Building Campus CommunityBuilding Campus Communitythrough Portal Technologythrough Portal Technology

Building Campus CommunityBuilding Campus Communitythrough Portal Technologythrough Portal Technology

Virtual Case Study Competition 2005 StudentAffairs.com

Bucknell UniversityAmy Forbes, Molly Pavlechko,

Laraine Purcell, & Annie Zinkavich

mymy burg:burg:

The Millennial Generation The Millennial Generation The Millennial Generation The Millennial Generation

“You can understand how today’s kids are on track to become a powerhouse generation, full of technology planners, community shapers, institution builders, and world leaders, perhaps destined to dominate the twenty-first century like today’s fading and ennobled G.I. Generation dominated the twentieth.”

-Howe and Strauss, Millennial Rising, p. 4-5

According to Howe and Strauss, current college students share a “fascination for and mastery of technology” (p.10) that sets them apart from the generations before. Today’s Millennial generation uses information technology (IT) in every facet of their lives. They spend more time in front of a computer shopping, Instant Messaging, surfing the net, and preparing schoolwork than they do watching television. Today’s technology savvy students research and apply to colleges online, and naturally, they expect their education to occur both in the physical and virtual classroom.

Generation Tech Generation Tech Generation Tech Generation Tech

In order to accommodate today’s students, colleges and universities should incorporate IT into all aspects of university life. During this time of tremendous technological growth and development, universities have a responsibility to provide their students with a working knowledge of the latest technologies that will compliment their overall educational experience.

Better Latte than NeverBetter Latte than NeverBetter Latte than NeverBetter Latte than Never

As Greg Baroni states:

Better Latte than NeverBetter Latte than NeverBetter Latte than NeverBetter Latte than Never

“the debate is not about portals. It’s about modernizing education leveraging possibilities, and securing a successful future for your university in a radically different environment”

(Katz and Rudy, “Information technology in higher education: Assessing its impact and planning for the future.”, p.9).

Portal Power vs. InfoglutPortal Power vs. InfoglutPortal Power vs. InfoglutPortal Power vs. Infoglut

• Portals simplify an increasingly complex university environment.

• They are one stop access to campus and online services. • Portals provide greater efficiency through linked and automated

transactions. • Portal technology also allows users to select and customize

information and services to meet their individual needs.• Web pages utilize push technology, which leads to infoglut.• University web pages are geared to an external audience, where

portals are designed with the campus community in mind.

“Portals gather a variety of useful information resources intoa single, ‘one stop’ Web page, helping the user to avoid being Overwhelmed by ‘infoglut’ or feeling lost on the Web.” -Looney and Lyman, “Portals in Higher Education”

Choosing Channels: Choosing Channels: Personalizing your Portal Personalizing your Portal

Choosing Channels: Choosing Channels: Personalizing your Portal Personalizing your Portal

Millennials have emerged as the most culturally, ethnically, and racially diverse generation to date. This increased diversity has placed greater demand for additional university services to accommodate students with varied backgrounds, disabilities and needs. Portal technology provides higher education institutions the greatest flexibility to meet students growing demand for services. By allowing their students the flexibility to personalize their portals, colleges and universities are providing access to campus services in an innovative and interesting way.

Choosing ChannelsChoosing ChannelsChoosing ChannelsChoosing Channels

We plan to use a Student Activities Interest Questionnaire for assessing our students patterns of interest and their co-curricular involvement on Ellingsburg’s campus. This assessment tool can be utilized to produce a customized portal page for each student based on their interests and activities. In addition to loading mandatory or “fixed” channels such as campus alerts, additional channels will be automatically loaded to their portal based on the results of the questionnaire. Students may continue to customize their portal by adding or deleting channels from those made available by the university. This questionnaire will enable both the technology challenged as well as the seasoned IT veteran the ability to create a portal unique for them.

Personalizing your Portal…Personalizing your Portal…Personalizing your Portal…Personalizing your Portal…

• A first semester freshmen can register for classes, tabulate her grades with the GPA calculator and receive select emails from her sorority, the Student Government and English Department.

• An African-American student interested in establishing a group that plans multi-cultural events on campus customizes her portal with a chat room that allows her to disseminate information quickly.

• Using the portal’s community tab, a political science major creates a campus-wide survey to poll students’ voting preferences in an upcoming election for class discussion.

Channel SurfingChannel SurfingChannel SurfingChannel Surfing

• Structure and Organization: The portal can be personalized to meet individual

needs. In addition to your main page, a portal can contain Student, Campus, Administrative, Faculty, Staff, Personnel, Alumni, and Groups/Activites tabs.

• Portions of the portal, such as channels and tabs are customizable:• Role Based configuration for mandatory or “fixed”

channels• SAIQ to add selected channels

Main Portal PageMain Portal PageMain Portal PageMain Portal Page

• News Tickers • Campus

Announcements• Weather• Webmail• Banner Web• Blackboard

• Instant Messaging• Calendar• Online Campus

Directory• Reminders• Web search• Groups

The main portal page serves as a home base for the portal experience. It is the first page viewed and contains the most frequently used applications and channels, such as:

Academics TabAcademics TabAcademics TabAcademics Tab

• Grades/Schedules• GPA Calculator• Blackboard/Courseware:

• course syllabi• assignments, • class calendars• lecture notes

• exams, etc.

