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1 Virtual Case Study February 19, 2006 Image ©2006,

2 Building Online Communities: A Case Study of

3 Karen Eilers Scott Graves David Merry The University of Iowa

4 Presentation Overview: Slide Colors Discussion of Student Affairs and Online Communities Discussion designated by blue slide accents that appear throughout the presentation Proposed Orientation Session Session mock-up designated by red slide accents Proposed Online Tutorial Tutorial mock-up designated by grey slide accents

5 Presentation Overview: Content Discussion: Introduction to Discussion: Why it is Necessary to Inform our Students Proposed Orientation Program Session Proposed Online Tutorial Discussion: Reasoning Behind the Content Project Learning Points References

6 Discussion: Introduction to A quick overview Why students build profiles Issues students need to be aware of when using

7 Discussion: Introduction to is an online directory that connects people through social networks at schools (, 2006) The online community includes high school and college students. Students can look people up within their school, read student profiles, connect to students friends, and search for people in groups and classes. Hereafter, will be referred to as Facebook, which is how students refer to the site.

8 Discussion: Introduction to Facebook Students use Facebook for many reasons: To meet people Popularity Fun Peers (everybodys doing it!) Getting people together Contact others Class connections Self-expression Community

9 Discussion: Introduction to Facebook Students should be aware of several issues when utilizing Facebook: Privacy Safety Image (Appropriateness) You will learn more about Facebook and why students use it, and issues of use in the upcoming orientation session and online tutorial.

10 Discussion: Why it is Necessary to Inform our Students The Facebook orientation session and online tutorial are necessary to set the stage for all students who are a part of building online communities, and to promote student safety and ethical decision making. Astin (1993) explains in his I-E-O model that the I, or student Input to college, is different for every student. No students will have the exact same experiences before entering college, so every student will have unique perceptions on how to interact with others, what is right and wrong, and how to make decisions. The orientation session and tutorial provides the same expectations to all students.

11 Discussion: Why it is Necessary to Inform our Students Good student affairs practice cultivates supportive environments by encouraging connections among students, faculty, and student affairs practitioners (ACPA and NASPA, 1997, pg. 5). This is a foundational statement of a principle of good practice in student affairs, to build supportive and inclusive communities. Communicating information about Facebook is an important step in building a strong community. This idea sets the stage for building characteristics of strong communities, such as involvement, a climate of pride and comfort, respect, open discussion, and socially responsible behavior (Cross Brazzell and Reisser, 1999).

12 Discussion: Why it is Necessary to Inform our Students Safety on college campus was impacted by a landmark federal law, what is now known as the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, or the Clery Act. Although this Act is not originally related to security issues with technology, it is relevant today with respect to the availability of personal information in online communities such as Facebook. Because information is so readily available, crimes may originate based on careless postings by students and friends. The orientation session and online tutorial address safe measures to take when part of an online community.

13 Discussion: Why it is Necessary to Inform our Students The orientation session and online tutorial will address student values and ethical decision making. College is a time when students should be given the opportunity to develop integrity and make moral choices. It is part of student affairs good practice to help demonstrate and shape the values that define a learning community (Dalton, 1999). Theories that inform college student development are further discussed prior to the orientation session presentation and online tutorial presentation.

14 Proposed Orientation Session Orientation Session Goals Theory and Research Materials and Preparation

15 Orientation Session: Goals To introduce students to Facebook To help students become more aware of the safety and personal image issues raised by Facebook To make students aware of steps they can take and tools they can use to be more responsible Facebook users

16 Orientation Session: Grounded in Theory and Practice Students are most influenced by their peers (Astin, 1993). The session will be led by student Orientation Leaders. The articles distributed are based on students experiences and reflections surrounding Facebook. Effective experiential learning utilizes concrete experiences, abstract conceptualization, reflective observation and active experimentation (Kolb, Boyatzi, & Mainemelis, 2001). Incoming students will actively discuss the issue during the icebreaker, will be asked to participate during the presentation, and will reflect and discuss the information in a debriefing session. The tutorial which they will complete at a later date will serve as an opportunity to reflect and actively experiment. Not all incoming college students are technologically savvy (Wilson, 2004). The session will not assume a particular level of competence with the internet or with Facebook, and will be accessible for students in a wide range of technological ability.

