This document provides an overview and orientation on Facebook, including its history, features, and student issues. It was created by Michael Bertner and Leslie Jo Shelton. The document discusses how Facebook was created by Harvard students in 2004 and has grown significantly. It outlines basic Facebook features and privacy settings. It also covers general student issues like privacy, how information can be used against students, and how universities are using Facebook for background checks and disciplinary actions. The document stresses the importance of online safety and being aware that online communications are subject to the same laws as other communications. It proposes providing students an online tutorial to further educate them on topics like threats specific to Facebook, its proper uses, potential harms, and general electronic safety.

1. Facebook: The good,Facebook: The good,
the bad and the uglythe bad and the ugly
Michael BertnerMichael Bertner
Leslie Jo SheltonLeslie Jo Shelton

2. Part 1: Orientation SessionPart 1: Orientation Session
 This session is meant to give aThis session is meant to give a
general overview of:general overview of:
• What Facebook isWhat Facebook is
• The history behind FacebookThe history behind Facebook
• Basic features of FacebookBasic features of Facebook
• General Student Issues RegardingGeneral Student Issues Regarding
FacebookFacebook
• General safety tips for all onlineGeneral safety tips for all online
communicationcommunication

3. The History of FacebookThe History of Facebook
 ““Facebook is an online directory that connectsFacebook is an online directory that connects
people through social networks at schools”people through social networks at schools”
(Facebook.com)(Facebook.com)
 Launched to the public Wednesday Feb 4,Launched to the public Wednesday Feb 4,
20042004
 Harvard students created the site as a tool toHarvard students created the site as a tool to
connect with other students in theirconnect with other students in their
communitycommunity
 It announces birthdays, events and invitationsIt announces birthdays, events and invitations
 Start-up based in Palo Alto, CaliforniaStart-up based in Palo Alto, California
 Begin small and is now one of the top tenBegin small and is now one of the top ten
most visited sites on the web and is profitablemost visited sites on the web and is profitable
(Information compiled from New York Times.com, The Chronicle of Higher Education,(Information compiled from New York Times.com, The Chronicle of Higher Education,
Facebook.com and Wikipeda.com)Facebook.com and Wikipeda.com)

4. Why Students MakeWhy Students Make
Facebook pagesFacebook pages
 Generates a sense of communityGenerates a sense of community
 Can be used as a form of advertisementCan be used as a form of advertisement
 Seen as a forum to postulate viewsSeen as a forum to postulate views
 High School Facebook might lead to College useHigh School Facebook might lead to College use
 Fun way to stay connected to old friendsFun way to stay connected to old friends
 Easy way to make new friendsEasy way to make new friends
 Academic support (Connects people through classes,Academic support (Connects people through classes,
fosters partnerships)fosters partnerships)
 Allows for self-expression and self-representationAllows for self-expression and self-representation
 Student groups use it as a form of communicationStudent groups use it as a form of communication
 Part of the new on-line communication movementPart of the new on-line communication movement
 Free form of mass communicationFree form of mass communication
(Information gathered from Personal Experience, New York Times. Com and The Chronicle of Higher Education)(Information gathered from Personal Experience, New York Times. Com and The Chronicle of Higher Education)

5. Features of FacebookFeatures of Facebook
 There is a function that allows you to blockThere is a function that allows you to block
peoplepeople
 There are standards as to Facebook names (noThere are standards as to Facebook names (no
profanity, celebrity, etc)profanity, celebrity, etc)
 There is no way to see who has looked at yourThere is no way to see who has looked at your
pagepage
 Efforts to stop spammers existEfforts to stop spammers exist
 Facebook groups exist by college only, you canFacebook groups exist by college only, you can
not belong to a group that was created at anothernot belong to a group that was created at another
collegecollege
 Offensive groups can be reported and shut downOffensive groups can be reported and shut down
(Information gathered from Facebook.com)(Information gathered from Facebook.com)

6. Features continuedFeatures continued
 High School Facebook does not connect toHigh School Facebook does not connect to
College Facebook so the two groups ofCollege Facebook so the two groups of
students can not minglestudents can not mingle
 Facebook supports more than 2500Facebook supports more than 2500
schools in several countriesschools in several countries
 Can not mass mail all of your friendsCan not mass mail all of your friends
 Only people on your friends list can postOnly people on your friends list can post
on your wallon your wall
 You can anonymously report offensiveYou can anonymously report offensive
pictures and contentpictures and content
(Information gathered from Facebook.com)(Information gathered from Facebook.com)

