1. Facebook at Diversity College A presentation about proactive methods to address issues of internet misuse at DC Created by: Carolyn Duven, Mackenzie Wysong, and Debra Smith Bowling Green State University

2. Online Safety Committee Purpose  To address facebook.com and other online issues on campus  To create an orientation presentation addressing these issues for new students  To create a web based tutorial about Facebook that all new students must complete before receiving a college email address  To provide administrators with a list of resources pertaining to online communities and communication  Members include: Director of Residence Life, Hall Director, Member of the campus police force, Director of ITS, and 2 Orientation Leaders (OLs)

3. Why are these actions necessary?  To address concerns raised by recent campus events regarding student misuse of facebook.com and similar websites  Be proactive in addressing internet usage issues that are affecting our campus and those across the US  Educate students about campus policies  To discuss possible consequences for students who choose to break the law and policies

4. The committee employed the following methods to determine necessary content:  Assessed student needs through examining records and reports  Conducted a literature review within higher education, technology, and business sources that discussed facebook.com and similar websites  Collected personal experiences and student input (i.e. student orientation leaders) to provide real world examples of issues related to these topics

5. What do our faculty and staff need to consider when thinking about Facebook? Pros  A new way to communicate and reach students  Can create personal relationships with students  Faculty can be more accessible to the students by meeting the students where they are (Baxter-Magolda, M., 1999)  Gain a better understanding of students today Cons  May find out to much information about students  May find violations of the DC Academic Honor Code  Need to be careful about personal as faculty are held to the same standards as students  Possible unintended loss of impartiality

6. What is Facebook?   An online directory that connects people through social networks at high school and colleges   Created in February 2004 by then Harvard student, Mark Zuckerberg (Read, B., 2004)   Used by students, faculty, and staff

7. What is Facebook, cont…   Only college students could create an account until 2005, when high school students were allowed access (www.facebook.com, 2006)   Everyday the site gets over 250 million hits (Bugela, M. J., 2006) and has 9.4 million different users (Withall, R., 2005)   Anyone with an email address ending with “.edu” can obtain a Facebook account

8.  ‘I can connect with my friends from high school.’  ‘I can learn more about people in my classes’  ‘I used it to come out to my friends’ (Kim, R.J., 2005)  ‘My basketball team and I can connect with each other and tell inside jokes’  ‘I communicated with current students before I arrived on campus at DC via my blog’ (Stoner, M., 2004 and Carnevale, D., 2005)  ‘As a sorority member, we use it to screen women who rush our organization. If girls have posted a negative profile, we won’t extend a bid.’  ‘To find someone to hook up with.’ What our students have to say about Facebook…

9. What faculty and staff have to say about Facebook…  ‘As a Hall Director, I use it to contact my students about discipline meetings. Sometimes it works better than e- mail.’  ‘I like to know what the students may be up to these days. I stay in the loop when using Facebook.’  ‘I use it to learn the names of the students in my classes. It is a lot less work than tape recording the students on the first day of class.’  ‘I want to know more about the student groups I advise.’  ‘I don’t use Facebook. Let us face it, there are some things in life we would rather just not know about. I don’t want anything I read or see to affect the relationships I have built with students in the classroom.’

10. Orientation Presentation Examples of Presentation Elements

11. Orientation Schedule and Integration  Each incoming student is asked to participate in Orientation and Registration  Students will attend this online safety presentation during one of the scheduled sessions during the day  In the evening, Orientation Leaders will lead a discussion about the issues presented throughout the day, including the online safety presentation  OL’s will be able to answer questions about the use of Facebook and will be able to provide students with more information  The following slides are actual examples of the power point presentation to be used at orientation

12. Presentation Example 1: Outcomes of using Facebook and other online communication tools Positive You can connect with old friends You can connect with old friends You can post pictures and share your thoughts You can post pictures and share your thoughts Form new and maintain old relationships Form new and maintain old relationships Ability to express yourself in a less threatening environment Ability to express yourself in a less threatening environment Find groups of people who share the same interests Find groups of people who share the same interests

