Virtual Case Study:

1

• Virtual Case Study
• Student Affairs Practice and The Use of
  Technology
• Colorado State University
• Team Leader Dain Gotto
• Team Landy Douglas Elliott,
• Tim Love, and Gretchen Streiff

2
Student Affairs Practice and The Use of
Technology

• The Issues
• Assessment
• Campus Security Services
• Distance Learning
• Self Expression and Identity Development
• Student Conduct and Judicial Affairs

3
Assessment
4
Assessment and Technology

• Student-centered research is nothing new, but the
  ways in which it is accomplished have
  dramatically altered how we collect data and how
  it can quickly inform changes in student affairs
  practice. With tools such as the Educational
  Benchmarking, Inc (EBI), Student Voice, and
  others that allow colleges and universities to
  ask specialized questions about programs and
  services offered at their specific institution.
• Student affairs divisions have also felt the
  pressure from university presidents and perhaps
  more powerfully, from federal mandates for
  accountability and transparency of programs and
  services that universities are providing for
  students. To illustrate this increased emphasis
  on the use of assessment in student affairs
  practice, let us further explore the issues of
  accountability and transparency, and information
  for program improvement.

5
Transparency Accountability

• Issue State and federal legislators are
  increasingly calling for transparency and
  accountability in higher education. They would
  like a system in place to track academic,
  enrollment, and financial aid records in order to
  compare institutions and to be ensured
  universities are benefiting the public
  economically and socially (Fischer, 2006).
• Impact Databases and records systems are
  becoming essential to universities in tracking
  student progress while in college and after
  graduation. As of 2006, 39 states had at least
  one student-unit record system in place.
  Margaret Spellings Commission on the Future of
  Higher Education recently proposed establishing a
  nation-wide student record system (Fischer,
  2006).
•  
• Recommendations University administrators need
  to be proactive in learning about tracking and
  assessment systems such as the Integrated
  Postsecondary Education Data System Survey
  (Ipeds) and the National Survey of Student
  Engagement (NSSE) (Lederman, 2007). Doing so
  proves to legislators that higher education is
  concerned with improving our services and allows
  universities to select assessment systems which
  they feel are most effective (How can, 2004).

6
Information for Program Improvement

• Issue Millenial students have come to expect a
  great deal from the educational systems that have
  been taught them (DeBard, 2004). As a result
  administrators who work with these students have
  been forced to pay attention to their needs and
  desires. Additionally, there are increasingly
  greater demands from upper level administrators
  such as presidents and vice presidents, and
  governing bodies that become responsible for
  improvements of the institution.
• Impact As administrators are asking directly
  for continuously improved programs and services,
  students affairs professionals are being forced
  to look at the quantitative data about these
  programs and services. At The Ohio State
  University (2007), their Student Affairs
  Assessment Office is directly responsible for
  providing information that will enhance programs
  and services. As is the case at many
  institutions, the connection between students
  being involved in learning outside the academic
  classroom has been enhanced through student
  affairs programs and opportunities for student
  involvement (Astin, 1984). At an administrative
  level, the importance of getting students
  involved has translated to overall student
  learning, satisfaction, retention, and success
  (The Ohio State University, 2007). These
  institutional mandates for program improvement
  have largely been enhanced by the use of
  assessment technologies.
• Recommendations Student affairs professionals
  should become familiar with the various
  assessment tools such as the EBI and Student
  Voice. While individual student experiences are
  very important, it is also important for student
  affairs to take notice of research that is being
  done on their campus and at peer institutions to
  make programs and services more meaningful and
  have a greater impact on overall student success.
  Additionally, in a time when funding for higher
  education is scarce, it is critical that student
  affairs professionals are able to sell the
  benefits of their programs and services to
  administrators and faculty, and to be able to
  show substantial evidence that what they are
  doing is effecting student success.

7
Campus Security Services
8
What Impact Does Technological Innovation Have on
Campus Security Services?

• In the context of campus safety and security,
  technological innovation is a double-edged
  sword advances in technology can simultaneous
  enhance and hinder the security of a campus.
• To illustrate this dynamic, let us explore three
  categories of technology that have had a dramatic
  impact on campus security personal
  communications, databasing, and security
  enforcement tools.

