University of
Central Arkansas
Brandi Mair
Casey Stephens
Rikki Turner
Steven Yeagley
Our Mission
The mission of the University of Central Arkansas is to maintain the highest academic quality
and to ensure that its programs remain current and responsive to the diverse needs of those
it serves. AApartnership
partnershipofofexcellence
excellenceamong
amongstudents,
students,faculty,
faculty,and
andstaff
staffin benefit to the
global community, the University is committed to the
theintellectual,
intellectual,social,
social and
and personal
personal
development
ofof
itsits
students;
the advancement
advancement of
of knowledge
knowledge through
through excellence
excellence in
in teaching
teaching
development
students; the
andresearch;
research; and service to the community. As a leader in 21st-century higher education,
and
intellectualvitality,
vitality,diversity,
diversity,and
andintegrity.
integrity.
the University of Central Arkansas is dedicated to intellectual
Our Topics
Institutional Spam:
Instant Messaging:
Blogs:
Podcasts & MP3’s:
Online Training:
Mass e-mails sent to students or groups of students in
increasing in popularity among student affairs offices. Learn
what free
it is,tool
howprovides
students,
faculty, and staff
view it,
This
professionals
the ability
to and what
regulations
arethroughout
imposed on
an institution
them out.
communicate
individual
officessending
and throughout
other inside
campus
offices,
allowing
immediate
Both
and
outside
the classroom
andcommunication
college setting, this
between
professionals.
Professional
development
opportunities
continue
to grow in
tool is proving
to provide dynamic
personal
development.
importance.
Many businesses
have tools being
This new technology
is currentlyand
onecolleges
of the hottest
implemented
this tool
to provide added
flexibility
and tailored
used in the college
environment
both inside
and outside
the
training
for
staff.
classroom in many various forms.
Today’s Objectives

This committee will discuss each of the five topics in three
progressions: KNOW, SHOW, and GROW.
 KNOW: Provides an initial foundation of information on the topic.
 SHOW: Provides information on what is currently happening with
the topic.
 GROW: Provides implementation techniques, challenges, and
prospects for growth.
Through these progressions, the committee hopes to provide you with a
comprehensive understanding of technology in higher education.
The View of a Student Affairs Practitioner:
Calvin Mosley
“In the world we live in today, e-mail is essential
for effective communication. The key to
managing its potential negative effects is
awareness and education.”
Institutional Spam:
KNOW

Definition: Mass communication from the institution to
students and/or faculty/staff through e-mail.
 Some estimates show that 12–15% of all
e-mail traffic is spam.
 The following two slides are comparative graphs
based on a survey on institutional spam. The first
was given to freshmen at UCA, the second was
administered to faculty and staff at UCA.
Institutional Spam:
KNOW
Student Declaration of Institutional
Spam Per Day
13%
3%
15%
22%
47%
Out of a sample of 100 freshmen
residents at UCA, 47% reported they
receive 11–15 e-mails a day that they
would classify as institutional spam.
0
1 to 5
6 to 10
11 to 15
15+
Faculty and Staff Declaration of
Institutional Spam Per Day
15%
36%
11%
Out of a sample of 144 faculty and
staff at UCA, 35% reported they
receive 6–10 e-mails a day that they
would classify as institutional spam.
3%
35%
0
1 to 5
6 to 10
11 to 15
15+
Institutional Spam:
KNOW
Out of a sample of 100 freshmen
residents at UCA, 61% reported they
receive 1–5 e-mails a day that they
would classify as useful institutional
spam.
Students Declaration of Useful Institutional
Spam Per Day
4%
61%
3%
32%
0
1 to 5
6 to 10
11 to 15
15+
Other
Out of a sample of 142 faculty and staff
at UCA, 64% reported they receive 1–5
e-mails a day that they would classify as
useful institutional spam.
Faculty and Staff Declaration of
Useful Institutional Spam Per Day
2%
1%
1%
32%
64%
0
1 to 5
6 to 10
11 to 15
15+
Other
Institutional Spam:
SHOW

Admin-L
This listserv automatically sends to all faculty and staff e-mail addresses. Specific
people in certain departments (President’s Office, VP Office, Provost Office, Athletic
Director, etc.) have the authority to post on this listserv. Content is of common
interest, i.e. concerts, lectures, and/or faculty or student staff development.
UCA-net
This is another campus listserv, but it is a subscription list. It contains messages of
a classifieds-type nature (i.e. wanting to buy something, sell something, or solicit
participation in events). Any employee of the university can subscribe to this list.
There are no restrictions on this listserv; posters are expected to use good
judgment.