The academics tab is designed to contain channels and information pertinent to academic aspects of student life, such as:

• Library catalog• Research databases• Mentoring and

academic advising• Registration• Tuition payments• Hold clearance• Department pages

Campus TabCampus TabCampus TabCampus Tab

• Voting for student government

• Campus Radio Broadcasts

• Campus publications

• Services (Counseling, Financial Aid, Career Development, Residential life)

• Campus webcam

• Policies

• Campus information

• Campus directory

The campus tab is designed to provide information and channels pertinent to campus events, services and information, such as:

Additional TabsAdditional TabsAdditional TabsAdditional Tabs

• Activities Tab• Chat rooms, groups, events, schedules

• Personnel Tab• Centralized account management system, time reporting

system, job listings, employee training• Faculty Tab

• Research databases, department groups, publications, banner, online forums

• Alumni Tab• Updated contact information, campus events and news,

online forums and message board, news about classmates• External Tabs

• Google, CNN, Amazon, Apple, etc.

TechnOasisTechnOasisTechnOasisTechnOasis

• Interactive horizontal portal with single sign-on for each individual regardless of his/her campus role with access to vertical portals. • One stop sign-on for:

• Blackboard• Webmail• Banner Web• Instant Messaging

• Syncing compatibility with Bluetooth or WiFi enabled PDAs and cell phones

Welcome to

Guest?

Explore myEburg

Username:

Password:

my burgmy burg

CAMPUSCAMPUS AMAZONAMAZONGOOGLGOOGLEE

CNNCNN

my burgmy burgmy burgmy burgWelcome guest! You are now logged

on

My class scheduleENGL 101:

MWF 9:00am-10:00am

EDUC 212:

MWF 1:00pm-2:00pm

POL216:

TTR 1:00pm-2:30pm

BIOL103:

TTR 9:00am-11:30am

My class scheduleENGL 101:

MWF 9:00am-10:00am

EDUC 212:

MWF 1:00pm-2:00pm

POL216:

TTR 1:00pm-2:30pm

BIOL103:

TTR 9:00am-11:30am

WebmailWebmail

BlackBoardBlackBoard

BannerBannermyChannelsmyChannels

x

Name:Ellingsburg Directory

Phone number:Bldg & Room:

search

x

Email:

Local Weather

Today 24o/32o

16o/22oTonightmyCalendar

x

ACADEMICSACADEMICSmyEburg HomemyEburg Home

E NewsProfessor Johnson named scholar of the year by…

E NewsProfessor Johnson named scholar of the year by…

x

GPA calculator

x

Class of 2008

Elections

Vote Here!

x

Problems?Chat Online:

TechAid LiveNational News: …breaking story out of CA … President to meet with world

CAMPUS ALERTS:CAMPUS ALERTS: Snow removal scheduled for Sixth St. Winter … …x

x

Search the world wide web:x

x

x

myLayoutmyLayout

myGroupsmyGroups

myAccountmyAccount

myEburg for StudentsmyEburg for Students myEburg for StaffmyEburg for Staff

myReminders:x

Test in Bio on the 9th!

Financial Aid due 3/15

myAnnouncements: Currently you have no personal announcementsmyAnnouncements: Currently you have no personal announcements

Like myEburg?

Let us know!

Submit Feedback

Here

myPDA

3-Deeming Qualities3-Deeming Qualities3-Deeming Qualities3-Deeming Qualities

The following University Portals served as useful models for myEburg:• George Washington University

myGW (http://my.gwu.edu/)• Penn State University

Penn State Portal (https://portal.psu.edu/)• Bucknell University

myBucknell (http://www.bucknell.edu/myBucknell_login.html)

These portals exemplify key qualities we want to implement in our own portal, such as: single sign-on, 3 click access, and innovative and useful channels and tabs.

Advice SquadAdvice SquadAdvice SquadAdvice Squad

The following launch groups are instumental to introducing and implementing the new portal technology on campus:

• Residence Life

• Student Government

• Faculty Senate

• Administration Team

• Technology Team

Each team was chosen with three factors in mind: who the members of the team are, how they can influence the success of the portal, and how they can benefit from using the portal.

Feedback as Fuel: Feedback as Fuel: It’s an E thingIt’s an E thing

Feedback as Fuel: Feedback as Fuel: It’s an E thingIt’s an E thing

• Collecting feedback and troubleshooting should be Easy, Efficient, and Effective

• Methods for collection include:• On-line surveys• Feedback forum• Live techAid chat sessions• Formal assessment tools

• Student Activities Interest Questionnaire• Evaluation forms

• Hit trackers on each page

Clicks to BricksClicks to BricksClicks to BricksClicks to Bricks

Currently, campus communities are flourishing under existing portal systems that have served to centralize information while appeal, overwhelmingly, to an individual's singular interests. Interdependency among students, faculty, and administration under the portal system is positive and enhances the best attributes of a small liberal arts institution like Ellingsburg University.

