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Committee Members: Kristen Richards Assistant Director, Residence Life Anthony Cho Residence Hall Director Marcus Ramsey Assistant Director, IT Seth Wilson Campus Police Officer Loucretia Davidson Student Lindsay Sell Student. Diversity University. Agenda.

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diversity university

Committee Members:

Kristen Richards Assistant Director, Residence Life

Anthony ChoResidence Hall Director

Marcus RamseyAssistant Director, IT

Seth WilsonCampus Police Officer

Loucretia DavidsonStudent

Lindsay SellStudent

Diversity University



  • Facebook 101 – Introduction to Facebook
  • Proposed Fall Orientation
  • Online Tutorial
  • Question and Answer Session
facebook defined

Facebook Defined

Facebook: n. An online directory that connects people through social networks at schools.(www.facebook.com, 2005)

Facebooking: v. 1. To look someone up (to facebook someone). 2. To update your profile or peruse (to facebook)

(AFA 2005 Annual Meeting)

creating a facebook profile

Register at www.facebook.com with an .edu e-mail address and password.

  • User is able to add:
  • -pictures
    • -contact information
    • (address, phone number, e-mail)
    • -professional information
  • Personal information (likes/dislikes, quotes, etc.)
  • User can join various interest groups and leave messages and pictures on other student’s pages.
  • Personal security restrictions can be set.

Creating A Facebook Profile

implications of facebook


  • Safety/privacy concerns
    • information about
    • residence
    • schedules
    • friends/family
  • Image concerns
    • Unwanted pictures posted on peers profile.
    • Employment decisions made based on information in student’s profile.
    • Judgments and assumptions will be made based on information provided.

Implications of Facebook

implications of facebook1


  • Exam answers could get posted on a student’s profile.
  • Students could belong to Facebook groups such as “I cheated on my ENG 101 exam” or “I’ve cheated in Professor “X”’s class”
  • Could be utilized to engage students in coursework (discussion board, interest group, such as: Spanish 101).
  • Viewing profiles could lead to discussion of common interest outside of class. Creating opportunities for more faculty/student interactions (Kuh, 2003).
  • SOURCE: Kuh, G.D. (2003). How are doing at engaging students? About Campus. March-April 2003 p. 9-16

Implications of Facebook

implications of facebook2


  • Posting of pictures that prove that drug and alcohol policies are not being followed.
  • Include Facebook profile monitoring in the duties of the Student Conduct Office
  • Establish protocol for
  • student conduct on
  • Facebook which includes,
  • but is not limited to:
    • Harassment
    • Hate messages
    • Threats
    • Stalking

Implications of Facebook

benefits of facebook

Creates community by building and maintaining relationships.

  • Allows students to express themselves and highlights individuality while promoting inclusion.
  • Evens out playing field for those who are less comfortable in social situations (www.seattleu.edu/parents, 2006).
  • Connects students with common interests
  • Powerful marketing tool, not only for students, but for administrators, faculty and staff.
  • Raises morale among students

Benefits of Facebook


Orientation Program


Part I – Orientation small groups in breakout rooms facilitated by Orientation Leaders

Part II – Large group discussion in Auditorium facilitated by:

Laurie Etchart, Director of Orientation;

Seth Wilson, Campus Police Officer; and Marcus Ramsey, Assistant Director of IT

part i

Orientation Program

Part I
  • Orientation leader passes out “I Am” worksheet with questions such as:
    • “I am good at…”
    • “I want a future employer to see/know that I am…”
    • “I want current friends to know that I am…”
    • “I want future friends to know that I am…”
    • “I want someone I trust to know that I am…”
    • “I want someone I don’t trust to know that I am…”
    • “I want my professors to know that I am…”
  • Orientation leader facilitates discussion of student answers to “I am” worksheet.
part i continued

Orientation Program

Part I, continued
  • Orientation leader passes out example of Facebook profile of “Student X.”
  • Orientation leader facilitates discussion about student profiled.
  • Discussion questions include:
    • What do we know about this student?
    • What is your first impression of this student?
    • How did you come to that decision?
    • Would you want this student as a friend?
    • If you were a professor how would you view this student?
    • If you were an employer how would you view this student?
  • Orientation leader highlights items in profile that may have been overlooked and reveals characteristics and interests of the student not included in profile.
part i continued1

Orientation Program

Part I, continued
  • Orientation leader instructs students to pull out their “I am” worksheet.
  • Discussion
    • Considering your own Facebook profile, does (or would) it reflect the answers on your worksheet?
    • Having more information revealed about Student X, how does that change your perception?
  • Closing
    • The purpose of the discussion today was to give you a closer look at Facebook and judgments made based on information included within a profile.
part ii

Orientation Program

Part II

From breakout rooms, groups walk to Kelly Auditorium.

