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Putting Ellingsburg into the New Frontier of Technology: Proposing a Customized port-ELL

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Title: Putting Ellingsburg into the New Frontier of Technology: Proposing a Customized port-ELL


1
Putting Ellingsburg into the New Frontier of
Technology Proposing a Customized port-ELL
  • Presented By
  • Lauren Farell
  • Stephanie Halaska
  • Morgan Perry
  • Emily Sanders
  • (University of Missouri-Columbia)

"There is nothing more difficult to plan, more
doubtful of success, nor more dangerous to manage
than the creation of a new order of things...
" Niccolo Machiavelli, The Prince
2
Purpose of Presentation
Welcome to Ellingsburg University, home of the
EU Eels. The purpose of this presentation is
to propose our vision of a customized portal for
Ellingsburg University that is aimed at improving
the student experience at EU. This portal,
affectionately named port-ELL, will also
benefit faculty and staff. Throughout this
presentation we will highlight our vision,
explain how to make it happen in four phases,
address limitations, and discuss how to take the
next step. We have based our proposal on the
concept that the selection process for adopting
new technological options should be theory-based,
student-centered, and well assessed in order to
understand its effectiveness and impact(Boulais
Sturgis, 2003, p. 1). We hope the Presidents
Executive Staff enjoys this portal proposal and
will approve taking the next step.
3
Portal Conceptual Development Team
  • Director of Residential Life
  • Office of Communications Representative
  • President of the Faculty Senate
  • Student Body President

4
Objectives of port-ELL
  • Increase Student Learning
  • We believe that a customized portal at EU will
    increase our ultimate goal of student learning.
    Below are some findings from relevant literature
    highlighting our point.
  • Exposure to current, authentic information
    uniquely available through Web sites can provide
    students with environments that support
    inquiry-based and constructivist learning
    (Oliver, 2000), improve student test performance,
    and develop broader forms of social, cultural,
    and intellectual capacity (Guile, 1998)
    (MacGregor Lou, 2004, p. 161).
  • A positive relationship was found between
    self-reported overall learning and educational
    tools (instructor home page, Internet project,
    online homework assignments, online lecture
    outlines, online syllabus, online student roster
    age, online student grade page, Web project page,
    and technology lectures) (Clarke, Flaherty, and
    Mottner 2001, p173).
  • Research on instructional technology suggest
    that quality instructional design of learning
    tasks and learning environments is necessary for
    improving student learning (Clark, 1983, 2003
    Jonassen, 2002) (MacGregor Lou, 2004, p. 162).
  • Information technology will change teaching and
    learning profoundly, no matter what the response
    of traditional higher education institutions.
    Just as the development of the printing press
    forever changed the teaching enterprise,
    information technology represents a fundamental
    change in the basic technology of teaching and
    learning (Massy and Zemsky, 1995, p.1).
  • Technology has been instrumental in helping the
    college achieve its mission of putting learning
    first and maintaining enrollment (Edwards, 2003,
    p.3).

5
Objectives of port-ELL
  • Increase Faculty-Student Interaction
  • We believe that students interacting with faculty
    is a goal of higher education and specifically
    one of EU. With port-ELL, students will be able
    to benefit from this interaction. Below is some
    highlighted literature.
  • Communication technologies that increase access
    to faculty members, help them share useful
    resources, and provide for joint problem solving
    and shared learning can usefully augment
    face-to-face contact in and outside of class
    meetings. By putting in place a more distant
    source of information and guidance for students,
    such technologies can strengthen faculty
    interactions with all students, but especially
    with shy students who are reluctant to ask
    questions or challenge the teacher directly
    (Chickering and Ehrmann, 1996, p.3).
  • It is argued that faculty-student interaction is
    more thoughtful when students have the
    opportunity to reflect on their responses to
    questions and discussion topics before posting
    them to an electronic public forum (Massy, 1998).

6
Objectives of port-ELL
  • Meet the growing technology needs of millennial
    students
  • Administrators and faculty have struggled with
    reaching the needs of this new type of student.
    We believe that port-ELL will be able to reach
    them and provide new challenges for their many
    technological talents. Below are some related
    findings.
  • Howe and Strauss (2000) indicate that the
    millennial generation is talented in
    technology. It is reasonable to assume that these
    students will want to be challenged with a new
    technology, such as port-ELL.
  • On a top 10 list of what parents want for their
    millennial students, they indicate reasonable
    cost tied with good technology resources
    (Stamats ParentsTALK, 2003).
  • According to Tulgan and Martin (2001), technology
    has also played an important part in empowering
    the millennial generation.

