Student Affairs Case Study Competition 2007

1. Student Affairs Case Study Competition 2007 Danielle Nied, Alana Barnes, Ben Parks & Jessica Berkey Western Illinois University

2. About Neo University Core Values: Educational Opportunity Discovering New Knowledge Social Responsibility Engagement in Learning Collaborative Ethos Freedom of Thought & Expression Preparation for Future Respect Dignity of Individuals Institutional Characteristics: • Midsize public institution (comprehensive) • 2 residential campus locations approximately 2 hours apart • Located in a suburban area • Student population: primarily undergraduate 85% (90/10 full-time, part-time ratio) • Distance Education program recently founded, decentralized throughout various academic departments • Student demographics: 50% residential, 40% commuter, and 10% non-traditional StudentAffairs.com says, “Neo University is a young institution that is full of potential.” Princeton Review claims, “Neo University is the wave of the future.”

3. About Neo University Neo University’s Dean’s Council includes the following members: • Vice President for Student Affairs • Provost & Vice President for Academic Affairs • Vice President for Administrative Services • Associate Vice Presidents of Student Life • Associate Provost for Academic Affairs • Associate Vice President for Information Technology Services • Associate Vice President for Marketing & University Relations • University Counsel • Undergraduate and Graduate student representatives The following series of slides is the presentation that our team has prepared to respond to the case study expectations. Our team, a group of 4 Student Affairs Professionals from Neo University, has prepared a presentation to the Dean’s Council addressing “5 Hot Topics” within current technology to be embraced at Neo University.

4. New Directions for Technology at Neo University “Wired to Today… Connected to the Future”

5. Presentation Goals • Connecting Theory to Practice • Selection Criteria for Technologies • 5 HOT Technologies I - Podcasts II - Teleconferencing III - Online Communities IV - Blogs V - Institutional Spam • Implications of Practice - New Technology @ Neo U. • Directions for the Future – An Implementation Plan

6. Connecting Theory with Practice Holistic Development Interpersonal and communication skills of today and the future Identity Development Understanding and respectful portrayal of self Connectedness of self to others Typology Theory Engaging various learning styles in the technologies used to interact and teach students Millennial student characteristics in focusing on: teamwork, technology, structure, entertainment & excitement, and experiential activities Cognitive Development Moving from absolute knowledge to contextual knowledge Focus on support through experiential learning Affective Development(Morals, Values, and Ethics) Working in a challenging environment Open forums of information Technologies challenge ethical responsibilities (Evans, Forney, & Guido-DiBrito, 1998) Cultural Perspectives Shifting from a mono-paradigmatic to a multi-paradigmatic perspective is the heart of the multicultural process. This shift means adjusting the institution to the individual, rather than adjusting the individual to the institution. The required changes are in ourselves and in our management system if we are to adopt information technologies.  There is a need to become bicultural - a culture of interpersonal interaction, and a culture of computer mediated information exchange.  Using technology for generic academic tasks appears to play a positive role in student achievement. (http://studentaffairs.com/ejournal/Spring_2000/article4.html) Theory drives practice at Neo University Therefore we have intentionally selected 5 proposed technologies that have considerable impacts on the student experience based on the following theories/concepts from student affairs literature:

7. Selection Criteria for Technologies When selecting the 5 technologies our team considered the following: • Institutional needs • Trends in student use & expectations • Fit within our campuses & community culture • Measurable learning outcomes • Parallel technology in marketplace • Increase efficiency and effectiveness • Increased access to resources

8. Technology I: Podcasts

9. Why Podcasts? • Students presently have access to hardware • Stop duplicating resources with multiple presentations • A consistent message will be readily available • Resources available in entertainment means • Messages can be sent to large number of recipients

10. What is a Podcast? Podcasts are multimedia files, primarily audio recordings but include video as well. These files can be downloaded for playback on computers, iPods AND MP3 players. Who can utilize Podcasts? With access to the proper equipment, podcasts can be created and utilized by faculty, staff, students and administrators.

11. How to Integrate Podcasts intoNeo University? In the collegiate environment, podcasting is typically used to record classroom lectures and discussions. Other possibilities include: • Faculty record their lectures and place them in an online data base or website, such as iTunes U, for students to download and review. • Student affairs professionals have also begun to use podcasts by placing various trainings or resources online. • Students can create virtual presentations to share for distance learning assignments.

