face to face with the facebook.com presented by: leah behrens john faughn sara olsen iowa state...

Face to Face with the Facebook.com

Presented by:

Leah Behrens

John Faughn

Sara Olsen

Iowa State University

Facebook OverviewWhat is Facebook?

– An online community that virtually connects students with others at their college and on other campuses.

– Created by Harvard undergraduates in 2004 as an innovative and fun way to connect with peers.

– Now, hundreds of diverse campuses nationwide connecting millions of students as members.

– A popular method for developing relationships, including dating or friendship.

Facebook Overview Why and how do people use Facebook?

– It’s a fun and easy way to meet new people. – Students register using their college email address,

and then can post personal information, favorite books, academic courses, where they live, and ways to contact them.

– Members are granted access to other profiles at their institution, and can search among other users for new friends.

Facebook OverviewWhy and how do people use Facebook?

– Students can also start “groups” that show their interests, such as favorite sport, sexual orientation, Greek affiliation or even post parties and events.

– Every profile also has a “Wall,” a virtual message board where viewers can leave messages for the individual.

– In early September 2005, a high school version of the website was launched, meaning students will likely become even more accustomed to such activities being an integral part of their lives

Facebook OverviewImplications

– Though a trendy way to communicate, Facebook poses ethical dilemmas for both students and college administrators.

– Due to the recent events on campus, we feel it is necessary to provide an orientation about Facebook to incoming students.

– As a result, we created a tutorial that students must pass earning a B grade or higher in order to access the campus network.

What issues should students be aware of?

– Moral and ethical issues (i.e. lying, portraying falsities, impersonation, etc.)

• What messages are students sending about their personal character based on what is posted on their profile?

What issues should students be aware of?

– Copyright infringement (i.e. using school logos, song lyrics, movie scenes, etc.)

• If a company/institution were to pursue legal action against facebook users, would your profile be flagged as problematic?

What issues should students be aware of?

– Legal issues (i.e. signing up for facebook = signing a contract)

• What terms are being agreed to by signing up for this service?

What issues should students be aware of?

– Privacy issues (i.e. facebook is an open, public forum)

• How will the information users post be used/misused? Who can see it?

What issues should students be aware of?

– First Amendment (i.e. regular constitutional and institutional responsibilities apply—hate speech, harassment, etc. is not permitted)

• What rights do you have? What rights do you not have?

What issues should students be aware of?

– Faculty-staff usage: facebook isn’t just for students!

• How will what students have posted on their profiles potentially impact their standing in a class, or as a campus/community leader?

Why is this presentation and tutorial necessary on your campus?

• Educating members of the Diversity College community on online responsibility is a priority as we move into the increasingly complex future of technology.

• According to Dr. Michael Bugeja, Director of the Greenlee School for Journalism and Mass Communication at Iowa State University, “Everyone has the computer skills—we need to reemphasize critical thinking” (Science & Society Seminar, November 17, 2005).

Why is this presentation and tutorial necessary on your campus?

• The concern is not whether or not students have adequate computer usage skills, but rather the challenge of considering the potential impact of online behavior. As an institution of higher education, Diversity College has a responsibility to share policies, procedures, and expectations not only with students, but with faculty and staff as well.

Why is this presentation and tutorial necessary on your campus?

• Through a proactive approach, members of the Diversity College facebook.com ad hoc committee believe we can foster positive interaction among members of the college community, both online and face-to face. The presentation and tutorial will serve to equip members of the community with the tools necessary to successfully navigate their collegiate experience, while considering moral, ethical, and legal ramifications.

Why is this presentation and tutorial necessary on your campus?

• Due to the significant presence in the lives of students, administrators in student affairs must answer critical questions about the impact of facebook.com to best understand the phenomenon and meet the needs of students where they are.

Why is this presentation and tutorial necessary on your campus?

• There is significant difference of opinion about the type and quality of community that can be achieved online (Selingo, 2005; Horrigan, 2001). Similarly, agreement has not been reached on the strength of inter-personal connections that can be built between individuals through an electronic medium (Horrigan, Boase, Rainie & Wellman, 2006).