7
Objectives of port-ELL
  • Provide greater convenience for students, staff,
    and faculty
  • As higher education becomes more driven by the
    concept of customer service, students (as well as
    university employees) will seek for a more
    efficient way to do everything in their lives.
    Our team believes that port-ELL will be able to
    provide convenience without sacrificing learning.
  • Having one place that is the home of all
    electronic academic needs will be very helpful to
    students, faculty, and staff. Students will no
    longer need to spend time searching online for
    different websites to pay their bill, submit a
    maintenance request, and post a thought on course
    websites. Faculty will no longer need to search
    through piles of paper to advise a student on
    their degree progress. Everything will be in one
    location.
  • A dire need exists to provide a dynamic,
    convenient, robust, and reliable technology
    support structure for all educators and students
    (Means, 2000) (Oberlander and Talbert-Johnson,
    2004, p. 48).

8
Objectives of port-ELL
  • Be a competitive force among other liberal arts
    institutions
  • Every initiative to better EU is an attempt to
    draw students to EU and away from other
    institutions. This addition will give
    Ellingsburg a technological edge over other
    schools.
  • Portals have the possibility of increasing
    retention rates among freshmen. SUNY-Buffalo
    experienced a 3 increase in retention rates
    after the first year their portal was introduced
    (Olsen, 2002, p. 1).
  • A growing number of universitiesare creating
    portals and many technology experts think that
    portals will become common at colleges (Olsen,
    2002, p. 1). Ellingsburg University should
    create a portal while it is current enough to
    serve as a recruitment tool.
  • Students without state of the art technology are
    disadvantaged institutions without resources to
    upgrade cannot competeinformation technologies
    are dramatically reshaping the way instruction is
    delivered and business is done on college and
    university campuses (Upcraft and Terenzini,
    1999, p.4).
  • More and more, institutions are using technology
    as a means to attract more students to their
    campuses replacing some of the more traditional
    methods of marketing like print, radio and
    television ads, as well as replacing traditional
    course instruction with distance education
    (Edwards, 2003, p.3).
  • Other well respected institutions have created
    successful portals and Ellingsburg should strive
    to surpass the bar that has been set to earn the
    respect of other institutions and incoming
    students. These other institutions include
  • University of Wisconsin Madison
    http//my.wisc.edu/portal/index.jsp
  • Columbia University https//ssol.columbia.edu/
  • College of William and Mary https//my.wm.edu/cp/
    home/displaylogin
  • George Washington University http//my.gwu.edu/
  • University of Washington http//myuw.washington.e
    du/
  • Iowa State University https//accessplus.iastate.
    edu/frontdoor/login.jsp
  • University of North Carolina Chapel Hill
    https//my.unc.edu4448/portal/page?_pageid33,324
    08,33_32412_dadportal_schemaPORTAL

9
Objectives of port-ELL
  • Increase communication between university
    departments and offices
  • Collaboration and communication will only help
    strengthen Ellingsburg University. Port-ELL
    provides an avenue for this to occur.
  • The presence of port-ELL will solve the dilemma
    explained well by University of North Carolinas
    director of special projects Lori Casile All
    over campus these separate departments were
    creating web spaces for their own departmental
    customers without any collaboration across
    departments(Distance Education Report, 2004, p.
    8). port-ELL will give EU departments reason to
    collaborate and create successful partnerships.
  • Technology should be used to serve the mission of
    the institution, and decisions about technology
    should reveal institutional academic priorities.
    Collaboration across divisions are more critical
    than ever before (Hirsch and Burack, 2001).

10
Objectives of port-ELL
  • Enhance web presence at Ellingsburg University
  • Since it is the desire of the Presidents
    Executive Staff to overhaul the current EU
    website, it is our intention to not only create a
    customized portal, but to incorporate it into the
    current homepage of the university.
  • On EUs webpage, prospective students will still
    be able to access current university information
    including fast facts, enrollment data, university
    mission, and application information
  • Current students, faculty, and staff will be able
    to access the sign-on for port-ELL via the EU
    homepage

11
Our Vision
  • The following slides will provide a glimpse into
    our vision of the student portal and
    faculty/staff portal.

12
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
Please click on EVERY tab above to view
information about each channel
Student port-ELL
  • This is what students will see after inputting
    their personal log-in information and signing on
    to their port-ELL via the EU home page.
  • Upon signing in, they will not have to enter
    their personal log-in information again. They
    will need their university PIN number to access
    registration as well as to pay their bill. The
    port-ELL will be available 24 hours a day, 7 days
    a week except during times of maintenance which
    will be announced in advance.
  • Prospective students will be issued a temporary
    log-in name and password so that they can get a
    look at their future port-ELL.
  • When students remain inactive for over 20 minutes
    they will be automatically signed off of port-ELL
    so as to prevent personal information being
    retrieved by unfamiliar sources.
  • Please begin browsing the student port-ELL by
    clicking on Email/Calendar or Next Slide.