9
Cell Phones and Personal Communications
Technology

• Issue According to a recent web report by
  Campus Technology (2008), 97 of college students
  polled reported owning a cell phone. While this
  figure probably comes as no surprise to most
  student affairs administrators, what may be
  surprising is the impact that such widespread use
  of cell phones has on campus security.
• Impact On the positive side, some campuses are
  capitalizing on this trend to gain the ability to
  send emergency messages via text messaging.
  Companies such as clearTXT provide campuses the
  means to immediately notify the entire student
  body of potential crises via the cell phones that
  most students carry (clearTXT, 2008).
• Aside from emergency text capabilities, the use
  of cell phones by students can improve the safety
  of students by the mere ability to contact or be
  contacted from virtually anywhere. Students can
  now call 9-1-1 for help without needing to locate
  a phone, for example.
• One challenge to campus safety posed by the
  widespread use of cell phones is the use of these
  devices to facilitate stalking or harassment. At
  Colorado State University, for example, numerous
  incidents have been reported where students have
  been threatened or harassed via text messaging.
  Although text-harassment provides another
  avenue for victims to feel threatened, student
  affairs personnel should be aware that such
  messages have been considered viable forms of
  evidence in many court cases (e.g. Dickens v.
  State, 2007), and therefore can provide a useful
  tool in adjudicating cases involving such
  behavior.
• Recommendations Student affairs personnel should
  familiarize themselves with new advancements in
  personal communication technology as they become
  mainstream. When new technologies play a role in
  the investigation of student conduct violations,
  legal counsel should be consulted to ensure
  compliance with emerging legal trends.

10
Databases, the Internet, and Electronic Data
Sourcing

• Issue Although it has been used widely since
  the early 1990s, the internet has been one of the
  most important catalysts in changing the way
  information is stored, accessed, and shared in
  todays society. With recent and ongoing
  developments in the creative use of the internet,
  such as Web 2.0 (OReilly, 2006) innovations
  like social networking sites and blogs, it is
  clear that such growth will continue to affect
  campus security in various ways.
• Impact The most obvious impact on campus safety
  is seen in the way virtual information is stored
  on the internet. By utilizing websites
  effectively, campus safety officers can make
  policies, procedures, and guidelines publicly
  available to all interested students by posting
  them online. For example, Loyola University
  Chicago made its emergency protocol for dealing
  with a pandemic flu outbreak available on the web
  in 2006 (Kosiba, et. al, 2006).
• Other universities have used the capabilities
  of the internet to allow students to share
  information confidentially about criminal
  activity, such as hazing (George Washington
  University, 2008). Through the internet, students
  can confidentially share information that they
  may otherwise keep to themselves.
• In terms of negative impact, databases of
  private information accessible through the
  internet have become prime targets for all
  manners of criminal activity (Duke University,
  2007 Fox News, 2006). Universities must remain
  vigilant to protect sensitive information such as
  social security numbers from hackers who would
  use such data for identity theft and other
  criminal activities.
• Other ways that the internet poses problems for
  campus security personnel include the use of
  social networking sites like Facebook and Myspace
  by stalkers and the ease of illegal activity such
  as downloading music from P2P (peer-to-peer)
  software such as Kazaa and Limewire by students.
  These and other potential impacts must be closely
  monitored by university personnel

11
Databases, the Internet, and Electronic Data
Sourcing (continued)

• Recommendations Due to the ever-changing
  technological capabilities that the internet
  provides, student affairs personnel must
  diligently educate themselves and their students
  about the real-life consequences of actions in
  the virtual world. Educational programs informing
  students of the consequences of downloading
  music, for example, can protect students from
  severe legal sanctions in the long run.
• Additionally, student affairs offices around
  the country must invest significant resources in
  their IT staff and personnel to ensure the safety
  of students information stored on the internet.
  The implementation of new technology requires
  skilled professionals to maintain and update
  software and applications, and universities
  should hesitate to invest in the hottest new
  program unless they are willing also to invest in
  the human elements needed to make such programs
  useful.