17 Orientation Session: Materials and Preparation Computer Connected to an LCD Projector Projection Screen With internet access A dummy Facebook account for presentation purposes Create an account for a fake student named Draco, who represents Diversity Colleges dragon mascot. It must include an unflattering photo (of Draco drinking, wearing provocative clothing, etc.), a photo album with similar pictures, friend requests, messages, groups, comments on the wall, and at least 4 friends. Handouts for Students Three 1-2 page articles about students having positive and negative experiences with Facebook. Schweitzer, S. (2005). When students open up -- a little too much: Colleges cite rists of frank online talk. Boston Globe, Septeber 26, Hutton, P. (2006). Student site Facebook raises some eyebrows. Wichita Eagle, January 30, Move over Facebook -- Here comes Wirehog. (2005). National On-Campus Report, 33(1).

18 Orientation Session Preparing Incoming Students to Be Responsible Facebook Users

19 Orentation Session Outline 5 minPresenter Introductions and Icebreaker 10 minWhat Is Facebook? 10 minWhy Do Students Use Facebook? 10 minWhy Should I Be a Responsible Facebook user? 10 minQ+A 20 min After the session, students debrief and reflect on the presentation in their small orientation groups

20 Orentation Session Presenter Introductions and Icebreaker – 5 min The two Orientation Leader (OL) presenters introduce themselves. OLs begin the icebreaker activity: Ask students to get into groups of three Ask this question, which will then be displayed on the projector: Imagine that theres a website where your parents, grandparents, professors, potential employers, and friends can see what youve been doing at college. What would you want to have on that website? Discuss with your small group.

21 Orentation Session What Is Facebook? – 10 min OL #1 – Tells the incoming students that there is indeed a website like what they have just discussed in the icebreaker, called Facebook. OL #2 – Opens up Dracos Facebook profile which was created for the presentation: Asks students What are the first things you notice about this profile? Utilizes this page to explain in more detail what Facebook is, and how an account is set up. Demonstrates the following on Dracos account: Photos (the main photo, and photo albums) Profile (including address, phone number, and quotes) Groups (shows what groups Draco is a part of)

22 Orentation Session Why do Students Use Facebook? – 10 min OL #1 comes back to the computer: Show examples on Dracos profile of how students use Facebook to: Connect with friends (OL indicates the people who are linked to Draco as a friend) Share photos (shows pictures that have been added to Dracos profile by other users) Advertise events (shows parties and gatherings that Draco has been invited to) Send messages (shows messages that have been sent to Draco)

23 Orentation Session Why Should I Be a Responsible Facebook User? – 10 min OL #2 comes back to the computer to discuss: Safety – what info are you making accessible? Are you being respectful of the others safety? Dont put your address or phone number in your profile Respect others privacy on Facebook, and be aware of how your messages and postings may be percieved Image – what is the impression that youre giving your employers, professors, family, friends when they see your profile? Remember, almost anyone can see your profile, so be careful about what you and your friends post. The Privacy Options on Facebook – ways to ensure that your information is kept within your network of friends. On Dracos account, show students how a Facebook profile can be made more secure and private The OL will mention that this is not just a Facebook problem; be careful on ALL online communities.

24 Orentation Session Q+A – 10 min The two members of the Residence Life staff, the Assistant Director of IT, and the Campus Police Officer are introduced by the orientation leaders. The floor is opened for the incoming students to ask questions.

25 Orentation Session Debriefing with Small Group After the session is over, the incoming students return to their small orientation groups to discuss the material, and what action steps they will take to make sure that they are responsible Facebook users.

