Face to Face with
the Facebook.com
Presented by:
Leah Behrens
John Faughn
Sara Olsen
Iowa State University
Facebook Overview
What is Facebook?
– An online community that virtually connects
students with others at their college and on other
campuses.
– Created by Harvard undergraduates in 2004 as an
innovative and fun way to connect with peers.
– Now, hundreds of diverse campuses nationwide
connecting millions of students as members.
– A popular method for developing relationships,
including dating or friendship.
Facebook Overview
Why and how do people use Facebook?
– It’s a fun and easy way to meet new people.
– Students register using their college email address,
and then can post personal information, favorite
books, academic courses, where they live, and
ways to contact them.
– Members are granted access to other profiles at
their institution, and can search among other users
for new friends.
Facebook Overview
Why and how do people use Facebook?
– Students can also start “groups” that show their
interests, such as favorite sport, sexual orientation,
Greek affiliation or even post parties and events.
– Every profile also has a “Wall,” a virtual message
board where viewers can leave messages for the
individual.
– In early September 2005, a high school version of
the website was launched, meaning students will
likely become even more accustomed to such
activities being an integral part of their lives
Facebook Overview
Implications
– Though a trendy way to communicate, Facebook
poses ethical dilemmas for both students and
college administrators.
– Due to the recent events on campus, we feel it is
necessary to provide an orientation about Facebook
to incoming students.
– As a result, we created a tutorial that students must
pass earning a B grade or higher in order to access
the campus network.
What issues should
students be aware of?
– Moral and ethical issues (i.e. lying,
portraying falsities, impersonation,
etc.)
• What messages are students sending
about their personal character based on
what is posted on their profile?
What issues should
students be aware of?
– Copyright infringement (i.e. using
school logos, song lyrics, movie
scenes, etc.)
• If a company/institution were to pursue
legal action against facebook users,
would your profile be flagged as
problematic?
What issues should
students be aware of?
– Legal issues (i.e. signing up for
facebook = signing a contract)
• What terms are being agreed to by
signing up for this service?
What issues should
students be aware of?
– Privacy issues (i.e. facebook is an
open, public forum)
• How will the information users post be
used/misused? Who can see it?
What issues should
students be aware of?
– First Amendment (i.e. regular
constitutional and institutional
responsibilities apply—hate speech,
harassment, etc. is not permitted)
• What rights do you have? What rights
do you not have?
What issues should
students be aware of?
– Faculty-staff usage: facebook isn’t
just for students!
• How will what students have posted on
their profiles potentially impact their
standing in a class, or as a
campus/community leader?
Why is this presentation and
tutorial necessary on your
campus?
• Educating members of the Diversity College
community on online responsibility is a priority
as we move into the increasingly complex
future of technology.
• According to Dr. Michael Bugeja, Director of
the Greenlee School for Journalism and Mass
Communication at Iowa State University,
“Everyone has the computer skills—we need
to reemphasize critical thinking” (Science &
Society Seminar, November 17, 2005).
Why is this presentation and
tutorial necessary on your
campus?
• The concern is not whether or not students
have adequate computer usage skills, but
rather the challenge of considering the
potential impact of online behavior. As an
institution of higher education, Diversity
College has a responsibility to share policies,
procedures, and expectations not only with
students, but with faculty and staff as well.
Why is this presentation and
tutorial necessary on your
campus?
• Through a proactive approach, members of
the Diversity College facebook.com ad hoc
committee believe we can foster positive
interaction among members of the college
community, both online and face-to face. The
presentation and tutorial will serve to equip
members of the community with the tools
necessary to successfully navigate their
collegiate experience, while considering
moral, ethical, and legal ramifications.
Why is this presentation and
tutorial necessary on your
campus?
• Due to the significant presence in the
lives of students, administrators in
student affairs must answer critical
questions about the impact of
facebook.com to best understand the
phenomenon and meet the needs of
students where they are.
Why is this presentation and
tutorial necessary on your
campus?
• There is significant difference of opinion about
the type and quality of community that can be
achieved online (Selingo, 2005; Horrigan,
2001). Similarly, agreement has not been
reached on the strength of inter-personal
connections that can be built between
individuals through an electronic medium
(Horrigan, Boase, Rainie & Wellman, 2006).
