This document discusses implementing new technologies at Neo University. It proposes introducing five technologies: podcasts, teleconferencing, online communities, blogs, and addressing institutional spam. Podcasts and teleconferencing could increase access to resources and connect students to information. An online community could help students connect socially and stay informed. The university would need to address issues like costs, intellectual property, and ensuring equal access when implementing new technologies.

1. Student Affairs Case Study
Competition 2007
Danielle Nied, Alana Barnes, Ben Parks & Jessica Berkey
Western Illinois University

2. About Neo University
StudentAffairs.com
Princeton Review says, “Neo University is
claims, “Neo University a young institution that
is the wave of the is full of potential.”
future.”
Core Values:
Educational Opportunity Discovering New Knowledge
Social Responsibility Engagement in Learning
Collaborative Ethos Freedom of Thought & Expression
Preparation for Future Respect Dignity of Individuals
Institutional Characteristics:
• Midsize public institution (comprehensive)
• 2 residential campus locations approximately 2 hours apart
• Located in a suburban area
• Student population: primarily undergraduate 85% (90/10 full-time, part-time ratio)
• Distance Education program recently founded, decentralized throughout various
academic departments
• Student demographics: 50% residential, 40%
commuter, and 10% non-traditional

3. About Neo University
Neo University’s Dean’s Council includes the following members:
• Vice President for Student Affairs
• Provost & Vice President for Academic Affairs
• Vice President for Administrative Services
• Associate Vice Presidents of Student Life
• Associate Provost for Academic Affairs
• Associate Vice President for Information Technology Services
• Associate Vice President for Marketing & University Relations
• University Counsel
• Undergraduate and Graduate student representatives
The following series of slides is the presentation that our team has
prepared to respond to the case study expectations.
Our team, a group of 4 Student Affairs Professionals from Neo
University, has prepared a presentation to the Dean’s Council
addressing “5 Hot Topics” within current technology to be
embraced at Neo University.

4. New Directions for Technology
at Neo University
“Wired to Today…
Connected to the Future”

5. Presentation Goals
• Connecting Theory to Practice
• Selection Criteria for Technologies
• 5 HOT Technologies
I - Podcasts
II - Teleconferencing
III - Online Communities
IV - Blogs
V - Institutional Spam
• Implications of Practice - New Technology @ Neo U.
• Directions for the Future – An Implementation Plan

6. Connecting Theory with Practice
Theory drives practice at Neo University Therefore we have intentionally selected 5
proposed technologies that have considerable impacts on the student experience
based on the following theories/concepts from student affairs literature:
Affective Development (Morals, Values, and Ethics) Holistic Development
• Working in a challenging environment • Interpersonal and communication skills of
• Open forums of information today and the future
• Technologies challenge ethical Identity Development
responsibilities • Understanding and respectful portrayal of
(Evans, Forney, & Guido-DiBrito, 1998) self
Cultural Perspectives • Connectedness of self to others
• Shifting from a mono-paradigmatic to a Typology Theory
multi-paradigmatic perspective is the heart • Engaging various learning styles in the
of the multicultural process. This shift means technologies used to interact and teach
adjusting the institution to the students
individual, rather than adjusting the
individual to the institution. • Millennial student characteristics in
focusing on:
• The required changes are in ourselves and teamwork, technology, structure, entertain
in our management system if we are to ment & excitement, and experiential
adopt information technologies. activities
• There is a need to become bicultural - a Cognitive Development
culture of interpersonal interaction, and a
culture of computer mediated information • Moving from absolute knowledge to
exchange. contextual knowledge
• Using technology for generic academic • Focus on support through experiential
tasks appears to play a positive role in learning
student achievement.
(http://studentaffairs.com/ejournal/Spring_2000/article4.html)

7. Selection Criteria for Technologies
When selecting the 5 technologies our team
considered the following:
• Institutional needs
• Trends in student use & expectations
• Fit within our campuses & community culture
• Measurable learning outcomes
• Parallel technology in marketplace
• Increase efficiency and effectiveness
• Increased access to resources

8. Technology I:
Podcasts

9. Why Podcasts?
• Students presently have access to hardware
• Stop duplicating resources with multiple presentations
• A consistent message will be readily available
• Resources available in entertainment means
• Messages can be sent to large number of recipients

10. What is a Podcast?
Podcasts are multimedia files, primarily audio
recordings but include video as well. These files can
be downloaded for playback on computers, iPods
AND MP3 players.
Who can utilize Podcasts? With access to the proper
equipment, podcasts can be created and utilized
by faculty, staff, students and administrators.