Next Slide
Go to Faculty port-ELL
13
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
Please click on EVERY tab above to view
information about each channel
Faculty/Staff port-ELL
  • This is what faculty/staff will see after
    inputting their personal log-in information and
    signing on to their port-ELL via the EU home
    page.
  • Upon signing in, they will not have to enter
    their personal log-in information again. They
    will need their university PIN number to access
    personal payroll and insurance information.
  • When faculty/staff remain inactive for over 20
    minutes they will be automatically signed off of
    port-ELL so as to prevent personal information
    being retrieved by unfamiliar sources.
  • Our goal in providing faculty/staff with port-ELL
    is to facilitate their job by creating one
    location for student information, class
    information, and employee records.
  • To encourage the use of instructional
    technologies in higher education, technologies
    must be convenient and beneficial to the faculty
    member. They must provide a benefit to the
    faculty member that they have identified as
    important to them. The instructional technology
    must help the faculty member do a better job of
    what they define as important (Spotts, 1999, p.
    1).

Next Slide
Go to Student port-ELL
14
Making it Happen!
The following slides will outline the four phases
for the planning and implementation of port-ELL.
Click here if you wish to go back to port-ELL
15
Phase I Planning Approval June 2006
  • Phase I Planning Implementation Team
  • Concept Development Team
  • Our team will stay a part of the planning and
    implementation team throughout all phases of the
    project. As the Student Government President
    changes, the new president will be brought onto
    the committee or be allowed to appoint a
    representative (i.e. Vice President or Senate
    Speaker).
  • 2 Student Government representatives
  • Ranging from the Vice President (if not serving
    in place of the President) to committee chairs,
    these students will allow the project to be in
    touch with student needs and keep the focus on
    what the students want.
  • 3 Information Technology staff
  • A vital part of the team, the IT staff will keep
    the project both grounded in what we can do and
    allow the project to stay current with new
    technology developments.
  • Student Activities and Orientation liaisons
  • These liaisons are an important part of the
    training aspect of Phase I. Their knowledge of
    how orientation works and what activities will
    need to be represented will allow the first stage
    of port-ELL to be as complete as possible and get
    the necessary students trained on the program.
  • Registrar and Bursar liaisons
  • Connecting online registration and bill-pay is an
    important component of Phase I, so we will need
    their expertise on the current system as well as
    what can be done and what should be done.
  • Admissions liaison
  • We will need the help of Admissions to get new
    and prospective students excited about port-ELL
    and the access it will allow them. port-ELL is
    going to be an important recruitment tool and our
    recruiters must be in the loop.

16
Phase I Planning Approval June 2006
  • Whats Happening
  • Intense planning with Information Technology team
    members regarding development of port-ELL program
    will consume most of Phase I.
  • Weekly meetings with Phase I team to plan primary
    channels including Email, Calendar, Billing,
    Announcements, Registration, Schedule (except
    course websites), and Residential Life will be
    held.
  • Monthly assessment of financial progress with
    Phase I team will be conducted.
  • Late spring semester will bring training for
    student, staff, and faculty leaders on unreleased
    pilot port-ELL.
  • Although many students are savvy enough to
    "surf" the Internet, they may lack the strategies
    necessary to efficiently and effectively
    negotiate the reams of available information
    (MacGregor Lou, 2004, p. 162).
  • To adopt any innovation, people need to feel
    comfortable that they either have or will be able
    to quickly attain the required skills and
    knowledge. Lack of training then, has been found
    to be a key source of "cyber-anxiety" (Finley
    Hartman, 2004, p.323).
  • Additionally, orientation leaders will be given
    early training in preparation for their
    orientation training sessions for incoming
    students.
  • The university sponsored events for 2005-2006
    will be collected throughout the year for
    insertion into the Calendar channel on port-ELL.

17
Phase I Planning Approval June 2006
  • Marketing
  • An immediate announcement to the university
    community regarding port-ELL project will be
    made.
  • At the beginning of 2005-2006 academic year, the
    focus will be on explaining to student, staff,
    and faculty leaders the port-ELL project.
  • Team members will work on creating buzz among
    the university community through word of mouth
    via students, faculty, and staff.

18
Phase I Planning Approval June 2006
  • Feedback and Assessment
  • Throughout the 2005-2006 academic year, focus
    groups will be conducted with faculty, students,
    and staff to ensure their voice is being heard
    and resources they desire are being included in
    port-ELL. These focus groups will primarily be
    assessing the content of the port-ELL in
    collaboration with the technology team member
    responsible for content.
  • Test runs will be conducted at every stage of the
    port-ELL program development to assess user
    ability to navigate and utilize channels.