12. How to Implement Podcasts at Neo University: Hardware In order to create a podcast there are a few of necessary tools: a computer, a microphone and an audio recording program. Software There are also a few essential programs in order to finish the creation process and post your podcast. These include: an audio capture program, an audio editing program if needed, a feed aggregator such as iTunes, and a website and XML program if desired. Practicality Anyone can record a podcast live during a lecture or training session or even in the comfort of their office. If you would like to post your podcast “as is” you need to upload the entire recording. Editing and posting a podcast are relatively simple once you are familiar with these programs. Also, university technology support services can assist anyone with posting podcasts to the university database.

13. ASSESSMENT of Podcasting BENEFITS Impact on students Assist student learning and knowledge development Meet some students’ preferred learning style with classroom materials Effectively convey a consistent message to all students Allow for a focus on learning outside of classroom time Learning outcomes for students Develop a new classroom pedagogical perspective Increase study habit efficiency Develop online learning efficiency Active learning Institutional impact Support institutional values Increase student achievement Increase recruitment and retention rates Provide professional development for faculty and staff Place institution at forefront of integrating technology and learning CHALLENGES Costs It can be expensive for podcasting. There is a combination of needing computers with capable hardware, software programs, training for faculty, students, and staff. The key is to start small and leave room for growth. (Read, 2007) Intellectual Property A concern raised by many faculty and institutions. Some colleges have restricted the availability of podcasts to registered students. Others have placed them freely available on the world wide web. Intellectual property policies need to be created and implemented prior to this technological shift. (Read, 2007) Plagiarism There is a need for new institutional policies to be adopted in order to hold students accountable with these matters. Access A continuing challenge for some students. A computer and internet are essential for a student to utilize a podcast. Also, issues of classism may arise as this technology is based of an expensive audio device, the iPod.

14. Best Practices in PodcastingA Podcast Library Yale University Key Point… • Institutions provide students and external parties with free access to both audio and video podcasts including: • Present’s Address • Guest Speakers • Convocation • Press Releases • Academic Lectures

15. Technology II: Teleconferencing

16. Why Teleconferencing? • Address new student demographics (part-time, adult learners, online students) • Increase access to services for students that may not be physically present on campus • Best prepare students for future workplace environments • Ensure reach of student affairs information • Help students understand and use the information that they already have access to using technology • Address changing student learning styles

17. What Is Teleconferencing? Teleconferencing is the use of electronic channels to facilitate real-time communication among groups of people at two or more locations. Teleconferencing is a generic term that refers to a variety of technologies and applications including audio-conferencing , audio-graphics, video-conferencing, business television and distance learning or distance education. (www.martech-intl.com/best2/glossary.htm) The 4 Forms of teleconferencing are: (1) Audio-conferencing: Two-way electronic voice communication between two or more people at separate locations. (www.acponline.org/computer/telemedicine/glossary.htm) (2) Video teleconferencing(aka. Videoconference): Two-way electronic form of communications that permits two or more people in different locations to engage in face-to-face audio and visual communication. (www.dtic.mil/ieb_cctwg/contrib-docs/VTC001/sect3.htm) (3) Audio-graphic teleconferencing: Teleconferencing in real time using both an audio and a data connection between two or more computers. Also known as electronic white boarding. (ww.metrodata.co.uk/technical_services/glossaries/videoglossary.htm) (4) Web/Computer teleconferencing: use of teleconference technologies to facilitate a virtual meeting or presentation. Common Features: All forms of teleconferencing apply a telecommunication channel to mediate the communication process, link individuals or groups of participants at multiple locations and provide for live a two-way communication or interaction. (http://travel.syl.com/educationalteleconferencesnewtoolofinstructionindistancelearning.html)

18. How to Integrate Teleconferencing into Neo University? Uses with Students Distance education Online courses Academic advising Counseling Orientation Service learning programs Study abroad programs Summer leadership programs All of these uses ensure effective connectivity of students to information which reinforces their connection to the institution. Uses within Student Affairs & Faculty Recruitment processes Creating partnerships Multi-campus institutions Professional development Teaching pedagogies All of these uses ensure that internal University staff are accessible to students when needed and are able to connect with professionals from across the country.