7. Student Issues concerningStudent Issues concerning
FacebookFacebook
 Unless you specify “only friends” anyone canUnless you specify “only friends” anyone can
see your profilesee your profile
 You will not know who has viewed your pageYou will not know who has viewed your page
 Information can be used against you in aInformation can be used against you in a
number of waysnumber of ways
• StalkersStalkers
• Practical JokersPractical Jokers
• ThievesThieves
• Con artistsCon artists
 Universities are beginning to use Facebook forUniversities are beginning to use Facebook for
a number of functions:a number of functions:
• Background checksBackground checks
• Judicial SanctioningJudicial Sanctioning
• General information gatheringGeneral information gathering
(Information compiled from New York Times.com, The Chronicle of Higher Education,(Information compiled from New York Times.com, The Chronicle of Higher Education,
Facebook.com and Wikipeda.com)Facebook.com and Wikipeda.com)

8. Safety ContinuedSafety Continued
 Communications created through FacebookCommunications created through Facebook
are subject to the same laws and policies asare subject to the same laws and policies as
written/verbal communication:written/verbal communication:
• Therefore threats and intimidation can andTherefore threats and intimidation can and
will be prosecuted in both the Judicial andwill be prosecuted in both the Judicial and
Legal arena.Legal arena.
 Knowledge of the safety issues can keepKnowledge of the safety issues can keep
you out of danger, both personally andyou out of danger, both personally and
AcademicallyAcademically
 An example of what can happen whenAn example of what can happen when
Facebook is used inappropriately (DiversityFacebook is used inappropriately (Diversity
College example)College example)
(Information compiled from New York Times.com, The Chronicle of Higher(Information compiled from New York Times.com, The Chronicle of Higher
Education, Facebook.com and Wikipeda.com)Education, Facebook.com and Wikipeda.com)

9. Basic Online SafetyBasic Online Safety
 All online communicationAll online communication
(journaling, instant messaging,(journaling, instant messaging,
Facebook, rate my professor, etc)Facebook, rate my professor, etc)
can be used in both positive andcan be used in both positive and
negative waysnegative ways
 All of these sites are public forumsAll of these sites are public forums
and as such what you write can beand as such what you write can be
viewed by othersviewed by others
 The First Amendment does notThe First Amendment does not
cover all speech (threats orcover all speech (threats or
inflammatory statements forinflammatory statements for
example) and students shouldexample) and students should
make themselves aware of themake themselves aware of the
limitationslimitations

10. Safety continuedSafety continued
 Repercussions can stem from postingsRepercussions can stem from postings
Such as:Such as:
• Employers can use Facebook to checkEmployers can use Facebook to check
backgroundsbackgrounds
• Judicial Officers can use Facebook at aJudicial Officers can use Facebook at a
sanctioning toolsanctioning tool
• Threats placed through an electronic forum willThreats placed through an electronic forum will
still be taken as serious and authorities will actstill be taken as serious and authorities will act
as if the threat is realas if the threat is real
 Password safety and identity theftPassword safety and identity theft
(Information from ASJA listserve)(Information from ASJA listserve)

11. Why this presentation is necessaryWhy this presentation is necessary
 The recent situation involving one of ourThe recent situation involving one of our
students is the perfect example of whystudents is the perfect example of why
such presentations are necessary.such presentations are necessary.
• Such a presentation shows us to be proactive,Such a presentation shows us to be proactive,
aware of issues and willing to institute changeaware of issues and willing to institute change
• This presentation not only benefits ourThis presentation not only benefits our
students, it gives us something to point tostudents, it gives us something to point to
incase students plead ignorance of such rulesincase students plead ignorance of such rules
and protocol in the futureand protocol in the future

12. Part 2 Online TutorialPart 2 Online Tutorial
 Why do students need this?Why do students need this?
• It is important to go slightly more into depthIt is important to go slightly more into depth
with students so that they have a solidwith students so that they have a solid
understanding of their obligations and risksunderstanding of their obligations and risks
• Students are more likely to retain theStudents are more likely to retain the
knowledge if we use multiple ways ofknowledge if we use multiple ways of
presenting informationpresenting information
• Students will learn better by doing somethingStudents will learn better by doing something
engaging rather than sitting passively throughengaging rather than sitting passively through
a presentationa presentation