26 Proposed Online Tutorial Tutorial Goals Theory and Practice Materials and Preparation

27 Online Tutorial: Goals To introduce the main features of To encourage students to think through possible consequences, both negative and positive, that may result from using Facebook To educate the students about how Diversity College will handle any problem situations and apprise them of their rights To test their knowledge of the material presented

28 Online Tutorial: Grounded in Theory and Practice Takes the students through a process which encourages the kind of role-taking endorsed by Kohlberg (1976) in encouraging student moral development. Designed to be relevant and memorable to encourage student learning, which is always the primary goal (ACPA, 1994). Some test questions collect valuable information useful in assessing the tutorial and in understanding how students will use Facebook. Student affairs professionals are encouraged to know how students use time and the resources of the institution (ACPA, 1994).

29 Online Tutorial: Grounded in Theory and Practice Requiring students to think through the situations presented encourages critical thinking, understanding of others, and civic responsibility, all outcomes that Astin and Antonio (2000) identify as central to developing character in college. Makes use of the active learning process (Kolb, 1984) by teaching the students through vicarious experiences and then requiring them to reflect through the test questions.

30 Online Tutorial: Materials and Preparation All current students, including new students who attended the Facebook orientation session, will be required to complete the online tutorial and pass the tutorial test. Students will need their campus ID and password to login to the campus network. Students should access their own computer or a campus computer. Students do not need to study prior to the tutorial and test.

31 Diversity College Facebook Tutorial Choose Your Own Adventure

32 Tutorial How the Tutorial Works Each Diversity College (DC) student will sit at their own computer or a campus computer and walk through the program at their own pace. Each student will have two programs running: the tutorial program and the sample Facebook site for Draco the mascot which was created for the orientation presentation. This will provide the chance to explore Facebook along with the tutorial. As the tutorial progresses, the students will read and respond to several situations which present some of the pitfalls and promises of Facebook. They are designed to be lighthearted, memorable, and practical so that students will identify with the character and recall the answers for the test at the end. Students will be automatically be granted preliminary access to the campus network upon scoring a passing B grade in the non-written portion. Students who do not pass the written portion of the tutorial test, which is submitted to a reader, will be asked to repeat the tutorial and written portion of the test.

33 Tutorial DC Students, Meet Facebook - An online community site for college students. Facebook works like this: Each member builds their own profile, like a home page Members find each other and become friends Members at the same college can be in groups and set up events Members can post pictures and share them Members can message each other in a number of ways Image ©2006,

34 Tutorial The 6 Main Features of Facebook My Profile My Friends My Photos My Groups My Events My Messages Lets look at each one briefly. Refer to Dracos Facebook site to see how the functions work. Image ©2006,

35 Tutorial My Profile – Facebook Feature #1 This is your home page! Fill it up with you and your stuff. This is what people will see when they find you. You provide your picture & contact information and decide who can see it. Fill in the page by answering questions about you and your favorite things, plus add one image of yourself. People can write to you in a section of your profile page called The Wall. Its like a bulletin board for notes from your friends.

36 Tutorial My Friends – Facebook Feature #2 Search for people you know by using the Search function in the top bar. When you find them, click on Add to Friends. If they agree, youll appear on each others Friends List and you can view each others profiles. Anyone from here at Diversity or from other colleges can find you and ask to be your friend. Find your secret crush from 3 rd grade or your friend that moved away! If theyre in college, they might be on Facebook. All your friends will be displayed in a list on your My Friends page, and the most updated will appear on your profile page, too.

37 Tutorial My Photos – Facebook Feature #3 You can post as many pictures as you want by adding pictures to albums on the My Photos page. Then add a title, and youre set! You can tag your friends in individual photos by selecting the area of the photo that theyre in and typing in their name. If the person is already your Facebook friend, a link will appear, and Facebook will let them know that you have posted pictures of them. Facebook will also tell you when others have posted pictures of you! They will appear under More Pictures of Me. Keep in mind that anyone can see pictures of you!