Why is this presentation and tutorial necessary on your campus?

• Concerns exist about the ability for students to intentionally or unintentionally misrepresent themselves and their motives in online interactions (Bugeja, 2006). Additionally, the social signals that help us differentiate healthy interest from obsessive stalking can be better masked or obscured over the web (Read, 2006). Finally, these social networking tools seem to lower the threshold of accountability while encouraging trust (Paulson, 2006).

Why is this presentation and tutorial necessary on your campus?

Questions we want students to think about:1) Are persons with whom students associate online also persons with whom students have close relationships in real life; 2) Does the expression of concern regarding one’s online privacy correlate with an individual’s implementation of privacy tools; and 3) Do people self-disclose personal details to a greater degree in online associations or in real life associations?

Case study: Iowa State University• Underage female student attends keg party

and is photographed drinking by friends.• Student leaves party intoxicated and hits and

kills a walking student.• Pictures are posted online at myspace.com

and facebook.com. Police use information to determine behavior and party attendance.

• Online information is later used to corroborate evidence and file charges.

Case study: Syracuse University• Four students create a “group”

which badmouths a university Teaching Assistant.

• University officials expel the “officers” of the group from the class and issue disciplinary reprimands.

How did you decide which content and questions are to be utilized for the student presentation and tutorial?

• Relatively new topic of discussion

• Not yet a strong research-based foundation to draw from.

• No new legal precedent regarding online behavior.

How did you decide which content and questions are to be utilized for the student presentation and tutorial?

• Therefore, we will turn to existing policies, practices, and documents to develop a strategy for addressing this topic. – Specifically, we will refer to the policies and terms

outlined by facebook.com, the first amendment of the U.S. Constitution, and college policies.

– We will also look to current literature regarding the issue, both in the realm of higher education and popular media.

What questions will be asked as part of the exam for the tutorial?

• The following slides contain the 20-question tutorial students will be required to “pass” with an 80% during orientation. Answers follow each question.

• Survey questions for assessment purposes, including ethical questions, will follow the tutorial.

Student Tutorial

1. Facebook.com can change the Terms of Use without notice to users.

a. True

b. False

Answer

1. Facebook.com can change the Terms of Use without notice to users.

a. Trueb. False

Student Tutorial

2. Continuing to use facebook.com after the Terms of Use have been changed indicates my acceptance of the terms and my agreement to abide by them.

a. Trueb. False

Answer

2. Continuing to use facebook.com after the Terms of Use have been changed indicates my acceptance of the terms and my agreement to abide by them.

a. Trueb. False

Student Tutorial

3. As a facebook.com member, I have the right to post harmful, threatening, abusive, harassing, vulgar, obscene, hateful, or racially, ethnically or otherwise objectionable content.

a. True

b. False

Answer

3. As a facebook.com member, I have the right to post harmful, threatening, abusive, harassing, vulgar, obscene, hateful, or racially, ethnically or otherwise objectionable content.a. True

b. False

Student Tutorial4. As a facebook.com member, I have

the right to impersonate any person or entity, or falsely state or otherwise misrepresent yourself or your affiliation with any person or entity, including the creation of a false identity.

a. Trueb. False

Answer4. As a facebook.com member, I have the right

to impersonate any person or entity, or falsely state or otherwise misrepresent yourself or your affiliation with any person or entity, including the creation of a false identity.

a. True

b. False

Student Tutorial

5. Unsolicited or unauthorized advertising is permitted for facebook.com members.

a. True

b. False

Answer

5. Unsolicited or unauthorized advertising is permitted for facebook.com members.

a. True

b. False

Student Tutorial6. Facebook.com reserves the right to

may review and delete Member Content which might be offensive, illegal, or that might violate the rights, harm, or threaten the safety of Members.