11. How to Integrate Podcasts into
Neo University?
In the collegiate environment, podcasting is typically
used to record classroom lectures and discussions.
Other possibilities include:
• Faculty record their lectures and place them in an
online data base or website, such as iTunes U, for
students to download and review.
• Student affairs professionals have also begun to use
podcasts by placing various trainings or resources
online.
• Students can create virtual presentations to share for
distance learning assignments.

12. How to Implement Podcasts at
Neo University:
Hardware In order to create a podcast there are a few of
necessary tools: a computer, a microphone and an audio
recording program.
Software There are also a few essential programs in order to finish
the creation process and post your podcast. These include: an
audio capture program, an audio editing program if needed, a
feed aggregator such as iTunes, and a website and XML
program if desired.
Practicality Anyone can record a podcast live during a lecture or
training session or even in the comfort of their office. If you
would like to post your podcast “as is” you need to upload the
entire recording. Editing and posting a podcast are relatively
simple once you are familiar with these programs.
Also, university technology support services can assist anyone
with posting podcasts to the university database.

13. ASSESSMENT of Podcasting
BENEFITS CHALLENGES
Impact on students Costs
• Assist student learning and knowledge • It can be expensive for podcasting. There is a
combination of needing computers with capable
development hardware, software programs, training for
• Meet some students‟ preferred learning style faculty, students, and staff. The key is to start small
with classroom materials and leave room for growth. (Read, 2007)
• Effectively convey a consistent message to all
students Intellectual Property
• Allow for a focus on learning outside of • A concern raised by many faculty and institutions.
Some colleges have restricted the availability of
classroom time podcasts to registered students. Others have placed
them freely available on the world wide web.
Intellectual property policies need to be created and
Learning outcomes for students implemented prior to this technological shift.
• Develop a new classroom pedagogical (Read, 2007)
perspective
• Increase study habit efficiency Plagiarism
• Develop online learning efficiency • There is a need for new institutional policies to be
adopted in order to hold students accountable with
• Active learning these matters.
Institutional impact Access
• Support institutional values • A continuing challenge for some students. A
computer and internet are essential for a student to
• Increase student achievement utilize a podcast. Also, issues of
• Increase recruitment and retention rates classism may arise as this technology is based of an
• Provide professional development for faculty expensive audio device, the iPod.
and staff
• Place institution at forefront of integrating
technology and learning

14. Best Practices in Podcasting
A Podcast Library
Yale University
Key Point…
• Institutions provide students and external parties with
free access to both audio and video podcasts
including:
• Present‟s Address
• Guest Speakers
• Convocation
• Press Releases
• Academic Lectures

15. Technology II:
Teleconferencing

16. Why Teleconferencing?
• Address new student demographics (part-time, adult
learners, online students)
• Increase access to services for students that may not
be physically present on campus
• Best prepare students for future workplace
environments
• Ensure reach of student affairs information
• Help students understand and use the information
that they already have access to using technology
• Address changing student learning styles

17. What Is Teleconferencing?
Teleconferencing is the use of electronic channels to facilitate real-time
communication among groups of people at two or more locations.
Teleconferencing is a generic term that refers to a variety of technologies and
applications including audio-conferencing , audio-graphics, video-
conferencing, business television and distance learning or distance education.
(www.martech-intl.com/best2/glossary.htm)
The 4 Forms of teleconferencing are:
(1) Audio-conferencing: Two-way electronic voice communication between two or
more people at separate locations. (www.acponline.org/computer/telemedicine/glossary.htm)
(2) Video teleconferencing (aka. Videoconference): Two-way electronic form of
communications that permits two or more people in different locations to
engage in face-to-face audio and visual communication. (www.dtic.mil/ieb_cctwg/contrib-
docs/VTC001/sect3.htm)
(3) Audio-graphic teleconferencing: Teleconferencing in real time using both an
audio and a data connection between two or more computers. Also known as
electronic white boarding. (ww.metrodata.co.uk/technical_services/glossaries/videoglossary.htm)
(4) Web/Computer teleconferencing: use of teleconference technologies to
facilitate a virtual meeting or presentation.
Common Features: All forms of teleconferencing apply a telecommunication
channel to mediate the communication process, link individuals or groups of
participants at multiple locations and provide for live a two-way
communication or interaction.
(http://travel.syl.com/educationalteleconferencesnewtoolofinstructionindistancelearning.html)