38 Tutorial My Groups – Facebook Feature #4 Groups are a convenient way to get people together for any reason. You can search for clubs to join on the My Groups page. Find a group that you can support or start your own! All groups are internal to your school. You can use them for actual DC clubs and organizations, or for agreeing with a statement like DC Dragons rule! All the groups you join will be displayed on your profile page.

39 Tutorial My Events – Facebook Feature #5 When you are added as a Diversity College student, youll be notified of any events that fellow students want to advertise to you. You can see all the details: who, what, when, where, and whos coming. You can use it to tell your friends, your classmates, or your group members about something thats going on. Schedule a meeting, a party, anything! Add any existing event to your list by clicking Add to my Events. When an event is due, it will appear on your notifications when you log in.

40 Tutorial My Messages – Facebook Feature #6 The last major feature of Facebook, My Messages acts like a cross between and instant messaging. Its private messaging that anyone on Facebook can send and receive. Messages will be sent and received immediately! All past and present messages will appear on your My Messages page. You can open them, read them, and reply to them whenever you want. Facebook will notify you of new messages when you log in. You can also message anyone by writing on their Wall on their profile page, but remember, it wont be private.

41 Tutorial Pause & Review Stop for a minute. What are the six main features of Facebook you just learned? Keep them in mind as you proceed, and be ready to answer questions about them. Take a few minutes to look through Dracos profile and familiarize yourself with the way things work. In the next section, you will be presented with situations that could come up when using Facebook. Read through each one and use your judgment to decide what our character will do. Watch and learn from our friends example!

42 Tutorial DC Students, Meet Gus Gus is a brand new first-year student here at DC. His friend told him about Facebook, so he decided to join. Well follow Gus as he tries Facebook out.

43 Tutorial Choose Your Own Adventure You make the decisions about how Gus uses Facebook! As you go, youll see that things are not as simple as you might think. Read the situation presented and make your decision, then see what happens. Some things to watch for: Privacy issues Safety concerns Appropriateness Pay attention! There will be a test. No kidding! In order to pass this tutorial and gain access to DCs computer system this year, you will need to earn at least a B, or 80%, on the test at the end of this tutorial. Good luck!

44 Tutorial Situation #1 Tells him, Yeah, no problem. Ill just write it down and leave it for you. Why not? Says, Latrell, you should join Facebook too! Ill show you how right after class. Gus has just been on Facebook, and now hes leaving for his Spanish class. His roommate Latrell asks him if he could have his password so he could look around on Facebook. What does Gus do?

45 Tutorial Results of Your Decision: Situation #1 Latrell gets on Gus Facebook and posts pictures of Gus and these two girls they had met at a party last week. Gus girlfriend Mandy gets mad and dumps Gus. Latrell sets up his own Facebook account with Gus help and posts pictures with his mom from high school graduation. Awww!

46 Tutorial Situation #2 That econ class sucked! Cant understand a word that Chinaman says. Do you have notes from class today? Man, I was having trouble getting it. Gus leaves his economics class frustrated because hes having trouble understanding his TA, Chen, who is Chinese. On his way to lunch he stops at the computer lab and gets on Facebook. He writes on his classmate Seths Wall about the class. What does he write?

47 Tutorial Results of Your Decision: Situation #2 Chen, whos a grad student at DC, gets on Facebook later to send Seth an answer to a question he asked after class. He sees Gus comment on Seths Wall and is insulted. Gus fails the class. Seth writes back, Yeah, it was tough. I asked Chen a couple questions after class about the homework. When he responds Ill tell you what he says. Chen sees Gus comment on Seths Wall and knows that Gus might need some help in class.

48 Tutorial Situation #3 Gus gets into partying on the weekends with his buddies. One of them posts and tags a picture of Gus looking totally wasted. That picture shows up on Gus profile under More Pictures of Me. What does Gus do? Removes the tag and gets rid of the photo. No one needs to see that. Laughs at the photo and leaves it because he looks hilarious and so do his friends.