19. How to Implement Teleconferencing at Neo University: Hardware • Teleconference Equipment: Audio or video equipment that enables a meeting for consultation and discussion to take place telephonically in which the participants are each located in remote locations from each other. Most people have used dial-in "meet me" teleconferencing services where users call a toll-free number, enter an access code, (www.pps.noaa.gov/definitions.htm) • Video teleconferencing unit (VTU): Equipment that performs video teleconference functions, such as coding and decoding of audio and video signals and multiplexing of video, audio, data, and control signals. (http://en.wikipedia.org/wiki/Video_teleconferencing_unit) Software • Needed primarily for videoconferencing using the Internet • Basic Microsoft/Macintosh programs are used to enhance the visual experience • NetMeeting: A product developed by Microsoft that enables groups to teleconference using the internet as the transmission medium. NetMeeting supports VoIP, chat sessions, a whiteboard, and application sharing. (http://www.webopedia.com/TERM/N/NetMeeting.html) • Shared access to information systems (including enrollment & course management programs) Training • Comprehensive user manuals • Ongoing information sessions for staff • Online tutorials for students and staff • Support from Information Technology Services • Policy Considerations • Privacy Policy • Access Policy • Usage Policy

20. ASSESSMENT of Teleconferencing BENEFITS Impact on students Ensure campus environment is transient to the workplace Accessibility based on personal preference and student needs Instill responsibility Learning outcomes for students Consistent with changing pedagogies in classrooms Support for acquiring new skills that are valued Challenge interpersonal skill development Recognize value-added in face-to-face interactions Increase of the distance learning efficiency Faculty and Student Affairs Professionals Impacts Reach a greater number of students Save on travel costs No need to track down students (share contact info to make teleconference appointment) Professional development opportunity Effectively and intentionally communicate same message using methods that are common in millennials (speak the same language) Effectiveness in the reach and usage of services CHALLENGES Substitution Apprehension Value of face-to-face interaction debate Managing change Ethical and Legal Implications FERPA Identity theft Initial investment in resources Training time (for both staff & students) Cost of equipment Promotion to students Equal access Communicate expectations

21. Best Practices in TeleconferencingNew Student Orientation Carleton University Key Points… CU in Cyberspace is an opportunity to access online video conference of orientation presentation and chat online with current students and Carleton University staff who can answer the questions you may have about coming to Carleton.  • What topics will be addressed during CU in Cyberspace? • Student Life • University Ser vices • Registration • International/Exchange student chat • Engineering and Design student chat • With CU in Cyberspace, incoming students have access to Orientation presentations that they would typically see at a traditional campus orientation session.

22. Best Practices in TeleconferencingStudent Affairs Professional Development The National Resource Center for The First-Year Experience and Students in Transition Key Points… • Access to these training opportunities is essential for the advancement of faculty and staff on campus. • Opportunities to collaborate exist in using these technologies.

23. Best Practices in TeleconferencingDistance Education Cornell University Key Points… • Specialized offices within the Academic divisions of institutions offer specialized training and support for faculty and instructors to design valuable teleconferencing materials. • For students who enroll in distance education, the quality of these materials are invaluable. • Teleconferencing can also be used as supplemental for instructors who want to intentionally incorporate technology into their teaching pedagogies.

24. Technology III: Online Communities

25. Why Online Communities? Trends in online communities clearly indicate that students connect with this means of communication and use it consistently to connect with peers. • According to an article in USA Today, students are reported to spend an average of 21.3 hours online each week.(Jayson, n.d.) • There are an estimated 300 websites that make up the social networking universe.(Knowledge @ Wharton, 2005) • Facebook currently has over 16 millionregistered users.(www.facebook.com, 2007) • My Space has more than 41 million subscribers and gains approximately 150,000 new users daily. (Dyrli, 2006)

26. What are Online Communities? Wikipedia (2007) defines an online community as “a group of people that may or may not primarily or initially communicate or interact via the Internet. Online communities have also become a supplemental form of communication between people who know each other in real life.” Popular online communities and social networking sites among American college students include: • Facebook • My Space • Xanga • Live Journal • Blog Spot

27. How to Integrate Online Communities into Neo University? Uses with students • As a means of social networking. • As a form of self-expression. Uses with student affairs professionals and faculty • As a tool to recruit and retain students. • As a marketing tool for University and community events. • To disseminate information to current students. • According to an article in the USA Today, “To better communicate with a generation that socializes online on websites such as My Space and Facebook, many colleges are launching in the social networking frenzy.” (Kornblum, n.d.)