a. Trueb. False

Answer6. Facebook.com reserves the right to

may review and delete Member Content which might be offensive, illegal, or that might violate the rights, harm, or threaten the safety of Members.a. True

b. False

Student Tutorial7. By becoming a member of facebook.com, and creating

a member profile, I automatically grant Facebook an irrevocable, perpetual, non-exclusive, transferable, fully paid, worldwide license (with the right to sublicense) to use, copy, perform, display, reformat, translate, excerpt (in whole or in part) and distribute such information and content and to prepare derivative works of, or incorporate into other works, such information and content, and to grant and authorize sublicenses of the foregoing.

a. Trueb. False

Answer7. By becoming a member of facebook.com, and creating

a member profile, I automatically grant Facebook an irrevocable, perpetual, non-exclusive, transferable, fully paid, worldwide license (with the right to sublicense) to use, copy, perform, display, reformat, translate, excerpt (in whole or in part) and distribute such information and content and to prepare derivative works of, or incorporate into other works, such information and content, and to grant and authorize sublicenses of the foregoing.

a.Trueb. False

Student Tutorial

8. I can remove my member content at any time.

a. True

b. False

Answer

8. I can remove my member content at any time.

a. Trueb. False

Student Tutorial

9. Facebook.com holds responsibility for addressing disputes between members.

a. True

b. False

Answer

9. Facebook.com holds responsibility for addressing disputes between members.

a. True

b. False

Student Tutorial

10. Should any indirect, consequential, exemplary, incidental, special or punitive damages occur to members as a result of using facebook.com, the website will be held liable.

a. True

b. False

Answer

10. Should any indirect, consequential, exemplary, incidental, special or punitive damages occur to members as a result of using facebook.com, the website will be held liable.a. True

b. False

Student Tutorial11. Should any indirect, consequential,

exemplary, incidental, special or punitive damages occur to members as a result of using facebook.com and you paid for an additional service, facebook.com will be held liable.

a. Trueb. False

Answer11. Should any indirect, consequential,

exemplary, incidental, special or punitive damages occur to members as a result of using facebook.com and you paid for an additional service, facebook.com will be held liable.

a. Trueb. False

Student Tutorial

12. If facebook.com members have a dispute, it will be governed by the laws of the State of California and Santa Clara County and will be resolved within one year.

a. Trueb. False

Answer12. If facebook.com members have a

dispute, it will be governed by the laws of the State of California and Santa Clara County and will be resolved within one year.

a. Trueb. False

Student Tutorial

13. If facebook.com fails to exercise or enforce any right or provision of their terms, they will be responsible for any potential damages.

a. Trueb. False

Answer

13. If facebook.com fails to exercise or enforce any right or provision of their terms, they will be responsible for any potential damages.

a. True

b. False

Student Tutorial

14. Facebook.com does not share member information with third parties.

a. True

b. False

Answer

14. Facebook.com does not share member information with third parties.

a. True

b. False

Student Tutorial

15. Facebook.com correspondence can be sent to non .edu email addresses.

a. True

b. False

Answer

15. Facebook.com correspondence can be sent to non .edu email addresses.

a. Trueb. False

Student Tutorial

16. Members can report offensive groups or photos and facebook.com will take action.

a. True

b. False

Answer

16. Members can report offensive groups or photos and facebook.com will take action.

a. Trueb. False

Student Tutorial

17. Members cannot remove an undesired photo of themselves from facebook.com.

a. True

b. False

Answer

17. Members cannot remove an undesired photo of themselves from facebook.com.

a. True

b. False

Student Tutorial

18. The default settings on my account allow me the maximum level of security and privacy provided.

a. True

b. False

Answer

18. The default settings on my account allow me the maximum level of security and privacy provided.

a. True

b. False

Student Tutorial

19. I can change my privacy settings to prevent unwanted members from viewing my profile.

a. True

b. False

Answer

19. I can change my privacy settings to prevent unwanted members from viewing my profile.

a. Trueb. False

Student Tutorial

20. My privacy is my responsibility, not facebook.com’s.

a. True

b. False

Answer

20. My privacy is my responsibility, not facebook.com’s.

a. Trueb. False

How will you ensure that the orientation and online programs are worthwhile and educational to

the students? • The programs that we have proposed will be

educational and meaningful to the students. We can ensure that these programs will have a positive impact on the student and campus. Our committee has thoroughly researched the impact and implications that facebook plays on college campuses. Our committee has created engaging and thoughtful activities that will capture the students’ interest and developmental level. Student development theory has been integrated into our initiatives.