18. How to Integrate Teleconferencing
into Neo University?
Uses with Students Uses within Student Affairs & Faculty
• Distance education • Recruitment processes
• Online courses • Creating partnerships
• Academic advising • Multi-campus institutions
• Counseling • Professional development
• Orientation • Teaching pedagogies
• Service learning programs
• Study abroad programs
• Summer leadership programs
All of these uses ensure effective All of these uses ensure that
connectivity of students to internal University staff are
information which reinforces accessible to students when
their connection to the needed and are able to
institution. connect with professionals from
across the country.

19. How to Implement Teleconferencing
at Neo University:
Hardware
• Teleconference Equipment: Audio or video equipment that enables a meeting for
consultation and discussion to take place telephonically in which the participants are
each located in remote locations from each other. Most people have used dial-in "meet
me" teleconferencing services where users call a toll-free number, enter an access
code, (www.pps.noaa.gov/definitions.htm)
• Video teleconferencing unit (VTU): Equipment that performs video teleconference
functions, such as coding and decoding of audio and video signals and multiplexing of
video, audio, data, and control signals. (http://en.wikipedia.org/wiki/Video_teleconferencing_unit)
Software
• Needed primarily for videoconferencing using the Internet
• Basic Microsoft/Macintosh programs are used to enhance the visual experience
• NetMeeting: A product developed by Microsoft that enables groups to
teleconference using the internet as the transmission medium. NetMeeting supports
VoIP, chat sessions, a whiteboard, and application sharing.
(http://www.webopedia.com/TERM/N/NetMeeting.html)
• Shared access to information systems (including enrollment & course management programs)
Training Policy Considerations
• Comprehensive user manuals • Privacy Policy
• Ongoing information sessions for staff • Access Policy
• Online tutorials for students and staff • Usage Policy
• Support from Information Technology Services

20. ASSESSMENT of Teleconferencing
BENEFITS CHALLENGES
Impact on students Substitution Apprehension
• Ensure campus environment is transient to the • Value of face-to-face interaction debate
workplace • Managing change
• Accessibility based on personal preference
and student needs Ethical and Legal Implications
• Instill responsibility • FERPA
Learning outcomes for students • Identity theft
• Consistent with changing pedagogies in
classrooms Initial investment in resources
• Support for acquiring new skills that are • Training time (for both staff & students)
valued • Cost of equipment
• Challenge interpersonal skill development
• Recognize value-added in face-to-face Promotion to students
interactions
• Equal access
• Increase of the distance learning efficiency
• Communicate expectations
Faculty and Student Affairs Professionals Impacts
• Reach a greater number of students
• Save on travel costs
• No need to track down students (share contact info
to make teleconference appointment)
• Professional development opportunity
• Effectively and intentionally communicate same
message using methods that are common in
millennials (speak the same language)
• Effectiveness in the reach and usage of services

21. Best Practices in Teleconferencing
New Student Orientation
Carleton University
Key Points…
CU in Cyberspace is an opportunity to access
online video conference of orientation
presentation and chat online with current
students and Carleton University staff who can
answer the questions you may have about
coming to Carleton.
What topics will be addressed during CU in Cyberspace?
•Student Life
•University Ser vices
• Registration
•International/Exchange student chat
•Engineering and Design student chat
With CU in Cyberspace, incoming students have access to
Orientation presentations that they would typically see at a
traditional campus orientation session.

22. Best Practices in Teleconferencing
Student Affairs Professional Development
The National Resource Center for The First-Year Experience and
Students in Transition
Key Points…
• Access to these training opportunities is essential for the
advancement of faculty and staff on campus.
•Opportunities to collaborate exist in using these technologies.

23. Best Practices in Teleconferencing
Distance Education
Cornell University
Key Points…
• Specialized offices within the Academic divisions of institutions
offer specialized training and support for faculty and instructors to
design valuable teleconferencing materials.
• For students who enroll in distance education, the quality of these
materials are invaluable.
• Teleconferencing can also be used as supplemental for instructors
who want to intentionally incorporate technology into their
teaching pedagogies.

