Student Affairs Case Study Competition 2007

Danielle Nied, Alana Barnes, Ben Parks & Jessica Berkey Western Illinois University

About Neo University

Princeton Review claims, “Neo University is the wave of the future.”

Core Values:

Educational Opportunity Social Responsibility Collaborative Ethos Preparation for Future

StudentAffairs.com says, “Neo University is a young institution that is full of potential.”

Discovering New Knowledge Engagement in Learning Freedom of Thought & Expression 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

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.

New Directions for Technology at Neo University

“Wired to Today… Connected to the Future”

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

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)

• • Working in a challenging environment • Open forums of information • Technologies challenge ethical

responsibilities (Evans, Forney, & Guido-DiBrito, 1998)

Cultural Perspectives

Shifting from a mono-paradigmatic to a multi-paradigmatic perspective is the heart of the multicultural process. This shift means adjusting the institution to the individual, rather than adjusting the individual to the institution.

• • •

The required changes are in ourselves and in our management system if we are to adopt information technologies.

There is a need to become bicultural - a culture of interpersonal interaction, and a culture of computer mediated information exchange.

Using technology for generic academic tasks appears to play a positive role in student achievement. (http://studentaffairs.com/ejournal/Spring_2000/article4.html)

Holistic Development

• Interpersonal and communication skills of

today and the future

Identity Development

• Understanding and respectful portrayal of

self

• Connectedness of self to others

Typology Theory

• Engaging various learning styles in the

technologies used to interact and teach students

• Millennial student characteristics in

focusing on: teamwork, technology, structure, entertainment & excitement, and experiential activities

Cognitive Development

• Moving from absolute knowledge to

contextual knowledge

• Focus on support through experiential

learning

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

Technology I: Podcasts

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

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.

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.

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.

ASSESSMENT of Podcasting

BENEFITS CHALLENGES

Impact on students

•

Assist student learning and knowledge development

• • •

Meet some students’ preferred learning style with classroom materials Effectively convey a consistent message to all students Allow for a focus on learning outside of classroom time

Learning outcomes for students

•

Develop a new classroom pedagogical perspective

• • •

Increase study habit efficiency Develop online learning efficiency Active learning

Institutional impact

•

Support institutional values

• • • •

Increase student achievement Increase recruitment and retention rates Provide professional development for faculty and staff Place institution at forefront of integrating technology and learning

Costs

•

It can be expensive for podcasting. There is a combination of needing computers with capable hardware, software programs, training for faculty, students, and staff. The key is to start small and leave room for growth. (Read, 2007)

Intellectual Property

•

A concern raised by many faculty and institutions. Some colleges have restricted the availability of podcasts to registered students. Others have placed them freely available on the world wide web. Intellectual property policies need to be created and implemented prior to this technological shift. (Read, 2007)

Plagiarism

•

There is a need for new institutional policies to be adopted in order to hold students accountable with these matters.

Access

•

A continuing challenge for some students. A computer and internet are essential for a student to utilize a podcast. Also, issues of classism may arise as this technology is based of an expensive audio device, the iPod.

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

Technology II: Teleconferencing

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

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)

How to Integrate Teleconferencing into Neo University?

Uses with Students

• Distance education • Online courses • Academic advising • Counseling • Orientation • Service learning programs • Study abroad programs • Summer leadership programs

Uses within Student Affairs & Faculty

• Recruitment processes • Creating partnerships • Multi-campus institutions • Professional development • Teaching pedagogies

All of these uses ensure effective connectivity of students to information which reinforces

their connection to the institution.

All of these uses ensure that internal University staff are accessible to students when needed and are able to connect with professionals from across the country.

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

•

Comprehensive user manuals

• • •

Ongoing information sessions for staff Online tutorials for students and staff Support from Information Technology Services

Policy Considerations

• Privacy Policy • Access Policy • Usage Policy

ASSESSMENT of Teleconferencing

BENEFITS CHALLENGES

Impact on students

•

Ensure campus environment is transient to the workplace

• •

Accessibility based on personal preference and student needs Instill responsibility

Learning outcomes for students

•

Consistent with changing pedagogies in classrooms

• • • •

Support for acquiring new skills that are valued Challenge interpersonal skill development Recognize value-added in face-to-face interactions Increase of the distance learning efficiency

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

Substitution Apprehension

•

Value of face-to-face interaction debate

•

Managing change

Ethical and Legal Implications

•

FERPA

•

Identity theft

Initial investment in resources

•

Training time (for both staff & students)

•

Cost of equipment

Promotion to students

•

Equal access

•

Communicate expectations

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.

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.

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.

Technology III: Online Communities

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)

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

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.)

How to Implement Online Communities at Neo University:

Online communities meet students’ information access needs. At Neo University we need to ensure that student resources are available and easily accessible online. An online community would assist Neo University to control and monitor what information students access and post.

An online community for Neo University students would help students stay current with campus activities, build initial connections with other students, and access University services by providing the following features:

•

Student profiles

• • • • •

Messaging system Campus calendars Campus newsletter subscription Web storage space Web space for a Student Portfolio

Neo U. must also address the use of external online communities to ensure the safe use of Facebook, My Space, and other social networking websites; including:

• Students should censor what they

post on their individual sites, and should have privacy protection set at the highest level.

