In a post #SilentSam, #METoo, #BlackGirlOnCampus, #WhatHappenedtoSandraBland world, a world where universities find themselves inundated by a 24-hour social media cycle and the truth of campus life is one viral video away, both communication staff and instructors are often tasked with new social media responsibilities not previously encountered or imagined. Toniesha Taylor begins by examining the ways that institutions of higher education have utilized social media, events at two universities illustrate the complexities involved with its use: University of North Carolina, Chapel Hill and A&M University. She goes on to define womanism as a scholarly pursuit based in the lived experiences of Black women. Womanism in this context is focused on the communicative practices of individuals who must survive and thrive in institutions steeped in Eurocentrism, whiteness, and patriarchy. Extending this ethic of social justice further, Beauboeuf-Lafontant (2002) argues for three womanist principles that help people cultivate an inclusive, community-oriented educational culture: an embrace of the maternal, a commitment to political clarity, and an ethic of risk. Taylor applies these principles to create a set of best practices for faculty and staff involved in program, departmental, and university social media relations (even if not as communication directors, as many involved with social media are embedded in local programs and departments). She concludes by suggesting that one way to pursue the goals of communication teachers and scholars while also addressing social media crises when they occur is to teach about the ways university social media accounts function as meaning-making tools.