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Student Affairs Case Study Competition 2007

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Student Affairs Case Study Competition 2007 Danielle Nied, Alana Barnes, Ben Parks & Jessica Berkey Western Illinois University About Neo University Core Values ... – PowerPoint PPT presentation

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Title: 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
StudentAffairs.com says, Neo University is a
young institution that is full of potential.
  • 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

Princeton Review claims, Neo University is the
wave of the future.
3
About Neo University
  • Neo Universitys Deans 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 Deans 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 _at_ Neo
    U.
  • Directions for the Future An Implementation
    Plan

6
Connecting Theory with Practice
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
  • 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/S
    pring_2000/article4.html)

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
  • 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
  • Presents 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/te
    lemedicine/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/g
    lossaries/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/educationalteleconferencesnewtoolofinstructio
    nindistancelearning.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/Vid
    eo_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/TER
    M/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
  • 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 Teleconferencing New 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 Teleconferencing Student
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 Teleconferencing Distance
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 _at_
    Wharton, 2005)
  • Facebook currently has over 16 million
    registered 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/soci
    alnet.htm)

29
ASSESSMENT of Online Communities
  • 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.
  • 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.

30
Best Practices in using Online CommunitiesInstitu
tional Online Communities
  • The College of William and Marys
  • 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 _at_ SHU
  • Capital University
  • Inside Capital (Kornblum, n.d.)

31
Best Practices in using Online CommunitiesEducati
on Surrounding Facebook
  • Cornell University
  • Key Points
  • This institution directly addresses its 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
  • 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.generationsat
    work.com/articles/millenials.htm1220Cool20Ideas
    20for20Managing20Millennials)
  • 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/poli
    cy/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 Websters 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 presidents cabinet directs
    uniform policy implementation
  • (2) Decentralized Model individual departments
    create own policy and procedures
  • (3) Increasingly common to have both
    university-wide policy AND departmental
    standards. (http//www-cdn.educause.edu/ir/librar
    y/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
    Deans 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/D
    EC0406.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_McMahon2020Pospisil.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
  • Whos role is it to specify what you can or
    cannot receive in your inbox?
  • What is spam? One persons spam is another
    persons research (www.educause.edu/ir/library/pd
    f/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/pub700
    7h.pdf)
  • Time spent to study and implement new policies
  • How does this policy fit with institutional
    priorities?

46
Best Practices in Institutional Spam Policy Use
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 Policy
Information 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 FutureImplications 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)

51
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