49 Tutorial Results of Your Decision: Situation #3 Gus brother Mike, whos on high school Facebook at home, leaves his brothers profile up on the computer. Gus mom sees him and his shiny happy friends. She sends him cookies. Gus mom sees the picture of her son looking awful and calls him. No cookies, just trouble and lots of it.

50 Tutorial Situation #4 Ever since Gus girlfriend broke up with him, hes been looking for someone new. He meets a girl named Felicia and they start flirting and writing on each others Walls all the time. He & Felicia have a date one night, but it doesnt go well, and she tells him to forget it. When he gets home, he tells his friends about it, and they all tell him to prank her to get even. He goes to write on her Wall. What does he say? Yeah, thought you were hot til tonight. Guess you should go back to Loserville where you came from. Better not go outside tonight cuz me and the guys are gonna hit you so hard you wont wake up til Tuesday.

51 Tutorial Results of your Decision: Situation #4 Felicia gets Gus message. Loserville? This guy is lame! She writes back on Gus wall and they get into an insult war, which turns back into flirting and they end up together. Felicia is scared by Gus message and calls her mom, who tells her to call Campus Security. They look at the threat and go collect Gus for questioning. Even though he just meant that he and his friends would ambush Felicia with water balloons, he has to go before the Judicial Board.

52 Tutorial Situation #5 Looks at each type of information (phone number, address, etc.) and decides what he wants to put on the web and what he doesnt, then sets the privacy levels. Just fills in the blanks because the only people who can see it are from his school anyway. He gets to dinner just before they close. Gus is working on his Facebook profile. Hes looking at the contact information page and filling things in. Boring! he thinks, Ill just fill it in fast and move on. I have to get to dinner and meet my friend. As he goes down the page, hes faced with decisions to make about what information to share and with whom. What does Gus do?

53 Tutorial Results of your Decision: Situation #5 Gus gets to dinner on time, but when he gets back to his room, the door is ajar and his watch, camera, and iPod are gone! Gus realizes that the friend he was meeting for dinner posted the time they were meeting on his Wall. And he had his dorm room address on Facebook. Idiot! he says. Gus takes the time to only put up info like his address and his dorm but not the room number. Why would I want to put my room number on Facebook? he thinks. That would be stupid. As he picks up his iPod, he decides to call and order pizza for dinner.

54 Tutorial Situation #6 The boss is examining Gus long list of clubs, interests, and books that hes read. The boss is staring in horror at a picture of Gus in a nearly buck naked costume from the Halloween party last month. Gus is at his work study job in the Admissions office. In between answering the phone, he looks around on Facebook. His boss comes by and says, I was thinking, Gus, you do a really great job around here. What would you think about moving from answering phones to helping out with campus tours? Gus is excitedly thinking about this, especially the raise that would come with it. Then he sees his boss staring at his computer screen and realizes whats on it. What is Gus boss looking at?

55 Tutorial Results of your Decision: Situation #6 Gus is smart, so he only posts stuff on his profile thats ok for the public to see. Its not private anyway, since anyone who really wanted to could look at it anytime. Hes even heard that future employers might look up his profile when reviewing his application. Gus gets the promotion. Gus never thought about who sees his profile. He puts up whatever he wants, cause its his life anyway. No one is gonna care what he does in his free time. Gus doesnt get the promotion. In fact, he gets demoted to filing and endures lots of jokes from the staff.

56 Tutorial Situation #7 Gus has a paper due in his history class in the morning. Its now 2:00am, but hes trying to find his friend Tanya from 4 th grade. As the time ticks away, he only has one paragraph written, but hes looking through the 2,537 members of Facebook with the last name Smith. His roommate Latrell asks Gus how far he is on his paper. What does Gus do? Gus smacks himself on the forehead and says, Dude! What am I doing? Ive got to write this! Gus says, Latrell! Guess what! I found my friend Tanya from 4 th grade. Shes at Florida State! Ive got to message her! Ive got tons of time to write this.