• Suggest students “limit the amount

of personal information [they] reveal and always observe common courtesies and maintain a healthy level of skepticism and caution in [their] communications on these sites.” http://safecomputing.osu.edu/socialnet.htm)

ASSESSMENT of Online Communities

CHALLENGES BENEFITS

Privacy and Security

•

An article in Newsweek claims, “Such online services can create the illusion of privacy where none actually exists”. (Stone & Brown, 2006)

•

Students often post personal information about themselves, including contact information, on the various websites.

Appropriate Material

•

Students do not seemed concerned with their image or creating a positive image of themselves, and are therefore posting

inappropriate photos, blogs, and comments

on their personal sites and the sites of others.

Ethics

•

Currently, there is debate surrounding the ethical dilemma that can arise when university officials and potential employers “police Facebook” and other networking websites.

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.

Student Connectivity

•

“The ability to interact with likeminded individuals instantaneously from anywhere on the globe”. (Wikipedia, 2007)

Student Mattering

•

The use of online communities as a retention tool.

Institutional Communication

•

The ability to market and advertise University and community events to a large population of students at a minimal cost.

Educational Opportunity

•

Provide opportunity to educate students on appropriate use of this technology and the potential risks involved.

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.)

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)

Technology IV: Blogs

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

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.

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.

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.

ASSESSMENT of Blogging

BENEFITS CHALLENGES

Impact on students

•

Assist student learning and knowledge development

• • •

Allow for introverted students to equally participate in dialogue Meet some students preferred learning styles Allow for a focus on learning outside of the classroom

Learning outcomes for students

•

Develop a different classroom pedagogical perspective

• • •

Develop online learning efficiency Engage in critical thinking about subject matters Active learning

Institutional Impact

•

Support institutional values

• • • •

Increase student learning initiatives Allow for more dialogue amongst students and between students, faculty, staff and administrators.

Provide professional development for faculty and staff Place institution at forefront of integrating technology and learning

Active Learning

•

Keeping students actively engaged in online discussions can be a challenge. Expectations need to be established for all students.

Quality of discussion and thought

•

Some faculty have found that sometimes students are not invested in the blog process. “With few exceptions, the blogs would sit inactive until about 24 hours before our face to-face class meetings, when a flurry of posts and comments would erupt.” (Dawson,2007) This creates concerns about students actual engagement versus the need to complete and assignment or fulfill the expectation.

Learning Styles

•

Engaging a large number of students in the same material while all posses different learning styles has always been a challenge. Some students may not be as technologically savvy or may not process information best in this venue. We need to remember to engage our students through as many different learning styles as possible.

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.

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.

Technology V: Institutional Spam

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

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

How to Integrate Institutional Spam Policies into Neo University?

Essential elements…

• Identify who has the authority to

send and regulate large-scale messages

• What is the responsibility of e-mail list

“owners”?

• Involuntary standing lists –

recipients may not remove name from list.

• Ex. course members, committees,

department staff, student organizations

• Voluntary standing lists –

individuals subscribe and may 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) At other institutions, 3 models exist, they are: (1) Centralized Model – president’s cabinet directs uniform policy

implementation

(2) Decentralized Model – individual

departments create own policy

and procedures (3) Increasingly common to have both university-wide policy AND departmental standards.

(

http://www cdn.educause.edu/ir/library/pdf/pub7007h.pdf)

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)

ASSESSMENT of Institutional Spam Policy

CHALLENGES BENEFITS

Student learning

•

What are students learning by simply sending a mass email to promote their activity?

Academic freedom

•

Who’s role is it to specify what you can or cannot receive in your inbox?

•

What is spam? “One person’s spam is another person’s research” (www.educause.edu/ir/library/pdf/DEC0406.pdf)

Technical challenges

•

Cost of equipment

•

Complexity of email systems and the need to maintain the systems running at all times

Administrative challenges

•

What about existing information technology policies?

(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?

• • • • •

Best meets the needs of our changing student population, especially our sharp increases in commuter (40%) and non-traditional (10%) students Creates learning opportunities for students about the realities of communicating in the information age Clarifies ambiguities in current approach Research suggests that the most effective technological policies exhibit clear goals (http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/49_McMahon%20&%20Pospisil.pd) Generates rich opportunities for institution-wide conversation on technology and the dissemination of information

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.

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.

Implications of Technology & Future Directions

Final Considerations

Technology for the Future: Implications for Practice at Neo University

• Provide support to students who

have no or limited access to these technologies

• Incorporate training into

Student Orientation

• Accessing technology • Safety online • Develop technological

competencies

• Promotion in recruitment • Incorporation in Neo U. campus

master plan

• Investment in monitoring and

updating technologies

• Campus culture change

(technology as an enhancement to student learning, not a replacement)

• Considerations with Academic

Freedom and Intellectual

Property

• Maintaining connectivity

through technology (continued investment from students)

• Assessment and evaluation of

student usage of new technologies

• Involvement in creating social

norms that come with implementing new technologies (Mitrano, 2006)

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)

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.

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