24. Technology III:
Online Communities

25. Why Online Communities?
Trends in online communities clearly indicate that students
connect with this means of communication and use it
consistently to connect with peers.
• According to an article in USA Today, students are reported
to spend an average of 21.3 hours online each week. (Jayson, n.d.)
• There are an estimated 300 websites that make up the social
networking universe. ( Knowledge @ Wharton, 2005)
• Facebook currently has over 16 million registered users.
(www.facebook.com, 2007)
• My Space has more than 41 million subscribers and gains
approximately 150,000 new users daily. (Dyrli, 2006)

26. What are Online Communities?
Wikipedia (2007) defines an online community as “a group of people
that may or may not primarily or initially communicate or interact via
the Internet. Online communities have also become a supplemental
form of communication between people who know each other in real
life.”
Popular online communities and social networking sites among American
college students include:
• Facebook
• My Space
• Xanga
• Live Journal
• Blog Spot

27. How to Integrate Online Communities
into Neo University?
Uses with students
• As a means of social networking.
• As a form of self-expression.
Uses with student affairs professionals and faculty
• As a tool to recruit and retain students.
• As a marketing tool for University and community events.
• To disseminate information to current students.
• According to an article in the USA Today, “To better communicate
with a generation that socializes online on websites such as My
Space and Facebook, many colleges are launching in the social
networking frenzy.” (Kornblum, n.d.)

28. How to Implement Online Communities
at Neo University:
Online communities meet students‟ Neo U. must also address the use of
information access needs. At Neo University external online communities to
we need to ensure that student resources are ensure the safe use of Facebook, My
available and easily accessible online. An Space, and other social networking
online community would assist Neo University websites; including:
to control and monitor what information • Students should censor what they
students access and post. post on their individual sites, and
should have privacy protection set
An online community for Neo University at the highest level.
students would help students stay current with • Suggest students “limit the amount
campus activities, build initial connections of personal information [they] reveal
with other students, and access University and always observe common
services by providing the following features: courtesies and maintain a healthy
• Student profiles level of skepticism and caution in
• Messaging system [their] communications on these
• Campus calendars sites.” http://safecomputing.osu.edu/socialnet.htm)
• Campus newsletter subscription
• Web storage space
• Web space for a Student Portfolio

29. ASSESSMENT of Online Communities
CHALLENGES BENEFITS
Privacy and Security Student Connectivity
• An article in Newsweek claims, “Such online • “The ability to interact with likeminded
services can create the illusion of privacy individuals instantaneously from
where none actually exists”. (Stone & anywhere on the globe”.
Brown, 2006) (Wikipedia, 2007)
• Students often post personal information
about themselves, including contact Student Mattering
information, on the various websites.
• The use of online communities as a
Appropriate Material retention tool.
• Students do not seemed concerned with their
image or creating a positive image of Institutional Communication
themselves, and are therefore posting
inappropriate photos, blogs, and comments • The ability to market and advertise
on their personal sites and the sites of others. University and community events to a
large population of students at a
Ethics minimal cost.
• Currently, there is debate surrounding the
ethical dilemma that can arise when Educational Opportunity
university officials and potential employers
“police Facebook” and other networking • Provide opportunity to educate students
websites. on appropriate use of this technology
and the potential risks involved.
Popularity
• A Neo U. Online Community does not
guarantee that students will stop using other
popular online communities (Facebook, etc.).
Therefore orientation or training of using this
Online Community should include responsible
use of these systems.

30. Best Practices in using Online Communities
Institutional Online Communities
The College of William and Mary’s
Student Information Network
Key Points…
•This site was designed by students for students.
•This online community is used to post campus events, student surveys, a ride
board, the movie schedule, and even a book exchange!
•Other institutions that currently offer Online Communities to their students
include:
• Wellesley College
• My Wellesley
• Purchase College
• Self Service
• Seton Hall University
• My Web @ SHU
• Capital University
• Inside Capital (Kornblum, n.d.)

