University of Central Arkansas Brandi Mair Casey Stephens Rikki Turner Steven Yeagley Our Mission The mission of the University of Central Arkansas is to maintain the.
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University of Central Arkansas Brandi Mair Casey Stephens Rikki Turner Steven Yeagley Our Mission The mission of the University of Central Arkansas is to maintain the highest academic quality and to ensure that its programs remain current and responsive to the diverse needs of those it serves. AApartnership partnershipofofexcellence excellenceamong amongstudents, students,faculty, faculty,and andstaff staffin benefit to the global community, the University is committed to the theintellectual, intellectual,social, social and and personal personal development ofof itsits students; the advancement advancement of of knowledge knowledge through through excellence excellence in in teaching teaching development students; the andresearch; research; and service to the community. As a leader in 21st-century higher education, and intellectualvitality, vitality,diversity, diversity,and andintegrity. integrity. the University of Central Arkansas is dedicated to intellectual Our Topics Institutional Spam: Instant Messaging: Blogs: Podcasts & MP3’s: Online Training: Mass e-mails sent to students or groups of students in increasing in popularity among student affairs offices. Learn what free it is,tool howprovides students, faculty, and staff view it, This professionals the ability to and what regulations arethroughout imposed on an institution them out. communicate individual officessending and throughout other inside campus offices, allowing immediate Both and outside the classroom andcommunication college setting, this between professionals. Professional development opportunities continue to grow in tool is proving to provide dynamic personal development. importance. Many businesses have tools being This new technology is currentlyand onecolleges of the hottest implemented this tool to provide added flexibility and tailored used in the college environment both inside and outside the training for staff. classroom in many various forms. Today’s Objectives This committee will discuss each of the five topics in three progressions: KNOW, SHOW, and GROW. KNOW: Provides an initial foundation of information on the topic. SHOW: Provides information on what is currently happening with the topic. GROW: Provides implementation techniques, challenges, and prospects for growth. Through these progressions, the committee hopes to provide you with a comprehensive understanding of technology in higher education. The View of a Student Affairs Practitioner: Calvin Mosley “In the world we live in today, e-mail is essential for effective communication. The key to managing its potential negative effects is awareness and education.” Institutional Spam: KNOW Definition: Mass communication from the institution to students and/or faculty/staff through e-mail. Some estimates show that 12–15% of all e-mail traffic is spam. The following two slides are comparative graphs based on a survey on institutional spam. The first was given to freshmen at UCA, the second was administered to faculty and staff at UCA. Institutional Spam: KNOW Student Declaration of Institutional Spam Per Day 13% 3% 15% 22% 47% Out of a sample of 100 freshmen residents at UCA, 47% reported they receive 11–15 e-mails a day that they would classify as institutional spam. 0 1 to 5 6 to 10 11 to 15 15+ Faculty and Staff Declaration of Institutional Spam Per Day 15% 36% 11% Out of a sample of 144 faculty and staff at UCA, 35% reported they receive 6–10 e-mails a day that they would classify as institutional spam. 3% 35% 0 1 to 5 6 to 10 11 to 15 15+ Institutional Spam: KNOW Out of a sample of 100 freshmen residents at UCA, 61% reported they receive 1–5 e-mails a day that they would classify as useful institutional spam. Students Declaration of Useful Institutional Spam Per Day 4% 61% 3% 32% 0 1 to 5 6 to 10 11 to 15 15+ Other Out of a sample of 142 faculty and staff at UCA, 64% reported they receive 1–5 e-mails a day that they would classify as useful institutional spam. Faculty and Staff Declaration of Useful Institutional Spam Per Day 2% 1% 1% 32% 64% 0 1 to 5 6 to 10 11 to 15 15+ Other Institutional Spam: SHOW Admin-L This listserv automatically sends to all faculty and staff e-mail addresses. Specific people in certain departments (President’s Office, VP Office, Provost Office, Athletic Director, etc.) have the authority to post on this listserv. Content is of common interest, i.e. concerts, lectures, and/or faculty or student staff development. UCA-net This is another campus listserv, but it is a subscription list. It contains messages of a classifieds-type nature (i.e. wanting to buy something, sell something, or solicit participation in events). Any employee of the university can subscribe to this list. There are no restrictions on this listserv; posters are expected to use good judgment. Student-L The only offices designated to send mass messages to students on this listserv (better known as cub accounts) are the UCA Police Department and Student Services. Messages have to be approved by the VP of