How will you ensure that the orientation and online programs are worthwhile and educational to the students?

• Assessment is a critical component in measuring our educational outreach initiatives. We will measure the success of the tutorial, orientation program and campus-wide campaign by a follow-up survey utilizing the logic model as an assessment tool. The logic model approach identifies the program’s assumptions, inputs, resources, and short/long term goals (Russ-Eft and Preskill 2001).

How will you ensure that the orientation and online programs are worthwhile and educational to the students?

• Facebook has become an integral part of the campus culture at Diversity College and it is critical that students are mindful and aware of how their actions contribute to the campus environment. Our intended goal is that students will make better choices that lead to a more safe and inclusive environment. This goal will be met using the tutorial as a guide for students’ ethics, rights and responsibility using facebook.

How will you ensure that the orientation and online programs are worthwhile and educational to the students?

• The orientation program will include members from the IT staff, campus police, residence life staff and current students. The campus-wide campaign reminds students that their decisions impact the college community. It also encourages students to interact with others in person. The campaign motto will be found on table tents in computer labs and flyers around campus.

Is there a way to measure their success?Marketing Slogan• Facebook Warning: The new addictive drug

found at most universities. The drug causes lasting effects: decreased morals, procrastination, loss of good judgment, irritation of the eyes, increased need to add strangers as friends to your friends list. Use with caution. Face to face: because online is over-rated.

Is there a way to measure their success?• Survey students immediately after the tutorial.• Conduct a follow-up survey three months after

orientation. – Students will indicate their agreement or

disagreement with 10 statements.– The survey will be distributed to the students via

mail, and it will be the Community Advisor’s responsibility to return them to the committee.

Tutorial Follow-upPrior to this session, please rate your familiarity with this material.

• Not• A little• Somewhat• Mostly• Very

Tutorial Follow-upAfter this session, please rate your familiarity with this material.

• No different than what I knew before• I learned a little bit (25% of the information was new)• I learned some (50% of the information was new)• I learned a great deal (75% of the information was new)• I learned a lot (almost all of the information was new)

Tutorial Follow-upPlease indicate areas in which you gained new knowledge (please select all that apply):

• Information posted on facebook.com is public and can be seen by more than just students or faculty/staff at your institution

• Signing up for facebook.com is a legally binding contract

• Posting information/photos that are not your own can be copyright infringement

Tutorial Follow-upPlease indicate areas in which you gained new knowledge (please select all that apply):

• Facebook.com members are responsible for appropriate online conduct and privileges may be revoked for inappropriate conduct

• Facebook.com holds no responsibility for disputes between, or damages to, members

• Members can update account settings to increase levels of privacy, including opting out of having their information shared with a third party

Tutorial Follow-upAre there other areas in which you gained new knowledge regarding facebook.com that you would like to share?

_________________________________________________________________________________

Open-ended questions• Do you feel university staff should intervene when

information eluding to a student attempting suicide or harming or others themselves is posted on a facebook profile?

• Do you think it is appropriate for police to use evidence posted online to assist in charging someone with criminal charges (as in the Munn case we presented)?

• How does knowing that a university professor/staff member may be looking at your facebook profile change what you may or may not post on your profile?

Open-ended questions• Why do you think employers may choose not to hire you for a

position based on what is on your facebook profile? What if scholarship committees started using facebook as well?

• Do you think any of your current facebook group memberships may prevent you from receiving an award/scholarship/or membership in to a professional organization or job opportunity (i.e. Classes fucking suck, let’s just fucking party; Muff Divers; The “I can’t believe I got in to my frat because Iowa law says I am a sex offender” club; Arrested or received a citation for being drunk in campustown; I frequently go to work hungover or drunk)?