13. Presentation Example 2:Outcomes of using Facebook and other online communication tools, cont. Negative People you have never met can learn personal information about you People you have never met can learn personal information about you Strangers can post pictures of you online Strangers can post pictures of you online Everything you do online is considered public knowledge Everything you do online is considered public knowledge You may be prosecuted for such things like defamation of character or slander You may be prosecuted for such things like defamation of character or slander

14. Presentation Example 3: Things to Remember Posting personal information including your phone number and address is dangerous! Posting personal information including your phone number and address is dangerous! Would you want someone you do not know to have this information? Would you want someone you do not know to have this information? Be aware that all pictures that are posted of you on facebook.com can become part of your profile! Be aware that all pictures that are posted of you on facebook.com can become part of your profile!

15. Presentation Example 4: Be Proactive Know your rights and responsibilities Abiding by the student code of conduct is expected of each and every student – internet safety is addressed in the Diversity College Community Standards “The life of a Diversity College student should always be based on personal responsibility and integrity as well as consideration for others. In all activities, every student is expected to be sensitive to and respectful of the rights and interests of all people. She or he should be appreciative and supportive of the multiculturalism of the community as it provides an overabundance of opportunities for both personal learning and growth.” (Diversity College Community Standards, 2006-2007, p. 3)

16. Online Abuse Reporting Form

17.  Students can report online violations of their personal rights via an online form, in addition to informing a member of the staff or faculty at DC  Why an online reporting form? Students who violate the Diversity College Network Usage Agreement can and will be subject to disciplinary action Students who violate the Diversity College Network Usage Agreement can and will be subject to disciplinary action Students anonymity is assured Students anonymity is assured Ease of use and integration with the current system Ease of use and integration with the current system Traceability Traceability DC will guarantee anonymity, however; ITS administrators can and will trace origins of false accusations.DC will guarantee anonymity, however; ITS administrators can and will trace origins of false accusations. Provides students with an avenue to report offensive behavior Provides students with an avenue to report offensive behavior

18. Online Abuse Reporting Form Includes  Name and last 4 digits of ID number (optional):  Date  Website location Myspace.com Myspace.com Facebook.com Facebook.com AIM AIM Other blog: ___________ Other blog: ___________ Other personal websites: ______________ Other personal websites: ______________ Other instant messaging venues______________ Other instant messaging venues______________  Nature of the problem (Please provide as much information as possible including pertinent dates, names of all persons involved, and what steps you have taken to resolve this problem)  Note: This is the content of the form, not the layout. Layout will be determined by ITS when posting the form for use.

19. Online Tutorial Development and Implementation

20. Technology at Diversity  Diversity College students are provided a Diversity email account  Each incoming student must agree to Network Usage Agreement before obtaining a username  ITS will combine Network Usage Agreement with our “Online Safety” tutorial, therefore, every student must pass this tutorial before receiving their username  Diversity College has created specific policies related to online communication that best meet the needs of the DC community (Teich, A., et. all, 2005)

21.  Our committee partnered with ITS and examined the cost of adding the tutorial and assessment to the current procedures and determined that: There is little cost associated with posting the additional step on the webpage There is little cost associated with posting the additional step on the webpage Will integrate tutorial into Network Usage Agreement to streamline username/email process for students Will integrate tutorial into Network Usage Agreement to streamline username/email process for students

22. Tutorial Format  The tutorial will take between 20-30 minutes to complete, depending upon student answers  Includes information concerning Facebook, as well as other similar websites  Students use a variety of online communication and communities  Broken down into 4 learning modules that can be saved and returned to at a later time  Involves a multi-media presentation including video, voiceovers, and text

23. Multimedia Presentation  Will include videos of students using the technology at Diversity  Will have actual screen shots of websites and Diversity College resources to provide students with accurate examples  A variety of methods are used to accommodate students with varying learning styles (Tempelman- Kluit, N. & Ehrenberg, E., 2003)  Will provide entertainment and make the tutorial interesting and fun  Provide different avenues to present dynamic information

24. First Module  Overview of appropriate computer usage at Diversity College including: Internet policies and availability on campus (i.e. computer lab availability) Internet policies and availability on campus (i.e. computer lab availability) Consequences of performing illegal actions online Consequences of performing illegal actions online Message from the Diversity College Police Squad Message from the Diversity College Police Squad Campus resources available on the internet (i.e. library search engines and online forms) Campus resources available on the internet (i.e. library search engines and online forms) Questions will include: Questions will include: What type of internet connection do students have at Diversity College?What type of internet connection do students have at Diversity College? What are the consequences of illegally downloading music from the internet?What are the consequences of illegally downloading music from the internet?