Student-L
The only offices designated to send mass messages to students on this listserv
(better known as cub accounts) are the UCA Police Department and Student
Services. Messages have to be approved by the VP of Student Services.
*It is important to note that on most campuses, the IT (Information Technology) Department
ultimately monitors all things computer-related.
Institutional Spam:
GROW

Utilizing e-mail Filters
Programs or agents that automatically delete or file outgoing or incoming e-mail based on certain
criteria (certain words, from certain e-mail addresses, domains, or countries). This can take place at an
individual or institutional level. If this is in place at an institutional level, all users should be aware of
organizational filtering, along with the criteria. Users should also be aware of the strengths and
It
is important
to remember
the nature
not “commercial,”
lest the
limitations
of the
filter. It maywhen
also sending
be usefulout
to mass
allow e-mails
them thethat
opportunity
toisdecline
the filter.
institution be held to strict government regulations under the CAN-SPAM Act. The full act can be
accessed by clicking the following link CAN-SPAM

CAN-SPAM

ACUTA calls for revision of CAN-SPAM Act
ACUTA (Association for Communications Technology Professionals in Higher
Education) submitted a Notice of Proposed Rulemaking addressing Definitions,
Implementation, and Reporting Requirements Under the CAN-SPAM Act.
ACUTA supported the rules but urged them to revisit and perfect the rules in order to accommodate
educational institutions and not-for-profit organizations. The most pertinent request to this presentation
was to clarify that all e-mail messages sent by educational institutions/not-for-profit organizations are
not “commercial” under the CAN-SPAM Act. It is understood that most messages sent by these
institutions are not “commercial” and therefore not subject to the CAN-SPAM Act. But, some
departments and offices within colleges and universities could send messages that fit within the FTC’s
definition of “commercial.” ACUTA argues that there is no evidence that colleges and universities are
responsible for inappropriate e-mail messages or the rapid increase in unsolicited e-mail messages.
The View of a TRENDS Watcher:
Elliot Masie
“Instant Messenger (IM) is a huge corporate
tool, yet it[s] rarely metioned in corporate
productivity or learning plans. In fact, most IM
usage is not corporately provided or
managed, but rather an informal system
created by users, self-installing software for
AOL, Yahoo or Microsoft systems.”
Instant Messaging:
KNOW

Definition: Short, text-based, real-time online
conversations.
 Communication is only possible with users
who have downloaded the same messenger
software.
 Most popular programs include:






AIM This is the most popular instant messaging program overall
Yahoo! Messenger This is the most popular instant messaging
program in offices nationwide
MSN Messenger
Trillian These three programs allow users to combine buddy/contact lists
Omni from different programs and allow conversation between all instant
messaging programs
Odigo
Instant Messaging:
KNOW
The majority of users are Generation Y
•62%
Generation Y (18-27 year olds [2004])
have sent instant messages
•20% use instant messaging during a typical
day
•IM popularity has grown significantly since
2002



AOL/AIM 22 million to 53 million people worldwide have active accounts since 2002
MSN/Windows Live Messenger 16 million to 27 million active
accounts since 2002
Yahoo! Messenger 12 million to 22 million active accounts since 2002
According to a Nielson/NetRatings survey (March 2006)
Instant Messaging:
SHOW:
Features
Instant messaging has several features designed to
enhance online communication:
Buddy/Contact lists
Away messages (stock and personal)
Backgrounds/Environments
Emoticons (symbols that convey the moods
and emotions of the IM sender)
*File sharing
*Games
*Streaming audio and video
*Text messages from cell phones
*Multi-user conversations
E-mail alerts
Privacy settings
*Software specific
Instant Messaging:
SHOW: Workplace use

