“Every new beginning comes from some other beginning’s end.” (Closing Time, Semisonic.)

I started graduate school with the hope that I could bring greater value to my current position, and someday advance my career in the field of marketing and communication in higher ed. After three and a half years, I earned my MBA in marketing and management in December.

In November 2008, I met some amazing people at the Stamats SIM Tech Conference, and those connections have been instrumental in much of what I’ve been able to accomplish since. I joined the .eduGuru blogging staff in December 2008, which gave me the opportunity to start blogging for the first time, make some wonderful connections, and became one of the primary forces thrusting me into a whirlwind of conference presentations in 2009.

As is customary for a big life event, such as earning an MBA, I’ve done a lot of thinking about what comes next. While I have lots of ideas, the first decision I’ve made is to focus on starting my own consulting business on the side, including my outpost here at RachelReuben.com. While I’ve greatly enjoyed and appreciated the outlet of doteduguru.com, I don’t believe in doing anything less than my best at anything (you can ask my friends on Twitter who read about my many travails with my final class last semester). The .eduGuru team are a great group of colleagues and friends who I have a great deal of respect for, and wish nothing but the best to.

I hope you’re not thinking, “oh gosh, not another blog to follow.” I don’t think you should expect much volume from me. I plan to spend the majority of my nights and weekends on my clients and our projects. I want to sharpen my saw and make sure my posts deliver value to the community, and it is important to me that each of them continue to build your trust and confidence.

I welcome your input and feedback and hope you’ll continue to stick around to see what unfolds. This is not goodbye, it’s see you around. The Web makes the world a smaller place, so I’ll still be in contact with so many fascinating minds and ideas … but can do so in a way that fits better with my new direction in life.

The following is a guest post by Mike Petroff, Web Manager for Enrollment at Emerson College. Mike leads Web marketing and recruitment efforts for undergraduate and graduate admission. He also chairs the Social Media Group at Emerson, working with several departments to develop strategies and policies for the college’s social media presence. You can connect with him on Twitter or LinkedIn.

If you are a staff member involved in your college’s Facebook presence, you are probably well aware of the “FacebookGate” fiasco with many Class of 2013 groups. As a result of Facebook’s sweeping approach to delete groups in question, colleges lost established communities even after some gained control of their Class of 2013 groups by becoming administrators and removing non-applicants.

Well, it’s happening again. Tim Nekritz noticed some suspicious trends in newly created Class of 2014 groups, with striking similarities in members, groups names, and descriptions. While the company or person behind these groups is not yet known, colleges can still take action.  My school, Emerson College, followed these simple steps and we got a rapid response from Facebook, resulting in the fake 2014 group being removed in less than two days.

Step 1: Know your trademark

Your college’s brand and logo are incredibly important and they’re probably trademarked. Get in touch with your legal department and find out exactly what your college holds as trademarks. Also, if you’ve developed new logos specifically for social media or web marketing strategies, get those under wraps with legal.  The fake 2014 group used Emerson College’s logo and name (both trademarked) so we had a basis to contact Facebook about infringement.

Step 2: Find your college’s trademark owner or authorized agent

In order to submit a report of “intellectual property infringement” to Facebook, you must be either your college’s trademark owner or authorized agent. Our legal department helped us with the specifics on this and Facebook has a helpful section as well.

Step 3: Report the claim of infringement to Facebook

Facebook has online forms for claiming infringement, outlined in their copyright claims section. In Emerson’s case, we submitted this form detailing the fake 2014 group’s infringing content. Within one day, we received the following response from Facebook:

“Thank you for bringing this matter to our attention. We have removed or disabled access to the third-party or user-generated content you have reported to us for violating our Statement of Rights & Responsibilities. Please let us know if we can be of any further assistance.”

We checked the fake 2014 group, and sure enough, the Emerson College logo for the group was removed. We replied with gratitude but requested, “While you have removed the logo, which we appreciate – it does not address the fact that the group purports to be official and is in no way associated with Emerson College…” The next response from Facebook came by the end of the day:

“We have removed or disabled access to the offending third-party or user-generated content you have reported. Please let us know if we can be of any further assistance.”

By the following day, the fake 2014 group was deleted. Mission accomplished – but is it?

This single case may be a good outline for capturing the attention of Facebook and protecting your legal rights as a trademark owner, but it brings up a bigger issue for most colleges – what are the limits of “official” use of the college’s logo and brand? It is important to develop web or social media policies for staff, faculty, alumni and student use of your college’s trademarked items.  It is no longer enough to just create an official group first as some have suggested. When accepted students search in Facebook for “Your College Class of 2014” and see your familiar college logo, group membership, and activity, they don’t immediately know the creator. Make sure you are protecting your brand image – you’re working hard every day to promote it.