28. How to Implement Online Communities at Neo University: Online communities meet students’ information access needs. At Neo University we need to ensure that student resources are available and easily accessible online. An online community would assist Neo University to control and monitor what information students access and post. An online community for Neo University students would help students stay current with campus activities, build initial connections with other students, and access University services by providing the following features: Student profiles Messaging system Campus calendars Campus newsletter subscription Web storage space Web space for a Student Portfolio Neo U. must also address the use of external online communities to ensure the safe use of Facebook, My Space, and other social networking websites; including: Students should censor what they post on their individual sites, and should have privacy protection set at the highest level. Suggest students “limit the amount of personal information [they] reveal and always observe common courtesies and maintain a healthy level of skepticism and caution in [their] communications on these sites.” http://safecomputing.osu.edu/socialnet.htm)

29. ASSESSMENT of Online Communities BENEFITS Student Connectivity “The ability to interact with likeminded individuals instantaneously from anywhere on the globe”. (Wikipedia, 2007) Student Mattering The use of online communities as a retention tool. Institutional Communication The ability to market and advertise University and community events to a large population of students at a minimal cost. Educational Opportunity Provide opportunity to educate students on appropriate use of this technology and the potential risks involved. CHALLENGES Privacy and Security An article in Newsweek claims, “Such online services can create the illusion of privacy where none actually exists”. (Stone & Brown, 2006) Students often post personal information about themselves, including contact information, on the various websites. Appropriate Material Students do not seemed concerned with their image or creating a positive image of themselves, and are therefore posting inappropriate photos, blogs, and comments on their personal sites and the sites of others. Ethics Currently, there is debate surrounding the ethical dilemma that can arise when university officials and potential employers “police Facebook” and other networking websites. Popularity A Neo U. Online Community does not guarantee that students will stop using other popular online communities (Facebook, etc.). Therefore orientation or training of using this Online Community should include responsible use of these systems.

30. Best Practices in using Online CommunitiesInstitutional Online Communities The College of William and Mary’s Student Information Network Key Points… • This site was designed by students for students. • This online community is used to post campus events, student surveys, a ride board, the movie schedule, and even a book exchange! • Other institutions that currently offer Online Communities to their students include: • Wellesley College • My Wellesley • Purchase College • Self Service • Seton Hall University • My Web @ SHU • Capital University • Inside Capital (Kornblum, n.d.)

31. Best Practices in using Online CommunitiesEducation Surrounding Facebook Cornell University Key Points… • This institution directly addresses it’s student use of Facebook and similar online communities • 5 concepts to keep in mind when using Facebook or MySpace: (1) Invincibility (2) Caching (3) Institutional IT Policy - Monitoring (4) The Law (5) Institutional IT Policy - Student Responsibility (Mitrano, 2006b)

32. Technology IV: Blogs

33. Why Blogs? There are several factors that advocate for blogging, including: • College students currently use this technology for personal use • Forum to reflect on college experiences • Peer tutoring • Recruitment tool for sharing institutional experiences with prospective students • Post information requests and receive response without having to leave your room

34. What are Blogs? The term “blogs” is an abbreviation for web logs. Blogs are similar to keeping an online journal. An initial topic or discussion can be posted with subsequent comments made in chronological order. Group or individual blogs can be created. All blogs are posted on the internet and/or University program. Who can use Blogs? With access to the internet, blogs can be created and utilized by faculty, staff, students and administrators.

35. How to Integrate Blogs into Neo University? How is it used? In the collegiate environment, blogs are used by faculty to create dialogue amongst their students outside of the classroom. Also some faculty ask students to keep individual blogs as reflections of learning. Student affairs professionals have also used blogs as discussion forums amongst student groups.