Why is this presentation and
tutorial necessary on your
campus?
• Concerns exist about the ability for students to
intentionally or unintentionally misrepresent
themselves and their motives in online
interactions (Bugeja, 2006). Additionally, the
social signals that help us differentiate healthy
interest from obsessive stalking can be better
masked or obscured over the web (Read,
2006). Finally, these social networking tools
seem to lower the threshold of accountability
while encouraging trust (Paulson, 2006).
Why is this presentation and
tutorial necessary on your
campus?
Questions we want students to think about:
1) Are persons with whom students associate online
also persons with whom students have close
relationships in real life;
2) Does the expression of concern regarding one’s
online privacy correlate with an individual’s
implementation of privacy tools; and
3) Do people self-disclose personal details to a greater
degree in online associations or in real life
associations?
Case study:
Iowa State University
• Underage female student attends keg party
and is photographed drinking by friends.
• Student leaves party intoxicated and hits and
kills a walking student.
• Pictures are posted online at myspace.com
and facebook.com. Police use information to
determine behavior and party attendance.
• Online information is later used to corroborate
evidence and file charges.
Case study:
Syracuse University
• Four students create a “group”
which badmouths a university
Teaching Assistant.
• University officials expel the
“officers” of the group from the
class and issue disciplinary
reprimands.
How did you decide which content and
questions are to be utilized for the
student presentation and tutorial?
• Relatively new topic of discussion
• Not yet a strong research-based
foundation to draw from.
• No new legal precedent regarding
online behavior.
How did you decide which content and
questions are to be utilized for the
student presentation and tutorial?
• Therefore, we will turn to existing policies,
practices, and documents to develop a
strategy for addressing this topic.
– Specifically, we will refer to the policies and terms
outlined by facebook.com, the first amendment of
the U.S. Constitution, and college policies.
– We will also look to current literature regarding the
issue, both in the realm of higher education and
popular media.
What questions will be asked
as part of the exam for
the tutorial?
• The following slides contain the 20question tutorial students will be
required to “pass” with an 80% during
orientation. Answers follow each
question.
• Survey questions for assessment
purposes, including ethical questions,
will follow the tutorial.
Student Tutorial
1. Facebook.com can change the
Terms of Use without notice to
users.
a. True
b. False
Answer
1. Facebook.com can change the
Terms of Use without notice to
users.
a. True
b. False
Student Tutorial
2. Continuing to use facebook.com
after the Terms of Use have
been changed indicates my
acceptance of the terms and my
agreement to abide by them.
a. True
b. False
Answer
2. Continuing to use facebook.com after
the Terms of Use have been changed
indicates my acceptance of the terms
and my agreement to abide by them.
a. True
b. False
Student Tutorial
3. As a facebook.com member, I have
the right to post harmful, threatening,
abusive, harassing, vulgar, obscene,
hateful, or racially, ethnically or
otherwise objectionable content.
a. True
b. False
Answer
3. As a facebook.com member, I have
the right to post harmful, threatening,
abusive, harassing, vulgar, obscene,
hateful, or racially, ethnically or
otherwise objectionable content.
a. True
b. False
Student Tutorial
4. As a facebook.com member, I have
the right to impersonate any person
or entity, or falsely state or otherwise
misrepresent yourself or your
affiliation with any person or entity,
including the creation of a false
identity.
a. True
b. False
Answer
4. As a facebook.com member, I have the right
to impersonate any person or entity, or
falsely state or otherwise misrepresent
yourself or your affiliation with any person or
entity, including the creation of a false
identity.
a. True
b. False
Student Tutorial
5. Unsolicited or unauthorized
advertising is permitted for
facebook.com members.
a. True
b. False
Answer
5. Unsolicited or unauthorized
advertising is permitted for
facebook.com members.
a. True
b. False
Student Tutorial
6. Facebook.com reserves the right to
may review and delete Member
Content which might be offensive,
illegal, or that might violate the rights,
harm, or threaten the safety of
Members.
a. True
b. False
Answer
6. Facebook.com reserves the right to
may review and delete Member
Content which might be offensive,
illegal, or that might violate the rights,
harm, or threaten the safety of
Members.
a. True
b. False
Student Tutorial
7. By becoming a member of facebook.com, and creating
a member profile, I automatically grant Facebook an
irrevocable, perpetual, non-exclusive, transferable,
fully paid, worldwide license (with the right to
sublicense) to use, copy, perform, display, reformat,
translate, excerpt (in whole or in part) and distribute
such information and content and to prepare
derivative works of, or incorporate into other works,
such information and content, and to grant and
authorize sublicenses of the foregoing.
a.
b.
