Student Affairs Case Study
Competition 2007
Danielle Nied, Alana Barnes, Ben Parks & Jessica Berkey
Western Illinois University
About Neo University
Princeton Review
claims, “Neo University
is the wave of the
future.”
Core Values:
Educational Opportunity
Social Responsibility
Collaborative Ethos
Preparation for Future
StudentAffairs.com
says, “Neo University is
a young institution that
is full of potential.”
Discovering New Knowledge
Engagement in Learning
Freedom of Thought & Expression
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
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.
New Directions for Technology
at Neo University
“Wired to Today…
Connected to the Future”
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
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:
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)
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
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
Technology I:
Podcasts
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
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.
How to Integrate Podcasts into
Neo 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.
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.
ASSESSMENT of Podcasting
BENEFITS
CHALLENGES
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
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)
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
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.
Best Practices in Podcasting
A 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
Technology II:
Teleconferencing
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
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, videoconferencing, 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/contribdocs/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)
How to Integrate Teleconferencing
into Neo University?
Uses with Students
Uses within Student Affairs & Faculty
All of these uses ensure effective
connectivity of students to
information which reinforces
their connection to the
institution.
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.
• Distance education
• Online courses
• Academic advising
• Counseling
• Orientation
• Service learning programs
• Study abroad programs
• Summer leadership programs
• Recruitment processes
• Creating partnerships
• Multi-campus institutions
• Professional development
• Teaching pedagogies
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
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
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.
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.
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.
Technology III:
Online Communities
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 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)
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
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.)
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)
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.
Best Practices in using Online Communities
Institutional 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.)
Best Practices in using Online Communities
Education 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)
Technology IV:
Blogs
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
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.
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.
How to Implement Blogs
at 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.
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 faceto-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.
Best Practices in Using Blogs
Institutional 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.
Best Practices in Using Blogs
Prospective 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.
Technology V:
Institutional Spam
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
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
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:
(1) Centralized Model – president’s
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://wwwcdn.educause.edu/ir/library/pdf/pub7007h.pdf)
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)
ASSESSMENT of Institutional Spam Policy
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?
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
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 largescale 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.
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.
Implications of Technology &
Future Directions
Final Considerations
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)
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)
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