12
Law Enforcement and Safety Technologies

• Issue Gone are the days when campus security
  officers had only a can of pepper spray, a baton,
  and their wits to protect themselves in dangerous
  situations on campus. New technologies such as
  tasers, Segways, and secluded cameras need to be
  considered carefully for the benefits they
  provide and the challenges they pose.
• Impact The question of whether or not campus
  security officers should have access to tasers,
  non-lethal devices that immobilize aggressive
  parties with electric current, has become a hot
  topic since high-profile incidents such as the
  tasing of a University of Florida student in
  September of last year (Wilmath, 2007). While
  such tools provide needed support for security
  officers in dangerous situations, the impact on
  relations between administrators and students on
  campus can be strained if dialogue between the
  two is inadequate.
• Since Worcester Polytechnic Institute became
  the first university to provide its safety
  officers with Segway Personal Transporters (PTs)
  in 2002, many campuses have followed this trend.
  Segway PTs, which resemble a strange-looking
  scooter, have been effective as ice-breakers and
  points of conversation at WPI (Segway, 2002).
  Like the use of cameras on campus, which have
  distinct benefits in assisting in the
  investigation of crime but present a substantial
  financial burden, the necessity of Segways is
  called into question by students who ultimately
  fund the purchase.
• Recommendations The savvy student affairs
  professional will involve students whenever
  possible in decisions about whether and how to
  invest money in new security technologies.

13
Distance Learning
14
Distance Learning

• Student affairs has been offering essential
  support services online for several years now,
  however, it is time our profession overhauls our
  online services to fully integrate into distance
  learning systems. Doing so will allow us to
  develop the whole student in both physical and
  virtual worlds and will improve retention for the
  3.5 million students now taking college courses
  online (Clark, 2008). Delivering services online
  will not take the place of the traditional
  face-to-face support student affairs typically
  offers, but it can be used to enhance services
  and reach new audiences.
• When modernizing student affairs online services,
  professionals should focus on the provision of
  services, creation of community, oversight of
  campus-wide distance education, and preparation
  of student affairs graduate students (Kretovics,
  2003).

15
Provision of Services

• Student affairs has incorporated technology into
  many of the services it provides, however, they
  have not done so with distance education in mind
  (Kretovics, 2003).
• We need to think about all of an institutions
  online services offered as a whole instead of
  looking at services offered as separate units.
  This will help administrators assess and improve
  the overall experience distance learning students
  are receiving (Dadabhoy, 2001).
• Developing a single point of entry for students
  to access all the campus resources they need can
  help develop a virtual community (Kretovics,
  2003).
• Just as ecology physical campus should regularly
  be evaluated, professionals should evaluate the
  ecology of a virtual campus to determine how it
  will affect student learning and behavior
  (Kretovics, 2003).
• Having a thorough understanding of the distance
  learning platform can help administrators better
  understand how to navigate the system and
  communicate with students in the most effective
  ways possible (Kretovics, 2003).
• Assessment is essential to determine whether
  distance learning programs are achieving the
  desired outcomes and to ensure the missions of
  the institution and division are being met
  (Kretovics, 2003).

16
Creation of Community

• Web design professionals, technology
  professionals, and faculty may not have
  community-building skills therefore, little has
  been done to foster relationship building and to
  create out-of-class experiences online.
• Student affairs professionals can utilize their
  expertise to transfer community-building to the
  virtual world.
• Developing community and fostering social
  integration is an effective way of increasing
  retention.
• Successful virtual communities (Wachter et al.,
  2000)
• help students determine what resources serve
  their needs and how to access those resources.
• integrate content with capability for members to
  discuss content and exchange ideas.
• encourages member-generated content.
• increases quality of information, products, or
  services offered to students.

