September, 2008


30
Sep 08

Should I have a Facebook Account for my Class?

 

Once upon a time, Facebook used to be a student only playground as it was a closed system. But ever since Facebook opened up to allow anyone and their cat to have an account, well maybe not their cat as it’s hard to be a fake person with a fake name on Facebook, many academic professionals have been signing up and experimenting with using Facebook as an academic tool.

 

   

Recently I read an article about how a teacher from the University of Maryland uses Facebook to get in touch with her students. She explained that with everyone on Facebook it was much easier to remember names and faces. Since Facebook is not a school controlled site it kind of sets an atmosphere of neutral grounds, allowing the students to experience a more casual interaction with teachers, enabling them to be more open with their communication. Due to the fluidity of personal information shared back and forth on Facebook, a certain level of familiarity is developed quicker than could be during precious classroom time.    

 

Not everyone is in agreement. There are many teachers that do not see a benefit in using Facebook for their class, some say there’s no classroom value in it and that it might even be an avenue for accessing inappropriate material, others suggest that it only adds to the many distractions in class. Many school districts agree and block these sites from school computers. Some unfortunate byproducts occur from this however; faculty computers are also blocked, students discover proxy sites, IT hires more personnel to block proxy sites, students access the sites from their cell phones. 

 

 

The article concludes with saying, Facebook can be an excellent virtual medium for building and maintaining real world social connections within a class, but only when it’s used informally and everyone understands its purpose and limits. 

 

 

Where do you stand on the issue? Do you use Facebook in your job formally or informally? Are you worried about TMI with your students? Do you separate your personal and professional online profiles?

 

 


25
Sep 08

NACA Sells Out Its Top Spot

In the midst of ongoing legal issues over derogatory domain names with the Association for the Promotion of Campus Activities and Campus Activities Magazine, the National Association of Campus Activities launched a new website to accommodate it’s growing menu of support tools related to student affairs. The reach of NACA is impressive and over the years they’ve collected a solid database of content to support student affairs professionals.

However, new sites are not always better. Beyond the confusing navigation, what bothers me the most is NACA sold their homepage top spot to a 3rd party vendor. When I visited the site for the first time, I took a double take because I thought I’d accidently mistyped the web address. Try it out yourself and tell me what you think.

I think the NACA brand is hurt by being smoothered under a massive banner ad that covers the whole page. Unless maybe the two companies formed a parternship or Fantasy World Entertainment bought NACA. Then it would all make sense.


21
Sep 08

Yes, I’m a risk manager.

You’ve received the honor, now what do you do with it?

Campus risk managers take different forms on every campus. Some institutions have specific departments that cover the spectrum (threat assessment, event safety, bystander intervention, classroom management, hazing recognition, etc.); others outsource to local attorneys or companies. A few use a combination and select one or two individuals to manage an aspect of the protocols.

Having served in the role in regards to campus activities, here are a few recommendations to help you cover your… uh, assets. (Please adapt them to fit your campus culture and needs.) Please note, I am not an attorney. Using the advice below as legal advice to save you in a situation is not recommended.

1.)    Meet with those in the know – ask your institution to clearly delineate your responsibilities in regards to risk management. (ie. Responsible for walk-thru’s of venues prior to events occurring.)

2.)    Obtain professional insurance. (ACPA recommends Professional Liability Insurance.)

3.)    Attend a work-shop on risk management in student affairs, as it pertains to your job duties. ( NCHERM, NACA, or APCA are great resources.)

4.)    Ask questions (especially if a situation is unclear).

5.)    Be aware of all necessary paperwork (ie. Event participation waivers when traveling off-campus, incident reports, meeting history notes).

6.)    Know that anyone can sue for anything. (It costs less than $50 to file in several states.) If you’ve done your homework and have written documentation, it may be a rough ride during the process but you’ll usually come out on top.

Playatownrisk


21
Sep 08

Risk Management Magic

Risk management. Words, much like lawsuit, that can make any professional cringe. Of course, everyone looks at the protocols differently depending on personal experiences. In the end, risk management for me comes down to two choices: the art of illusion or the act of preparation.