36. How to Implement Blogsat Neo University: Hardware: A computer and access to the internet are the only tools necessary to create a blog. Software: If the university initiates a university-only blog website or program, some software may be necessary. Otherwise, online websites are available for free use to people wishing to blog. Practicality: Anyone can create a blog. Also, anyone can post a topic or comment on a blog, unless restrictions have been set in place. Student, faculty and staff and access a blog from any time and any where. This is a convenient tool that will provide an open forum for thought.

37. ASSESSMENT of Blogging BENEFITS Impact on students Assist student learning and knowledge development Allow for introverted students to equally participate in dialogue Meet some students preferred learning styles Allow for a focus on learning outside of the classroom Learning outcomes for students Develop a different classroom pedagogical perspective Develop online learning efficiency Engage in critical thinking about subject matters Active learning Institutional Impact Support institutional values Increase student learning initiatives Allow for more dialogue amongst students and between students, faculty, staff and administrators. Provide professional development for faculty and staff Place institution at forefront of integrating technology and learning CHALLENGES Active Learning Keeping students actively engaged in online discussions can be a challenge. Expectations need to be established for all students. Quality of discussion and thought Some faculty have found that sometimes students are not invested in the blog process. “With few exceptions, the blogs would sit inactive until about 24 hours before our face-to-face class meetings, when a flurry of posts and comments would erupt.” (Dawson,2007) This creates concerns about students actual engagement versus the need to complete and assignment or fulfill the expectation. Learning Styles Engaging a large number of students in the same material while all posses different learning styles has always been a challenge. Some students may not be as technologically savvy or may not process information best in this venue. We need to remember to engage our students through as many different learning styles as possible.

38. Best Practices in Using BlogsInstitutional Blog Services • Princeton University • Key Points… • Campus Blogs keep students up to date and informed with campus news bulletins. • Campus blogs provide detailed information on how students can create & manage their own University blog. • When University operated & managed, comments can be deleted by the administrator.

39. Best Practices in Using BlogsProspective Student Recruitment • Ball State University • Key Points… • It is becoming increasingly popular for Admissions offices to have new students ‘blog’ their freshman experiences. • These blogs are used as a recruitment tool to help prospective students determine if an institution is a good fit for them. • These sites also allow institutions to have their current students promote their campus.

40. Technology V: Institutional Spam

41. Why Institutional Spam Policies? • Institution speaks with one consistent, unifying voice • Millennial students desire structured policies to govern their daily lives (http://www.generationsatwork.com/articles/millenials.htm#12%20Cool%20Ideas%20for%20Managing%20Millennials) • Ensure equal access to relevant information for ALL members of campus community • Ensure that important messages do not get lost in sea of competing ideas • Define appropriate use of institutional communication • Maximize the efficiency of institutional communication • System-wide electronic messages by voice or e-mail should be reserved for “rare and truly urgent emergency notices, such as safety or security alerts” (http://www.itc.virginia.edu/policy/massmail.htm) • Protect institution against potential future legal liabilities • Commercial spam is widely detested • Has caused lost productivity in addition to the cost of additional spam-blocking software

42. What is Institutional Spam? Institutional Spam is the unsolicited bulk messages sent to large numbers of recipients by institutions of higher education (Adapted from Webster’s Online Dictionary) • Most widely recognized form of spam is email, but can be applied to instant messaging, newsgroups, search engines, blogs, mobile phones, and fax transmissions (Adapted from Wikipedia) • Some spam is sent to ALL members of campus community, while other spam is sent to select groups • Ex. only students with sophomore standing • Other constituencies – faculty, students, staff, alumni • Content of messages can range from vital (emergency notifications and registration deadlines) to very specific events, speakers, and campus organizations • Many institutions have developed specific policies outlining: • Approval process for submitting requests • What is considered appropriate

43. How to Integrate Institutional Spam Policies into Neo University? Essential elements… Identify who has the authority to send and regulate large-scale messages What is the responsibility of e-mail list “owners”? Involuntary standing lists – recipients may not remove name from list. Ex. course members, committees, department staff, student organizations Voluntary standing lists – individuals subscribe and may remove their name at any time. Ex. interest groups, service providers Involuntary ad-hoc communications Ex. overdue library books or parking tickets, all third-year students, all History majors.(http://www.itc.virginia.edu/policy/massmail.html) At other institutions, 3 models exist, they are: Centralized Model – president’s cabinet directs uniform policy implementation (2) Decentralized Model – individual departments create ownpolicy and procedures (3) Increasingly common to have both university-wide policy AND departmental standards.(http://www-cdn.educause.edu/ir/library/pdf/pub7007h.pdf)