57 Tutorial Results from your Decision: Situation #7 Gus buckles down and works on his paper. He even uses the classes feature on Facebook to find someone else in his class whos still writing and asks them a question. Gus pulls out a B+. Gus is so excited about finding Tanya that he goes on to track down his entire kindergarten class. When 8:00am comes around, Latrell wakes to find Gus asleep on his keyboard. Hes late turning in his paper and gets a C-.

58 Tutorial Last one! Situation #8 Gus is fed up with Latrell and his choice of music. Why does it have to be hip hop every single day? he mutters. He know his friend Sam is having a similar issue with his roommate, so they decide to start a group on Facebook about it. What do they call it? Fed Up Roommates Against Blacks Men with Brains Against Hip Hop

59 Tutorial Results of your Decision: Situation #8 Gus and Sam are astonished to see that by the next week, they have over 90 members in their Roommates Against Blacks group. Someone complains, and suddenly the Black Student Union is protesting and the school paper is writing editorials, and Gus is called before the Dean of Students and has to talk to the police. Need I say more? Latrell sees that Gus has formed a group against hip hop. He gets mad and reminds Gus how much he hates Gus Green Day album that he listens to They yell about it until they start laughing and then forget about it and watch ESPN. The group against hip hop collects 687 members, but no one cares.

60 Tutorial What This Means for You You, as a DC student, probably already know that Facebook and other sites like it are full of potential to do fun things and stay in touch with people. You should also know, however, that just like anything else, these sites can be misused and that misusing them can have consequences that you have never considered.

61 Tutorial Truth & Consequences The scenarios weve presented here through Gus are possible, even likely to happen here at DC. Use your head- thats why youre in college anyway! Know where to draw boundaries, because you are responsible for the ways you use these sites, just like anything else. Keep in mind that Facebook is not a private forum. When you post on Facebook, you are putting it on the World Wide Web. Think about it. Students are not the only ones with access to the Internet or to Facebook. Next, well go over your responsibilities and Diversitys responsibilities related to Facebook.

62 Tutorial Your Responsibilities as a Student Privacy – Protect your privacy by using Facebook wisely. Diversity College cant prevent privacy problems if you share the information, and we wont shield you from the consequences of your actions if you violate the Student Code or break the law online. Safety – Keep yourself safe by being smart about what you disclose. If someones behavior is offensive or disturbing, report it. You can also block someone from your Facebook profile and report them to Facebook. Responsible Use – Using Facebook in any way that violates the Student Code is subject to the same consequences as any other method. You decide what youll post, and you decide when, where, and how much to use it. Think it through. Report Disturbing Behavior – Theres nothing the college can do unless we know about it. Safety first!

63 Tutorial Diversity Colleges Responsibilities To protect the safety of our students to the best of our ability To bring students through judicial procedures for violations of the Student Code To work with Facebook and with the police or other authorities as necessary To provide access to technology to students in a reasonable manner If you have questions about judicial procedure, what constitutes a violation, or what kinds of speech are protected, see your Student Guide or talk with a Student Life staff member.

64 Tutorial And Now, The Test Please read the questions provided and answer them as appropriate. As soon as you start your test, your access to Draco the Dragons sample Facebook profile will be frozen, so you will have to answer from memory. Remember, you must pass with 80% or you will have to repeat the tutorial. Each question is worth 2 points. When you are done, just hit the SUBMIT button, and your answers True or False and Multiple Choice questions will be graded automatically - you will find out if you pass. Your written answers will be submitted to a reader and you will be notified if you pass that portion. If you pass, you will automatically be granted access the Diversity College network for the year.