Student Services. *It is important to note that on most campuses, the IT (Information Technology) Department ultimately monitors all things computer-related. Institutional Spam: GROW Utilizing e-mail Filters Programs or agents that automatically delete or file outgoing or incoming e-mail based on certain criteria (certain words, from certain e-mail addresses, domains, or countries). This can take place at an individual or institutional level. If this is in place at an institutional level, all users should be aware of organizational filtering, along with the criteria. Users should also be aware of the strengths and It is important to remember the nature not “commercial,” lest the limitations of the filter. It maywhen also sending be usefulout to mass allow e-mails them thethat opportunity toisdecline the filter. institution be held to strict government regulations under the CAN-SPAM Act. The full act can be accessed by clicking the following link CAN-SPAM CAN-SPAM ACUTA calls for revision of CAN-SPAM Act ACUTA (Association for Communications Technology Professionals in Higher Education) submitted a Notice of Proposed Rulemaking addressing Definitions, Implementation, and Reporting Requirements Under the CAN-SPAM Act. ACUTA supported the rules but urged them to revisit and perfect the rules in order to accommodate educational institutions and not-for-profit organizations. The most pertinent request to this presentation was to clarify that all e-mail messages sent by educational institutions/not-for-profit organizations are not “commercial” under the CAN-SPAM Act. It is understood that most messages sent by these institutions are not “commercial” and therefore not subject to the CAN-SPAM Act. But, some departments and offices within colleges and universities could send messages that fit within the FTC’s definition of “commercial.” ACUTA argues that there is no evidence that colleges and universities are responsible for inappropriate e-mail messages or the rapid increase in unsolicited e-mail messages. The View of a TRENDS Watcher: Elliot Masie “Instant Messenger (IM) is a huge corporate tool, yet it[s] rarely metioned in corporate productivity or learning plans. In fact, most IM usage is not corporately provided or managed, but rather an informal system created by users, self-installing software for AOL, Yahoo or Microsoft systems.” Instant Messaging: KNOW Definition: Short, text-based, real-time online conversations. Communication is only possible with users who have downloaded the same messenger software. Most popular programs include: AIM This is the most popular instant messaging program overall Yahoo! Messenger This is the most popular instant messaging program in offices nationwide MSN Messenger Trillian These three programs allow users to combine buddy/contact lists Omni from different programs and allow conversation between all instant messaging programs Odigo Instant Messaging: KNOW The majority of users are Generation Y •62% Generation Y (18-27 year olds [2004]) have sent instant messages •20% use instant messaging during a typical day •IM popularity has grown significantly since 2002 AOL/AIM 22 million to 53 million people worldwide have active accounts since 2002 MSN/Windows Live Messenger 16 million to 27 million active accounts since 2002 Yahoo! Messenger 12 million to 22 million active accounts since 2002 According to a Nielson/NetRatings survey (March 2006) Instant Messaging: SHOW: Features Instant messaging has several features designed to enhance online communication: Buddy/Contact lists Away messages (stock and personal) Backgrounds/Environments Emoticons (symbols that convey the moods and emotions of the IM sender) *File sharing *Games *Streaming audio and video *Text messages from cell phones *Multi-user conversations E-mail alerts Privacy settings *Software specific Instant Messaging: SHOW: Workplace use 21% of IM users (11 million people) instant message at work 26% of men use IM at work while only 15% of women use IM at work Most IM use at work is informal, for example: Employees are self-installing software on office computers. Employees use it to check availability for face-to-face or verbal communication. Employees are using IM instead of face-to-face or verbal communication. Employees are checking the status and location of colleagues. Instant Messaging: GROW Implementation in offices is easy 1. 2. 3. Choose a software program AIM, MSN, Yahoo! Download it by following the prompts of the software manager. Start communicating! Some considerations Make sure to use a standard IM program for office use Be professional when choosing screen names Add the IM use and practices to training for the office Assess impact on productivity and time management after an initial period of use Instant Messaging: GROW Collaborating use between student affairs offices would promote interdepartmental communication. Establish a standard instant messaging system to have running during office hours. Possible participating departments: Housing, Library, Dean of Students, Food Services, Health Services, Academic Advising, Counseling, Career Services, Orientation, Admissions, etc. Survey students to see what system is most popular and implement it first, adding