19
Phase II Going Live June 2006
December 2006
  • Phase II Planning Implementation Team
  • Concept Development Team
  • 2 Student Government representatives
  • 3 Information Technology staff
  • Registrar liaison
  • Financial Aid liaison
  • Planning the financial channel is necessary in
    Phase II in hopes of connecting all available
    scholarships, loans, and grants to Ellingsburg
    students. The FAFSA will also be linked on this
    channel.
  • Academic Departmental liaisons
  • The goal at the end of Phase II is to have
    working course websites for all courses at
    Ellingsburg. Representatives from academic
    departments will need to be a part in planning
    what will be on those websites and communicating
    that information back to their respective
    departments.

20
Phase II Going Live June 2006
December 2006
  • Whats Happening
  • Basic port-ELL channels go live for all students,
    faculty, and staff in June.
  • Basic channels include
  • Email and Calendar
  • Billing (under Financial channel)
  • Announcements and News
  • Residential Life
  • Registration
  • Schedule
  • During freshmen orientation, training sessions
    were conducted by orientation leaders for
    incoming freshmen on port-ELL use.
  • During Residential Life RA training in August,
    RAs were trained on how to use port-ELL so that
    they can help new and returning students.
  • During the quiet summer months, faculty/staff
    will have the option of attending many training
    sessions on port-ELL. Department heads will be
    required to attend. Additionally, student
    employees in computer labs and at Information
    Technology will receive extensive training on
    port-ELL.
  • Training sessions aimed at returning students
    will take place throughout September.
  • Weekly meetings will continue throughout the
    semester with the Planning and Implementation
    team to plan course websites, financial aid, and
    EELbook.
  • Pilot programs of Phase III will be tested with
    student volunteers beginning in October.
  • In December, course syllabi for Spring Semester
    2007 will be collected from faculty to be linked
    electronically to their course website by
    Information Technology.

21
Phase II Going Live June 2006
December 2006
  • Marketing
  • Marketing will be aimed at returning students who
    were not trained during the summer as freshmen
    and transfer students were.
  • During September training sessions, free t-shirts
    will be distributed to those participating in
    order to create buzz.
  • Marketing regarding what students can expect from
    Phase III begins in November. This can be done
    via the announcements section in port-ELL as well
    as through student leader word of mouth and
    departmental meetings for faculty and staff.

22
Phase II Going Live June 2006
December 2006
  • Feedback and Assessment
  • Electronic surveys will be emailed out to
    faculty, staff, and students assessing the
    success and areas of improvement of port-ELL. The
    primary purpose of these surveys will be to
    assess the interface of port-ELL. The technology
    team member responsible for interface will be
    working to assess the organization and
    navigational quality of port-ELL.
  • During Phase II, a link to online comment cards
    will be available in the announcements section of
    port-ELL.

23
Phase III Expansion January 2007 -
June 2007
  • Phase III Planning and Implementation Team
  • Concept Development Team
  • 2 Student Government representatives
  • 3 Information Technology staff
  • Registrar liaison
  • University Bookstore liaison
  • The goal at the end of Phase III is for students
    to be able to order textbooks at the same time
    they register for classes. Having the expertise
    and knowledge of how the book ordering process
    works will be necessary for success.
  • Student Activities liaison

24
Phase III Expansion January 2007 -
June 2007
  • Whats Happening
  • Course websites, financial aid information, and
    EELbook will go live.
  • Weekly meetings will continue throughout the
    semester with the Planning and Implementation
    team to plan customization of port-ELL channels
    including myEU and my port-ELL. Additionally,
    plans will be made to automatically order
    required texts for students who select buy my
    books upon registering for classes.
  • Training sessions for transfer students as well
    as students who need training on navigating the
    new additions will be held.

25
Phase III Expansion January 2007 -
June 2007
  • Marketing
  • The Planning and Implementation team will focus
    on getting students excited for Phase IV (the
    final phase) of project port-ELL through
    giveaways, announcements, and electronic
    newsletters.

26
Phase III Expansion January 2007 -
June 2007
  • Feedback and Assessment
  • Focus groups with faculty and staff about the
    newly added course websites and their successes
    and limitations will be held.
  • Electronic surveys regarding what students want
    to see in the customization sections of port-ELL
    that will go live in Phase IV will be circulated.
  • The assessment efforts during this phase will
    focus on the infrastructure of port-ELL. The
    technology team member responsible for
    infrastructure will determine if the bandwith,
    stability, and scalability of the port-ELL are
    providing the utmost convenience for students,
    faculty, and staff.
  • During Phase III, a link to online comment cards
    will be available in the announcements section of
    port-ELL.

