StudentAffairs.com Virtual Case Study

February 19, 2006

Image ©2006, www.Facebook.com

Building Online Communities: A Case Study of Facebook.com

Karen EilersScott Graves

David Merry

The University of Iowa

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

Presentation Overview: Content

Discussion: Introduction to Facebook.com 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

Discussion: Introduction to Facebook.com A quick overview Why students build Facebook.com profiles Issues students need to be aware of when

using Facebook.com

Discussion: Introduction to Facebook.com Facebook.com is “an online directory that connects

people through social networks at schools” (www.facebook.com, 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, Facebook.com will be referred to as “Facebook,” which is how students refer to the site.

Discussion: Introduction to Facebook Students use Facebook for many reasons:

To meet people Popularity Fun Peers (everybody’s doing it!) Getting people together Contact others Class connections Self-expression Community

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.

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.

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).

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.

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.

Proposed Orientation Session

Orientation Session Goals Theory and Research Materials and Preparation

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

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.

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 College’s 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, 2005. Hutton, P. (2006). Student site Facebook raises some eyebrows. Wichita Eagle, January 30,

2006. Move over Facebook -- Here comes Wirehog. (2005). National On-Campus Report, 33(1).

Orientation Session

Preparing Incoming Students to Be Responsible Facebook Users

Orentation Session

Outline 5 min Presenter Introductions and

Icebreaker 10 min What Is Facebook? 10 min Why Do Students Use Facebook? 10 min Why Should I Be a Responsible

Facebook user? 10 min Q+A 20 min After the session, students debrief and

reflect on the presentation in their small orientation groups

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 there’s a website where your parents, grandparents, professors, potential employers, and friends can see what you’ve been doing at college. What would you want to have on that website? Discuss with your small group.”

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 “Draco’s” 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 “Draco’s” account:

Photos (the main photo, and photo albums) Profile (including address, phone number, and quotes) Groups (shows what groups “Draco” is a part of)

Orentation Session

Why do Students Use Facebook? – 10 min OL #1 comes back to the computer:

Show examples on Draco’s 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 “Draco’s” 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”)

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?

Don’t put your address or phone number in your profile Respect other’s privacy on Facebook, and be aware of how your

messages and postings may be percieved Image – what is the impression that you’re 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 Draco’s 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.

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.

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.

Proposed Online Tutorial

Tutorial Goals Theory and Practice Materials and Preparation

Online Tutorial: Goals To introduce the main features of Facebook.com 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

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).

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.

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.

Diversity College Facebook Tutorial

Choose Your Own Adventure

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.

Tutorial

DC Students, Meet Facebook

www.Facebook.com - 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, www.Facebook.com

Tutorial

The 6 Main Features of Facebook

My Profile My Friends My Photos My Groups My Events My Messages

Let’s look at each one briefly. Refer to Draco’s Facebook site to see how the functions work.

Image ©2006, www.Facebook.com

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. It’s like a bulletin board for notes from your friends.

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, you’ll appear on each other’s Friends List and you can view each other’s profiles.

Anyone from here at Diversity or from other colleges can find you and ask to be your friend. Find your secret crush from 3rd grade or your friend that moved away! If they’re 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.

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 you’re set!

You can tag your friends in individual photos by selecting the area of the photo that they’re 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!

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.

Tutorial

My Events – Facebook Feature #5

When you are added as a Diversity College student, you’ll be notified of any events that fellow students want to advertise to you. You can see all the details: who, what, when, where, and who’s coming.

You can use it to tell your friends, your classmates, or your group members about something that’s 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.

Tutorial

My Messages – Facebook Feature #6

The last major feature of Facebook, My Messages acts like a cross between email and instant messaging. It’s 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 won’t be private.

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 Draco’s 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 friend’s example!

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.

We’ll follow Gus as he tries Facebook out.

Tutorial

Choose Your Own AdventureYou make the decisions about how Gus uses Facebook! As you

go, you’ll 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 DC’s 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!

Tutorial

Situation #1

Tells him, “Yeah, no problem. I’ll just write it down and leave it for you. Why not?”

Says, “Latrell, you should join Facebook too! I’ll show you how right after class.”

Gus has just been on Facebook, and now he’s 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?

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!

Tutorial

Situation #2

“That econ class sucked! Can’t 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 he’s 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 Seth’s Wall about the class. What does he write?

Tutorial

Results of Your Decision: Situation #2 Chen, who’s 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 Seth’s 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 I’ll tell you what he says.” Chen sees Gus’ comment on Seth’s Wall and knows that Gus might need some help in class.

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.

Tutorial

Results of Your Decision: Situation #3 Gus’ brother Mike, who’s on high school

Facebook at home, leaves his brother’s 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.