others with time. Pick a username that is easy to remember and correlates with the office . Decide who will answer IM’s and train employees in etiquette, appropriateness, and professionalism. Establish whether the use of personal instant messaging is permissible or if it is strictly meant for professional use. Possible problems include the amount of time the secretary has to answer phones, emails students, and IM. The View of a Pioneer Blogger: Rebecca Blood “The promise of the web was that everyone could publish, that a thousand voices could flourish, communicate, connect. The truth was that only those people who knew how to code a web page could make their voices heard. Blogger, Pitas, and all the rest have given people with little or no knowledge of HTML the ability to publish on the web: to pontificate, remember, dream, and argue in public, as easily as they send an instant message.” Blogs: KNOW: The terminology Blog: A shortened version of the term “web log” referring to a recorded list of links that is published and accessible online. While precise definitions are still being debated, most definitions agree on the following elements of blogs: chronological publication found online contains personal thoughts and/or links Types of Blogs: Filter-Style This is the original type of blog Allows the user to provide short commentary on links that he or she found to be relevant Used to find multiple resources or articles on similar topics Journal-Style This type has recently evolved from the filter-style blog Allows the user to publish uncensored thoughts and reflections with or without links Used to express ideas and establish social networks Blogs: SHOW: In medical field In order to gain perspective on possible uses, it is often helpful to look at the methods used by professionals in other fields. One of the countless applications of blogs that serves as a model example is that of MedRants. “Blogging is a very flexible modality.”—MedRants creator, Robert Centor, M.D. What is MedRants? How can this be applied? •It was created in March of 2002. •Blogs can be created today with no cost. •It includes favorite health links from professionals. •Blogs can include student affairs links determined to be of value. •It includes current health-related articles being published on the web. •Blogs can include articles that provide current research and student trends on the web. •It presents “cases” for medical students to try solving and provides solutions a week later. •Blogs can provide case studies for peer professionals and suggested readings. •It receives between 700-1,000 hits a day! •Blogs can bring attention to successes and assistance to challenges. Blogs: SHOW : Academia Blogs are being used in all areas of higher education ranging from academia to student affairs. The subsequent are examples chosen for their successful integration among varying areas of higher education. Marketing: Professional Development: Academics: Student Development: StudentAffairs.com TheErikson’s The ISU Li-Blog-ary Bloggers I.V.I.C Blogs Indiana InErik At January the Erickson State Galileo ofUniversity 2006, created Academy StudentAffairs.com ahas development ofrecently Scienceadded and theory hadaitsthat new first identified Technology link blogtoentry their eight the posted homepage psychosocial “Li-Blog-ary” titled,entitled “The stages boasts Student “ISU that oneAffairs of the Bloggers.” Job individuals first Hunt. school-wide By Currently proceed clicking blogging there through. this link, are communities, four The prospective different fifth stage which is is students blogs referred still growing. discussing are to as able “Identity to what “meet” itversus is like three to Identity students be a newof ISU professional, Confusion.” and read blogs the It isstress inrevealing this of stage trying the that to day-to-day individuals find a job,life Significance: After much hard work, and ofand discover an the ISUchallenges student. what theyof value trying and to begin survivetofaculty adefine dual job staff are learning to explorations use blogs in of a manner that search. themselves through their futures. brings learning outside of the classroom Significance: Before the implementation of Significance: Significance: environment StudentAffairs.com and The provides process of additional creating receives resources a blog a lotis blogs, student volunteers called prospective ofvery to traffic students similar due to that that thebefore large of experience keeping were amount not a diary. ofof attainable. resources writing it students to convey the an In ISU provides and Students publishing for and professionals instructors posts, individuals in alike the can field discover provide of student what student. In addition, the affairs. they information value Adding and onblogs open links to themselves toprospective the articles website and to had provides receive events that already initiated contact with ISU. professionals conflicting others in the opinions the community opportunity that will may force tofind correspond them of interest. to in an evaluate informal their manner stances. in which Knowing they the can voice The implementation of blogs allows any similar development