True
False
Answer
7. By becoming a member of facebook.com, and creating
a member profile, I automatically grant Facebook an
irrevocable, perpetual, non-exclusive, transferable, fully
paid, worldwide license (with the right to sublicense) to
use, copy, perform, display, reformat, translate, excerpt
(in whole or in part) and distribute such information and
content and to prepare derivative works of, or
incorporate into other works, such information and
content, and to grant and authorize sublicenses of the
foregoing.
a. True
b. False
Student Tutorial
8. I can remove my member
content at any time.
a. True
b. False
Answer
8. I can remove my member
content at any time.
a. True
b. False
Student Tutorial
9. Facebook.com holds
responsibility for addressing
disputes between members.
a. True
b. False
Answer
9. Facebook.com holds
responsibility for addressing
disputes between members.
a. True
b. False
Student Tutorial
10. Should any indirect, consequential,
exemplary, incidental, special or
punitive damages occur to members
as a result of using facebook.com,
the website will be held liable.
a. True
b. False
Answer
10. Should any indirect, consequential,
exemplary, incidental, special or
punitive damages occur to members
as a result of using facebook.com, the
website will be held liable.
a. True
b. False
Student Tutorial
11. Should any indirect, consequential,
exemplary, incidental, special or
punitive damages occur to members
as a result of using facebook.com
and you paid for an additional
service, facebook.com will be held
liable.
a. True
b. False
Answer
11. Should any indirect, consequential,
exemplary, incidental, special or
punitive damages occur to members
as a result of using facebook.com and
you paid for an additional service,
facebook.com will be held liable.
a. True
b. False
Student Tutorial
12. If facebook.com members have
a dispute, it will be governed by
the laws of the State of California
and Santa Clara County and will
be resolved within one year.
a. True
b. False
Answer
12. If facebook.com members have a
dispute, it will be governed by the
laws of the State of California and
Santa Clara County and will be
resolved within one year.
a. True
b. False
Student Tutorial
13. If facebook.com fails to exercise
or enforce any right or provision
of their terms, they will be
responsible for any potential
damages.
a. True
b. False
Answer
13. If facebook.com fails to exercise or
enforce any right or provision of their
terms, they will be responsible for any
potential damages.
a. True
b. False
Student Tutorial
14. Facebook.com does not share
member information with third
parties.
a. True
b. False
Answer
14. Facebook.com does not share
member information with third
parties.
a. True
b. False
Student Tutorial
15. Facebook.com correspondence
can be sent to non .edu email
addresses.
a. True
b. False
Answer
15. Facebook.com correspondence
can be sent to non .edu email
addresses.
a. True
b. False
Student Tutorial
16. Members can report offensive
groups or photos and
facebook.com will take action.
a. True
b. False
Answer
16. Members can report offensive
groups or photos and
facebook.com will take action.
a. True
b. False
Student Tutorial
17. Members cannot remove an
undesired photo of themselves
from facebook.com.
a. True
b. False
Answer
17. Members cannot remove an
undesired photo of themselves
from facebook.com.
a. True
b. False
Student Tutorial
18. The default settings on my
account allow me the maximum
level of security and privacy
provided.
a. True
b. False
Answer
18. The default settings on my
account allow me the maximum
level of security and privacy
provided.
a. True
b. False
Student Tutorial
19. I can change my privacy settings
to prevent unwanted members
from viewing my profile.
a. True
b. False
Answer
19. I can change my privacy settings
to prevent unwanted members
from viewing my profile.
a. True
b. False
Student Tutorial
20. My privacy is my responsibility,
not facebook.com’s.
a. True
b. False
Answer
20. My privacy is my responsibility,
not facebook.com’s.
a. True
b. False
How will you ensure that the orientation and
online programs are worthwhile and
educational to the students?
• The programs that we have proposed will be
educational and meaningful to the students.
We can ensure that these programs will have
a positive impact on the student and campus.