Last week one of my friends on Twitter tweeted, “Just added myself to http://campustweet.com  - Ithaca College and Georgetown University.”

My immediate thought — is this another one of those sites that’s going to create buzz most of the day by our circle of common friends and then fade, or could this one actually stick? Lots of friends tweeted questions about it as more and more tweets “Just added myself to ….” came across the stream. The folks at campustweet.com (@campustweet on Twitter) were kind enough send me their e-mail address so I could ask them eight questions about their service. Here’s the interview.

How do you define your purpose? What are your goals with CampusTweet?

Our purpose is to be a place primarily for college students to find other students, alumni, and faculty from their campus who are on Twitter. We kinda like to think of ourselves as Facebook (back when it was just for students or alumni) for Twitter. Since we’re relatively new, our current goal is to make it simple and easy for students to interact with other students who are also using Twitter.

Why do you require a username/password?

We don’t require a new set of username/password for campustweet.We simply use your name and password and Twitter’s oauth login as a way for us to organize the student’s tweets into conversations.

Editors note: She did not address the question/concern that many of my friends expressed.

I see you plan to add a faculty/staff option in addition to student & alum. How does that change your focus?

We did in fact plan to add a faculty option and just released it earlier today. :)

With our new version of campustweet we are contemplating releasing a “staff” feature but seeing as our aim is towards college students we want to implement features that are advantageous to them.

Canadians are ticked it’s for U.S. only. Do you plan to expand across the border?

We hope our neighbor up north isn’t too upset. We hadn’t planned on taking off so fast!

Right now we’re trying to find a better way to add more Canadian schools and later on down the road, we’d like to add schools globally.

Several schools noted are not being listed on your site. How do they get added?

If a student attempts to join their school and notes that it isn’t listed, we have a ‘My school isn’t here” option for students to add their school. In order to add a school on campustweet, we ask that the students enter their school’s URL. This step ensures that we only have legitimate schools with .edu addresses.

How are you advertising or spreading the word about this site?

Since we are utilizing twitter as our platform for campustweet we’ve found twitter is helpfully in spreading the word, getting, and providing constructive feedback. However we’re not currently thinking about advertising…college students are pretty savvy and know how to tune out advertising. Our approach is a bit more “grassroots” if you can call it that, through twitter we can answer questions and just overall be their support should they need it. And that’s what we like to think students value the most.

Do you see value in campuses adding their accounts? I believe there’s another site for that….

Yes, we do see a lot of value in campuses adding their accounts on twitter. We’re working on a new feature to help schools interact and engage with their students and alumni who are on campustweet. Yet as of right now, few schools actually have a main school twitter account. Some schools main accounts have been added to our site, hopefully, in the future there will be more if not all. (We like to think big) :)

Are you related to alumtweet.com? How is your service different from that site?

No, we’re not related to alumtweet.com. Alumtweet is a great site to find people from your graduating class from high school. Our focus in on current college students, not connecting alumni with alumni….though you could do that through campustweet.

The Division III Management Council just released their newly adopted “noncontroversial change to the Division III electronic transmissions limitations.” They’ve given it a retroactive effective date of August 1, 2008 to match when their original legislation went into effect. They’ve also released this article: “DIII Council opens up use of social-networking media”

• “Division III institutions now are free to use such media as Facebook and Twitter to publicize game results and other athletics news without worrying whether prospective student-athletes are receiving those “electronically transmitted” messages, provided the communication meets some new objective guidelines established by the Division III Management Council.”

The original bylaw said:

“Electronically transmitted correspondence that may be sent to a prospective student-athlete by, or on behalf of, a member of the institition’s athletics department staff is limited to electronic mail and facsimiles. All other forms of electronically transmitted correspondence (e.g. instant messaging, text messaging and social networking Web sites) are prohibited.”

They’ve now added to this — “except as specified in this section.”

• “Any member of the general public may become a member of the group to which the electronic transmission is sent.”
  • In other words, no closed/gated online communities
• “A prospective student-athlete who chooses to receive electronic transmissions through the electronic service must retain the ability to decline receipt of the communications at any time or may unsubscribe from all electronic service at any time.”
  • In other words, use common sense and always have unsubscribe options with all forms of communication.
• “The content of any electronic transmission that is sent to a public group that may include prospective student-athletes must be the same for all members of the group (e.g. news alerts, admissions and alumni information, scores) and of a general nature.”
  • We can’t send custom content to recruits.
• “The proposal does not allow direct person-to-person electronic communication with an individual prospective student-athlete sent by a member of the athletics department staff, or on their behalf, (e.g., instant messaging, comments via MySpace, Wall-to-Wall via Facebook, direct messaging via Twitter) except via electronic mail or facsimile. Further, the proposal ensures the communications are being sent from the athletics department or the institution, and not from the individual members of the athletics department acting on their own.”