21% of IM users (11 million people) instant
message at work
 26% of men use IM at work while only 15% of
women use IM at work
 Most IM use at work is informal, for example:




Employees are self-installing software on office
computers.
Employees use it to check availability for
face-to-face or verbal communication.
Employees are using IM instead of face-to-face or
verbal communication.
Employees are checking the status and location of
colleagues.
Instant Messaging:
GROW
Implementation in offices is easy
1.
2.
3.
Choose a software program AIM, MSN, Yahoo!
Download it by following the prompts of the software
manager.
Start communicating!
Some considerations




Make sure to use a standard IM program for office use
Be professional when choosing screen names
Add the IM use and practices to training for the office
Assess impact on productivity and time management after
an initial period of use
Instant Messaging:
GROW

Collaborating use between student affairs offices would promote interdepartmental
communication. Establish a standard instant messaging system to have running
during office hours.
Possible participating departments: Housing, Library, Dean of Students, Food
Services, Health Services, Academic Advising, Counseling, Career Services,
Orientation, Admissions, etc.

Survey students to see what system is most popular and implement it first, adding
others with time.

Pick a username that is easy to remember and correlates with the office .

Decide who will answer IM’s and train employees in etiquette, appropriateness, and
professionalism.

Establish whether the use of personal instant messaging is permissible or if it is
strictly meant for professional use.

Possible problems include the amount of time the secretary has to answer phones, emails students, and IM.
The View of a Pioneer Blogger:
Rebecca Blood
“The promise of the web was that everyone could
publish, that a thousand voices could flourish,
communicate, connect. The truth was that only
those people who knew how to code a web page
could make their voices heard. Blogger, Pitas, and
all the rest have given people with little or no
knowledge of HTML the ability to publish on the
web: to pontificate, remember, dream, and argue
in public, as easily as they send an instant
message.”
Blogs:
KNOW: The terminology
Blog:
A shortened version of the term “web log” referring to a recorded
list of links that is published and accessible online.
While precise definitions are still being debated, most definitions
agree on the following elements of blogs:



chronological publication
found online
contains personal thoughts and/or links
Types of Blogs:
Filter-Style
 This is the original type of blog
 Allows the user to provide short
commentary on links that he or
she found to be relevant
 Used to find multiple resources
or articles on similar topics
Journal-Style
 This type has recently evolved
from the filter-style blog
 Allows the user to publish
uncensored thoughts and
reflections with or without links
 Used to express ideas and
establish social networks
Blogs:
SHOW: In medical field
In order to gain perspective on possible uses, it is often helpful to look at the
methods used by professionals in other fields. One of the countless applications of
blogs that serves as a model example is that of MedRants.
“Blogging is a very flexible modality.”—MedRants creator, Robert Centor, M.D.
What is MedRants?
How can this be applied?
•It was created in March of 2002.
•Blogs can be created today with no cost.
•It includes favorite health links from
professionals.
•Blogs can include student affairs links
determined to be of value.
•It includes current health-related articles
being published on the web.
•Blogs can include articles that provide current
research and student trends on the web.
•It presents “cases” for medical students to try
solving and provides solutions a week later.
•Blogs can provide case studies for peer
professionals and suggested readings.
•It receives between 700-1,000 hits a day!
•Blogs can bring attention to successes and
assistance to challenges.
Blogs:
SHOW : Academia
Blogs are being used in all areas of higher education ranging from
academia to student affairs. The subsequent are examples chosen for
their successful integration among varying areas of higher education.
Marketing:
Professional Development:
Academics:
Student Development:
StudentAffairs.com
TheErikson’s
The
ISU Li-Blog-ary
Bloggers
I.V.I.C
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At
January
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ofUniversity
2006,
created
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StudentAffairs.com
ahas
development
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and
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new
first
identified
Technology
link
blogtoentry
their
eight
the
posted
homepage
psychosocial
“Li-Blog-ary”
titled,entitled
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stages
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that
oneAffairs
of the
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school-wide
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proceed
clicking
blogging
there
through.
this link,
are
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The
prospective
different
fifth stage
which
is is
students
blogs
referred
still growing.
discussing
are
to as
able
“Identity
to
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trying
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day-to-day
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Significance:
After
much
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work,
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ofand
discover
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survivetofaculty
adefine
dual job
staff are learning
to explorations
use blogs in of
a manner
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search.
themselves
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their futures.
brings learning
outside
of the classroom
Significance:
Before
the implementation
of
Significance:
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environment
StudentAffairs.com
and
The
provides
process
of
additional
creating
receives
resources
a
blog
a lotis
blogs, student volunteers called prospective
ofvery
to
traffic
students
similar
due
to
that
that
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large
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keeping
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attainable.
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it
students
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an In
ISU
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and
Students
publishing
for
and
professionals
instructors
posts,
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alike
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discover
provide
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student
what
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In addition,
the
affairs.
they
information
value
Adding
and
onblogs
open
links
to
themselves
toprospective
the
articles
website
and
to had
provides
receive
events that
already
initiated
contact
with
ISU.
professionals
conflicting
others in the
opinions
the
community
opportunity
that will
may
force
tofind
correspond
them
of interest.
to in
an
evaluate
informal
their
manner
stances.
in
which
Knowing
they
the
can
voice
The implementation of blogs allows any
similar
development
concerns
potential
and celebrate
that
blogs
in mutual
hold,
individual
with web
immediate
successes.
professionals
can access
implement
this in aaccess
varietytoof
what
it is likeatocourse
be an aid,
ISUastudent.
manners:
counseling tool, a
multicultural experience, etc.
Blogs:
KNOW: the components
Author:
Post:
Title:
Time Stamp:
Comments:
Author
The
This
title
is the
provides
feature
identifies
is the
content
allows
the
name
the
viewer
written
the
of viewer
the
with
by
name/nickname
post
the
to
leave
author.
date
written
his/her
andItby
time
may
the
thoughts
ofthat
be
author.
theused
the
person
inpost
to
who title
record
The
became
relation
created
daily
to
often
published
the
events
the
provides
author’s
post.
on
similar
Authors
the
post.
an to a
of blogs
diary,
idea
blog.
The
viewer
about
to express
arewhat
may
oftenask
the
ideas
referred
post
a will
to
as bloggers.
through
discuss.
question
poetry
of
Titles
clarification,
Inor
can
this
short
also
instance,
be
An element that distinguishes
the blogger
stories,
used
provide
asor
alinks
counterpoint
toiscomment
to the post.
on
to the
blogs from other sites is the
“inside_my_eyes.”
current
issue
being
events.
discussed, or
publishing of posts often
voice agreement.
The author
Links
occurs
can
in reversebe
name
included
ofteninserves
as this
blogs,
chronological
In
a link,
providing
instance,
bringing
order.
blogger
the
the
viewer
viewerthe
to the author’s
ability
“opheliamuse”
to read the
left
personalized
article
a comment
that
blog
the
of
“Congratulations!”
author
site. is commenting on.
Blogs:
GROW: Implementation

Know the target audience


Have specific guidelines


Are there certain topics that should not be discussed? How often
should a post be added?
Start small


A blog written for peer professionals will not be attractive to
undergraduate students.
Starting small and slow when implementing new tools proves to be
more effective than building too quickly.
Be ready for these obstacles

Many people that use blogs forget that these are public and can be
accessed at any time by anybody. While restrictions can be set,
the information is still vulnerable.
 Keeping a blog up-to-date is easy for many people, but may require
more discipline from individuals who are just beginning.
Blogs:
GROW: Practice

Choose a blog site.


There are many types of blog sites that are available for users. Many of
these sites are free and have step-by-step instructions for set up. New
users should consider using a mainstream blog site.
Write the first post.