In the End…In the End…In the End…In the End…

Howe and Strauss (2000) report a common confidence in technological efficiency that has had a progressive effect on Millennials everywhere, while Grasha and Yangar-Hicks warn eager university administrators to critically consider how and why they utilize available technology. “In other words, technology should not be used for its own sake but rather only if it enhances teaching and learning” (Coomes and DeBard, "Serving the Millennial Generation”, p.66).

Final ThoughtFinal ThoughtFinal ThoughtFinal Thought

"Faculty and student affairs staff need to develop settings in which students feel they have license to voice unpopular opinions, be supportively challenged, and articulate the rationale for their positions. Use of technology can facilitate this...” (Coomes and DeBard, “Serving the Millennial Generation”, p. 82).

ReferencesReferencesReferencesReferences

Barratt, W. (2000). Technology and student affairs: An unlikely pair. Student Affairs Online, 1,1. Retrieved February 16, 2005, from http://studentaffairs.com/ejournal/Spring_2000/article4.html

Barratt, W. (2000). Four elements of information technology in student affairs, Student Affairs Online, 1,3. Retrieved February 17, 2005, from http://www.studentaffairs.com/ejournal/Fall_2000/art7.html.

Barratt, W. (2001). Models of evaluating student affairs websites. Student Affairs Online, 2,2. Retrieved February 16, 2005, from http://www.studentaffairs.com/ejournal.Spring_2001/will1.html.

Boulais, N. & Sturgis, T. (2003). Changing the channel: Using technology effectively in student affairs. Student Affairs Online, 4,4. Retrieved February 17, 2005, from http://www.studentaffairs.com/ejournal/Fall_2003/ChangingtheChannel.html.

Chickering, A. W. & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, October, p. 3-6. Retrieved February 16, 2005, from http://www.tltgroup.org/programs/seven.html.

Coomes, M. D., DeBard, R., (2004). Serving the Millennial Generation. New direction for student services, Number 104. San Francisco, CA: Jossey-Bass.

ReferencesReferencesReferencesReferences

Conway, J. & Hubbard, B. (2003). From bricks to bytes: building an online activities environment. Student Affairs Online, 4,3. Retrieved February 16, 2005, from http://www.studentaffairs.com/ejournal/Summer_2003/Bricks-to-Bytes.html.

de Leo, F. (2002). Gweb Enterprise Portal. Retrieved February 16, 2005 from the Educause web site: http://www.educause.edu/LibraryDetailPage/666?ID=CMR0210.

Gilbert, S. W. (2000). Portal decisions demand collaboration-Can portals support it?TLT Group, Retrieved February 16, 2005, from http://www.tltgroup.org/gilbert/SyllabusCol2.htm.

Howe, N. & Strauss, W., (2000). Millennials rising: The next great generation. New York, NY: Vintage Books.

Johnson, K. (2001). A river runs through it: considerations and issues when evaluating student portals, Student Affairs Online, 2,1. Retrieved February 16, 2005, from http://www.studentaffairs.com/ejournal/Winter_2001/river.html.

Katz, R. N. & Rudy, J. A. (1999). Information technology in higher education: Assessing its impact and planning for the future. New Directions For Institutional Research, no. 102 Volume XXVI, Number 2. San Francisco: Jossey-Bass.

ReferencesReferencesReferencesReferences

Katz, R. N. & Associates (2002). Web portals and higher education: Making IT personal. San Francisco, CA: Jossey-Bass.

Kuh, G. D., Schuh, J. H., Whitt, E. J. & Associates, (1991). Involving colleges: Successful approaches to fostering student learning and development outside the classroom. San Francisco, CA: Jossey-Bass

Kvavik, R. B. (2002). Requirements for an ROI on ERP and portal implementations. Retrieved February 16, 2005 from the Educause web site: http://www.educause.edu?LibraryDetailPage/666?ID=CMR0212.

Looney, M. & Lyman, P. (2003). Portals in Higher Education. Educause. Retrieved February 16, 2005, from http://www.educause.edu/pub/er/er m00/articles004/looney.pdf.

Martys, M. & Wilson, W. (2001). Learning from experience: Points to ponder about portals. Syllabus. Retrieved February 16, 2005, from http://www.campus-technology.com/article.asp?id=4137.

Peroco, J. & Thompson, W. G. (2004). Roadmap to my Rutgers: A university portal. Retrieved February 16, 2005 from the Educause web site: http://www.educause.edu/LibraryDetailPage/666?ID=CMR0210.

ReferencesReferencesReferencesReferences

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Upcraft, M. L., Terenzini, P. T. & Kruger, K. (1998). Looking beyond the horizon: Trends shaping student affairs: technology. ACPA Senior Scholars Conference Presentation. Retrieved February 16, 2005, from http://www.acpa.nche.edu/seniorscholars/trends/trends5.html.

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Young, J. (2002, February 8). Designer of course-management tools asks, what makes a good web site. The Chronicle of Higher Education, 48, 2. A36.