17
Oversight of Campus-Wide Distance Education

• Distance learning programs are often created
  without student affairs in mind. Having a
  student affairs professional on an oversight
  committee for distance education would bring the
  perspective of developing the whole student
  (Kretovics, 2003).
• Student affairs professionals have a
  responsibility to contribute to the
  comprehensive education of students,advance
  knowledge of student growth and development, and
  promote the effectiveness of institutional
  programs, services, and organizational units
  (ACPA, 2006, 1).
• Coordinating student affairs online efforts with
  those of the entire campus will serve students in
  a more effective manner and maximize the
  potential for reaching students for all
  departments involved.

18
Preparation of Graduate Students

• Student affairs graduate programs must adequately
  prepare future professionals to serve students in
  distance education (Kretovics, 2003).
• Graduate programs should develop competencies
  based on distance learning.
• Offering one or more courses online could help
  new professionals experience some of the benefits
  and challenges of distance education (Kretovics,
  2003).

19
Self Expression and Developing a Sense of
Identity
20
Self-Expression and Technology

• In the context of understanding student
  development , advances in technology can
  simultaneous enhance and hinder the experiences
  that students are having on campuses, and how
  students are presenting themselves to others.
• To illustrate this dynamic, let us explore three
  categories of student use of technology that have
  had a dramatic impact on student affairs
  practice moral development and social
  networking communities, building community, and
  student use of sexy technology.

21
Self-Expression and Moral Development

• Issue What messages are students sending about
  themselves? Students use of social networking
  communities such as Facebook , Myspace, and
  YouTube have dramatically changed the ways in
  which students represent their lives to each
  other.
• Impact Chickering and Reisser (1993) discuss
  moral congruence as the process in which personal
  values are consistent with socially responsible
  behaviors. Wilson (2007) describes the ways in
  which students are facing incongruence in their
  use of various forms of technology. Specific to
  social networking sites, students are posting
  messages that may be contrary to their personal
  values, as well as posting pictures of themselves
  doing things that go against socially responsible
  behaviors such as underage drinking, illegal drug
  use, or different forms of harassment. Students
  recognize that their actions are incongruent, but
  do not seem to be concerned with this mismatch
  of value and action (Wilson, 2007).
• Recommendations Student affairs personnel should
  be aware of how students are presenting
  themselves to others through online social
  networking sites and seek out opportunities to
  challenge students to think about how their
  personal values are matching or missing the mark
  with how they are behaving. It is also important
  that student affairs personnel help students
  understand what messages they are sending to
  parents, family members, friends, or potential
  future employers. Is who they are online,
  representative of who they say they are in real
  life?

22
Building Community

• Issue Student populations have changed
  dramatically in the last few decades ,
  particularly the ways that students expect to
  work together in groups both academically and in
  extra-curricular activities.
• Impact The Millennial generation as described
  by Coomes and DeBard (2004) have been socialized
  to constantly be in groups. Millenials are what
  Prensky (2001) likes to call digital natives as
  their world has always existed with technology
  being a major force on their lives. With the
  heavy usage of technology such as cell phones,
  online gaming, and social networking, students
  are in almost constant communication with one
  another. Technology enables them to develop
  strong relationships and communities with peers
  which is thought to be healthy for individual
  student development (Wilson, 2007).
• Recommendations Student affairs personnel should
  be utilizing different forms of technology to
  communicate and connect with students at our
  colleges and universities. In an era in which
  students have quickly shifted from electronic
  mail to social networking, message boards and
  blogs, and from phone calls to text messaging, it
  is important for practitioners to try to help
  students build community through technologies
  that they are already utilizing. Student affairs
  personnel can implement programming via virtual
  worlds in which students can interact online in
  real time.