27
Phase IV Completion June 2007 - December
2007
  • Phase IV Planning Implementation Team
  • Concept Development Team
  • 2 Student Government representatives
  • 3 Information Technology staff
  • University Assessment Consultant
  • Assessment is vital at this point in the project.
    An expert will be brought in to help plan the
    large-scale assessment initiative and to review
    the smaller scale assessment measures that have
    been conducted throughout the previous phases.

28
Phase IV Completion June 2007 - December
2007
  • Whats Happening
  • My port-ELL, myEU, PDA syncing abilities, and
    book sales will go live in June.
  • Weekly meetings will continue with the Planning
    and Implementation team.
  • The majority of Phase IV will be spent on
    assessing the breadth of the project.
  • Orientation and training sessions will continue
    as they did a year earlier.

29
Phase IV Completion June 2007 - December
2007
  • Marketing
  • A newsletter to students, staff, faculty, and
    alumni will be distributed celebrating the near
    completion of the project.

30
Phase IV Completion June 2007 - December
2007
  • Feedback and Assessment
  • The University Assessment Consultant, with the
    help of the Planning and Implementation team,
    will distribute a survey to all faculty, staff,
    and students regarding the development of the
    port-ELL project and how it could have been
    improved.
  • The three technology team members will work
    together to assess how the three various areas
    (content, interface, and infrastructure) have
    worked together throughout the process.
  • The University Assessment Consultant will
    coordinate several months of focus groups with
    the various departments and offices that
    collaborated with the Planning and Implementation
    team in the creation of port-ELL.

31
Potential Roadblocks
As with any large undertaking, there are some
potential limitations to our success. When
dealing specifically with technology, striving
for progress must not be limited by the fear of
failure. With that in mind, here are the
potential limitations of project port-ELL.
32
Potential Roadblocks
  • Roadblock Cost
  • The greatest cost of project port-ELL is in human
    hours spent working on program development.
  • Possible Solutions
  • Creating Graduate Assistant positions in the
    Information Technology department
  • These positions can be filled by students at
    nearby Rolling Hills institutions to increase
    affordability.
  • 3 positions will result in an additional 60 man
    hours each week toward this project.
  • Hiring 3 Graduate Assistants at 8,000 per year
    will be less expensive than hiring a full time
    employee to focus on this project which
    necessitates a great deal of time and attention.
  • Sponsorship
  • Advertising space on port-ELL could be sold to
    University approved sponsors (as to avoid
    advertisers who do not support the mission of
    Ellingsburg University).
  • Student Fee Increase
  • Pending approval of Student Government, a
    technology fee increase could help make the
    project more affordable.

33
Potential Roadblocks
  • Roadblock Instability of Technology
  • The inevitable downside to all technology is that
    it not eternally dependable.
  • Possible Solutions
  • In the case of technology, the reward is greater
    than the risk. Any potential problems can be
    ameliorated with efficient communication (i.e.
    maintenance of port-ELL will be announced days in
    advance) and the IT staff will focus on
    troubleshooting during all phases.

34
Potential Roadblocks
  • Roadblock Misuse
  • Due to the customization options of port-ELL,
    misuse by port-ELL users is a distinct
    possibility.
  • Possible Solutions
  • An addendum to the Student Conduct Code to
    prohibit port-ELL misuse will be made.
  • Students will be required to complete a User
    Agreement upon their first sign-in. The User
    Agreement will outline rules, regulations, and
    online community standards.
  • If misuse occurs, judicial officers will be armed
    with educational sanctions.

35
Putting it in Perspective
  • Our mission as a liberal arts institution is to
    promote the undergraduate experience. We
    understand our role and frame our mission through
    Chickering and Gamsons (1991) Seven Principles
    of Good Practice in Undergraduate Education.
    Chickering and Ehrmann (1996) outlined these
    principles in a technological context in
    Implementing the Seven Principles Technology as
    Lever. We will conceptualize our port-ELL
    proposal using these Seven Principles.

36
Good Practice Encourages Contacts Between
Students and Faculty
  • As stated earlier, technology increases the
    quantity of interactions between students and
    faculty. Additionally, shy students will be
    more apt to interact with faculty.
  • port-ELL will accomplish this through course
    webpages, EELbook, and email.

37
Good Practice Develops Reciprocity and
Cooperation Among Students
  • Technology enables students to share resources
    and tools as well as develop relationships based
    on collaboration and academics.
  • port-ELL facilitates development of study groups
    among students as well as encourages shared
    resources through course websites. Additionally,
    EELbook will help initiate these relationships.

38
Good Practice Uses Active Learning Techniques
  • Technology encourages reflection, participation,
    and presents opportunities for further learning.
  • port-ELL will allow students to engage in their
    classes by providing an outlet for discussion
    outside the classroom. Students who may be
    hesitant to actively participate in class will be
    empowered to contribute their reflections online.
  • The myEU channel will feature ways to get
    involved in academics on campus through
    residential, research, and academic organizations.