Like any novel, magazine, or comic strip, the first word must be written.
Write without concern knowing that the post can be deleted later if chosen.
The important part is to experience creating a blog.
Regardless of the enjoyment of the first experience, a better understanding of
blogging will occur. It is through experiences like this that professionals
continue to grow and change the course that their professions take.
The View of a Student Affairs Professional:
Stuart Brown
“Student affairs staffs are always seeking
effective ways to interface with the
undergraduate population. Since podcasting
has become a part of the student culture, by
delving into this broadcast technology student
affairs professionals can tap into a
communication system already utilized by
undergraduates.”
Podcasts & MP3’s:
KNOW

Definition: Podcasts and MP3s are audio and video files that are
available for downloading onto computers, iPods, and other
MP3 players to be used at the listener’s convenience.

Creation: Creating files is simple. There are lots of tools and
resources to aid in file uploading.

Over 22 million American adults own an MP3 or iPod player;
6 million of these owners have listened to podcasts.

Nearly half of those who own iPods/MP3 players between the
ages of 18-28 have downloaded podcasts.

78% of UCA faculty and staff are not utilizing mp3s or
podcasting.
Podcasts & MP3’s:
SHOW
Podcast are already a part of several types of media. Some
examples include:

News programs - National news networks, local news
networks, as well as online news affiliates are now
podcasting their content available to the public to access at
its leisure.

Newspapers - National and local newspapers have articles
ready to download for convenient viewing.

Radio - Local, national, and international radio programs
have their shows in podcast format so users can listen to
their favorite radio show at any time or any place.
Podcasts & MP3’s:
GROW

Academia can also benefit from the use of podcasts
MP3’s. Many university faculty members are
implementing podcasts and MP3’s to enhance student
learning.

Medical students listen to heart beats to hone their
listening abilities in detection of heart murmur and
heart failure

Musical students utilize MP3’s to play by ear and to
detect subtle differences in various types of music.

Professor’s lectures and supplemental material are
available for study tools or interest education.
Podcasts & MP3’s:
GROW

Student affairs can make extensive use of the applications.
Doing so will provide a more “trendy” approach to informing
students of the services offered. Suggestions include:
 Daily announcements can be downloaded and heard while
walking to class.
 Career services can make information available regarding
job searching, proper attire, hygiene and other topics.
 Admissions can make video tours of the campus available
for prospective students.
 Information Technology can create tutorials for frequently
asked questions.
 Training programs can be obtained online anytime for quick
reference.
Podcasts & MP3’s:
GROW

iTunes U - “a free, hosted service for colleges and
universities that provides easy access to their educational
content including lectures and interviews” (apple.com)
Duke Digital Initiative

Goals





To promote innovative and effective teaching
To use technology in support of curriculum enhancement
To develop our technology infrastructure
To share knowledge about effective instructional technology strategies
Successes
 Podcasting Symposium
 Classroom Capture
 Course Video Pilot
The View from Corporate America:
John Lewison
“Knowledge management is the art of creating
value by using the organization’s intellectual
capital.”
Online Training:
KNOW

An important function for student affairs educators is assisting in the training and professional
development of the university community.

Training and developing employees is important because it helps improve work performance,
develop necessary technological skills, and develop within their professions. This function is the
primary responsibility of the department of University Training.

Educational Technology or E-Learning, is the use of the internet to deliver online training and
professional development opportunities. It is also essential to establishing the university as a
system of interrelated parts with a unified purpose.

It is the objective of this committee to present information on the design, strategy, implementation,
and assessment of incorporating educational technology into current university training strategy.
Using effective online training will not replace all current training procedure, but will provide a
useful alternative to traditional training methods.

