The following are some of the publications I have authored or to which I have contributed to. I have more in the queue and am always looking for an opportunity to contribute to other publications.
WHAT HAPPENS ON CAMPUS STAYS ON YOUTUBE
Many of you might already be familiar with Erik Qualman’s pulitzer-prize-nominated book, What Happens in Vegas Stays on YouTube. This practical guide helps individuals navigate the complex issues involved in understanding and developing one’s digital reputation online. With the advent of social media and other modern technological tools, there are very few guideposts that are written in plain English with practical tips and activities to help individuals navigate them. This book filled that gap.
This new version of the book builds off of the original, but is geared more squarely towards college students. It includes examples, stories and tips relevant to life on campus. This makes it a perfect book for use in first year seminars, as a university common read, or for staff retreats.
REMIXING LEADERSHIP PRACTICES WITH EMERGING TECHNOLOGIES
New Directions For Student Leadership: Going Digital In Student Leadership
This chapter presents an overview of the historical trends in and the current state of technology in leadership education (P–20). Topics covered include the influences of digital and social technology on leadership education and the student leaders experience, the growing importance of technology competency, knowledge, and skills, and trends in leadership related to digital technology platforms and tools.
Other chapters in the volume include:
“Leadership 2.0: The Impact of Technology on Leadership Development” (Hoffman, J. L., and Vorhies, C.)
“Digital Student Leadership Development” (Ahlquist, J.)
COLLEGE STUDENT DEVELOPMENT IN DIGITAL SPACES
New Directions For Student Services: Engaging The Digital Generation
This chapter explores how digital and social technologies may be impacting the developmental journeys of traditionally aged college students. It provides important conceptual distinctions and explores the application of college student development theory in digital spaces along with implications for practice and inquiry.
Other chapters in the volume include:
“The Digital Identity of Student Affairs Professionals” (Ahlquist, J.)
“Setting the Course: Strategies for Writing Digital and Social Guidelines” (Pasquini, L.)
THE CONNECTOR STUDY: A STRATEGY FOR COLLECTING POST-GRADAUTION DATA ABOUT LOW-INCOME HIGH SCHOOL STUDENTS
Journal of Education and Students At Risk, June 2016
Tracking low-income students after high school graduation presents significant problems for data collection. The Connector Study is an attempt to increase and enrich outcomes data in a longitudinal study of low-income graduates of a national network of innovative high schools by gathering alumni updates through telephone interviews with high school staff members who remain in touch with their former students. Approximately 2 years after they worked with groups of students in high school, these individuals were able to provide information about education, job, and personal outcomes for 96% of 563 graduates. The Connector Study strategy offers a feasible method for collecting quantifiable outcome measures for longitudinal studies. This method also provides information about student change and individual circumstances that is difficult to obtain from students themselves, and that goes beyond the basic outcome indicators available through federal and state student tracking systems.
Co-authors include: Karen D. Arnold, Katherine Lynk Wartman, Paul Gordon Brown, Adam N. Gismondi, Jessica R. Pesce & David Stanfield
Appeared in About Campus, September/October 2013
This article addresses new ways of certifying student learning in post-secondary education that goes beyond the traditional credit hour. Digital badges, competency achievement and other methods are discussed as potential alternatives. Opportunities for certifying co-curricular and other form of learning outside of traditional higher education structures are explored.
About Campus is a bimonthly publication for educators who want to examine contemporary issues, policies, and practices that influence student learning in higher education. About Campus speaks to a broad audience including college and university administrators, faculty, staff, and educational policy makers. The articles published in About Campus share important discoveries and insights into what makes a campus environment an effective place for students to learn and what can be done to better support student thriving on our individual and collective campuses.
WE ARE ALL ESTHER LLOYD-JONES’ GRANDCHILDREN
Appeared in Developments, Winter 2013
A RESPONSE TO “THE ETHICS OF PROFESSIONAL INVOLVEMENT AND DEVELOPMENT”
Appeared in Developments, Fall 2011
Co-Author: Heather Shea Gasser