39
Good Practice Gives Prompt Feedback
  • Technology is a gateway to making communication
    happen more efficiently.
  • port-ELL will feature avenues of posting work and
    receiving quick feedback from peers and faculty
    via discussion boards.
  • Faculty contact information will be readily
    available on course websites, and students will
    be able to select a manner of contacting faculty
    that works best for them. Faculty, in return,
    will have several options to respond to student
    inquiries through email, discussion board, and
    EELbook.
  • Student affairs administrators will also be able
    to respond quickly to student concerns and
    feedback.

40
Good Practice Emphasizes Time on Task
  • The nature of technology is to provide services
    more efficiently and more effectively.
  • port-ELL as a one-stop-shop reduces the amount of
    time students spend seeking resources for
    academics, social events, campus resources,
    contacting faculty and peers, and taking care of
    important tasks such as paying bills and applying
    for financial aid. The conduct database will help
    staff deal with conduct more efficiently and the
    advising resources will do the same for faculty.

41
Good Practice Communicates High Expectations
  • Technology increases communication and through
    communication, higher expectations are more
    clearly defined.
  • Enforcement of a new set of online community
    standards shows port-ELL users that expectations
    of appropriate conduct are high. Additionally,
    port-ELL stresses high academic standards through
    constant contact with faculty, staff, and peers.
    The presence of residential and university
    involvement opportunities relates a set of high
    expectations by student affairs staff for
    students to be involved in their environment.

42
Good Practice Respects Diverse Talents and Ways
of Learning
  • Technology promotes self reflection and allows
    for different needs in terms of learning styles.
  • port-ELL accommodates students in need of
    immediate response and students who need time to
    reflect.
  • Students ability to customize port-ELL promotes
    individuality and gives the student a say in
    creating their undergraduate experience.
  • Additionally, students from across the country
    will be able to remain connected to their
    hometown and share that aspect of themselves with
    their EU community.

43
Taking the Next Step
  • Pending Executive Staff approval of project
    port-ELL
  • Phase I will begin with a press release to
    students, staff, and faculty.
  • Appointments will be made to Phase I Planning and
    Implementation team.
  • Weekly meeting times will be scheduled.

44
Thank You
Thank you for your time and consideration.
Your desire to learn more about our vision shows
your dedication to improving the student,
faculty, and staff experience at Ellingsburg
University. We look forward to working with you
further on this project.
45
References
  • Barisic, S. (2000). William and Mary students
    build, manage online community. Associated Press
    Newswire. Retrieved February 19, 2005 from
    Factiva database.
  • Blumenstyk, G. (1999). Colleges get free web
    pages, but with a catch Advertising. The
    Chronicle of Higher Education. Retrieved February
    18. 2005 from LexisNexis database.
  • Boulais, N. Sturgis, T. (2003). Changing the
    channel using technology effectively in student
    affairs. Student Affairs Online, 4,4. Retrieved
    on February 15, 2004 from http//www.studentaffair
    s.com/ejournal/fall5F2003/ChangingtheChannel.html
    .
  • Chickering, A.W. Ehrmann (1996, October, 3-6). 
    Implementing the seven principles Technology as
    lever.  AAHE Bulletin
  • Clarke, I. III., Flaherty, T. B. Mottner, S.
    (2001). Student perceptions of educational
    technology tools. Journal of Marketing Education,
    23,169-77.
  • Edwards, K. (2003). Impact of technology on
    college recruitment and retention. Student
    Affairs Online, 4(4). Retrieved from
    http//studentaffairs.com/ejournal/Fall_2003/Impac
    tofTechnology.html
  • Finley, L., Hartman, D. (2004). Institutional
    change and resistance Teacher preparatory
    faculty and technology integration. Journal of
    Technology and Teacher Education, 37, 161-175.
  • Goldsmith, B. (2004). U. Houston students get
    one-stop Web shop. The Daily Cougar via U-Wire.
    Retrieved February 18, 2005 from LexisNexis
    database.
  • Hirsch, D. Burack, C. (2001).  Finding points
    of contact for collaborative work. New Directions
    for Higher Education, 116, 53-62.
  • Howe, N. and Strauss, W. Millennials Rising The
    Next Great Generation. New York Vintage Books,
    2000.
  • Howe, N., Strauss, W. (2000). Millennials
    rising The next great generation. New York
    Vintage Books.
  • Irvine C., Flaherty, T., Mottner, S. (2001).
    Student perceptions of educational technology
    tools. Journal of Marketing Education,
    23169-177.
  • Johnson, K. (2001). A river runs through it
    considerations and issues when evaluating student
    portals. From the World Wide Web
    http//studentaffairs.com/ejournal/Winter_2001/riv
    er.html
  • Krause, D. Porcelli, J. (2003). Two Northeast
    colleges choose CampusCruiser as their online
    campus solution CampusCruiser gives all
    constituents full suite of communication tools.
    Business Wire, Inc. Retrieved February 18, 2005
    from LexisNexis database.