This last paragraph is most crucial, and makes it even more important for collaborative efforts on your campus. Your athletic director likely received this communication (it was e-mailed at 9 a.m. ET this morning, July 22), but it may be a bit confusing for those that don’t have a great understanding of the various tools.  From that e-mail, they offer this example:

• “If your coach uses Twitter or Facebook on their own for communication of athletics related information, and that information is delivered to prospective student-athletes, you will need to report that violation.”

Am I the only one thinking they’ve contradicted themselves here? On one hand they’re saying if it’s generic information and publicly available to anyone, then why would a coach disseminating that same public information in a public space be in violation?

Here is the complete PDF that was attached to the e-mail communication this morning. I’d love to hear your take on it.

Thank you to all of our readers who voted for .eduGuru for this year’s eduStyle Awards in the category “Best Higher Ed Blog.” We are truly grateful for your support. All six of us (Kyle, Karlyn, Fienen, Nick, Nikki & Rachel) love having this outlet to blog about our experiences and topics that affect so many of us in higher education. Your comments and continued conversations on Twitter and via e-mail give us the fuel we need to keep this going.

Our good friend Tony from “Tales from the Redesignland” congratulated us as in one of his famous comic strips.

Here are some individual thank yous from each of us:

Kyle, Karlyn & Nikki:

Rachel:

Fienen:

And here’s his hysterical promo when the voting was open earlier this spring.

Nick:

Are you a resource on your campus for all things social media?

Yes? Let’s brainstorm about how we can best react to and assist people on campus who come to us to ask for guidance with some ideas they have.

No? Let’s pretend. Play along with us here — the more collaborative minds we put together, the better.

The primary purpose of this post is to flesh out  the best response to this type of question:

“I want to create a Facebook Page for my [department/program/event/service] and thought I should probably coordinate that with you. Where should I start?”

I understand this may not be as likely to happen on larger campuses as it is in small to mid-size campuses. The point of posing this question is to talk through the best ways we can help educate and partner with people on campus who want to embrace social media.

I usually start with this first question:  Who is your audience?

Then I move to:  What are your department’s/program’s/event’s/service’s goals? Let’s start with the end result and work backwards.

Next, I tell them social media may or may not be the best tool for them to use. This usually stumps them. Yes, I present at a bunch of conferences on social media. Yes, I did a research paper on the use of social media in higher education. Yes, I’m an active user of many social networking sites. However, as I say in just about every presentation I give — social media is not the be all end all. It is just one spoke in our marketing wheel. It may or may not be the right tool to use for a particular department/program/event/service — it all depends on your audience and your goal(s). It can be a very powerful medium that can reach very targeted audiences, but may not be the right tool for every audience and strategy.

“But I want my event to go viral.”

Just because you want something to go viral doesn’t mean it will. It takes a dose of effort and a pinch of luck, along with a powerful strategy and commitment, to really make this work.

Let’s keep exploring. Next steps:

• Educate them about the art of listening. Chris Brogan has a great post I regularly point people to — “Grow Bigger Ears in 10 Minutes.” In addition, Kyle James wrote a post about monitoring your online identity that provides additional ideas and details. Listening first gives you a sense of what is being said about your department/program/event/service. It may also give you further ideas for content generation (see next step), and gives you an opportunity to join in existing conversations.
• Content issues: Where will the content come from? Who will be responsible for maintaining your content and your presence? How will you engage your audience? Having a presence is not nearly enough – you must commit to fresh content that would be of interest to your audience.
• Integration: How will you integrate this effort through the other mediums in your marketing wheel? Things to consider — mentioning in e-mail newsletters, e-mail signatures, print publications, ads, Web sites, blogs, admission tours, etc.
• Measurement: How will you measure if your effort is successful? Were goals achieved? Is having a dollar value ROI important? (If so, see Karlyn’s presentation on Eye On the Prize.) While there is great value in calculating ROI, I also like to focus on the “I” as “influence” — looking at the long tail effect. For example, in our Café New Paltz community for fall 2009 accepted students, I’m interested in tracking the different impacts on student service offices from their typical routine and schedule over the summer and early fall. Students in this community were figuring out as early as January who they wanted to room with, instead of waiting and scrambling during Orientation in July, taking a load off Residence Life and Student Development staff from what they’re normally used to that time of the year. Students are asking questions earlier about paying bills, setting up meal plans, and how to accept financial aid packages. There likely won’t be as big of a rush in these offices at the end of August, as we’ve been answering their questions months earlier. How else can you measure your success? I posted some other ideas in “Café New Paltz: A Yielding Success” that might give you some additional ideas. 