In order to accomplish this objective, e-learning, should be implemented into current university
training policies and procedures.
Online Training:
KNOW
To clearly define the department of University Training, the current mission and
objectives should be updated to reflect the inclusion of technology:
Mission:
University Training’s mission is to provide interactive learning opportunities
that develop and encourage professional and individual development.
Objectives:
1.
To provide brief, but comprehensive training that focuses on individuals
gaining new capabilities.
2.
To deliver interactive e-learning through online training that will be
accessible anytime and through any standard web browser.
3.
Instruct and encourage good practice on topics such as technology,
sexual harassment, diversity, management, and communication.
4.
To contribute to the development of an environment that is safe and
positive, and encourages diversity, respect, integrity, and
understanding.
*88% of faculty and staff were interested in adding online professional developmentinstitutional survey on professional development
Online Training:
SHOW
E-learning can provide several advantages in training and developing the
university community. Potential disadvantages are also presented.
Advantages:
 It provides a flexible and convenient way for employees to participate
 It is cost effective; University Training will require few staff members
 It allows private, personal participation that is free of distraction
 It is time conscientious; allows user to participate when and where desired
 It expands training tools utilizing interactive quizzes, exercises and
discussions
 It improves technology and computer skills
 It can be quickly adapted and updated to university needs
Criticisms:
 No direct contact with university training staff
 Browser
or bandwidth
limitations
Can implementation
be combated
with
small
groups
meetings
or IMswill ensure time
The
is strategic,
but the
end product
Most
universities
high
speed
internet connections
 Not
right
for allhave
types
of
training
saving
techniques
for the
future
 New
technology
implementation
may
time, money, and experience
The objective
is to produce
an alternative,
notrequire
replacement
Online Training:
GROW
Implementing e-learning will involve the use of online educational training seminars and webinars.
Strategy for each is as follows:
Online Educational Seminars:
Definition: Online educational seminars are e-learning training programs. They are technology based
and conducted via internet. Level of difficulty: Easy- Moderate. The program only requires using
the mouse to open and close pages.
Creation: The University Training Department Staff will collect specific information and data to be
include in each unique program. The data will be concurrent and reflective of university policy and
culture, and also based on current state and federal laws such as Title Vii of the Civil Rights Act of
1964 and Title iV of the Educational Act of 1972. The staff will then work with an independent
company, News Media Group, to create a program customized to the needs of the university
community.
Program Details: All training programs will be available online, but only sexual harassment and
diversity training will be mandatory. The finished program will be hyperlinked in an e-mail. Users
will be guided through the program, and at the end will complete a mastery test.
Assessment: The results of the mastery will be given to the user, University Training, and the
Department of Human Resources to provide data on the number of users and user ability. At the
end of each mastery test an evaluation will be included. Data from these evaluations will be
compared with university judicial reports from before and after online training implementation.
Online Training:
GROW
Webinars:
•
Definition: Webinars are live educational seminars that are shorter and more condensed,
and communicated via the internet. The seminar has audio, and is interactive between the
presenter and the audience, both through telephone and typing questions online. Level of
Difficulty: Moderate. University Training staff will set up, and administer the webinars. The
audience will simply have to attend at the given location and submit questions for staff to
type in.
•
Creation: The department will seek to collaborate with other divisions of student affairs,
educational departments, and community civic groups to purchase webinars. University
Training will also sign up for free webinars when available. Staff will also instruct and
encourage other University employees on creating webinars.
•
Program Details: University Training will reserve a room in the campus student center
(central location) to provide access to all webinars. All University employees will be invited
to attend. The webinar topics will vary by semester. For example, one semester may have a
central theme such as leadership development, and another semester may contain a variety
of education topics. Suggestions from university participants will be accepted and
considered by University Training staff. An example semester can be found here.
•
Assessment: At the end of each seminar evaluations will be administered. University staff
will also lead discussions at the end to receive feedback.
Schedule of Webinars:
Spring 2007
The following is a schedule for the Spring semester webinars. By moving your mouse over the
event you can read a quick description. By clicking “register” you can register to attend the
event. Webinars are free for university faculty and staff.




