Transcript E U Ellingsburg University Creating Windows to the World Ellingsburg University Portal Initiative Jessica Clifford Andrea Zwolinski Emily Perlow Bowling Green State University.

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Ellingsburg University
Creating Windows to the World
Ellingsburg University Portal Initiative
Jessica Clifford
Andrea Zwolinski
Emily Perlow
Bowling Green State University
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Portal Development Team
Ellingsburg University
The following offices are represented:
Residence Life
Faculty Senate
Office of Communications
Institutional Research
University Libraries
Disability Services
Registrar
Alumni Affairs
Office of Admissions
Parent’s Council
Technology Support
Student Liaisons
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Objectives
Ellingsburg University
Examine the current University website to
determine improvements
Research advantages in the development of a
personalized portal system
Make recommendations regarding development,
structure, and content of portal, grounded in
theory and relevant research
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Guiding Questions
Ellingsburg University
The following questions guided the portal
development team’s discussion:
1. How will the development of a portal improve
our current practices in regards to efficiency
and effectiveness?
2. How will the development of a portal enhance
student learning and development?
(Barratt, 2003)
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According to our Students…
Ellingsburg University
“When I get on the EU homepage,
sometimes I find it really hard to find the
web pages I am looking for without using
the search engine. I wish it was all right
there for me.” ---Ryan, sophomore
“When I use the EU website, I want to take
care of business and get on with what I
need to do. I wish I could just go to one
place to schedule classes, check grades,
find my professor’s office hours, and pay
my bill.”—Carrie, senior
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A Portal Defined
Ellingsburg University
A portal is an interactive collection of resources
compiled into a single web page, which provides
access to information, knowledge, and human
assets.
Portals enable users to customize the information
they are viewing based on their personal
interests.
(Looney & Lyman, 2000; Harney, 2005)
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Portal vs. Website Upgrade
Ellingsburg University
“89% of the estimated 58 million people using the
Web in the United States use some type of
portal.”
“Put simply, an institution’s portal is designed to
make an individual’s Web experience more
efficient and thereby make the institution as a
whole more productive and responsive.”
(Looney & Lyman, 2000, p. 31)
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Portal vs. Website Upgrade
Ellingsburg University
According to the Campus Computing Project, in
2004 approximately 37% of higher education
institutions in the US offered a portal with a
single sign-on option, up from 28.5% in 2003
(The Campus Computing Project, 2004).
EU now has the opportunity to serve on the
forefront of this shift to portal use.
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Implementation Outcomes
Ellingsburg University
— Extends the campus community far beyond the physical
boundaries of campus
— Assists EU in creating a consistent image
— Provides efficient access to data, reducing administrative
costs
— Increase admissions through online application
— Fosters feeling of community, thereby improving retention
of current students
— Creates the opportunity for quality interaction with other
constituents such as alumni and parents, which can
encourage greater financial support
(Looney & Lyman, 2000)
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Team Tasks
Ellingsburg University
Develop a user-friendly portal for future and current
students, parents, community members, alumni,
faculty, and staff
— Portal will coexist with, rather than replace, the University’s
website
— Portal will serve as a “front porch” to the institution
— “The porch is a physical structure, but at the same time a
sociopetal feature that encourages social interaction”
(Strange & Banning, 2001, p. 198).
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Addressing Guiding Questions
Ellingsburg University
How will the development of a portal improve our
current practices in regards to efficiency and
effectiveness?
— Encourages collaboration among all constituents in order to
better serve students
— Allows for the creation of a seamless learning environment
— Provides greater accessibility for users at their
convenience, rather than on the University’s schedule, in
order to reach a more diverse population (Blimling & Whitt, 1999).
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Collaboration is Key
Ellingsburg University
“Collaboration involves all aspects of the
community in the development and
implementation of institutional goals and
reminds participants of their common
commitment to students and their learning”
(ACPA & NASPA,1997, as cited in Schroeder, 1999, p. 133).
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Addressing Guiding Questions
Ellingsburg University
How will the development of a portal enhance
student learning and development?
— Strengthens the connections between in-class
and out-of-class experiences
— Offers a new form of communication between
the University and constituents
— Provides a new forum for community building
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Boundary Spanning
Ellingsburg University
Portals extend environments:
— Chronologically—long term use for users
— Relationally—many constituents represented
— Contextually—users customize portal
— Competitively—EU on the technology forefront
(Jafari & Sheehan, 2002)
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Ellingsburg University
Creating Community
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Community Building
Ellingsburg University
“Using CMC (computer-mediated communication)
to form a virtual community of common interests
among students seems to hold promise for
reducing barriers between students’ academic
lives and their social lives”.
(Strange & Banning, 2001, p. 187).
“The real attraction to being online is the basic
human desire to be in touch with people”
(Hudson,1997, as cited in Strange & Banning, 2001, p. 184).