23
Sexy Technology

• Issue Appealing to students is a growing
  challenge as popular culture continues to supply
  new fads and media coverage about the latest and
  best models of technology . Media tells students
  what products are most popular and what could be
  construed as virtual sex appeal.
• Impact Popular culture has taken over how
  students interact in the world, and what they
  spend their time and money on. Evolving
  technology has also become an important part of
  this pop culture expression. David Brooks of the
  New York Times (2008) describes a cultural shift
  within consumer sectors in which there are
  commodity providers and then there are
  experience providers. These concepts certainly
  help to explain the student focus on the most
  up-to-date technology. It is not good enough for
  cell phones, iPods, and laptop computers to be
  functional, rather they must have visual appeal
  with all the newest bells and whistles. Students
  expect that the devices that they have will be
  small and sheik that provide fast connection to
  internet information and endless amounts of media
  and entertainment.
• Recommendations Universities are faced with
  attempting to keep up with these trends through
  connecting with students via podcasts and
  reaching out through YouTube videos that help to
  explain the services available to students.
  Student affairs professionals should stay up on
  current and future technology trends to stay
  connected with evolving student interests.

24
Student Conduct and Judicial Affairs
25
Student Conduct and Judicial Affairs

• Within Student Conduct and Judicial Affairs, two
  significant areas of technological impact exist
• 1. Student Behaviors
• -Academic Dishonesty
• -Harassment
• -Sexual Assault
• 2. Professional Practice
• -Policing Methods
• - Legal Duty
• -Policy/Conduct Code Changes
• -Time-Saving Devices
• -Databases for Information Storage/Sharing

26
Student Behavior

• Technological innovations have added new
  dimensions to old problems
• 1. Academic Dishonesty
• Then stealing tests, copying from peers, and
  term paper mills
• Now Programmable calculators like the TI-92
  that hold test answers (Lathrop Foss, 2000)
• Texting answers through cell phones
  (Lathrop Foss)
• Underground, undetectable websites
  that allow students to share assignments (Lathrop
  Foss)
• Palm Pilot PDAs that can store entire
  chapters of books and use infrared transmitters
  to send questions and
• answers across the classroom or into the hall
  (Lathrop Foss)
• Endless plagiarism opportunities on
  the internet (McMurtry, 2001 Heberling, 2002).
• 2. Harassment
• Then verbal, written, and physical harassment
  over the telephone, through the mail, and in
  person
• Now Cyberstalking -the use of the Internet,
  e-mail, or other electronic communications
  devices to repeatedly harass or
• threaten individuals (http//www.usdoj.go
  v/criminal/cybercrime/cyberstalking.htm)
• Harassing emails and instant
  messaging through fake screenames
• Harassing posts on Facebook,
  MySpace, and other social networking sites on
  individual profiles or in groups
• (Lake Dickerson, 2007)
• Hacking into personal computers and
  corrupting files (Mackenzie Goldman, 2000)
• 3. Sexual Assault
• Then violent and date rape by a physical and
  present perpetrator

27
Student Behavior and Professional Response

• How does technology facilitate this behavior?
• Anonymity
• ? Technology like the internet allows users to
  misrepresent and change aspects of themselves,
  while withholding the
• visual or contextual clues that can show
  you who is bad news (Dalaimo, 1997).
• ? Victims inability to visually assess
  the perpetrator can increase feelings of
  vulnerability and therefore fear (Rogerson,
• 2000).
• ? Tech-savvy Millennials know methods to
  remain anonymous and escape detection
• More than a Virtual Existence
• "Facebook is completely safe from authority, and
  it's completely real within your network of
  friends. It's ... as real as if they'd said it in
  the cafeteria. It's more real, actually, since
  it's text. It's written in stone (Martin, 2008)
• How has the Administrator Adapted?
• Legal Duty
• Then forseeable harm was limited to physical
  dangers on campus
• Now Furek v. University of Delaware. Duty can
  now be established by what can be reasonably
  foreseeable in light of past incidents. Duty is
  no
• longer defined geographically. (NASPA
  presentation, citation at home)
• Investigation Methods
• Campus police and judicial officers now use
  Facebook and other sites to patrol for offenses
  but should save this for egregious offenses
• Policy/Conduct Code Changes
• Conduct Codes now include responsible computing
  policies that provide definitions of computer
  violations and formal procedures for addressing
  them (Mackenzie Goldman, 2000).
• Administrators must think outside the box when
  writing policies to include new advances in
  technology and possible behaviors, whether
  dealing with academic dishonesty or assault
  (Lake)