Online Student Services, February 8, 2007, 1:20 pm to 2:30 pm.
Designed to help higher education institutions develop effective online approaches to
delivering
student
support
services.
Example
of institutions
that in
use
the
internet
to
A
First Look
at Five
New e-mail
and
Collaboration
Features
the
2007
Microsoft
Office
System,opportunities
February 28,
12:00
pmcustomized
to 1:00 pm.service will be featured. Also
offer students
for2007,
self help
and
the “academic”
side of online student services will be included, for example, testing,
Website:
www.microsoft.com
library
tutoring, and
Join usservices,
for five important
waysplagiarism
the 2007 Microsoft Office system helps users increase
Optimize
Your
Investment with
Blended
Learning,
10,Training
2007.
productivity
andLearning
improve collaboration.
Presenter:
Andre
Reed, April
Senior
Specialist, Microsoft Corporation
Technology is enabling supervisors to incorporate blended learning. Blended learning
is about improving performance by incorporating learning into the workplace. This
The
Impact
Advancing
ondeans,
Campus
Culture,supervisors,
April 26, 2007,1:00pmwebinar
will of
provide
adviceTechnology
to department
department
and all
2:30
pm.
other employees interested in how to commit to professional development.
Website: myacpa.org/pd/webinars/
Technological advances have engendered significant societal change. Emerging
technologies such as e-mail, cell phones, music sharing, Facebook/MySpace, online
gaming. Wi-Fi, and blogging have altered the way many individuals gather information
and communicate.
University Training staff has made its best attempts to ensure quality educational programs for this semester. Also each webinar is
scheduled during the universities set X-Period (no classes), or during usually lunch hours. For suggestions, or comments please
visit our website at www.universitytraining.uca.edu
Conclusion

Institutional Spam: Allow faculty and staff to utilize email as a system for mass
communication that is a both practical and effective method for communicating
with students and colleagues.

Instant Messaging: Provides a means for enhanced inter-office
communication, allowing users to multitask. It therefore saves time, and
increases productivity.

Blogs: Connects users to external information and advice from other
professionals, contributing to the development of student affairs as a profession.

Podcasting and MP3s: Flexible enough that it appeals to all learning styles,
providing an alternative to only “reading” information.

Online Training/Webinars: A useful alternative to traditional training methods
that allows more user interaction and more opportunities for professional
development.
References

Barratt, W. (2004) “Digital Showcase: Let's Chat: Yahoo! Messenger and AIM.” Student Affairs Online, vol. 5 no. 1, Winter 2004. Retrieved February 11,
2007 from: http://www.studentaffairs.com/ejournal/Winter_2004/DigitalShowcase.html.

Barratt, W. and Corn, A. (2003) “Student Affairs Digital Showcase- File Sharing.” Student Affairs Online, vol. 4 no. 3, Summer 2003. Retrieved February 11,
2007 from: http://www.studentaffairs.com/ejournal/Summer_2003/DigitalShowcase-FileSharing.html.

Bealko, L. (2006). Running Effective Online Trainings. NPower. Retrieved February 9, 2007 from: http://www.npower.org.

Brown, S. (2006) “Student Affairs and Podcasting: The New Frontier?” Student Affairs Online, vol. 7 no. 2, Summer 2006. Retrieved February 11, 2007
from: http://www.studentaffairs.com/ejournal/Summer_2006/StudentAffairsandPodcasting.html.

Centor, R. (2006). “Explorations of Medicine and the Health Care System.” Retrieved February 15, 2007 from: http://medrants.com/index.php/about-thisblog.

Duening, T. & Ivancevich, J. (2003). Managing Organizations: Principles & Guidelines. Atomic Dog Publishing: Ohio.

Federal Trade Commission. (2005) “Comments of ACUTA in the Matter of CAN-SPAM Act Ruling.” Lexington, KY: On behalf of ACUTA.

Federal Trade Commission. (2007). “The CAN-SPAM Act: Requirements for Commercial Emailers.” Retrieved February 8, 2007 from:
http://ftc.gov/bcp/conline/pubs/buspubs/canspam.htm.

Graham, J. (2004) “Duke Passes Out iPods for Educational Use.” USA Today, July 20, 2004. Retrieved February 8, 2007 from:
http://www.usatoday.com/tech/news/2004-07-20-duke_x.htm.

Harris, Scott. (2006). “Blogs, Podcasts Make Their Mark in Academic Medicine.” AAMC Reporter. Retrieved February 7, 2007 from:
http://www.aamc.org/newsroom/reporter/april06/blogs.htm.

Jackson, J. & Mathis, R. (2006). Human Resource Management. Thomson South-Western: Ohio.

Jelesiewicz, E. (2006) “Repetition Helps Med Students Master Heart Sounds.” Philadelphia, PA: Temple University, School of Medicine. Retrieved February
11, 2007 from: http://www.temple.edu/medicine/heartsounds.htm.
References

Lazar, J., P. (2003) Stop the spam [CD-ROM]. Chi’2003, Extended Abstracts.