31. Best Practices in using Online Communities
Education Surrounding Facebook
Cornell University
Key Points…
• This institution directly addresses it‟s student use of Facebook and similar
online communities
• 5 concepts to keep in mind when using Facebook or MySpace:
(1) Invincibility
(2) Caching
(3) Institutional IT Policy - Monitoring
(4) The Law
(5) Institutional IT Policy - Student Responsibility
(Mitrano, 2006b)

32. Technology IV:
Blogs

33. Why Blogs?
There are several factors that advocate for
blogging, including:
• College students currently use this technology for
personal use
• Forum to reflect on college experiences
• Peer tutoring
• Recruitment tool for sharing institutional
experiences with prospective students
• Post information requests and receive response
without having to leave your room

34. What are Blogs?
The term “blogs” is an abbreviation for web logs.
Blogs are similar to keeping an online journal. An
initial topic or discussion can be posted with
subsequent comments made in chronological
order. Group or individual blogs can be created. All
blogs are posted on the internet and/or University
program.
Who can use Blogs? With access to the internet, blogs
can be created and utilized by faculty, staff,
students and administrators.

35. How to Integrate Blogs
into Neo University?
How is it used? In the collegiate environment, blogs
are used by faculty to create dialogue amongst
their students outside of the classroom. Also some
faculty ask students to keep individual blogs as
reflections of learning. Student affairs professionals
have also used blogs as discussion forums amongst
student groups.

36. How to Implement Blogs
at Neo University:
Hardware: A computer and access to the internet are the
only tools necessary to create a blog.
Software: If the university initiates a university-only blog
website or program, some software may be necessary.
Otherwise, online websites are available for free use to
people wishing to blog.
Practicality: Anyone can create a blog. Also, anyone can
post a topic or comment on a blog, unless restrictions
have been set in place. Student, faculty and staff and
access a blog from any time and any where. This is a
convenient tool that will provide an open forum for
thought.

37. ASSESSMENT of Blogging
BENEFITS CHALLENGES
Impact on students Active Learning
• Assist student learning and knowledge • Keeping students actively engaged in online
development discussions can be a challenge. Expectations
need to be established for all students.
• Allow for introverted students to equally
participate in dialogue Quality of discussion and thought
• Meet some students preferred learning styles • Some faculty have found that sometimes
• Allow for a focus on learning outside of the students are not invested in the blog process.
classroom “With few exceptions, the blogs would sit
inactive until about 24 hours before our face-
Learning outcomes for students to-face class meetings, when a flurry of posts
• Develop a different classroom pedagogical and comments would erupt.” (Dawson,2007)
perspective This creates concerns about students actual
• Develop online learning efficiency engagement versus the need to complete
and assignment or fulfill the expectation.
• Engage in critical thinking about subject
matters Learning Styles
• Active learning • Engaging a large number of students in the
Institutional Impact same material while all posses different
learning styles has always been a challenge.
• Support institutional values Some students may not be as technologically
• Increase student learning initiatives savvy or may not process information best in
• Allow for more dialogue amongst students this venue. We need to remember to engage
and between students, faculty, staff and our students through as many different
administrators. learning styles as possible.
• Provide professional development for faculty
and staff
• Place institution at forefront of integrating
technology and learning

38. Best Practices in Using Blogs
Institutional Blog Services
Princeton University
Key Points…
• Campus Blogs keep students up to date and informed with campus
news bulletins.
• Campus blogs provide detailed information on how students can
create & manage their own University blog.
• When University operated & managed, comments can be deleted by
the administrator.

39. Best Practices in Using Blogs
Prospective Student Recruitment
Ball State University
Key Points…
• It is becoming increasingly popular for Admissions offices to have
new students „blog‟ their freshman experiences.
• These blogs are used as a recruitment tool to help prospective
students determine if an institution is a good fit for them.
• These sites also allow institutions to have their current students
promote their campus.

40. Technology V:
Institutional Spam

41. Why Institutional Spam Policies?
• Institution speaks with one consistent, unifying voice
• Millennial students desire structured policies to govern their
daily lives
(http://www.generationsatwork.com/articles/millenials.htm#12%20Cool%20Ideas%20for%20Managing%20Millennials)
• Ensure equal access to relevant information for ALL members of
campus community
• Ensure that important messages do not get lost in sea of
competing ideas
• Define appropriate use of institutional communication
• Maximize the efficiency of institutional communication
• System-wide electronic messages by voice or e-mail should be
reserved for “rare and truly urgent emergency notices, such as
safety or security alerts” (http://www.itc.virginia.edu/policy/massmail.htm)
• Protect institution against potential future legal liabilities
• Commercial spam is widely detested
• Has caused lost productivity in addition to the cost of
additional spam-blocking software