Our committee has thoroughly researched the
impact and implications that facebook plays
on college campuses. Our committee has
created engaging and thoughtful activities that
will capture the students’ interest and
developmental level. Student development
theory has been integrated into our initiatives.
How will you ensure that the orientation and
online programs are worthwhile and
educational to the students?
• Assessment is a critical component in
measuring our educational outreach
initiatives. We will measure the success of the
tutorial, orientation program and campus-wide
campaign by a follow-up survey utilizing the
logic model as an assessment tool. The logic
model approach identifies the program’s
assumptions, inputs, resources, and
short/long term goals (Russ-Eft and Preskill
2001).
How will you ensure that the orientation and
online programs are worthwhile and
educational to the students?
• Facebook has become an integral part of the
campus culture at Diversity College and it is
critical that students are mindful and aware of
how their actions contribute to the campus
environment. Our intended goal is that
students will make better choices that lead to
a more safe and inclusive environment. This
goal will be met using the tutorial as a guide
for students’ ethics, rights and responsibility
using facebook.
How will you ensure that the orientation and
online programs are worthwhile and
educational to the students?
• The orientation program will include members
from the IT staff, campus police, residence life
staff and current students. The campus-wide
campaign reminds students that their
decisions impact the college community. It
also encourages students to interact with
others in person. The campaign motto will be
found on table tents in computer labs and
flyers around campus.
Is there a way to measure
their success?
Marketing Slogan
• Facebook Warning: The new addictive drug
found at most universities. The drug causes
lasting effects: decreased morals,
procrastination, loss of good judgment,
irritation of the eyes, increased need to add
strangers as friends to your friends list. Use
with caution. Face to face: because online is
over-rated.
Is there a way to measure
their success?
• Survey students immediately after the tutorial.
• Conduct a follow-up survey three months after
orientation.
– Students will indicate their agreement or
disagreement with 10 statements.
– The survey will be distributed to the students via
mail, and it will be the Community Advisor’s
responsibility to return them to the committee.
Tutorial Follow-up
•
•
•
•
•
Prior to this session, please rate your
familiarity with this material.
Not
A little
Somewhat
Mostly
Very
Tutorial Follow-up
•
•
•
•
•
After this session, please rate your familiarity with this
material.
No different than what I knew before
I learned a little bit (25% of the information was new)
I learned some (50% of the information was new)
I learned a great deal (75% of the information was new)
I learned a lot (almost all of the information was new)
Tutorial Follow-up
Please indicate areas in which you gained
new knowledge (please select all that apply):
• Information posted on facebook.com is public
and can be seen by more than just students
or faculty/staff at your institution
• Signing up for facebook.com is a legally
binding contract
• Posting information/photos that are not your
own can be copyright infringement
Tutorial Follow-up
Please indicate areas in which you gained new
knowledge (please select all that apply):
• Facebook.com members are responsible for
appropriate online conduct and privileges may be
revoked for inappropriate conduct
• Facebook.com holds no responsibility for disputes
between, or damages to, members
• Members can update account settings to increase
levels of privacy, including opting out of having their
information shared with a third party
Tutorial Follow-up
Are there other areas in which you
gained new knowledge regarding
facebook.com that you would like
to share?
___________________________
___________________________
___________________________
Open-ended questions
• Do you feel university staff should intervene when
information eluding to a student attempting suicide or
harming or others themselves is posted on a facebook
profile?
• Do you think it is appropriate for police to use evidence
posted online to assist in charging someone with
criminal charges (as in the Munn case we presented)?
• How does knowing that a university professor/staff
member may be looking at your facebook profile
change what you may or may not post on your profile?
Open-ended questions
•
•
Why do you think employers may choose not to hire you for a
position based on what is on your facebook profile? What if
scholarship committees started using facebook as well?
Do you think any of your current facebook group
memberships may prevent you from receiving an
award/scholarship/or membership in to a professional
organization or job opportunity (i.e. Classes fucking suck, let’s
just fucking party; Muff Divers; The “I can’t believe I got in to
my frat because Iowa law says I am a sex offender” club;
Arrested or received a citation for being drunk in
campustown; I frequently go to work hungover or drunk)?
Follow-up survey
• The orientation program/tutorial helped me understand my
rights as a facebook member.