concerns potential and celebrate that blogs in mutual hold, individual with web immediate successes. professionals can access implement this in aaccess varietytoof what it is likeatocourse be an aid, ISUastudent. manners: counseling tool, a multicultural experience, etc. Blogs: KNOW: the components Author: Post: Title: Time Stamp: Comments: Author The This title is the provides feature identifies is the content allows the name the viewer written the of viewer the with by name/nickname post the to leave author. date written his/her andItby time may the thoughts ofthat be author. theused the person inpost to who title record The became relation created daily to often published the events the provides author’s post. on similar Authors the post. an to a of blogs diary, idea blog. The viewer about to express arewhat may oftenask the ideas referred post a will to as bloggers. through discuss. question poetry of Titles clarification, Inor can this short also instance, be An element that distinguishes the blogger stories, used provide asor alinks counterpoint toiscomment to the post. on to the blogs from other sites is the “inside_my_eyes.” current issue being events. discussed, or publishing of posts often voice agreement. The author Links occurs can in reversebe name included ofteninserves as this blogs, chronological In a link, providing instance, bringing order. blogger the the viewer viewerthe to the author’s ability “opheliamuse” to read the left personalized article a comment that blog the of “Congratulations!” author site. is commenting on. Blogs: GROW: Implementation Know the target audience Have specific guidelines Are there certain topics that should not be discussed? How often should a post be added? Start small A blog written for peer professionals will not be attractive to undergraduate students. Starting small and slow when implementing new tools proves to be more effective than building too quickly. Be ready for these obstacles Many people that use blogs forget that these are public and can be accessed at any time by anybody. While restrictions can be set, the information is still vulnerable. Keeping a blog up-to-date is easy for many people, but may require more discipline from individuals who are just beginning. Blogs: GROW: Practice Choose a blog site. There are many types of blog sites that are available for users. Many of these sites are free and have step-by-step instructions for set up. New users should consider using a mainstream blog site. Write the first post. Like any novel, magazine, or comic strip, the first word must be written. Write without concern knowing that the post can be deleted later if chosen. The important part is to experience creating a blog. Regardless of the enjoyment of the first experience, a better understanding of blogging will occur. It is through experiences like this that professionals continue to grow and change the course that their professions take. The View of a Student Affairs Professional: Stuart Brown “Student affairs staffs are always seeking effective ways to interface with the undergraduate population. Since podcasting has become a part of the student culture, by delving into this broadcast technology student affairs professionals can tap into a communication system already utilized by undergraduates.” Podcasts & MP3’s: KNOW Definition: Podcasts and MP3s are audio and video files that are available for downloading onto computers, iPods, and other MP3 players to be used at the listener’s convenience. Creation: Creating files is simple. There are lots of tools and resources to aid in file uploading. Over 22 million American adults own an MP3 or iPod player; 6 million of these owners have listened to podcasts. Nearly half of those who own iPods/MP3 players between the ages of 18-28 have downloaded podcasts. 78% of UCA faculty and staff are not utilizing mp3s or podcasting. Podcasts & MP3’s: SHOW Podcast are already a part of several types of media. Some examples include: News programs - National news networks, local news networks, as well as online news affiliates are now podcasting their content available to the public to access at its leisure. Newspapers - National and local newspapers have articles ready to download for convenient viewing. Radio - Local, national, and international radio programs have their shows in podcast format so users can listen to their favorite radio show at any time or any place. Podcasts & MP3’s: GROW Academia can also benefit from the use of podcasts MP3’s. Many university faculty members are implementing podcasts and MP3’s to enhance student learning. Medical students listen to heart beats to hone their listening abilities in detection of heart murmur and heart failure Musical students utilize MP3’s to play by ear and to detect subtle differences in various types of music. Professor’s lectures and supplemental material are available for study tools or interest education. Podcasts & MP3’s: GROW Student affairs can make extensive use of the applications. Doing so will provide a more “trendy” approach to informing students of the services offered. Suggestions include: Daily announcements can be downloaded and heard while walking to class. Career services can make information