42. What is Institutional Spam?
Institutional Spam is the unsolicited bulk messages sent to large
numbers of recipients by institutions of higher education
(Adapted from Webster‟s Online Dictionary)
• Most widely recognized form of spam is email, but can be
applied to instant messaging, newsgroups, search
engines, blogs, mobile phones, and fax transmissions
(Adapted from Wikipedia)
• Some spam is sent to ALL members of campus community,
while other spam is sent to select groups
• Ex. only students with sophomore standing
• Other constituencies – faculty, students, staff, alumni
• Content of messages can range from vital (emergency
notifications and registration deadlines) to very specific
events, speakers, and campus organizations
• Many institutions have developed specific policies outlining:
• Approval process for submitting requests
• What is considered appropriate

43. How to Integrate Institutional Spam
Policies into Neo University?
Essential elements… At other institutions, 3 models
• Identify who has the authority to exist, they are:
send and regulate large-scale (1) Centralized Model – president‟s
messages cabinet directs uniform policy
• What is the responsibility of e-mail list implementation
“owners”?
• Involuntary standing lists – (2) Decentralized Model – individual
recipients may not remove name departments create own policy
from list. and procedures
• Ex. course
members, committees, department (3) Increasingly common to have
staff, student organizations both university-wide policy AND
• Voluntary standing lists – departmental standards. (http://www-
individuals subscribe and may cdn.educause.edu/ir/library/pdf/pub7007h.pdf)
remove their name at any time.
• Ex. interest groups, service providers
• Involuntary ad-hoc
communications
• Ex. overdue library books or parking
tickets, all third-year students, all
History majors.
(http://www.itc.virginia.edu/policy/massmail.html)

44. How to Implement Institutional Spam
Policies at Neo University?
The overarching goal is to reduce institutional spam through a 3
phase plan:
• PHASE ONE
• Working Group on Institutional Communication
• Student leaders, faculty members, members of Dean‟s Council
• PHASE TWO
• Technology Satisfaction Surveys
• What is the current perception within our community?
• Computer Support Services Assessment
• What is the current situation by the numbers?
• PHASE THREE
• Implementation Campaign
• Open forums and training sessions at both campuses
• Individual departments implement institutional policies
(Building upon www.educause.edu/ir/library/pdf/DEC0406.pdf)

45. ASSESSMENT of Institutional Spam Policy
CHALLENGES BENEFITS
Student learning • Best meets the needs of our changing student
• What are students learning by simply sending a mass population, especially our sharp increases in
email to promote their activity? commuter (40%) and non-traditional (10%) students
Academic freedom
• Creates learning opportunities for students about the
• Who‟s role is it to specify what you can or cannot realities of communicating in the information age
receive in your inbox?
• What is spam? “One person‟s spam is another
person‟s research” (www.educause.edu/ir/library/pdf/DEC0406.pdf) • Clarifies ambiguities in current approach
Technical challenges • Research suggests that the most effective
• Cost of equipment technological policies exhibit clear goals
• Complexity of email systems and the need to (http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/49_McMahon%20&%20Pospisil.pd)
maintain the systems running at all times
• Generates rich opportunities for institution-wide
Administrative challenges conversation on technology and the dissemination of
• What about existing information technology policies? information
(http://wwwcdn.educause.edu/ir/library/pdf/pub7007h.pdf)
• Time spent to study and implement new policies
• How does this policy fit with institutional priorities?
The realities of commercial spam
• Most software and programs to address commercial
spam are constantly evolving
• At Georgetown University in 2004, the average
student received 167 commercial spam messages
per month
(www.educause.edu/ir/library/pdf/DEC0406.pdf)
Legal challenges
• Are we limiting speech in a reasonable way?

46. Best Practices in Institutional Spam Policy
Use & Approval for Large-Scale Electronic Messages
University of Virginia
Key Points…
• Some institutions require a progressing level of authorization for large-
scale electronic messages.
• Large scale messages –
must be “rare and truly urgent emergency notices,” only the president or
designee may approve.
• Policies and procedures should be published and easily accessible for
all members of the campus community.

47. Best Practices in Institutional Spam Policy
Information Technologies Rights & Responsibilities
Cornell University
Key Points…
“Many people ask why the university does not put a stop to junk mail. Most
junk mail comes from sites around the Internet, not from within Cornell. We
have no control over what these sites send and cannot distinguish
unwanted junk mail from e-mail that people want to receive”.
• The institution has created specific User Rights & Responsibilities as well as
access guides for members of their community.
• These policies and statements ensure that the institutions technologies
are being used in a consistent manner.

