubs
Religious Organizations
Intercollegiate Athletics
Productions or Performances
Service Activities
Leadership Programs
International Activities
Student Government
Involvement Survey
Social Involvement: Importance and Satisfaction:
Rate how important each of the following items are to you at
McApple College by selecting the response that best
describes your feelings. Secondly, rate how satisfied you
were each item at McApple College by selecting the item
that best describes your feelings.
McAppleSauce was helpful in meeting new people on campus
McAppleSauce helped establish personal relationships
McAppleSauce exposed me to people of other backgrounds
McAppleSauce connected me with international students
Involvement Survey
Campus Activities: Importance and
Getting Involved in Campus Activities
Getting Involved in Student Clubs/Orgs.
Attending Cultural Events on Campus
Getting Involved with Religious Activities
Having a job while enrolled at McApple
Involvement Survey
Personal Goals: Importance and Satisfaction
1) Making progress toward personal goals
2) Making progress toward academic goals
3) Making progress toward career goals
Involvement Survey
Adjustment to College: Importance and
Adjusting Academically to College
Adjusting Socially to College
Adjusting Emotionally to College
Managing Personal Stress
Developing Self-Esteem and Confidence
Developing Personal Values and Beliefs
Developing a Philosophy of Life
Developing Spiritually
Involvement Survey
The Involvement Survey is then feed into
the Development Assessment and also
the Portfolio for all students. The Portfolio
automatically updates with any clubs,
organizations, and/or leadership position
the student takes on campus. This allows
the student and McApple to track
progress and student involvement.
J. Appleseed’s New Adventure
As part of registration for fall semester, Johnny Appleseed took The
Development Assessment. Johnny was relieved that the survey would help
narrow down potential programs that he could participate in based on his
developmental needs and interests. Without the help of the survey, Johnny
may only have focused on acclimating academically to McApple College.
Further, the survey expanded his understanding of personal development
and caused him to consider other aspects that had previously overlooked.
Clearly, Johnny's assumption that college was primarily about intellectual
development within the classroom was wrong.
The McAppleSauce program revealed his strong intellectual competence,
however; his introverted nature did not encourage him towards developing
mature interpersonal relationships. Although Johnny is only a freshman, the
survey revealed he has a strong sense of purpose which is guided by his
deep rooted personal values. Another opportunity for growth identified by
the survey is for Johnny to be able to consider and understand diverse
perspectives other than his own.
The Development Assessment analysis combined with Johnny's interests in
community service, debate, and Frisbee enabled Stumble to generate several
programs that Johnny could consider joining and learning more about. One
program that would provide Johnny an opportunity to consider diverse
perspectives while pursuing his passion of community service would be
McApple's Inner-City Immersion program.
Once a week, Johnny could join other McApple students to serve the poor at a local
homeless shelter. By clicking on McApple's Inner-City Immersion Program, Johnny has
immediate access to the faces of other students who are involved, relevant dates,
contact information, and the valuable skills he will gain through participating. In order to
nurture interpersonal relationships, Stumble also connected Johnny to an intramural
ultimate Frisbee team. What a great opportunity to enjoy his favorite sport and meet
other people who share his passion. Since freshman year is a major transition,
McAppleSauce advises Johnny to start small. Prior to starting his first week of freshman
year, Johnny is connected to other McApple students and has opportunities to pursue
holistic growth and his passions.
At the end of freshman year, Johnny took a survey to evaluate his freshman experience
outside of the classroom. He had the chance to reflect upon his participation in
McApple's Inner-City Immersion Program as well as his intramural Frisbee team. Johnny
felt like both activities enabled him to develop deeper friendships. Now that Johnny was
adjusted to McApple's rigorous academics, he noted that he would like to add
something related to his passion for debate next year.
Johnny survived freshman year and remained connected to his new found friends
throughout the summer. Everyone decided to continue their participation in both
programs. He took The Development Assessment prior to registering for fall semester
second year. The assessment showed Johnny's increased comfort with people and
developing relationships. Since Johnny still had a strong sense of purpose, he decided
to take initiative and start a debate team at McApple. Luckily, McAppleSauce clearly
communicated the process that Johnny had to go through to create a new club or
McAppleSauce Program
& StumbleUpon
Allows Connection to
students & McApple
Short term goals
Each program area (clubs, ministries, leadership…) will use Chickering’s
vectors to evaluate what “developmental tasks” students can accomplish
from participating in their program. For example, the Multi-Cultural center
could consider how its programming relates to Chickering’s vector of
freeing interpersonal relationships which requires students to exhibit
certain communication skills to function interdependently. The center
could identify ways in which students develop assertiveness skills, conflict
mediation skills, and basic communications skills through participation in
their programming (Egan, 1982).