available regarding job searching, proper attire, hygiene and other topics. Admissions can make video tours of the campus available for prospective students. Information Technology can create tutorials for frequently asked questions. Training programs can be obtained online anytime for quick reference. Podcasts & MP3’s: GROW iTunes U - “a free, hosted service for colleges and universities that provides easy access to their educational content including lectures and interviews” (apple.com) Duke Digital Initiative Goals To promote innovative and effective teaching To use technology in support of curriculum enhancement To develop our technology infrastructure To share knowledge about effective instructional technology strategies Successes Podcasting Symposium Classroom Capture Course Video Pilot The View from Corporate America: John Lewison “Knowledge management is the art of creating value by using the organization’s intellectual capital.” Online Training: KNOW An important function for student affairs educators is assisting in the training and professional development of the university community. Training and developing employees is important because it helps improve work performance, develop necessary technological skills, and develop within their professions. This function is the primary responsibility of the department of University Training. Educational Technology or E-Learning, is the use of the internet to deliver online training and professional development opportunities. It is also essential to establishing the university as a system of interrelated parts with a unified purpose. It is the objective of this committee to present information on the design, strategy, implementation, and assessment of incorporating educational technology into current university training strategy. Using effective online training will not replace all current training procedure, but will provide a useful alternative to traditional training methods. In order to accomplish this objective, e-learning, should be implemented into current university training policies and procedures. Online Training: KNOW To clearly define the department of University Training, the current mission and objectives should be updated to reflect the inclusion of technology: Mission: University Training’s mission is to provide interactive learning opportunities that develop and encourage professional and individual development. Objectives: 1. To provide brief, but comprehensive training that focuses on individuals gaining new capabilities. 2. To deliver interactive e-learning through online training that will be accessible anytime and through any standard web browser. 3. Instruct and encourage good practice on topics such as technology, sexual harassment, diversity, management, and communication. 4. To contribute to the development of an environment that is safe and positive, and encourages diversity, respect, integrity, and understanding. *88% of faculty and staff were interested in adding online professional developmentinstitutional survey on professional development Online Training: SHOW E-learning can provide several advantages in training and developing the university community. Potential disadvantages are also presented. Advantages: It provides a flexible and convenient way for employees to participate It is cost effective; University Training will require few staff members It allows private, personal participation that is free of distraction It is time conscientious; allows user to participate when and where desired It expands training tools utilizing interactive quizzes, exercises and discussions It improves technology and computer skills It can be quickly adapted and updated to university needs Criticisms: No direct contact with university training staff Browser or bandwidth limitations Can implementation be combated with small groups meetings or IMswill ensure time The is strategic, but the end product Most universities high speed internet connections Not right for allhave types of training saving techniques for the future New technology implementation may time, money, and experience The objective is to produce an alternative, notrequire replacement Online Training: GROW Implementing e-learning will involve the use of online educational training seminars and webinars. Strategy for each is as follows: Online Educational Seminars: Definition: Online educational seminars are e-learning training programs. They are technology based and conducted via internet. Level of difficulty: Easy- Moderate. The program only requires using the mouse to open and close pages. Creation: The University Training Department Staff will collect specific information and data to be include in each unique program. The data will be concurrent and reflective of university policy and culture, and also based on current state and federal laws such as Title Vii of the Civil Rights Act of 1964 and Title iV of the Educational Act of 1972. The staff will then work with an independent company, News Media Group, to create a program customized to the needs of the university community. Program Details: All training programs will be available online, but only sexual harassment and diversity training will be mandatory. The