25. Second Module  Pertains to facebook.com and similar websites Include facts about Facebook history and use of the website Include facts about Facebook history and use of the website Explore the uses of Facebook and how to create an appropriate profile Explore the uses of Facebook and how to create an appropriate profile Discuss the dangers of posting too much information on a profile Discuss the dangers of posting too much information on a profile Questions will include: Questions will include: Who started facebook.com and what year was it founded?Who started facebook.com and what year was it founded? Which of the following is not a category in your Facebook profile: courses, relationship status, home address, or political views?Which of the following is not a category in your Facebook profile: courses, relationship status, home address, or political views?

26. Third Module  Concerns privacy settings and personal search capabilities  Will have student testimonials about incidents related to Facebook misuse  Questions will include: What is the highest privacy setting offered on Facebook? What is the highest privacy setting offered on Facebook? Who can see your profile if you have selected “Reserved” as your privacy setting? Who can see your profile if you have selected “Reserved” as your privacy setting?

27. Fourth Module  Creating a fun and appropriate profile  Includes screen shot examples of acceptable and unacceptable profiles on Facebook (Goldsborough, R., 2005)  Questions will include: True or False: My room number has to be included on my profile. True or False: My room number has to be included on my profile. True or False: I do not have to post my phone number on my profile. True or False: I do not have to post my phone number on my profile. True or False: I can allow only my friends to see my contact information. True or False: I can allow only my friends to see my contact information.  Example tutorial pages and assessment follow

28. Example Page 1  Diversity College provides each student on campus with access to a high speed internet connection in his or her room  Diversity College provides virus protection and computer maintenance software for all students free of charge Text will be read aloud while slide is viewed. Arrows will navigate between pages.

29. Example Page 2  A profile should highlight your personality and interests  A profile should not include descriptions of policy violations or inappropriate actions  Your profile should reflect who you are and who you would like to be in the future.  Remember, your professor or advisor can see this profile. This is an example of an inappropriate profile

30. Example Page 3  Skills assessment will take place on the following page  Please select the answer you believe is correct  You will not be allowed to return to the previous page  You may review the information in the module by selecting topics from the menu on the right of the screen  You must receive an 80% on the assessment to pass the tutorial Links to review pages:  What is Facebook?  Technology at Diversity College  What are privacy settings?  Creating a fun and appropriate profile  Uses and abuses of facebook.com and blogging websites

31. Example Assessment Page  If a professor has a Facebook profile, he or she can look at my profile. True False When a student selects an answer, an explanation of the answer will pop up with their selection. This will reinforce the ideas that were presented in the module and will also allow the student to see the material in a different form (Mooney, G.A., Bligh, J.G., and Leinster, S.J., 1998). True. Faculty and staff can create profiles on facebook.com just like students. They have the ability to search profiles and access profiles like any other user. False. Anyone with an email account ending with.edu can create a profile, including faculty and staff. They have the ability to search profiles and access profiles like any other user. Please review privacy settings before continuing with the assessment Students may not return to the previous page, only forward arrow provided

32. Additional Topics Included in the tutorial will include:  Possible consequences of internet misuse, both at Diversity College and in society  A page to assist students in brainstorming positive items to post in their profile  How to keep your password protected  How to add and remove photographs from their personal Facebook page  How to report Facebook/internet misuse to Diversity College using Online Abuse Reporting form