48. Implications of Technology &
Future Directions
Final Considerations

49. Technology for the Future:
Implications for Practice at Neo University
• Provide support to students who • Campus culture change
(technology as an enhancement to
have no or limited access to student learning, not a replacement)
these technologies
• Considerations with Academic
• Incorporate training into Freedom and Intellectual
Student Orientation Property
• Accessing technology • Maintaining connectivity
• Safety online through technology (continued
investment from students)
• Develop technological
• Assessment and evaluation of
competencies student usage of new
• Promotion in recruitment technologies
• Incorporation in Neo U. campus • Involvement in creating social
master plan norms that come with
implementing new technologies
• Investment in monitoring and (Mitrano, 2006)
updating technologies

50. Final Directions for the Future
Implementation Strategy
Step 1: Establish Collaborative Task Force for Neo U. technologies
Step 2: Assess institutional needs, issues and master plans
Step 3: Assess student population and current technology usage
Step 4: Use various development and learning theories to create
comprehensive goals & priorities list
Step 5: Complete research of options and establish a draft plan
for implementing new technologies
Step 6: Present technology proposal to campus through various
focus groups
Step 7: Incorporate focus group feedback to create final plan
for new technologies, including an implementation
timeline
Step 8: Complete new technology training and orientation
sessions
Step 9: Monitor use of new technologies and re-design
(based on the PTP Guide in Evans, Forney, & Guido-DiBrito, 1998)