46
References Continued
  • Layne, J. (2004). University of Wisconsin-Madison
    selects Unicon to assist with uPortal migration
    Customization, flexible framework give Badgers
    greater control. Business Wire, Inc. Retrieved
    February 18, 2005 from LexisNexis database.
  • Massy, W.F., Zemsky, R. (1995). Using
    technology to enhance academic productivity.
    Washington, D.C Educom.
  • McPherson, M., Nunes, M. B. (2004). The failure
    of a virtual social space (VSS) designed to
    create a learning community Lessons learned.
    British Journal of Educational Technology, 35,
    305-321.
  • Oberlander, J., Talbert-Johnson, C. (2004).
    Using technology to support problem-based
    Learning. Action in Teacher Education, 25, 48-57.
  • Olsen, F. (2002). The power of portals. The
    Chronicle of Higher Education, 48, A32-A33. 
    Studen, A. (2002)
  • Parsons, A., and Hernandez, J. (2003). Creating
    student centered web pages for incoming and new
    students. Student Affairs Online, 4(1). Retrieved
    from http//studentaffairs.com/ejournal/Winter_200
    3/creatingwebpages.html 
  • Portals The lady or the tiger?  Educause Review,
    37(3), 58-59.
  • Portal makes university more user friendly.
    (2004). Distance Education Report, 8(1), 8.
  • Robinson, L. (2004). Colorado State U. looks
    combine Web services. Rocky Mountain Collegian
    via U-Wire. Retrieved February 18. 2005 from
    LexisNexis database.
  • Spotts, T. (1999). Discriminating factors in
    faculty use of instructional technology in higher
    education. Educational Technology Society
    2(4),82-89. Retrieved from http//www.ifets.info/j
    ournals/2_4/spotts.html
  • Tulgan, B. Martin, C. A. (2001, September 28).
    Managing Generation Y Electronic version.
    Business Week Online, Retrieved from
    http//www.businessweek.com/smallbiz/content/sep20
    01/sb20010928_113.htm.
  • Upcraft, M.L. Terenzini,P.T. (1999). Looking
    beyond the horizon Trends shaping student
    affairs. Technology. Retrieved from
    http//www.acpa.nche.edu/seniorscholars/trends/tre
    nds5.htm
  • Walbridge, J. (2003). Wake Forest University to
    transform campus communications New mobile
    infrastructure gives students information access
    anywhere, anytime. Business Wire, Inc. Retrieved
    February 18, 2005 from LexisNexis database.

47
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
  • Email and Calendar
  • This channel will serve primarily as student
    email as it exists currently. Students will have
    access to distribution lists and a global address
    book. Their email will have personal folders.
    The capacity will be 25 MB.
  • The calendar will automatically have all
    University sponsored events. Students will also
    have the option of adding any personal events.
    They can sign-up to have the student
    organizations they choose to automatically post
    their events on their calendar.
  • Students can program reminders for important
    events.

