University of North Dakota

Nearly thirty years ago, I listened to a widely respected senior student affairs officer champion the use of technology, calling it the future of the profession. At the time, many skeptics, myself included, questioned the growing role of technology in a field that seemed deeply personal and rooted in methods that had served students effectively for decades. Today, however, I cannot imagine serving students without it.

As society has become increasingly data-driven, greater emphasis has been placed on understanding who is being served, how they are being served and how effectively those efforts meet student needs. At the same time, student services professionals must adapt to a generation of learners who have been immersed in technology since early childhood.

Reshaping the Views of a Skeptic

As associate vice president and dean of students at Winston-Salem State University in 1999, I confronted the challenge of students standing in long lines to complete the housing application and assignment process. The system relied on thousands of sheets of paper, and many students camped out overnight to secure a place near the front of the line. My response was to create an online housing process. In fact, it became the first online housing application and assignment process implemented within the University of North Carolina System. My colleagues and I developed it from the ground up, and it worked exceptionally well. Since then, I have never looked back, and even today, my philosophy of service remains simple: no lines.

Fast forward to the present, and digital technology has become indispensable. It is exponentially faster, captures data efficiently and categorizes information according to user specifications. More importantly, it enables student services professionals to respond to student needs with greater accuracy, timeliness and intentionality. In an environment where responsiveness, accountability and measurable outcomes matter more than ever, the effective use of digital technology is no longer optional; it is vital to serving students well. Thus, the one-time skeptic is now an advocate for the use of digital technology.

Using Goals to Determine Digital Strategies

Digital technology should always be selected in light of the institution's specific mission, priorities and student needs. Its use should be guided by several important considerations: what is required to advance institutional goals and the action steps assigned within a particular division; what data must be collected to determine who is using services; what information is needed to assess whether those services are aligned with student needs; and how students perceive the quality and effectiveness of the support they receive. When guided by these considerations, digital technology becomes more than an operational tool; it becomes an essential means of strengthening decision-making, improving service delivery and enhancing student engagement.

Using Technology as a Tool for Engagement

There are many ways in which students become engaged. Engagement can be understood as the ways students choose to interact with those entrusted to provide services and support. It may be verbal or written, in person or online and at times may simply involves being present. It can occur through interactions with professionals in career services, leadership development, housing and residence life, counseling services, student health services, student involvement, study abroad, tutoring, wellness programs and a host of other departments and offices.

“Technology enables us to serve students more effectively, but human interaction remains essential to student success.”

It is important to note that most professionals in higher education already rely on a variety of digital platforms to collect and store data, including information about how often students use particular services. Too often, however, this data remains static and does little to strengthen engagement. While the information contained within these platforms is meaningful, it becomes far more valuable when institutions are able to build data bridges from one platform to another, creating a more complete It is important to note that most professionals in higher education already rely on a variety of digital platforms to collect and store data, including information about how often students use particular services. Too often, however, this data remains static and does little to strengthen engagement. While the information contained within these platforms is meaningful, it becomes far more valuable when institutions are able to build data bridges from one platform to another, creating a more complete

Understanding Recent Trends in Student Engagement Technology

Over the last decade, many companies have focused on developing ways for students to share information with institutions in real time. This goes beyond social media, which is typically used to broadcast messages widely, and instead centers on platforms designed to communicate directly with higher education officials as needs arise. Along with this capability comes the expectation of a timely response. AI chatbots developed by companies such as OpenAI, Anthropic and Google offer an effective means of hearing from students and responding quickly.

Today, AI chatbots can proactively reach out to every student on campus on regular basis to ask questions and share important campus information. The information can be synthesized in a matter of minutes. In the past, this type of endeavor could easily take weeks or months. Hundreds of universities have already incorporated AI chatbots into their operations, and each interaction with students helps these tools improve, as they learn from the depth and variety of information shared by students. Chatbots can stimulate engagement by answering questions about admission requirements, writing and tutoring support, job searches and career opportunities, course sequencing, navigating student life, and much more. With every question, they become more proficient and more useful.

Chatbots, however, are only one tool. Experts predict that in the near future, each student may have their own AI agent, or multiple agents for the duration of their college years. Unlike chatbots, which primarily respond to questions, AI agents can make decisions, complete multi-step tasks, connect students to the most appropriate resources and support a wide range of institutional processes. They will not replace higher education practitioners, but the speed and efficiency of chatbots and AI agents may free professionals to devote more time to meaningful, one-on-one engagement with students. As with any new tool, there are risks and ethical considerations that must be weighed and closely monitored by each institution.

Having more information comes with a price. Digital tools are not free, and students must be fully informed about the ways in which their data can be accessed how their data will be used. As the platforms we use incorporate various AI tools, we must not lose sight that human interaction and engagement remain essential to student success. Thus, digital tools, as helpful as they are, must be supplemental to human interaction and engagement. There is no need to panic. These tools will not replace us within the foreseeable future.