65 Tutorial True or False 1. Only students have access to Facebook. T F 2. Facebook requires all your contact information to open a profile. T F 3. Actions and speech online arent subject to DCs judicial oversight. T F 4. Anyone with a DC address has access to your Facebook profile. T F 5. Theres no way your parents could ever see your Facebook profile. T F 6. Only your friends can see your pictures. T F

66 Tutorial Multiple Choice 7. Who saw the picture of Gus when he was drunk that he didnt expect to? A. His brother B. His roommate C. His mother D. Both A and C 8. What was the problem with Gus Fed Up Roommates Against Blacks group? A. It was insulting to Latrell B. It was insulting to other black students C. It violated the Student Code relating to Hate Crimes D. All of the above

67 Tutorial 9. How could Gus have responded positively to the frustrating situation in Chens economics class using Facebook? A. Start a group against TAs B. Use the events feature to schedule a study session C. Complain to his classmates D. Go tell his brother never to come to college cause its too hard. 10. What about having an employer possibly look at Gus Facebook profile was problematic? Mark all that apply. A. Gus had all the pictures from the Halloween party posted. B. The groups list showed all his extra-curricular activities. C. His list of friends displays some pretty unprofessional photos. D. One of the groups he belonged to is I Hate My Job. Multiple Choice

68 Tutorial More True or False 12. Facebooks staff is responsible for keeping you safe. T F 13. Facebook is just as important as your schoolwork. T F 14. Diversity College faculty, TAs, staff, and alumni can get Facebook profiles. T F 15. Facebook isnt accessible to the public, so only college students will see what you post. T F 16. Facebook is a great way to find people when youre new to campus. T F 17. Facebook isnt very popular nationwide. T F

69 Tutorial Back to Multiple Choice 18. What faulty assumptions did Gus make when he pranked Felicia with the water balloon ambush? A. That she wouldnt take him seriously B. That she would know he wouldnt really hurt her C. That a matter between friends wouldnt get reported to Security D. All of the above 19. Where does Gus first go wrong in the situation with his employer? A. Leaving his Facebook page up for the boss to see B. Coming to work that day C. Using Facebook at work D. Posting the picture of himself in the costume

70 Tutorial Multiple Choice 18. How many key features of Facebook are there? A. 4 B. 8 C. 5 D Your ex-significant other is bombarding your Wall with mean messages. What would be a good option for you? A. Start bombarding her/him back and get your friends to help. B. Block her/him from your Facebook profile. C. Start a group with your friends against her/him. D. Threaten her/him with a water balloon ambush.

71 Tutorial Short Essays 21. In which situation did Gus make the worst decision? Why do you think so? 22. Name three ways that Facebook could present a safety problem for you. 23. Why do you think students use Facebook and similar sites? Do you plan to use these sites this year?

72 Tutorial 21. List four of the main features of Facebook. 22. What do the privacy settings in Facebook accomplish? 23. What are some steps you might take if you felt threatened by someone online? Short Essays

73 Tutorial More True or False 24. Anyone can join a group, doesnt matter where they go to school. T F 25. A tag is something that you put on your private messages to one of your friends. T F 26. Only the people you invite can see an event you post. T F 27. One of your rights as a student is to access Facebook and other sites whenever and wherever you want. T F 28. You dont have any responsibility for the way that someone might take something you say online. T F

74 Tutorial The Big Finale 28. What would you tell someone who asks you about the strengths and weaknesses of Facebook? (6 points) SUBMIT

75 Discussion: Reasoning Behind the Content Steps toward ensuring worthwhile and education programs for students: Based on knowledge and experience of a cross section of team members, including residence life professionals, an information technology professional, a campus police officer, and students. Committee consisted of both users and non-users of Facebook. Supported by relevant student affairs theory and practice.

76 Discussion: Reasoning Behind the Content Steps toward ensuring worthwhile and education programs for students (continued): Orientation session presented by peers. Orientation session used a positive approach focused on Facebook as a tool for building community. Orientation session and online tutorial were interactive and based on scenarios that could happen in real life.