44. How to Implement Institutional Spam Policies at Neo University? The overarching goal is to reduce institutional spam through a 3 phase plan: • PHASE ONE • Working Group on Institutional Communication • Student leaders, faculty members, members of Dean’s Council • PHASE TWO • Technology Satisfaction Surveys • What is the current perception within our community? • Computer Support Services Assessment • What is the current situation by the numbers? • PHASE THREE • Implementation Campaign • Open forums and training sessions at both campuses • Individual departments implement institutional policies (Building upon www.educause.edu/ir/library/pdf/DEC0406.pdf)

45. ASSESSMENT of Institutional Spam Policy BENEFITS Best meets the needs of our changing student population, especially our sharp increases in commuter (40%) and non-traditional (10%) students Creates learning opportunities for students about the realities of communicating in the information age Clarifies ambiguities in current approach Research suggests that the most effective technological policies exhibit clear goals(http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/49_McMahon%20&%20Pospisil.pd) Generates rich opportunities for institution-wide conversation on technology and the dissemination of information CHALLENGES Student learning What are students learning by simply sending a mass email to promote their activity? Academic freedom Who’s role is it to specify what you can or cannot receive in your inbox? What is spam? “One person’s spam is another person’s research” (www.educause.edu/ir/library/pdf/DEC0406.pdf) Technical challenges Cost of equipment Complexity of email systems and the need to maintain the systems running at all times Administrative challenges What about existing information technology policies? (http://wwwcdn.educause.edu/ir/library/pdf/pub7007h.pdf) Time spent to study and implement new policies How does this policy fit with institutional priorities? The realities of commercial spam Most software and programs to address commercial spam are constantly evolving At Georgetown University in 2004, the average student received 167 commercial spam messages per month (www.educause.edu/ir/library/pdf/DEC0406.pdf) Legal challenges Are we limiting speech in a reasonable way?

46. Best Practices in Institutional Spam PolicyUse & Approval for Large-Scale Electronic Messages • University of Virginia • Key Points… • Some institutions require a progressing level of authorization for large-scale electronic messages. • Large scale messages – • must be “rare and truly urgent emergency notices,” only the president or designee may approve. • Policies and procedures should be published and easily accessible for all members of the campus community.

47. Best Practices in Institutional Spam PolicyInformation Technologies Rights & Responsibilities • Cornell University • Key Points… • “Many people ask why the university does not put a stop to junk mail. Most junk mail comes from sites around the Internet, not from within Cornell. We have no control over what these sites send and cannot distinguish unwanted junk mail from e-mail that people want to receive”. • The institution has created specific User Rights & Responsibilities as well as access guides for members of their community. • These policies and statements ensure that the institutions technologies are being used in a consistent manner.

48. Implications of Technology & Future Directions Final Considerations

49. Technology for the Future:Implications for Practice at Neo University Provide support to students who have no or limited access to these technologies Incorporate training into Student Orientation Accessing technology Safety online Develop technological competencies Promotion in recruitment Incorporation in Neo U. campus master plan Investment in monitoring and updating technologies Campus culture change(technology as an enhancement to student learning, not a replacement) Considerations with Academic Freedom and Intellectual Property Maintaining connectivity through technology (continued investment from students) Assessment and evaluation of student usage of new technologies Involvement in creating social norms that come with implementing new technologies (Mitrano, 2006)

50. Final Directions for the Future Implementation Strategy Step 1: Establish Collaborative Task Force for Neo U. technologies Step 2: Assess institutional needs, issues and master plans Step 3: Assess student population and current technology usage Step 4: Use various development and learning theories to create comprehensive goals & priorities list Step 5: Complete research of options and establish a draft plan for implementing new technologies Step 6: Present technology proposal to campus through various focus groups Step 7: Incorporate focus group feedback to create final plan for new technologies, including an implementation timeline Step 8: Complete new technology training and orientation sessions Step 9: Monitor use of new technologies and re-design (based on the PTP Guide in Evans, Forney, & Guido-DiBrito, 1998)