  • Laurie Etchart, Director of Orientation welcomes large group and introduces panel.
    • Marcus Ramsey, Assistant Director of IT
    • Seth Wilson, Campus police officer
    • Kristen Richards, Assistant Director of Residence Life
  • Panel presents overview of Facebook.com
  • Through Appreciative Inquiry, Laurie instructs students (with a partner) to discuss why students use Facebook.
  • Examples are shared with group.
part ii continued

Orientation Program

Part II, continued
  • Laurie, Director of Orientation thanks participants for sharing the benefits of Facebook and turns the floor over to Seth, Campus Police Officer and Marcus, Assistant Director of IT.
  • Seth, Campus Police Officer and Marcus, Assistant Director of IT parallel examples from Appreciative Inquiry with potential risks in using Facebook.
    • Issues surrounding safety (address, phone number)
    • Issues of privacy (Who can access this information?)
    • Issues of image (What are you telling people through your profile?)
part ii continued1

Orientation Program

Part II continued
  • Laurie, Director of Orientation introduces Facebook skit (Orientation Leaders are actors)
    • The Facebook skit tells the story of a student, Kevin, who left for the weekend. While he was gone his roommate stole his Facebook identity and proceeded to send harassing messages to other students. Upon the Kevin’s return to campus, he was arrested by Campus Police Officers. After some investigation, Campus Police and IT discover the messages by the student’s roommate.
  • The Orientation Leader introduces Kevin, the student behind this true-life story.
  • Kevin talks about his experience, reiterating the point “It could happen to you.”
  • Conclude with question and answer segment.
orientation program rationale

Orientation Program

Orientation Program Rationale

“I Am” WorksheetChickering and Reisser revised vectors (1993) - “Establishing identity”

This worksheet asks students to look inside themselves to initiate an awareness of their personal identity.

Student X Profile/Facebook DiscussionChickering and Reisser revised vectors (1993) - “Developing mature interpersonal relationships”

These elements will help students take a closer look at Facebook and how to responsibly manage these relationships.

SOURCE: Hamrick, F., Evans, N., & Schuh, J. (2002). Foundations of student affairs practice: How philosoophy, theory, and research strengthen educational outcomes. San Francision: Jossey-Bass.

orientation program rationale1

Orientation Program

Orientation Program Rationale

Peer-Lead, Small Groups/Student SpeakerAstin (1993) – “The student’s peer group is the single most potent source of influence on growth and development during the undergraduate years.”By using peers (Orientation Leaders/student speaker) to facilitate, students will be actively engaged in discussion and receptive to information presented.

SOURCE: Astin, A. W. (1993). What matters in college? San Francisco: Jossey-Bass


Online Tutorial Basics

  • There will be 20 questions (multiple choice and short answer)
  • The tutorial will take 20-30 minutes to complete on average
  • A “B” grade or higher is needed to “pass”
  • Students will receive instruction on accessing the tutorial once accepted to Diversity University.
  • Included in the instructions:
    • Log-in and password for the tutorial
    • Basic overview, rationale, and expectations of the tutorial
    • Consequences of not passing tutorial.
online tutorial basics
Online Tutorial Basics
  • Students will not be able to log in to university computer system until they pass the tutorial.
  • Students will have two chances to “pass” the tutorial. If after two chances, they have not successfully received a passing score, they will receive an incomplete.

Consequences for receiving an incomplete

  • Student will not be able to log-in to university computer system.
  • Students will be instructed to meet with a Student Development Graduate Assistant Advisor. Students will participate in an overview of Facebook and the importance of proper use.

Tutorial Questions

  • This program will mimic the online Graduate Record Examination. The answers provided by the students will determine subsequent questions generated by the tutorial.
  • There will be a bank of 500 questions from the following categories:
    • Issues surrounding safety (address, phone number)
    • Issues of privacy (Who can access this information?)
    • Issues of image (What are you telling people through your profile?)
    • The IT department will oversee daily operations of the online tutorial.

Question: “Why is this presentation and tutorial necessary on our campus?”Answer: “Eighty percent of students that go to college with access to Facebook are utilizing it (www.mercurynews.com, 2006). We need to be proactive about Facebook issues instead of waiting for possible problems to arise.”

Question: “How will you ensure that the orientation and online programs are worthwhile and educational to the students. Is there a way to measure their success?”Answer: “We presented the orientation program to the Orientation Leaders and made changes according to their feedback. The tutorial was given to a random sample of university students and evaluations were collected. All incoming students will complete evaluations on the orientation and tutorial. It will also collect data such as amount of time students spend on Facebook and the Student Conduct Office will keep track of the number of disciplinary instances that arise from Facebook.”



Question: “When and how often will the feasibility of these programs be revisited?”Answer: “Evaluations will be reviewed each winter and minor changes can be made in spring for the following incoming class. As the technology is constantly evolving, we will also work with IT to update the programs on an annual basis. After five years the orientation and online tutorial will be re-evaluated. Data collected on the number of Facebook problems occurring before the implementation of these programs will be compared to current statistics. We are also going to measure the positive uses and interactions of Facebook (student to student, student to faculty, student to staff, etc).”

Question: “What did your committee learn from this project?”Answer: “Rather than ban Facebook use, we chose to empower the students to use the program responsibly. There is a positive approach to be taken when educating about Facebook.”