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
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.
Portal Conceptual
Development Team
• Director of Residential Life
• Office of Communications
Representative
• President of the Faculty Senate
• Student Body President
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).
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).
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.
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 portELL 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).
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 universities…are 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 compete…information 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.edu/
Iowa State University: https://accessplus.iastate.edu/frontdoor/login.jsp
University of North Carolina – Chapel Hill:
https://my.unc.edu:4448/portal/page?_pageid=33,32408,33_32412&_dad=portal&_schema=PORTAL
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 Carolina’s 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).
Objectives of port-ELL
• Enhance web presence at Ellingsburg University
− Since it is the desire of the President’s 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 EU’s 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
Our Vision
• The following slides will provide a glimpse into our
vision of the student portal and faculty/staff portal.
Email/
Calendar
Registration
Schedule
Degree
Progress
Financial
myEU
Residential
Life
My
port-ELL
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
Email/
Calendar
Payroll/
Benefits
Schedule
Advising
Conduct
myEU/
Forum
My
port-ELL
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
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
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.
Phase I: Planning
Approval – June 2006
• What’s 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 "cyberanxiety" (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.
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.
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.
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.
Phase II: Going Live
June 2006 –
December 2006
• What’s 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.
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 tshirts 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.
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.
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
Phase III: Expansion
January 2007 June 2007
• What’s 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.
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.
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.
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.
Phase IV: Completion
June 2007 December 2007
• What’s 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.
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.
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.
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.
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.
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.
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.
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 Gamson’s (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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.studentaffairs.com/ejournal/fall%5F2003/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/ImpactofTechnology.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, 23:169-177.
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/river.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.
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_2003/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/journals/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/sep2001/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/trends5.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.