finished program will be hyperlinked in an e-mail. Users will be guided through the program, and at the end will complete a mastery test. Assessment: The results of the mastery will be given to the user, University Training, and the Department of Human Resources to provide data on the number of users and user ability. At the end of each mastery test an evaluation will be included. Data from these evaluations will be compared with university judicial reports from before and after online training implementation. Online Training: GROW Webinars: • Definition: Webinars are live educational seminars that are shorter and more condensed, and communicated via the internet. The seminar has audio, and is interactive between the presenter and the audience, both through telephone and typing questions online. Level of Difficulty: Moderate. University Training staff will set up, and administer the webinars. The audience will simply have to attend at the given location and submit questions for staff to type in. • Creation: The department will seek to collaborate with other divisions of student affairs, educational departments, and community civic groups to purchase webinars. University Training will also sign up for free webinars when available. Staff will also instruct and encourage other University employees on creating webinars. • Program Details: University Training will reserve a room in the campus student center (central location) to provide access to all webinars. All University employees will be invited to attend. The webinar topics will vary by semester. For example, one semester may have a central theme such as leadership development, and another semester may contain a variety of education topics. Suggestions from university participants will be accepted and considered by University Training staff. An example semester can be found here. • Assessment: At the end of each seminar evaluations will be administered. University staff will also lead discussions at the end to receive feedback. Schedule of Webinars: Spring 2007 The following is a schedule for the Spring semester webinars. By moving your mouse over the event you can read a quick description. By clicking “register” you can register to attend the event. Webinars are free for university faculty and staff. Online Student Services, February 8, 2007, 1:20 pm to 2:30 pm. Designed to help higher education institutions develop effective online approaches to delivering student support services. Example of institutions that in use the internet to A First Look at Five New e-mail and Collaboration Features the 2007 Microsoft Office System,opportunities February 28, 12:00 pmcustomized to 1:00 pm.service will be featured. Also offer students for2007, self help and the “academic” side of online student services will be included, for example, testing, Website: www.microsoft.com library tutoring, and Join usservices, for five important waysplagiarism the 2007 Microsoft Office system helps users increase Optimize Your Investment with Blended Learning, 10,Training 2007. productivity andLearning improve collaboration. Presenter: Andre Reed, April Senior Specialist, Microsoft Corporation Technology is enabling supervisors to incorporate blended learning. Blended learning is about improving performance by incorporating learning into the workplace. This The Impact Advancing ondeans, Campus Culture,supervisors, April 26, 2007,1:00pmwebinar will of provide adviceTechnology to department department and all 2:30 pm. other employees interested in how to commit to professional development. Website: myacpa.org/pd/webinars/ Technological advances have engendered significant societal change. Emerging technologies such as e-mail, cell phones, music sharing, Facebook/MySpace, online gaming. Wi-Fi, and blogging have altered the way many individuals gather information and communicate. University Training staff has made its best attempts to ensure quality educational programs for this semester. Also each webinar is scheduled during the universities set X-Period (no classes), or during usually lunch hours. For suggestions, or comments please visit our website at www.universitytraining.uca.edu Conclusion Institutional Spam: Allow faculty and staff to utilize email as a system for mass communication that is a both practical and effective method for communicating with students and colleagues. Instant Messaging: Provides a means for enhanced inter-office communication, allowing users to multitask. It therefore saves time, and increases productivity. Blogs: Connects users to external information and advice from other professionals, contributing to the development of student affairs as a profession. Podcasting and MP3s: Flexible enough that it appeals to all learning styles, providing an alternative to only “reading” information. Online Training/Webinars: A useful alternative to traditional training methods that allows more user interaction and more opportunities for professional development. References Barratt, W. (2004) “Digital Showcase: Let's Chat: Yahoo! Messenger and AIM.” Student Affairs Online, vol. 5 no. 1, Winter 2004. Retrieved February 11, 2007 from: http://www.studentaffairs.com/ejournal/Winter_2004/DigitalShowcase.html. Barratt, W. and