13. The Topics of the Tutorial:The Topics of the Tutorial:
 Threats Specific to FacebookThreats Specific to Facebook
 Uses of FacebookUses of Facebook
 Possible Harm Coming fromPossible Harm Coming from
FacebookFacebook
 General Electronic SafetyGeneral Electronic Safety

14. Threats Specific to FacebookThreats Specific to Facebook
 A discussion looking at the positives andA discussion looking at the positives and
negatives of Facebook and other onlinenegatives of Facebook and other online
communication toolscommunication tools
 Looks at:Looks at:
• What a public online space is and whatWhat a public online space is and what
responsibilities a student takes on whenresponsibilities a student takes on when
creating one.creating one.
• How information posted on Facebook can beHow information posted on Facebook can be
used by others to cause students harm andused by others to cause students harm and
distress.distress.
• Specific attention paid to Theft, Stalking,Specific attention paid to Theft, Stalking,
Emotional Distress and Identity TheftEmotional Distress and Identity Theft

15. Uses of FacebookUses of Facebook
 Discussion of how postings, groupsDiscussion of how postings, groups
and other media can portrayand other media can portray
students and affect future chancesstudents and affect future chances
for success. Looking at topics suchfor success. Looking at topics such
as how:as how:
• Prospective employers use Facebook asProspective employers use Facebook as
a background checka background check
• School Administrators use Facebook forSchool Administrators use Facebook for
academic decisions and judicialacademic decisions and judicial
sanctionssanctions

16. Possible Harm RelatingPossible Harm Relating
to Facebookto Facebook
 Postings, communications and otherPostings, communications and other
media can cross lines from legal tomedia can cross lines from legal to
illegal and have seriousillegal and have serious
repercussions in the personal,repercussions in the personal,
academic and professional arenasacademic and professional arenas
 Discussion of where these lines areDiscussion of where these lines are
clearly drawn, where they are hazyclearly drawn, where they are hazy
and what students need to knowand what students need to know

17. General Electronic SafetyGeneral Electronic Safety
 A look at password safety (what itA look at password safety (what it
should/should not be, how to storeshould/should not be, how to store
it), browser etiquette (closingit), browser etiquette (closing
windows that had sensitive/personalwindows that had sensitive/personal
information), online relationships andinformation), online relationships and
general risks involved and publicgeneral risks involved and public
viewing rights (who can see what)viewing rights (who can see what)

18. Why These Topics?Why These Topics?
 While we know Facebook is a large entity withWhile we know Facebook is a large entity with
any number of different topics which could beany number of different topics which could be
discussed; the topics we have focused upon arediscussed; the topics we have focused upon are
the ones most likely to create problems for ourthe ones most likely to create problems for our
students if they are not made aware of currentstudents if they are not made aware of current
dangersdangers
 These topics were agreed upon after researchThese topics were agreed upon after research
was conducted using news outlets (New Yorkwas conducted using news outlets (New York
Times), higher education journals (The ChronicleTimes), higher education journals (The Chronicle
of Higher Education), various on line sourcesof Higher Education), various on line sources
(Wikipedia.com, Facebook.com) and reviewing(Wikipedia.com, Facebook.com) and reviewing
professional discourse (ASJA Listserve)professional discourse (ASJA Listserve)

19. Tutorial TestTutorial Test
 The test would consist of 20 questions which would be aThe test would consist of 20 questions which would be a
mixture of multiple choice and true false questions drawnmixture of multiple choice and true false questions drawn
from the variable topics (5 per topic). The quiz would befrom the variable topics (5 per topic). The quiz would be
made in the form of a Facebook page, with each of themade in the form of a Facebook page, with each of the
groups representing a topic students would be quizzed on.groups representing a topic students would be quizzed on.
Questions on the quiz would occasionally reference theQuestions on the quiz would occasionally reference the
mock page to further engage the student.mock page to further engage the student.
 Sample questions have been included below to indicateSample questions have been included below to indicate
tutorial content and correct answers have been bolded.tutorial content and correct answers have been bolded.
 Correct answers were identified using New York Times.com,Correct answers were identified using New York Times.com,
The Chronicle of Higher Education, Facebook.com andThe Chronicle of Higher Education, Facebook.com and
Wikipeda.com and the ASJA ListserveWikipeda.com and the ASJA Listserve