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Ellingsburg University
Creating Community
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Excellent Portal Examples
Ellingsburg University
— University of California Las Angeles
www.my.ucla.edu
One of the oldest, directory-style portals with
daily highlights of student newspaper
— University of Washington
myuw.washington.edu
Links for faculty and staff to improve teaching
(Looney & Lyman, 2000; Panetierri, 2004)
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Excellent Portal Examples
Ellingsburg University
— University of Minnesota
www.myu.umn.edu
Campus news access customizable
— University of Buffalo
www.buffalo.edu/aboutmyub
Index down left side of page makes the site very
navigable
(Panetierri, 2004)
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Implementation Timeline
Ellingsburg University
— Implementation will occur in four phases:
Phase I
Assess
constituent
needs
through
surveys
Complete
January 2005
Phase II
Create
standard
portal
Provide
incentives
for usage
relying on
campus
traditions
Phase III
Phase IV
Implement
customized
portal for
constituents
Assess
usage and
solicit
feedback
about portal
through
surveys
Train
university
employees
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Portal Assessment
Ellingsburg University
— To assess what the portal content will comprise,
an electronic survey will be sent via email to all
campus offices and a representative sample of
students.
— After collection of the survey, the portal
development team will assess the necessary
components.
— Ongoing assessment will take place during each
implementation phase.
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Portal Assessment
Ellingsburg University
Assessment is a critical component of an effective
and efficient portal system and in measuring
outcomes.
Users will be randomly selected at sign-on.
—Individual assessments of the portal components
will ‘pop up’ when the user closes that particular
function.
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EU Portal Components
Ellingsburg University
― Single sign on to access all components
— Recognizing that portal implementation can be
costly, the portal will give aging data access
software a face-lift by providing an updated web
look (Sausner, 2005).
— Customized webpage tailored to constituents’
needs
— Uses Customer Relationship Management
(CRM) philosophy (Williams, 2000)
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Components for all Users
Ellingsburg University
All users will have the following features:
— Ask EU!—Chat capability — Important links
with Information Desk
— E-mail access
— University calendar
— Campus news highlights
— Message boards
— Directory search function
— Virtual chat capabilities with
all portal users
— Web surveys
— Personal web page tools
— Online file storage
— Library card catalogue
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Specialized Components
Ellingsburg University
All users will have a specialized portal depending
upon their constituent needs, as a way to “hook”
them into the university environment (Astin, 1999).
Specialized portals will be designed for:
─ University employees
─ Students
─ Alumni
─ Prospective students
─ Parents
─ Community members
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Student Components
Ellingsburg University
Student portal component examples:
— Housing registration
— Roommate selection
— Virtual faculty office hours
— Financial aid information
— Grade verification
— Meal plan status
— Virtual advising
— Members-only message
boards for student groups
— Online bill paying
“Students today
expect campuswide access to IT.
The title of ‘most
wired campus’ has
taken on a status
similar to the ‘best
colleges’ list”
(Barratt, 2003,p. 382).
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Specialized Components
Ellingsburg University
University employee portal
component examples:
— Teaching resources
— Technology training modules
— Class schedules & rosters
— Policy and procedure manuals
— Virtual office hour capability
— Message boards for courses
— Human resources information
— Benefits package information
“Communication
technologies that
increase access to faculty
members, help them
share useful resources,
and provide for joint
problem solving and
shared learning can
usefully augment face-toface contact in and
outside of class meetings”
(Chickering & Ehrmann,
1996, p. 4).
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Specialized Components
Ellingsburg University
Alumni portal component examples:
— Online giving
— Career network
— Update & access directory
— Alumni group message boards
— Virtual alumni magazine
“Web personalization increases
the odds that students will return
to a college website and spend
more time exploring their own
personalized content versus
aimlessly surfing”
(Williams, 2000, p. 5).
“Many see the web as a way to
serve the interests of young
alumni and to keep older,
technically oriented alums happy
because their campus is on the
cutting edge” (Stoner &
Cartwright, 1997, p. 3).
Prospective student portal
component examples:
―Online admissions application
form & status
―Housing application
―Chat capability with admissions
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Specialized Components
Ellingsburg University
Parent portal component examples:
— Clery Act reports
— Parenting resources
— Parent’s Weekend calendar
A campus-community
program takes time to
cultivate and requires vision,
resources, effective
communication, and
openness to doing things a
different way” (Bonsall, Harris,
& Marczak, 2002, p. 95).
“I'm shopping for a college.
Actually, my son is looking at
colleges; I'm inspecting them.
I'm an undercover agent, a secret
shopper, an admission
counselor's advocate...I am the
informed buyer the president
should meet” (Glass, 2004, p. 2).
Community portal component examples:
―Upcoming events open to public
―Course offerings
―Community outreach effort information
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Tapping into Traditions
Ellingsburg University
“Strong culture may constrain innovation or attempts to
do things differently” (Kuh & Whitt, 1997, p. 128).
To encourage portal usage, it is important to be aware
of current campus culture and use it as leverage to
encourage portal usage.
“Culture is an active living phenomenon through which
people create and recreate the worlds in which they
live” (Morgan, 1986, as cited in Kuh and Whitt, 1997, p. 128).