Once programming at McApple University is analyzed through the lens of
Chickering’s Seven Vectors (Chickering & Reisser, 1993), a survey will be
developed to identify each student’s development in each of the seven
vectors: developing competence, managing emotions, moving through
autonomy toward interdependence, developing mature interpersonal
relationships, establishing identify, developing purpose, and developing
integrity (Evans, Forney, & Guido-DiBrito, 1998, 39). The survey will also
identify students’ areas of interests.
Short-term Goals
 Once the survey is completed, our computer
program will generate several programs that fit
the students’ developmental needs as well as
their passions.
 We will implement this survey starting with
incoming freshman class of 2008. As part of
orientation, students will take this survey.
Eventually, we will require all students to
retake this survey each year as a mandatory
part of fall registration.
Long term goals
 Require all students to take The Developmental Assessment at
the beginning of each school year (or spring semester for transfer
students), and the Involvement Survey at the end of each school
year (see number 4).
McAppleSauce will track students’ participation and the
development skills that they acquired throughout their entire
college experience. For freshman, the McAppleSauce program will
direct them to clubs, organizations, and activities that will help
them develop according to Chickering's Seven Vectors. In
addition, McAppleSauce will keep track of participation in clubs,
organizations, and activities
 McAppleSauce will create a portfolio that graduating students can
take with them to discuss activities on campus and transferable
skills with future employers
Long-term Goals
 Students can quickly access this important information
as they write resumes and apply for jobs after
 Develop new methods to measure and evaluate if
student affairs programming is catered toward the
overall development of the student.
 Develop a survey given to all graduating classes,
starting with the class of 2008 in order to discern if the
program has been successful and instrumental in their
overall development.
Long-term Goals
McAppleSauce seeks to enhance an undergraduate
education at McApple College through creating collaborative
partnerships between students, faculty members, academic
and student affairs administrators.
According to Terenzini and Pascarella (1994), higher
education "must devise ways to deliver undergraduate
education that are as comprehensive and integrated as the
ways students actually learn" (p.32).
Through the use of technology, specifically
McAppleSauce, McApple College will be transformed as
our program will provide a common, operating language
and understanding of holistic student development.
How We Meet The Need
Chickering’s Seven Vectors provide a foundation
that enables the entire McApple community
(students, student affairs professionals, teachers
etc) to understand development within a common
context and language.
Students are both challenged and encouraged to
consider their whole development through the lens
of Chickering’s Seven Vectors.
In return, this holds student affairs professionals
accountable to ensuring that we are providing
effective programming that meets our students’
developmental needs.
Camp, G. & Smith, G. (n.d.) StumbleUpon Technology. Retrieved February 11, 2008, from
Chickering, A. W. (1969). Education and identity. San Fransisco, CA: Jossey-Bass.
Chickering, A. W. (1993). Education and identity (2nd ed.). San Fransisco, CA: Jossey-Bass
Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research,
and practice. San Francisco: Jossey-Bass.
Moneta, L. (2005). Technology and Student Affairs: Redux. In J.H. Schuh & W.J. Whitt (Series Eds.) & K.
Kruger ( No. Ed.), New Direction for Student Services: No. 112. Technology in Student Affairs:
Supporting Student Learning and Services (pp. 3-14).San Francisco: Jossey-Boss.
Reisser, L. (1995). Revisting the seven vectors. Journal of College Student Development, 36, 505-511
Salaway, G., Borreson, J., Nelson, M.R., & Dede, C. (2007) The ECAR Study of Undergraduate Students
and Information Technology (Vol. 6). Boulder, CO: EDUCAUSE Center for Applied Research.
Terenzini, P. T., & Pascarella, E. T. (1994, January/February). Living with myths: Undergraduate education
in America. Change, 26,1, 28-32.

Slide 1