20. Question Set 1Question Set 1
 Questions for Threats Specific to Facebook:Questions for Threats Specific to Facebook:
1. Who can view a Facebook page:1. Who can view a Facebook page:
A) Anyone who is on the Facebook networkA) Anyone who is on the Facebook network
B) Only people I chose toB) Only people I chose to
C)C) Anyone who is on the Facebook network unless I select the friends onlyAnyone who is on the Facebook network unless I select the friends only
featurefeature
D) Anyone who has access to the internetD) Anyone who has access to the internet
2. Who can create a Facebook page?2. Who can create a Facebook page?
A) Anyone with internet accessA) Anyone with internet access
B) Anyone with a email account that ends in .eduB) Anyone with a email account that ends in .edu
C)C) High School Students, College Students and Alumni who satisfy the site’sHigh School Students, College Students and Alumni who satisfy the site’s
requirements to sign uprequirements to sign up
D) Parents of college studentsD) Parents of college students
3.3. TrueTrue or False: You can be can be held legally or judicially responsible foror False: You can be can be held legally or judicially responsible for
information you post on the internetinformation you post on the internet
4. True or4. True or FalseFalse: Facebook does not monitor account names, site content,: Facebook does not monitor account names, site content,
multiple accounts, ect.multiple accounts, ect.
5.5. TrueTrue or False: There is an official reporting system on Facebook if you findor False: There is an official reporting system on Facebook if you find
offensive materialoffensive material

21. Question Set 2Question Set 2
 Questions for Uses of Facebook:Questions for Uses of Facebook:
1. How can Facebook be used:1. How can Facebook be used:
A) It is only a social siteA) It is only a social site
B) Employers, Schools and other entities can use it as a screening toolB) Employers, Schools and other entities can use it as a screening tool
C) A site to find friends and partiesC) A site to find friends and parties
D)D) All of the aboveAll of the above
2. How might judicial officers currently use facebook?2. How might judicial officers currently use facebook?
A) They can’t, the information is protected under the first amendmentA) They can’t, the information is protected under the first amendment
B) They can use the information as a sanctioning toolB) They can use the information as a sanctioning tool
C)C) Depending on a schools code of conduct and policies judicial officers canDepending on a schools code of conduct and policies judicial officers can
hold students responsible for any content found on the sitehold students responsible for any content found on the site
D) They don’t look at itD) They don’t look at it
3. True or3. True or FalseFalse: Others can chose to put information on your page: Others can chose to put information on your page
4.4. TrueTrue of False: People who visit your profile can see what has been writtenof False: People who visit your profile can see what has been written
on your wallon your wall
5. True or5. True or FalseFalse: You can make people take picture down of you that they: You can make people take picture down of you that they
post on their sitepost on their site

22. Question Set 3Question Set 3 Possible Harm Coming From Facebook Questions:Possible Harm Coming From Facebook Questions:
1. Can statements (threats/harassment) made electronically have legal or1. Can statements (threats/harassment) made electronically have legal or
judicial consequences?judicial consequences?
A)A) Yes, they are a form of communication and are covered by the same rulesYes, they are a form of communication and are covered by the same rules
that cover spoken and written communicationsthat cover spoken and written communications
B) Yes they are not something people are allowed to doB) Yes they are not something people are allowed to do
C) No, saying something electronically is not the same as saying it personallyC) No, saying something electronically is not the same as saying it personally
D) No, its on a websiteD) No, its on a website
2. Is it a bad idea to list personal information on your Facebook like our2. Is it a bad idea to list personal information on your Facebook like our
sample page individual?sample page individual?
A) No, friends will be able to find me much easier that wayA) No, friends will be able to find me much easier that way
B) No, none of that information is that big a dealB) No, none of that information is that big a deal
C)C) Yes, that information puts me at risk for identity theft, stalking or personalYes, that information puts me at risk for identity theft, stalking or personal
thefttheft
D) Yes and no, it’s a personal choiceD) Yes and no, it’s a personal choice
3.3. TrueTrue or False: People could potentially find out where you live, who youror False: People could potentially find out where you live, who your
friends are and your schedule through a Facebook accountfriends are and your schedule through a Facebook account
4.4. TrueTrue or False: Police may find party invites and crash parties usingor False: Police may find party invites and crash parties using
information they findinformation they find
5. True or5. True or FalseFalse: Facebook is responsible for any negative actions that occur: Facebook is responsible for any negative actions that occur
as a result of information posted on their siteas a result of information posted on their site