When I look at being a campus risk manager for events, I strive to find a bit of excitement in the position as this role is usually one that is loved, hated, but hardly ignored. Enter – Harry HoudiniHhoudini_circa_1918_from_the_sydney

Yes, Houdini was a magician, an escape artist, an entertainer; but he was also a risk manager. The “Challenge of the Mirror” (as noted in The Secret Life of Houdini: The Making of America’s First Superhero) is an example of Houdini in dual roles of risk manager and entertainer. He was challenged by The Daily Illustrated Mirror to escape from handcuffs made by a local blacksmith with a lock that “no mortal man can pick”. The actual escape from the cuffs took over an hour by all accounts and included requests to have his jacket removed (only to have to personally cut it off with his mouth using a pocketed penknife), for a drink of water, and for more comfortable arrangements (he was inside a cabinet). The audience was entertained.

Houdini had already proven to be a master with card tricks and in reacting to situations thrust upon him. Roll in Houdini – Risk Manager. Substantiation exists that the “Challenge of the Mirror” was one performance Houdini minutely planned. He commissioned the handcuffs using his own sketches, worked with the newspaper to issue the challenge, and encouraged local politicians to be in attendance. In effect, he knew the circumstances, the props, and the audience. He sealed his reputation as The Handcuff King.

In the role of campus risk manager, you take steps like Houdini’s – performing your own act of preparation. For an event: you evaluate the venue, the performer’s needs, available staff – ensuring you know your risks. The approved marketing scheme is intentional and appealing to your campus population, ensuring a high attendance and participation. Your institution’s reputation, or that of the sponsoring organization, is revered because the event is successful.

In my experience, institutions that rely on the art of illusion are often those that have dialogues about risk management in stealthily held meetings. The conclusion of the meeting may or may not be disseminated to staff members that have to respond in the situation. Campuses that are growing rapidly also use the art of illusion. For example, if your risk management plan still lists having a “crier” run building to building alerting individuals to an emergency – you fall into this category (Yes, this is in an emergency handbook at one not-to-be-named institution). Conversely, institutions (or departments) that rely on the act of preparation often have a task force to write policies, share information, and ensure all staff know the plan. If you have attended a meeting about quarantining students and entertaining them during an avian flu outbreak, you may fall into this category.

The next time that you receive the honor (or draw the short –straw) of campus risk manager, just remember Houdini –make a comprehensive plan and expect success. 


15
Sep 08

Social Network Identity 101: Lesson Plan

Updating a presentation on social networks for my first-year seminar is my focus this week.  In past years, Facebook has been the primary topic and I have posted about it here. This year I will add a top-10 list of online identity considerations from technology/online media guru Chris Pirillo.

1.   It goes on your permanent record. Forever.
2.   Be mindful of your privacy.
3.   Don’t trust implicitly.
4.   Own what you do.
5.   Engage. Leave comments.
6.   Be respectful, be respectable, and be respected.
7.   Be yourself.
8.   Watch out for flame wars and name calling.
9.   Learn how to communicate.
10. Remember that your future employer, spouse, and neighbors are all watching.

Do you discuss Social Network Identity with your students?


14
Sep 08

ChaCha.com and the New Age of Digital Cheating in the Classroom

Classroom cheating has taken a new digital turn. An article about a free cellphone service called ChaCha caught my eye last week. Text any question to 242242 and ChaCha promises to provide the answer to virtually any question within minutes, be it math, science, politics and even directions to the nearest café, they have the answer.  Go ahead try it now!

 

ChaCha has a hired network of 25,000 “friends” to help anyone with any question. Imagine the possibilities, imagine the benefits…imagine the repercussions.  A lot of academics are a bit alarmed that some students might use this new service for cheating in the classroom. ChaCha claims that when they created the service cheating was the last thing on their mind.

It doesn’t really matter what the service is for, I’m pretty sure they only had good intentions, the thing is it can be used for cheating, “digital cheating” that is. So what can be done?  Banning cellphones seems to be out of the question. Most schools have no restriction regarding cellphone use so it’s up to the professors to lay down the law.  A professor at Rowan thinks it’s no big deal, if a student wants to cheat, ChaCha is not the only way, there are what you call conventional cheating methods i.e. cheat sheets, copying from neighbors and the like. But does that mean we’ll let these students use the ChaCha service in class?  Ed Burns a professor from Delaware says otherwise, if the student’s cellphone goes off inside the classroom the student is asked to leave and marked absent for the day.