Follow-up survey• The orientation program/tutorial helped me understand my

rights as a facebook member. Yes/No • The orientation program helped me understand my online

responsibility. Yes/No • I understand that my profile can be perceived as a

reflection of my morals and ethics. Yes/No • I am aware that facebook is a public space and everything

that I post can be viewed by anyone. Yes/No • I am aware that some employers investigate facebook

profiles as part of their hiring process. Yes/No

Follow-up survey• The orientation program made me aware of the impact my

decisions have on other individuals. Yes/No • The orientation program made me aware that while facebook

is fun way to meet new people, there are potential safety concerns. Yes/No

• After participating in the orientation program, I feel it is wrong to post “inappropriate” pictures of myself on my facebook profile. Yes/No

• I do not join groups that I feel go against my morals and ethics. Yes/No

• I do not agree with all the groups listed on facebook but I respect other’s points of view. Yes/No

When and how often will the feasibility of these programs be revisited?

• Data will be collected during Orientation and midway through the first semester.

• Data will be analyzed on an ongoing basis to determine how to modify the tutorial and additional components.

• The issue will be revisited each semester to determine necessary updates.

What are the issues faculty/staff need to be aware of when utilizing Facebook.com?

• Faculty/staff need to be aware of the same issues as students.

• Additionally, faculty/staff would be well-served to know the following:– There have not yet been any legal cases regarding

facebook.com, therefore there is new legal precedent. Therefore, prior rulings stand.

– What students post in their profiles may or may not be an indication of who they are, their values, their behavior, etc. Please don’t assume!

What did you and your committee learn from this project?

• Existing conduct policies are appropriate to handle online behavioral issues.

• Proactive attention to educating students and sharing behavioral expectations can make a difference.

What did you and your committee learn from this project?

• Administrators at campuses nationwide are paying attention to this issue.

• Administrators can positively impact students through engaging them in dialogue about their online behavior and challenging them to consider their own ethics and morals.

References• Bugeja, M. J. (2006, January 23). Facing the facebook. The

Chronicle of Higher Education. Retrieved January 23, 2006, from http://chronicle.com

• Bugeja, M. J. (November 17, 2005). Science & Society Seminar, Iowa State University.

• Horrigan, J. B., Boase, J, Rainie, L, & Wellman, B. (2006, January 25). The strength of internet ties: The internet and email aid users in maintaining their social networks and provide pathways to help when people face big decisions (Pew Internet and American Life Project Report). Washington, D.C.: Pew Research Center. Retrieved January 30, 2006, from http://www.pewinternet.com/

References• Paulson, A. (2006, February 2). Schools grapple with

policing students’ online journals [Electronic version]. The Christian Science Monitor. Retrieved February 3, 2006, from www.csmonitor.com

• Read, B. (2006, January 20). Think before you share: Students’ online socializing can have unintended consequences [Electronic version]. The Chronicle of Higher Education, 52(20), A38.

• Russ-Eft, D. & Preskill, H. (2001). Evaluation in organizations: A systematic approach to enhancing learning, performance, and change. Cambridge, MA: Perseus Publishing.

References• Selingo, J. (2005, April 29). Facing down the e-

maelstrom [Electronic version]. The Chronicle of Higher Education, 51(34), A27-A28.

• ACPA (1992). Statement of ethical principles and standards. Retrieved from http://www.myacpa.org/au/au_ethical.cfm on February 12, 2006.

• Should institutions respect students’ on-line privacy on facebook? Retrieved from http:www.collegevalues.org/ethics.cfh?id-1529&a=1 on February 8, 2006.

References• Livermore, Lisa. 2006. Blog helps police

unravel ISU hit-and-run http://www.dmregister.com/apps/pbcs.dll/article?AID=/20060216/NEWS01/602160385/1001

• Capriccioso, Rob. 2006. Facebook Face Off. http://www.insidehighered.com

• http://iastate.facebook.com/policy.php• http://iastate.facebook.com/help.php• http://iastate.facebook.com/terms.php

Thank you!

• We appreciate your commitment to serving the needs of students and working to promote ethically responsible decisions.