Corn, A. (2003) “Student Affairs Digital Showcase- File Sharing.” Student Affairs Online, vol. 4 no. 3, Summer 2003. Retrieved February 11, 2007 from: http://www.studentaffairs.com/ejournal/Summer_2003/DigitalShowcase-FileSharing.html. Bealko, L. (2006). Running Effective Online Trainings. NPower. Retrieved February 9, 2007 from: http://www.npower.org. Brown, S. (2006) “Student Affairs and Podcasting: The New Frontier?” Student Affairs Online, vol. 7 no. 2, Summer 2006. Retrieved February 11, 2007 from: http://www.studentaffairs.com/ejournal/Summer_2006/StudentAffairsandPodcasting.html. Centor, R. (2006). “Explorations of Medicine and the Health Care System.” Retrieved February 15, 2007 from: http://medrants.com/index.php/about-thisblog. Duening, T. & Ivancevich, J. (2003). Managing Organizations: Principles & Guidelines. Atomic Dog Publishing: Ohio. Federal Trade Commission. (2005) “Comments of ACUTA in the Matter of CAN-SPAM Act Ruling.” Lexington, KY: On behalf of ACUTA. Federal Trade Commission. (2007). “The CAN-SPAM Act: Requirements for Commercial Emailers.” Retrieved February 8, 2007 from: http://ftc.gov/bcp/conline/pubs/buspubs/canspam.htm. Graham, J. (2004) “Duke Passes Out iPods for Educational Use.” USA Today, July 20, 2004. Retrieved February 8, 2007 from: http://www.usatoday.com/tech/news/2004-07-20-duke_x.htm. Harris, Scott. (2006). “Blogs, Podcasts Make Their Mark in Academic Medicine.” AAMC Reporter. Retrieved February 7, 2007 from: http://www.aamc.org/newsroom/reporter/april06/blogs.htm. Jackson, J. & Mathis, R. (2006). Human Resource Management. Thomson South-Western: Ohio. Jelesiewicz, E. (2006) “Repetition Helps Med Students Master Heart Sounds.” Philadelphia, PA: Temple University, School of Medicine. Retrieved February 11, 2007 from: http://www.temple.edu/medicine/heartsounds.htm. References Lazar, J., P. (2003) Stop the spam [CD-ROM]. Chi’2003, Extended Abstracts. Lederman, L. (2006) “Duke’s Ever-Evolving iPod Imitative.” Inside Higher Ed. Retrieved February 11, 2007 from: http://www.insidehighered.com/news/2006/04/28/ipod. Masie, E. (2006) “Instant Messenger Use at Work: Some Interesting TRENDS.” Learning TRENDS by Elliot Masie. Retrieved February 11, 2007 from: http://trends.masie.com/archives/2002/02/228_updates_on.html. McNamara, C. (2006). Employee Training and Development: Reasons and Benefits. February 12, 2007 from: http://www.managementhelp.org/trng_dev/basics/reasons.htmFreeManagement Library. Oatman, E. (2005). “Blogomania!” School Library Journal. Retrieved February 15, 2007 from: http://www.schoollibraryjournal.com/article/CA632382.html. Palloff & Pratt. (1999). The Role of Student Affairs in Distance Learning: Cyber Services or Virtual Learning. Online Journal of Distance Learning Administration, 11(3). Renn, K. & Zeligman, D. (2005). Learning About Technology and Student Affairs: Outcomes of an Online Immersion. Journal of College Student Development, Sept/Oct 2005. Santrock, J., W. (2002). A Topical Approach to Life-Span Development (2nd ed.). New York, NY: McGraw-Hill. Shui, E. & Lenhart, A. (2004) “How Americans use instant messaging.” Pew Internet & American Life Project. Retrieved February 11, 2007 from: www.pewinternet.org/pdfs/PIP_Instantmessage_Report.pdf. True Life at ISU. (2007). Indiana State University. Retrieved February 6, 2007 from: http://blogs.indstate.edu/wpmu. UCA (2004). "Mission and Principles." University of Central Arkansas. Retrieved February 11, 2007 from: http://www.uca.edu/sti/index.php?blogid=5&catid=52&itemid=928. Van Riper, T. (2006) “Instant Messenger Etiquette.” Business Basics. Retrieved February 11, 2007 from: http://www.forbes.com/leadership/2006/08/22/leadership-bizbasics-messaging-cx_tvr_0822bizbasics.html. Zuiker, Anton. (2004). “ Blogs-Anatomy.” Retrieved February 7, 2007 from: http://www.unc.edu/~zuiker/blogging101/parts.html. References Links: http://ftc.gov/bcp/conline/pubs/buspubs/canspam.htm http://messenger.msn.com/download/getstarted.aspx http://www.aim.com http://www.microsoft.com/windows/messenger/ http://messenger.yahoo.com/ http://blogs.indstate.edu/wpmu http://www.studentaffairs.com/blogs https://www.livejournal.com/create.bml http://ax.phobos.apple.com.edgesuite.net/WebObjects/MZStore.woa/wa/browserRedirect?url=itms%3A%2F%2Fax.phobos.apple.com.edgesuit e.net%2FWebObjects%2FMZStore.woa%2Fwa%2FviewPodcast%3Fid%3D179950332 http://www.podcastingnews.com/forum/links.php?id=236 http://www.bbc.co.uk/radio/downloadtrial/ http://www.apple.com/education/products/ipod/itunes_u.html http://www.duke.edu/ddi/ Images wp.netscape.com/aim/img/scr-aim.gif http://msn-messenger.softonic.de/ie/28067 www.zdnet.fr/.../yahoo_messenger_interface.gif http://inside-my-eyes.livejournal.com. Personal Communications Daves, Carol. [email protected]. (personal communication February 6, 2007). Herring, Brent. [email protected]. (personal communication February 6, 2007). Keith, Judith. [email protected]. (personal communication February 6, 2007). Strickland, C. [email protected] (personal communication on February, 8, 2007). Surveys Faculty and staff survey conducted through SurveyMonkey.com. Access copy here: Survey Hardcopy student survey conducted by Rikki Turner on February 15, 2007.