 

Digital cheating or conventional cheating?  Can you believe this? Students now have a choice!  I agree with the idea that we should not focus on the source of cheating materials, or trying to put a stop in the advancement of technology, but instead make our students learn about classroom integrity, the value of NOT CHEATING. It will be much easier to teach your students not to cheat rather than to employ ways and means of protecting them from cheating temptations.  We should not be alarmed that the number of students who admitted cheating digitally increased some 15%, we should be alarmed that these students had the gall to admit that they cheated.

Digital cheating is not so cool anyway, testing the ChaCha service showed that out of 6 questions it only got 3 correct answers, that’s a 50% accuracy rate.  If I were you and you have racked your brain but still can’t remember the answer, take a guess, guessing it will probably give you a 50% chance that you’ll get the answer right.  What’s cool is you didn’t cheat :)


5
Sep 08

Mission Impossible? Making a Statement

Earlier this summer Del Suggs challenged us to create contemporary mission statements that address why we do things. Sure enough, upon examining the missions of my scholarship and exchange programs, I found dusty and tired lists of the services provided, but not much about the benefit. The statements were certainly not representative of the active, evolving organizations or the students in them.

I struggled for weeks with rewriting why we do things in order to convey a new message of the vibrant nature of our students and goals. I found the best inspiration at a summer staff retreat. The homework exercise required writing a personal mission statement. And BAM. That’s what it took. My struggle to define program mission statements had been hampered because I needed to define myself.

Helpful resources were found here and here to point me in a new direction for crafting a personal statement. By redefining self and the values that shape my work in student affairs, my program mission statements found new life and purpose.

Facing mission statement impossible? Try looking within.

Here is the test to find whether your mission on earth is finished. If you’re alive, it isn’t. –Richard Bach

Do you have a personal mission statement? How does it enhance the work that you do?


3
Sep 08

Using the Five Whys

"The Five Whys" is a method of distilling the true cause/effect of an issue.  Simply put, it involves asking the question "why?," and then asking "why?" of the answer.  The pretense is that if asked five times, that simple question will take you to the heart of the matter.

When I first heard of the Five Whys, I was told it was an ancient Chinese technique.  Later I learned it was neither ancient nor Chinese– it had been developed by  Sakichi Toyoda at his automobile company to aid problem solving.  Whatever the source, it’s a useful tool.

A quick example:  My car won’t start.  Why?  Because the battery is dead.  Why? Because the alternator isn’t working.  Why?  Because the belt broke.   Why?  Because it was worn out.  Why?  Because I didn’t follow the maintenance schedule. 

So the root cause of my car failing to start is my own neglect of the required maintenance.

The concept is to peel back the layers of an issue, and get down to the true problem or concern.  But is also works in helping to determine a purpose.  I like to use it to analyze a situation, condition, proposal, or issue.

It’s especially useful in developing a purpose or mission statement.  While assisting an SGA to create a mission statement, I began by asking them why the SGA existed.  "To be the voice of the students" they replied.  Why?  "So the administration will know the students’ opinion on important school issues."  Why?  "So the school can better meet the students’ needs."  Why?  "So more students can get an education."  Why?  "So they can become successful productive citizens."

So the SGA’s real purpose is to help students become successful graduates.  That’s a totally different idea and more powerful purpose that just being the "voice of the students."

While it may seem a little hokey, and the number five is pretty arbitrary (could be three, could be six), it does seem to work.  Maybe looking at the path we’ve come will make the path ahead seem more clear.

The next time you’re faced with a decision, issue, or question try the Five Whys.  You might just get down to the "heart of the matter."    

  • Tags

    Orientation candidates academic advising Social Media Student Affairs This and that YouTube college freshmen student affairs technology facebook RSS ideas Higher Education NACADA Tech professional development Poll Advice interviews #sachat Graduate Students life purpose how to nacada blogging Twitter Placement assignments technology leadership Tips The Placement Experience student activities career engagement first-year seminar students Job Search acpa social justice College NASPA video Conferences administration leadership development