28
Professional Practice

• In addition to new headaches, technology has
  created time-saving innovations that help the
  judicial affairs officer!
• Databases and Software
• Then paper filing systems, clunky binders,
  insecure files
• Now Software like the Judicial Offense Tracker
  save time and printing costs and allow for ease
  in organization. Much better than paper files!
• Network/Internet/PDA (N.I.P.) Systems
• Then on call staff had to lug huge binders full
  of banned-student lists, written protocols, and
  contact information to an emergency site in the
  middle of the night
• Student conduct codes had to be reprinted and
  redistributed across campus (Chang, 2002)
• Now Staff pull out their PDAs and access
  emergency information almost instantly
• Conduct codes are published on websites,
  making it easily accessible for students and
  parents (Chang)
• Caution
• Emphasize constant training and retraining. At
  times it seems to be frustrating, but a sad fact
  is that once you master a software application,
  it is usually time to relearn everything as a new
  version conveniently wheels itself out.
• What is considered to be state-of-the-art a year
  ago will probably be "old school" by the end of
  the fiscal year. As a result, keep it affordable.

29
References

• ACPA (2006). Statement of ethical principles and
  standards. American College Personnel
  Association Website. Accessed on February 16,
  2008 from http//www.myacpa.org/ethics/statement.c
  fm
• Astin, A.W. (1984). Student Involvement A
  developmental theory for higher education.
  Journal of College Student Personnel, 25,
  297-308.
• Brooks, D. (2008, February 8). Questions for Dr.
  Retail. New York Times.
• Campus Technolrogy. (2008, January 8). Snapshot
  Personal electronic devices owned by students.
  Retrieved February 12, 2008, from
  http//www.campustechnology.com/article.aspx?aid5
  7155
• Chang, P. (2002, July 31). N.I.P.
  (Network/Internet/PDA) those Student Affairs
  Problems in the Bud. Student Affairs On-line, 3
  (Summer). Retrieved February 13, 2008, from
  http//www.studentaffairs.com/ejournal/Summer_2002
  /NIP.html
• Chickering, A. W., Reisser, L. (1993).
  Education and identity (2nd ed.). San Franciso
  Jossey-Bass.
• Clark, K. (2008, January 21). New Answers for
  E-Learning. U.S. News World Report, 144(2),
  46-49. Retrieved February 17, 2008, from Business
  Source Premier database.
• clearTXT, Inc. (2007). Company website. Retrieved
  February 11, 2008, from http//www.cleartxt.com/i/
  
• Coomes, M. D. (2004). Understanding the history
  and cultural influences that shape generations.
  In M. D. Coomes R. Debard (Eds.), Serving the
  millennial generation. New Directions for Student
  Services. No. 106 (pp. 17-31). San Francisco
  Jossey-Bass.