Tutorial

Situation #4Ever since Gus’ girlfriend broke

up with him, he’s been looking for someone new. He meets a girl named Felicia and they start flirting and writing on each other’s Walls all the time. He & Felicia have a date one night, but it doesn’t 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 won’t wake up til Tuesday.”

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.

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 doesn’t, 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. He’s looking at the contact information page and filling things in. “Boring!” he thinks, “I’ll just fill it in fast and move on. I have to get to dinner and meet my friend.” As he goes down the page, he’s faced with decisions to make about what information to share and with whom. What does Gus do?

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 email 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.

Tutorial

Situation #6

The boss is examining Gus’ long list of clubs, interests, and books that he’s 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 what’s on it. What is Gus’ boss looking at?

Tutorial

Results of your Decision:Situation #6 Gus is smart, so he only

posts stuff on his profile that’s ok for the public to see. It’s not private anyway, since anyone who really wanted to could look at it anytime. He’s 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 it’s his life anyway. No one is gonna care what he does in his free time. Gus doesn’t get the promotion. In fact, he gets demoted to filing and endures lots of jokes from the staff.

Tutorial

Situation #7

Gus has a paper due in his history class in the morning. It’s now 2:00am, but he’s trying to find his friend Tanya from 4th grade. As the time ticks away, he only has one paragraph written, but he’s 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? I’ve got to write this!”

Gus says, “Latrell! Guess what! I found my friend Tanya from 4th grade. She’s at Florida State! I’ve got to message her! I’ve got tons of time to write this.”

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 who’s 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. He’s late turning in his paper and gets a C-.

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

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 24-7. 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.

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.

Tutorial

Truth & Consequences The scenarios we’ve presented here through Gus are

possible, even likely to happen here at DC. Use your head- that’s why you’re 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, we’ll go over your responsibilities and Diversity’s responsibilities related to Facebook.

Tutorial

Your Responsibilities as a Student Privacy – Protect your privacy by using Facebook wisely. Diversity

College can’t prevent privacy problems if you share the information, and we won’t 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 someone’s 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 you’ll post, and you decide when, where, and how much to use it. Think it through.

Report Disturbing Behavior – There’s nothing the college can do unless we know about it. Safety first!

Tutorial

Diversity College’s 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.

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

Dragon’s 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.

Tutorial

True or False1. 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 aren’t subject to DC’s judicial oversight. T F

4. Anyone with a DC email address has access to your Facebook profile. T F

5. There’s no way your parents could ever see your Facebook profile. T F

6. Only your friends can see your pictures. T F

Tutorial

Multiple Choice7. Who saw the picture of Gus when he was drunk that he didn’t

expect to?A. His brotherB. His roommateC. His motherD. Both A and C

8. What was the problem with Gus’ Fed Up Roommates Against Blacks group?A. It was insulting to LatrellB. It was insulting to other black studentsC. It violated the Student Code relating to Hate CrimesD. All of the above

Tutorial

9. How could Gus have responded positively to the frustrating situation in Chen’s economics class using Facebook?A. Start a group against TA’sB. Use the events feature to schedule a study sessionC. Complain to his classmatesD. Go tell his brother never to come to college ‘cause it’s 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

Tutorial

More True or False

12. Facebook’s staff is responsible for keeping you safe. T F

13. Facebook is just as important as your schoolwork. T F

14. Diversity College faculty, TA’s, staff, and alumni can get Facebook profiles. T F

15. Facebook isn’t 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 you’re new to campus. T F

17. Facebook isn’t very popular nationwide. T F

Tutorial

Back to Multiple Choice

18. What faulty assumptions did Gus make when he “pranked” Felicia with the water balloon ambush? A. That she wouldn’t take him seriouslyB. That she would know he wouldn’t really hurt herC. That a matter between friends wouldn’t get reported to SecurityD. 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 seeB. Coming to work that dayC. Using Facebook at workD. Posting the picture of himself in the costume

Tutorial

Multiple Choice

18. How many key features of Facebook are there?A. 4B. 8C. 5D. 6

19. 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.

Tutorial

Short Essays21. 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?

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

Tutorial

More True or False24. Anyone can join a group, doesn’t matter where they go

to school. T F25. A tag is something that you put on your private

messages to one of your friends. T F26. Only the people you invite can see an event you post.

T F27. One of your rights as a student is to access Facebook

and other sites whenever and wherever you want. T F

28. You don’t have any responsibility for the way that someone might take something you say online. T F

Tutorial

The Big Finale28. What would you tell someone who asks you about the

strengths and weaknesses of Facebook? (6 points)

SUBMIT

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.

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.

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.

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.

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).

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 facebook.com 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.

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.

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. 157-178). 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. 45-66). San Francisco: Jossey-Bass

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. 25-38). 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. 31-53). 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, (227-247).

Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. (p. 20-38).

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.