Next Slide
Go to Faculty port-ELL
48
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
Registration At their designated registration
time, which will be posted on this tab, students
will gain access to the university registration
system. The system will have the term schedule of
classes. Students will be able to view current
capacity, enrollment, instructor, time, and
location of each class regardless of their
enrollment in each class. Information about any
registration holds will also be available under
this tab. Upon registration students will have
the option of clicking a button that will order
all of the required texts for classes they are
enrolled in from the University Book Store.
Next Slide
Go to Faculty port-ELL
49
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
Schedule Students will have their current term
schedule posted. There will be a link to the
course website for each class a student is
enrolled in. The course website will have many
resources for the students including faculty and
student contact information, discussion boards,
syllabus, class assignments, and class
links. This information will enable students to
develop study groups, engage in discussion
outside the classroom, provide electronic
resources for one another, communicate with
faculty, and receive feedback from one another
for each class they are enrolled in.
Next Slide
Go to Faculty port-ELL
50
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
Degree Progress Students will be able to access
their unofficial university transcript. They can
also order official transcripts from this
channel. Grade information from each term will
be available on this tab. Student degree progress
will be mapped so at any time they can determine
what classes remain for graduation. Undergraduate
and graduate catalogs that include information on
program requirements, class prerequisites,
policies, and special course notes will be
available electronically here.
Next Slide
Go to Faculty port-ELL
51
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
Financial Students have the option of paying
their student account balance electronically from
this channel. Employment opportunities, student
payroll information, financial planning, FAFSA
information, and institutional grants and loan
information will be available here. Additionally,
scholarship reapplication deadlines for each
individual student will be posted in this
channel.
Next Slide
Go to Faculty port-ELL
52
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
myEU Emergency contact information will be
available here. Students can find contact
information, links to websites, and general
description of services offered by campus
resources in myEU. Resources include but will not
be limited to the library, student health and
counseling, disability services, exercise
facilities, multiculturalism office, and career
center. There will also be information available
on the various student organizations at
Ellingsburg and how students can get
involved. Students can customize the channel to
display information relevant to their personal
organizational involvement.
Next Slide
Go to Faculty port-ELL
53
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
Residential Life Students will be able to
re-apply for housing through this channel as well
as view contract information. Links to
residential learning community websites will be
available. Students will be able to submit
residential maintenance requests via this
channel. Information about campus dining
including meal plan and menus will be provided.
Next Slide
Go to Faculty port-ELL
54
Email/ Calendar
Degree Progress
Residential Life
My port-ELL
Schedule
Financial
myEU
Registration
My port-ELL This tab will be determined based
solely on students personal interests. Options
for customization in this channel include news
headlines, weather, movie times, horoscopes,
sports scores, and website bookmarks. In this
channel the students can customize the look of
their port-ELL in terms of fonts, background
color, and design. A tutorial will be available
to guide users through the customization
process.
Go to Faculty port-ELL
55
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
  • Email and Calendar
  • This channel will serve primarily as faculty and
    staff email as it exists currently. Faculty and
    staff will have access to distribution lists and
    a global address book. Their email will have
    personal folders. The capacity will be 50 MB.
  • The calendar will automatically have all
    University sponsored events. Faculty and staff
    will also have the option of adding any personal
    events . They can sign-up to have any
    organizations they choose to automatically post
    their events on their calendar.
  • Faculty and staff can program reminders for
    important events.

Next Slide
Go to Student port-ELL
56
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
  • Payroll/ Benefits
  • Faculty and staff will have access to payroll
    information along with university benefits and
    insurance information.
  • Information about coverage, costs, insurance
    type, eligibility, and how to make changes to
    ones insurance plan will be available.
  • Information about salary structure, pay periods,
    and vacation time will be here.

Next Slide
Go to Student port-ELL
57
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
Schedule Faculty and staff (who teach) will have
their current term schedule posted. There will be
a link to the course website for each class being
taught. The class website will have many
resources including faculty and student contact
information, discussion boards, syllabus, class
assignments, and class links. Faculty or staff
will have moderator status to alter syllabi,
collect assignments, and input student grades
throughout the semester. Academically based
residential communities will have a feature
similar to course websites to post relevant
articles and resources.
Next Slide
Go to Student port-ELL
58
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
Advising (for faculty/staff who
advise) Transcript information for advisees will
be easily accessible for faculty/staff academic
advisors. Undergraduate and graduate catalogs
will be available electronically. Faculty and
staff who advise student organizations will be
able to access advising resources.
Next Slide
Go to Student port-ELL
59
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
Conduct Database (for faculty/staff who
adjudicate hearings) This channel will provide
student conduct history, an accountability and
tracking system, and conduct meeting maker. The
standards of student conduct and educational
sanctioning guidelines will be available. A
discussion board for sharing best conduct
practices will be available.
Next Slide
Go to Student port-ELL
60
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
  • myEU/Forum
  • This channel will provide a forum for faculty and
    staff to post responses to various relevant
    topics.
  • This forum will spark discussion among faculty
    and staff who typically do not communicate or
    collaborate regularly.
  • The myEU option will have links to resources that
    include but will not be limited to the library,
    student health and counseling, disability
    services, exercise facilities, multiculturalism
    office, and career center.
  • There will also be information available on the
    various student organizations at Ellingsburg
    for faculty or staff that are interested in
    advising.

Next Slide
Go to Student port-ELL
61
Email/ Calendar
Payroll/ Benefits
myEU/ Forum
My port-ELL
Schedule
Advising
Conduct
  • My port-ELL
  • This tab will be determined based solely on
    personal interests.
  • Options for customization in this channel include
    news headlines, weather, movie times, horoscopes,
    sports scores, and website bookmarks.
  • A tutorial will be available to guide users
    through the customization process.
  • In this channel the users can customize the look
    of their port-ELL in terms of fonts, background
    color, and design.
  • Also included on my port-ELL is the EELbook
  • Overall, EELbook will allow students, faculty,
    and staff across campus to make connections and
    determine as a basis for social opportunities and
    academic initiatives

Next Slide
Go to Student port-ELL
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