51. References
American College of Physicians. (2006). Telemedicine Glossary. Retrieved Feb. 8, 2007, from www.acponline.org/computer/telemedicine/glossary.htm.
Brown, S. (2006). Student affairs and podcasting: The new frontier? Student Affairs Online, vol. 7 no. 2 Retrieved February 8, 2007 from
http://www.studentaffairs.com/ejournal/Summer_2006/StudentAffairsandPodcasting.htm
Campus Compact at Brown University. (2005). National Student Teleconference on Civic Engagement. Retrieved Feb. 12, 2007, from
http://www.actionforchange.org/getconnected/teleconference.html.
Carleton University. (2007). Winter Orientation: CU in Cyberspace. Retrieved Feb. 12, 2007, from http://www.carleton.ca/orientation/winter/cucyberspace.html.
Cornell University. (2002). Information Technology Rights and Responsibilities. Retrieved February 11, 2007, from http://www.cit.cornell.edu/policy/responsible-use/#resp-use.
Cornell University. (2001). Distributed Learning Technologies: Teaching with Video Conferencing. Retrieved Feb. 10, 2007, from http://www.cit.cornell.edu/atc/materials/vtc/.
Corporation for Open Systems International. (1994). Industry Video Teleconferencing Profile: Part 3 Definitions. Retrieved Feb. 12, 2007, from www.dtic.mil/ieb_cctwg/contrib-docs/VTC001/sect3.htm.
Dawson, K. (2007). Blog overload. The Chronicle of Higher Education. Retrieved February 8, 2007 from http://chronicle/weekly/v53/i22/22c00201.htm
Dyrli, O. (2006). Online social networking. District Administration, 42(3), 99. Retrieved February 12, 2007 from the Academic Search Premier database.
Educational teleconferences- new tool of instruction in distance learning. (2005). Retrieved Feb. 12, 2007, from
http://travel.syl.com/educationalteleconferencesnewtoolofinstructionindistancelearning.html.
Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco: Jossey-Bass.
Facebook. (2007). Retrieved February 12, 2007 from http://www.facebook.com
Honnet, E.P., and S.J. Poulen. (1989). Principles of Good Practice for Combining Service and Learning, a Wingspread Special Report. Racine, WI: The Johnson Foundation, Inc.
Jayson, S. (n.d.). Totally wireless on campus. USA Today. Retrieved on February 12, 2007 from the Academic Search Premier database.
Jupitermedia Corporation. (2007). NetMeeting. Retrieved Feb. 10, 2007, from http://www.webopedia.com/TERM/N/NetMeeting.html.
Kornblum, J. (n.d.). Campuses connect students online. USA Today. Retrieved February 12, 2007 from the Academic Search Premier database.
Knowledge @ Wharton. (n.d.). MySpace, facebook and other social networking sites: Hot today, gone tomorrow? Retrieved February 12, 2007, from
http://knowledge.wharton.upenn.edu/createpdf.cfm?articleid=1463&CFID=448147&CFTOKEN=61510846.
Martech International. (2003). Electronic Commerce: A Guide to Better Practice. Retrieved Feb. 10, 2007, from www.martech-intl.com/best2/glossary.htm.
McMahon, M. & Pospisil, R. (2005). Laptops for a digital lifestyle: Millennial students and wireless mobile technologies. Retrieved February 11, 2007, from
http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/49_McMahon%20&%20Pospisil.pdf.
Metrodata Limited. (n.d.) Video Codec Glossary. Retrieved Feb. 12, 2007, from www.metrodata.co.uk/technical_services/glossaries/videoglossary.htm.
Mitrano, T. (2006a). A Wider World: Youth, Privacy, and Social Networking Technologies. Retrieved February 13, 2007, from http://www.educause.edu/apps/er/erm06/erm0660.asp.
Mitrano, T. (2006b). Cornell University‟s IT Policy Office: Thoughts on Facebook. Retrieved February 13, 2007, from http://www.cit.cornell.edu/oit/policy/memos/facebook.html.
Mitrano, T. (2003). Resolving Information Technology Policy Issues on the Networked Campus. In McClure, P.A. (Ed.), Organizing and Managing Information Resources on Your Campus. San Francisco:
Jossey-Bass. Retrieved February 11, 2007, from http://www-cdn.educause.edu/ir/library/pdf/pub7007h.pdf.
Molina, P.G. (2004). Trends in Spam Management (Part 1). Retrieved February 11, 2007, from www.educause.edu/ir/library/pdf/DEC0406.pdf.
North Dakota State University. (2006). Study abroad at Al Akhawayn University in Ifrane. Retrieved Feb. 12, 2007, from http://www.ndsu.edu/international/studyabroad/stu_exchange/morocco.shtml.
Raines, C. (2001). Managing Millenials. Retrieved Feb. 8, 2007, from http://www.generationsatwork.com/articles/millenials.htm#12%20Cool%20Ideas%20for%20Managing%20Millennials.
Read, B. (2007). How to podcast campus lectures. The Chronicle of Higher Education. Retrieved February 8, 2007 from http://chronicle.com/weekly/v53/i21/21a03201.htm
Social networking sites like facebook require caution. (n.d.). Retrieved February 12, 2007 from http://safecomputing.osu.edu/socialnet.html.
Stone, B., & Brown, R. (2006). Web of risks. Newsweek, 148(8), 76-77. Retrieved February12, 2007 from the Academic Search Premier database.
The National Resource Center for The First-Year Experience & Students in Transition and The University of South Carolina. (2007). Live & Interactive Teleconference Series. Retrieved Feb. 12, 2007, from
http://sc.edu/fye/events/teleconference/index.html.
United States Department of Commerce. (2007). NOAA Personal Property Definitions. Retrieved Feb. 12, 2007, from www.pps.noaa.gov/definitions.htm.
University of Minnesota. (2006). Acceptable Use of Information Technology Resources. Retrieved February 11, 2007, from
http://www.fpd.finop.umn.edu/groups/ppd/documents/policy/Acceptable_Use.cfm.
University of Virginia. (2003). University Policy on Using Electronic Communications for Large-Scale Notifications and Distribution of Information. Retrieved February 11, 2007, from
http://www.itc.virginia.edu/policy/massmail.htm.
Vanderbilt University. (2006). College of Arts and Science: Pre-Major Advising. Retrieved Feb. 12, 2007, from http://www.vanderbilt.edu/cas/advising/premajor/index.php.
Webster’s Online Dictionary. (2007). Definition: Spam. Retrieved February 11, 2007, from
http://www.websters-online-dictionary.org/definition/spam.
Wikipedia. (2007). Online Communities. Retrieved February 12, 2007 from http://en.wikipedia.org/wiki/Online_communities.
Wikipedia. (2007). Spam (Electronic) Definition. Retrieved February 11, 2007, from http://en.wikipedia.org/wiki/Spam_%28electronic%29.
Wikipedia. (2007). Video Teleconferencing Unit Definition. Retrieved Feb. 10, 2007, from en.wikipedia.org/wiki/Video_teleconferencing_unit.