23. Question Set 4Question Set 4 General Electronic Safety:General Electronic Safety:
1. Where should you store your password:1. Where should you store your password:
A) It is fine to write it down and stick it in a drawerA) It is fine to write it down and stick it in a drawer
B)B) Written down in a secure location only you and people you trust haveWritten down in a secure location only you and people you trust have
access toaccess to
C) On your desktop with the file name PasswordC) On your desktop with the file name Password
D) Just tell people, its not that big a dealD) Just tell people, its not that big a deal
2. What should you do when you are finished looking at a secure website?2. What should you do when you are finished looking at a secure website?
A)A) Close the browser window so no one else can see itClose the browser window so no one else can see it
B) Minimize the window, it will cycle out of the page eventuallyB) Minimize the window, it will cycle out of the page eventually
C) Just put in a new website, no one would be able to get back to what youC) Just put in a new website, no one would be able to get back to what you
were looking atwere looking at
D) Leave it where it is, with out your information people can’t do anythingD) Leave it where it is, with out your information people can’t do anything
with itwith it
3. True or3. True or FalseFalse: Utilizing the automatic login feature on computers which: Utilizing the automatic login feature on computers which
stores user name and password is safestores user name and password is safe
4. True or4. True or FalseFalse: There is no risk in having your AIM profile contain links to: There is no risk in having your AIM profile contain links to
pages with more personal information includedpages with more personal information included
5: True or5: True or FalseFalse: Online relationships are completely safe because you can: Online relationships are completely safe because you can
always log off and the other person knows only what you have told them.always log off and the other person knows only what you have told them.

24. How do we know it works?How do we know it works?
 Receiving results: Before distributing student scores theyReceiving results: Before distributing student scores they
would be required to fill out an online survey regarding thewould be required to fill out an online survey regarding the
tutorial and test. This would allow for quantitative andtutorial and test. This would allow for quantitative and
qualitative researchqualitative research
 The data will be stored and this committee can compareThe data will be stored and this committee can compare
student behavior pre and post tutorial to see if there arestudent behavior pre and post tutorial to see if there are
correlations between the new program and decreasedcorrelations between the new program and decreased
incidents of risky student behaviorincidents of risky student behavior
 While the committee will meet bi-monthly to discussWhile the committee will meet bi-monthly to discuss
current needs and concerns, a more formal analysis will becurrent needs and concerns, a more formal analysis will be
conducted one year after launch to analyze necessaryconducted one year after launch to analyze necessary
change and usefulnesschange and usefulness

25. RecommendationsRecommendations
 Faculty and Staff should complete the orientationFaculty and Staff should complete the orientation
and tutorial as well because:and tutorial as well because:
• The issues affecting students will bleed over in to facultyThe issues affecting students will bleed over in to faculty
life as welllife as well
• Students are using online tools more and more as theirStudents are using online tools more and more as their
preferred form of communication, if we want to meetpreferred form of communication, if we want to meet
students where they are, we need to know how to talkstudents where they are, we need to know how to talk
in their languagein their language
• There are numerous education opportunities FacebookThere are numerous education opportunities Facebook
presents if used correctlypresents if used correctly
• Judicially it is a powerful fact finding tool and can beJudicially it is a powerful fact finding tool and can be
used in a number of different capacitiesused in a number of different capacities
• Staff can enjoy the social aspects of the site too!Staff can enjoy the social aspects of the site too!

26. Final ThoughtsFinal Thoughts
 As student affairs practitioners we have theAs student affairs practitioners we have the
unique experience of working in a time whereunique experience of working in a time where
communication tools grow faster than anyonecommunication tools grow faster than anyone
ever thought possible.ever thought possible.
• We realize that in order to understand our student’sWe realize that in order to understand our student’s
world we must understand the tools they use to engageworld we must understand the tools they use to engage
one anotherone another
• While online communication may seem like a fad, theWhile online communication may seem like a fad, the
extraordinary growth of such enterprises suggests it isextraordinary growth of such enterprises suggests it is
not going anywherenot going anywhere
• As with new tool or application, when used appropriatelyAs with new tool or application, when used appropriately
Facebook has extraordinary potential to form communityFacebook has extraordinary potential to form community
and bonds between students. It falls to us to educateand bonds between students. It falls to us to educate
our students to be sure they enjoy all of the befits butour students to be sure they enjoy all of the befits but
none of the risksnone of the risks