30
References

• Dadabhoy, A. (2001). Distance learning and a well
  rounded education A dichotomy? Student Affairs
  Online, 2(Spring). Accessed on February 10, 2008
  from http//www.studentaffairs.com/ejournal/Spring
  _2001/policy.htm
• Dalaimo, D. M. (1997). Electronic sexual
  harassment. In B. R. Sandler R. J. Shoop
  (Eds.), Sexual Harassment on campus A guide for
  administrators, faculty, and students (pp.
  85-103). Needham Heights, MA Allyn Bacon.
• DeBard, R. (2004). Millenials coming to college.
  In M. D. Coomes R. Debard (Eds.), Serving the
  millennial generation. New Directions for Student
  Services. No. 106 (pp. 17-31). San Francisco
  Jossey-Bass.
• Dickens v. State, CSA No. 1739, Sept. Term 2005.
  Reported. Opinion by Salmon, J. Filed July 2,
  2007.
• Duke University. (2007, December 4). Duke Law
  School website illegally accessed. Retrieved
  February 12, 2008, from http//news.duke.edu/2007/
  12/law_website.html
• Fox News. (2006, April 24). University of Texas
  personnel database hacked. Retrieved February 12,
  2008, from http//www.foxnews.com/story/0,2933,192
  903,00.html
• George Washington University. (2008).
  Confidential hazing report. Retrieved February
  12, 2008, from http//gwired.gwu.edu/sac/greek/haz
  ingform/
• Heberling, M. (2002). Maintaining academic
  integrity in on-line education. Online Journal of
  Distance Learning Administration, 5(2). Retrieved
  from http//www.westga.edu/distance/ojdla/spring5
  1/heberling51.html
• Kosiba, P., et. al. (2007). Avian influenza
  pandemic business continuity planning guide.
  Retrieved February 10, 2008, from
  http//www.luc.edu/learningtech/pdfs/BCDR_Planning
  _Guide_for_Release_to_Cabinet_092906.pdf
• Kretovics, M. (2003). The role of student affairs
  in distance education Cyber-services or virtual
  communities. Online Journal of Distance Learning
  Administration VI(III). Accessed on February 10,
  2008 at http//www.westga.edu/distance/ojdla/fall
  63/kretovics63.html
• Lake, P., Dickerson, D. (2007, December). NASPA
  and Stetson Law and Policy Conference. Las Vegas,
  NV.
• Lathrop, A. Foss, K. (2000). Student Cheating
  and Plagiarism in the Internet Era A Wake Up
  Call. Englewood, CO Libraries Unlimited.

31
References

• Mackenzie, E. Goldman, K. (2000). Computer
  Abuse, Information Technologies and Judicial
  Affairs. Special Interest Group on University and
  College Computing Servvices, 170-176. Retrieved
  February 15, 2008, from http//delivery.acm.org/10
  .1145/360000/354947/p170-mackenzie.pdf?key1354947
  key26941313021collGUIDEdlGUIDECFID55199353
  CFTOKEN57430338
• Martin, R. (2008, February 5). Facebook site
  prompts sexual assault charges at a college.
  Information Week. Retrieved February 14, 2008,
  from http//www.informationweek.com/security/show
  Article.jhtmljsessionidIFLEWE14J3SGUQSNDLQCKH0CJ
  UNN2J
• McMurtry, K. (2001, November). E-Cheating
  combating a 21st century challenge. T.H.E.
  Journal, 29(4), 36-41.
• Rogerson, S.E. (2000). Computer-based harassment
  on college campuses. Student Affairs On-line,
  1(Spring). Retrieved February 14, 2008, from
  http//www.studentaffairs.com/ejournal/Spring_2000
  /article5.html
• OReilly, Tim. (2006, December 10). Web 2.0
  compact definition Trying again. Retrieved
  February 13, 2008, from http//radar.oreilly.com/a
  rchives/2006/12/web_20_compact.html
• Prensky, M. (2001, October). Digital natives,
  digital immigrants. On the Horizon, 9(5), 1-6.
  NCB University Press.
• Segway, Inc. (2002). Universities and campus
  security (Corporate website). Retrieved February
  14, 2008, from http//www.campustechnology.com/art
  icles/58274/
• The Ohio State University. (2007, December 14).
  Assessment office. Retrieved February 13, 2008
  from http//studentaffairs.osu.edu/sa_assessment.
  asp
• Wachter, R. M., Gupta, J. N., Quaddus, M. A.
  (2000). IT takes a village Virtual communities
  in support of education. International Journal of
  Information Management, 20, pp. 473-489.
• Wilmath, K. (2007, September 18). UF student
  tasered at Kerry forum, The Independent
  Alligator. Retrieved February 14, 2008, from
  http//www.segway.com/police-government/case-study
  -pr_121602.php
• Wilson, S. (2007, Fall). The influence of
  technology on college student values. Student
  Affairs Online, 8(3). Retrieved February 14, 2008
  from http//www.studentaffairs.com/ejournal/Fall_2
  007/InfluenceofTechnologyonCollegeStudentValues.ht
  ml
• Woodward, D. B., Love, P., Komives, S. R.
  (2000). Reframing our thinking, reshaping our
  practice. In D. B. Woodward, P. Love, S. R.
  Komives (Eds.), New Directions for Student
  Services, 92.