77 Discussion: Reasoning Behind the Content Measuring Success: Initial and continued success of the orientation program and tutorial can be measured through assessment. Schuh (2005) provides many uses of assessment, including assessing student needs; and, assessing satisfaction with services, programs, facilities; and, assessing campus environments and student cultures (personal communication, October 25, 2005). Schuh suggests assessment of students every year, and needs and satisfaction measures every three years. Because Facebook is a technology issue, or as Schuh may explain - an issue for the future, we believe it is appropriate to conduct an assessment of the orientation program and tutorial every year.

78 Discussion: Reasoning Behind the Content Student centered, but not exclusive: Faculty and staff members are also users of campus computers, therefore: All faculty and staff, both users and non-users, should be aware of the potential positive and negative impacts of Facebook use; therefore, they should be required to go through the tutorial. Faculty and Staff who use Facebook will use it under the same guidelines that students do. For faculty and staff who are not interested in being a user of Facebook, the tutorial will help them understand a significant and growing part of student culture and community building in a less experiential way. Concerns addressed in the tutorial include student safety and ethical decision making. Additionally, staff should be aware of potential student overuse.

79 Discussion: Reasoning Behind the Content Student Centered, but not exclusive: A recent student affairs publication, New Directions for Student Services, addresses technology in student affairs. Several chapters incorporate faculty/staff awareness and action. Staff need to be active users of the web, engage in online conversations, and interact with students (Kleinglass,2005, p. 36) Staff need to be informed of student technology use, including potential negative consequences (Kruger, 2005).

80 Project Learning Points Facebook is immensely popular. There are over 11 million users. Like any technology tool, Facebook can be used positively and negatively; and we realized the extent to which both can happen. Two committee members became members of because of the project. We understood it to be an important part of understanding student culture and actually being a part of it as it happens.

81 Project Learning Points We were able to apply student affairs principles and theories to practice. It can be difficult sometimes to understand how a model on paper can directly affect the lives of students. The project allowed a deeper thinking process in regards to technology. Cross functional collaboration is necessary to achieve desired results. We have a greater appreciation for the knowledge and expertise that team members bring.

82 References American College Personnel Association. (1994). The student learning imperative: Implications for student affairs. Washington, DC: Author. American College Personnel Association and National Association of Student Personnel Administrators. (1997). Principles of good practice for student affairs. Washington, DC: Author. Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass. Astin, H.S. and Antonio, A.L. (2000). Building character in college. About Campus, 5(5), 3-7. Blimling, G. S. & Whitt, E. W. (1999). Good practice in student affairs: Principles to foster student learning. San Francisco: Jossey-Bass. Coomes, M. D. (2004). Serving the millennial generation. New Directions for Student Services, Number 106. San Francisco: Jossey-Bass. Cross Brazzell, J. & Reisser, L. (1999). Using resources to achieve institutional missions and goals. In G. Bliming, & E. Whitt (Eds.), Good practice in student affairs: Principles to foster student learning (pp ). San Francisco: Jossey-Bass Dalton, J. C. (1999). Using resources to achieve institutional missions and goals. In G. Bliming, & E. Whitt (Eds.), Good practice in student affairs: Principles to foster student learning (pp ). San Francisco: Jossey-Bass

83 References (continued) Kleinglass, N. (2005). Who is driving the changing landscape in student affairs?. In K. Kruger (Ed.), Technology in student affairs: Supporting student learning and services. New Directions for Student Services, Number 112. (pp ). San Francisco: Jossey-Bass. Kohlberg, L. (1976). Moral stages and moralization: The cognitive- developmental approach. In T. Lickona (Ed.), Moral Development and Behavior: Theory, Research, and Social Issues (pp ). New York: Holt, Rineheart, and Winston. Kolb, D. A., Boyatzi, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. In R. Sternberg & L. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles. Mahwah, NJ: Lawrence Eerlbaum Associates, ( ). Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. (p ). Kruger, K. (2005). Technology in student affairs: Supporting student learning and services. New Directions for Student Services, Number 112. San Francisco: Jossey-Bass. Schuh, J. H. (October 25, 2005). Personal communication.

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