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Tapping into Traditions
Ellingsburg University
We recognize the importance of tradition on EU’s
campus. Thus, to introduce the new portal
concept, some of the following traditions could
be used:
• Homecoming event registration
• Greek and student organization registration and
services
• Instant communication for students over the
summer months
• Residence hall room and meal plan assignments
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Managing Cost
Ellingsburg University
Consider collaboration with other institutions in
software purchases to lessen costs and increase
buying power.
—Example: A collaboration was recently cemented
with Reed College (OR), Vassar (NY), Swarthmore
(PA), and Occidental (CA) (Panetierri, 2004).
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Managing Cost
Ellingsburg University
Student Involvement
―Consider utilizing students in the implementation
and training processes of the portal
―Not only are students a cost saving measure but
they will also be more involved in the process
―“When the students realize that their voices and
abilities are valued and recognized, they will be
more inclined to contribute their time, energy,
and support for information technology initiatives”
(Ausiello & Wells, 1997, p. 79).
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Seven Principles
Ellingsburg University
Using Chickering and Gamson’s (1996) Seven
Principles:
1. Encourages faculty and student contact
— Virtual office hours
2. Cooperation among students
— Student organization message boards
3. Utilizes active learning techniques
— Message boards
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Seven Principles
Ellingsburg University
4. Provides prompt feedback
— Financial & academic records accessible
immediately
5. Emphasizes time on task
— Lessens time spent serving constituents at
administrative offices
6. Communicates high expectations
— Brand management of unified website
7. Respects diverse abilities and learning styles
— Constituents access data at personal pace
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Time for Change
Ellingsburg University
“In any new technology, the first generation copies
the assumptions, inclinations and biases of the
pre-technological world. Today’s on-line and
on-disk advertising reflects the worldview of the
printing press and broadcast TV network.
In time, smart interactive advertisers will shake
off the dead hand of the past and start crafting
new communications vehicles that tune
themselves uniquely to each prospect,
that tempt the click and book the sale.”
(Jack Powers, 1996, as cited in Williams, 2000, p. 12)
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References
Ellingsburg University
Ausiello, K., & Wells, B. (1997). Information technology and student affairs: Planning for the
twenty-first century. In C. M. Engstrom & K. W. Kruger (Eds.). Using technology to
promote student learning: Opportunities for today and tomorrow. No.78. New Directions
for Student Services. San Francisco: Jossey-Bass.
Astin, A.W. (1999). Student involvement: A developmental theory for higher education. Journal
of College Student Development, Sep/Oct, 518-530.
Barratt, W. (2003). Information technology in student affairs. In S. R. Komives, D. B. Woodard,
& Associates (Eds.), Student services: A handbook for the profession (pp.379-396). San
Francisco: Jossey-Bass.
Blimling, G. S., & Whitt, E. J. (1999). Forging educational partnerships that advance student
learning. In E. J. Whitt, & G. S. Blimling (Eds.), Good practices in student affairs:
Principles to foster student learning (pp. 1-20). San Francisco: Jossey-Bass.
Bonsall, D. L., Harris, R. A., & Marczak, J. N. (2002). Community as a classroom. In M. B.
Snyder (Ed.), Student affairs and external relations No.100. New Directions for Student
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Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology
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Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in
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Glass, R. (2004). Marketing your institution effectively: A parent’s perspective. Journal of
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References
Ellingsburg University
Jafari, A., & Sheehan, M. (2002). Designing portals. Hershey, PA: Information Science
Publishing.
Kuh, G. W., & Whitt, E. J. (1997). The invisible tapestry: Culture in American colleges and
universities. In E. J. Whitt (Ed.), College student affairs administration (pp. 125-136).
Needham Heights, MA: Simon and Schuster.
Looney, M., & Lyman, P. (2000). Portals in higher education: What are they, and what is their
potential? EDUCAUSE review, 35(4), 29-36.
Panetierri, J. (2004). Can free portals make the grade? University Business, October 2004,
36-38. Retrieved February 19, 2005 from www.universitybusiness.com.
Sauser, R. (2005). Taming the web infrastructure beast. University Business, February 2005,
45-48. Retrieved February 19, 2005 from www.universitybusiness.com.
Schroeder, C. C. (1997). Identifying the principles that guide student affairs practice. In E. J.
Whitt, & G. S. Blimling (Eds.), Good practices in student affairs: Principles to foster student
learning (pp. 1-20). San Francisco: Jossey-Bass.
Stoner, M., & Cartwright, G. P. (1997). Alumni, public relations, admissions—and technology.
Change, 29, 50-52.
Strange, C., & Banning, J. (2001). Educating by design: creating campus learning
environments that work. San Francisco: Jossey-Bass.
The Campus Commuting Project. (2004). The Campus Computing Survey. Retrieved
February 19, 2005 from www.campuscomputing.net.
Williams, B. C. (2000). To the personalized, go the prospects. Journal of College Admission,
166, 12-21.