33. Returning Students and the Tutorial  Sophomores, Juniors, Seniors, and Graduate students will also be required to participate in the tutorial  Students will be given appropriate notice of their required participation (i.e. before the end of the Spring semester)  Continuing students will need to complete the tutorial by July 1 st  If continuing students do not complete the assessment/tutorial, they will lose their email access Upon successful completion of the tutorial, students will regain access to their emailUpon successful completion of the tutorial, students will regain access to their email  Students will be provided the link to the tutorial and an incentive to participate, a raffle for a new computer to use all of their knowledge (ITS will be providing a refurbished computer)  Students will only be required to complete the tutorial and new Network Usage Agreement one time

34. Assessment and Evaluation of Programs Short-term and Long-term Assessment Methods

35. Short-term Assessment Questionnaire  All first-year students are required to take a first- year experience course.  At the end of the first semester several questions pertaining to the orientation session and the tutorial will be included on the evaluation for the first-year experience course.  Questions on the course evaluation will pertain to the content from the orientation and tutorial

36. Short-term Assessment cont. Reports and Records  Examine Online Abuse Reporting submissions  Obtain records from the Office of Residence Life concerning any incidents in on-campus housing  Obtain campus police records for any violations of Community Standards relating to Facebook and other websites  Examples: parties advertised over Facebook, sexual harassment, or defamation of character

37. Long-term Assessment  Questions about the presentation and tutorial will continue to be included in the end-of- semester evaluations for the first-year experience course to determine if material was retained  Compiled data on reported Facebook related incidents will be examined each year to determine if incidents have decreased over time  Based on the student feedback, both the presentation and tutorial will be updated before Orientation and Registration the following year

38. What did we learn from this project?  The many uses of facebook.com and similar websites  Legal issues related to the use of Facebook and the consequences of posting material that defames others  How ITS, Residence Life, and the campus police can work together to best serve students  Issues concerning Facebook and other online communities will continue to surface on college campuses across the nation  Discovered how to best utilize technology to complete the project  How new forms of online technology can affect our students, faculty, and staff  How to best utilize group members’ strengths and weaknesses to create an outstanding presentation

39. References  Anderson, N. (2006). Google + Facebook +alcohol = trouble. ARS Technica. Retrieved February 7, 2006, from http://arstechnica.com/news.ars/post/20060119-6016.html.  Baham, D. (2005). What’s in a Facebook? BlackCollegeView.com. Retrieved February 7, 2006, from http://www.blackcollegeview.com.  Blimling, G.S., Whitt, E.J., & Associates. (1999). Good practice in student affairs: Principles to foster student learning, San Fransisco: Jossey-Bass Publishers.  Bugeja, M.J. (2006). Heads up: Facing the Facebook. The Chronicle of Higher Eduation. Retrieved January 27, 2006, from http://chronicle.com/weekly/v52/i21/21c00101.htm.  Carnevale, D. (2005). To size up colleges, students now shop online. The Chronicle of Higher Education. Retrieved February 12, 2006 from http://chronicle.com/weekly/v5/i40/40a02501.htm.  Glover, K.D., The rise of blogs. National Journal, 38 (3), 30-35.

40. References  Goldsborough, R. (2005). Blogging and the law. Community College Week, 17.  Kim, R.J. (2005). Out on Facebook. Advocate, (949), 44.  Read, B. (2004). Have you ‘Facebooked’ him? The Chronicle of Higher Education. Retrieved February 12, 2006, from http://chronicle.com/weekly/v50/i38/38a02901.htm.  Rosencrance, L. (2004). Watch your weblog: Legal liabilities lurk amid corporate blogs. Computer World, 40-41.  Ross, J. & Shulz, R. (1999). Can computer aided instruction accommodate all earners equally? British Journal of Educational Technology, v30 (11), 5-25.  Stoner, M. (2004). How the web can speak to prospective students. The Chronicle of Higher Education. Retrieved February 12, 2006, from http://chronicle.com/weekly/v5/i34/34b01001.htm.  Teich, A., Frankel, M.S., Kling, R., & Lee, Y. (1999). Anonymous communication policies for the Internet: Results and recommendations of the AAAS Conference. The Information Society, 15, 71-77.

41. Submitted by Carolyn Duven Debra Smith Mackenzie Wysong Bowling Green State University