Lederman, L. (2006) “Duke’s Ever-Evolving iPod Imitative.” Inside Higher Ed. Retrieved February 11, 2007 from:
http://www.insidehighered.com/news/2006/04/28/ipod.

Masie, E. (2006) “Instant Messenger Use at Work: Some Interesting TRENDS.” Learning TRENDS by Elliot Masie. Retrieved February 11, 2007 from:
http://trends.masie.com/archives/2002/02/228_updates_on.html.

McNamara, C. (2006). Employee Training and Development: Reasons and Benefits. February 12, 2007 from:
http://www.managementhelp.org/trng_dev/basics/reasons.htmFreeManagement Library.

Oatman, E. (2005). “Blogomania!” School Library Journal. Retrieved February 15, 2007 from:
http://www.schoollibraryjournal.com/article/CA632382.html.

Palloff & Pratt. (1999). The Role of Student Affairs in Distance Learning: Cyber Services or Virtual Learning. Online Journal of Distance Learning
Administration, 11(3).

Renn, K. & Zeligman, D. (2005). Learning About Technology and Student Affairs: Outcomes of an Online Immersion. Journal of College Student
Development, Sept/Oct 2005.

Santrock, J., W. (2002). A Topical Approach to Life-Span Development (2nd ed.). New York, NY: McGraw-Hill.

Shui, E. & Lenhart, A. (2004) “How Americans use instant messaging.” Pew Internet & American Life Project. Retrieved February 11, 2007 from:
www.pewinternet.org/pdfs/PIP_Instantmessage_Report.pdf.

True Life at ISU. (2007). Indiana State University. Retrieved February 6, 2007 from: http://blogs.indstate.edu/wpmu.

UCA (2004). "Mission and Principles." University of Central Arkansas. Retrieved February 11, 2007 from:
http://www.uca.edu/sti/index.php?blogid=5&catid=52&itemid=928.

Van Riper, T. (2006) “Instant Messenger Etiquette.” Business Basics. Retrieved February 11, 2007 from:
http://www.forbes.com/leadership/2006/08/22/leadership-bizbasics-messaging-cx_tvr_0822bizbasics.html.

Zuiker, Anton. (2004). “ Blogs-Anatomy.” Retrieved February 7, 2007 from: http://www.unc.edu/~zuiker/blogging101/parts.html.
References
Links:












http://ftc.gov/bcp/conline/pubs/buspubs/canspam.htm
http://messenger.msn.com/download/getstarted.aspx
http://www.aim.com
http://www.microsoft.com/windows/messenger/
http://messenger.yahoo.com/
http://blogs.indstate.edu/wpmu
http://www.studentaffairs.com/blogs
https://www.livejournal.com/create.bml
http://ax.phobos.apple.com.edgesuite.net/WebObjects/MZStore.woa/wa/browserRedirect?url=itms%3A%2F%2Fax.phobos.apple.com.edgesuit
e.net%2FWebObjects%2FMZStore.woa%2Fwa%2FviewPodcast%3Fid%3D179950332
http://www.podcastingnews.com/forum/links.php?id=236
http://www.bbc.co.uk/radio/downloadtrial/
http://www.apple.com/education/products/ipod/itunes_u.html
http://www.duke.edu/ddi/
Images

wp.netscape.com/aim/img/scr-aim.gif

http://msn-messenger.softonic.de/ie/28067

www.zdnet.fr/.../yahoo_messenger_interface.gif

http://inside-my-eyes.livejournal.com.
Personal Communications

Daves, Carol. carold@uca.edu. (personal communication February 6, 2007).

Herring, Brent. brenth@uca.edu. (personal communication February 6, 2007).

Keith, Judith. judik@uca.edu. (personal communication February 6, 2007).

Strickland, C. chars@uca.edu (personal communication on February, 8, 2007).
Surveys

Faculty and staff survey conducted through SurveyMonkey.com. Access copy here: Survey

Hardcopy student survey conducted by Rikki Turner on February 15, 2007.