Yes/No
• The orientation program helped me understand my online
responsibility.
Yes/No
• I understand that my profile can be perceived as a
reflection of my morals and ethics.
Yes/No
• I am aware that facebook is a public space and everything
that I post can be viewed by anyone.
Yes/No
• I am aware that some employers investigate facebook
profiles as part of their hiring process.
Yes/No
Follow-up survey
•
•
•
•
•
The orientation program made me aware of the impact my
decisions have on other individuals.
Yes/No
The orientation program made me aware that while facebook
is fun way to meet new people, there are potential safety
concerns.
Yes/No
After participating in the orientation program, I feel it is wrong
to post “inappropriate” pictures of myself on my facebook
profile.
Yes/No
I do not join groups that I feel go against my morals and
ethics.
Yes/No
I do not agree with all the groups listed on facebook but I
respect other’s points of view.
Yes/No
When and how often will the
feasibility of these
programs be revisited?
• Data will be collected during Orientation and
midway through the first semester.
• Data will be analyzed on an ongoing basis to
determine how to modify the tutorial and
additional components.
• The issue will be revisited each semester to
determine necessary updates.
What are the issues faculty/staff
need to be aware of when
utilizing Facebook.com?
• Faculty/staff need to be aware of the same
issues as students.
• Additionally, faculty/staff would be well-served
to know the following:
– There have not yet been any legal cases regarding
facebook.com, therefore there is new legal
precedent. Therefore, prior rulings stand.
– What students post in their profiles may or may not
be an indication of who they are, their values, their
behavior, etc. Please don’t assume!
What did you and your committee
learn from this project?
• Existing conduct policies are
appropriate to handle online
behavioral issues.
• Proactive attention to educating
students and sharing behavioral
expectations can make a
difference.
What did you and your committee
learn from this project?
• Administrators at campuses nationwide
are paying attention to this issue.
• Administrators can positively impact
students through engaging them in
dialogue about their online behavior
and challenging them to consider their
own ethics and morals.
References
•
•
•
Bugeja, M. J. (2006, January 23). Facing the facebook. The
Chronicle of Higher Education. Retrieved January 23, 2006,
from http://chronicle.com
Bugeja, M. J. (November 17, 2005). Science & Society
Seminar, Iowa State University.
Horrigan, J. B., Boase, J, Rainie, L, & Wellman, B. (2006,
January 25). The strength of internet ties: The internet and
email aid users in maintaining their social networks and
provide pathways to help when people face big decisions
(Pew Internet and American Life Project Report). Washington,
D.C.: Pew Research Center. Retrieved January 30, 2006,
from http://www.pewinternet.com/
References
• Paulson, A. (2006, February 2). Schools grapple with
policing students’ online journals [Electronic version].
The Christian Science Monitor. Retrieved February 3,
2006, from www.csmonitor.com
• Read, B. (2006, January 20). Think before you share:
Students’ online socializing can have unintended
consequences [Electronic version]. The Chronicle of
Higher Education, 52(20), A38.
• Russ-Eft, D. & Preskill, H. (2001). Evaluation in
organizations: A systematic approach to enhancing
learning, performance, and change. Cambridge, MA:
Perseus Publishing.
References
• Selingo, J. (2005, April 29). Facing down the emaelstrom [Electronic version]. The Chronicle of Higher
Education, 51(34), A27-A28.
• ACPA (1992). Statement of ethical principles and
standards. Retrieved from
http://www.myacpa.org/au/au_ethical.cfm on February
12, 2006.
• Should institutions respect students’ on-line privacy on
facebook? Retrieved from
http:www.collegevalues.org/ethics.cfh?id-1529&a=1 on
February 8, 2006.
References
• Livermore, Lisa. 2006. Blog helps police
unravel ISU hit-and-run
http://www.dmregister.com/apps/pbcs.dll/articl
e?AID=/20060216/NEWS01/602160385/1001
• Capriccioso, Rob. 2006. Facebook Face Off.
http://www.insidehighered.com
• http://iastate.facebook.com/policy.php
• http://iastate.facebook.com/help.php
• http://iastate.facebook.com/terms.php
Thank you!
• We appreciate your commitment
to serving the needs of students
and working to promote ethically
responsible decisions.