What steps did I miss? Do you have other strategies you employ when faced with a similar question? Do you make an concerted effort to coordinate all of the individual social media outposts on your campus, or just concern yourself with the big picture presence?

Since my last update a few months ago about Café New Paltz, our online Ning community for fall 2009 accepted students, we’ve completed this year’s traditional recruitment cycle. We’re extremely pleased with the results and continued growth of this community.

The community continued to grow from February through the mid-April, as our undergraduate admissions office sent email invitations every couple of weeks to the latest batch of students accepted to our university.

At the end of April we had a slight mishap that we ended up turning into a great opportunity. During one of our routine exports from Banner, our student record system where we pull email addresses for the latest batch of accepted students, we accidentally included “all” accepted students, not just first-year students. This resulted in inviting 400 recently accepted transfer students. A large majority ended up accepting our invitation and started forming their own groups organically. While we initially panicked, we realized this was a good thing. They have many of the same concerns as first year students – meeting new people, starting classes at a brand new campus, figuring out the maze of offices to contact for various questions/concerns, etc. The only major difference is that we don’t provide on-campus housing to transfer students — and this turned into an excellent opportunity they seized by starting groups related to finding off-campus housing and roommates.

We continued to provide video updates by our two baristas throughout the semester. According to Ning’s usage stats, their viewership was not significantly high enough for us to want to put a great deal of resources (time, human and money) into this effort in the future, should we do this again.

My love letter to Ning

Ning makes it very hard for us to measure our success in a quantitative way. We have tied in our Google Analytics account for basic Web stats. Within Ning, I’ve been able to grab oodles of qualitative tid-bits I’ve been able to grab from various forum posts, live chats and direct messages, but I want more. Here is my kind request to Ning:

Dear Ning,

It would mean the world to me if you would give us access to member usage data. My wish list includes the ability to track the most active member(s), the least active member(s), percentages showing how often people log in (x daily, x weekly, x monthly), and how many times they’ve logged in overall.

We love you dearly and are grateful for all you’ve helped us accomplish, but we need more.

With much love and respect,
Rachel & her colleagues

May 1st was the national deposit deadline, which we also use. I was interested to see how the membership data correlated with the statistics of those students who paid their pre-enrollment deposit (PED).

Since Ning does not connect directly with our student records system, I was still determined to find a way to get some data out of the email address export I can get from Ning. I worked with my colleague in undergraduate admissions and our Web Programmer, and developed a list of areas I wanted to be able to report on by matching email addresses exported from Ning with email addresses in Banner. Here’s what we were able to get from the list of 690 members we exported from Ning on May 4:

• Paid PED: 357 – 52%
• Did not pay PED: 283 – 41%

70 % of the members of our Ning community who paid their PED were from our highest admission selectivity group. The yield of our highest selectivity group took a significant jump from 30% last year to 37% this year. The Ning community was one our largest efforts to increase the yield of this highly selective group and based on the participation in the Ning and our significant increase in yield for this group we would consider it a great success.

I was also able to get three separate e-mail lists: first-year students (742) and transfer students (526) who paid their PED but did not become a member of Café New Paltz, so we can send them a special re-invite; and those accepted students who joined Café New Paltz but opted not to pay their PED or attend SUNY New Paltz (283). We will use that final list to purge members from the Café. Unfortunately, this is another limitation of Ning – we have to do this manually, one-by-one. To give these numbers a bit of context, we have roughly 15,000 freshmen applications, accept around 5,000, and our first year class for fall 2009 will be around 1,100 students. We received about 3,200 transfer applications, accepted about 1,100 and just over 600 will be joining us this fall.

Next Steps

We started a forum in mid-March asking the members to tell us if they wanted Café New Paltz to continue to be available, and we received about 30 responses strongly encouraging us to keep it open at least through summer orientation, and some requested to continue through their entire first year. Undergraduate Admissions is turning over their role to the Student Affairs division, whose efforts will be largely led by their Coordinator of First Year Programs. Café New Paltz will continue to exist at least through the end of this calendar year at this point. We’re going to re-evaluate its use and effectiveness in October/November to determine whether it is worth continuing for the spring 2010 semester.

Our two current baristas are moving on — one graduated from graduate school with his MBA, and the other will continue his active membership in many student organizations and being a student ambassador. He’s also going to be a blogger for us next year on http://npbloggers.newpaltz.edu. The Coordinator of First Year Programs will take the lead on the occasion that responses will be helpful from staff at the college, and she will be joined by a few other students later in the summer that will fill in the barista role. One student is an international student from China who will cater specifically to international students in the Café. The other two are this summer’s senior orientation leaders that all first-year students will meet throughout the summer.

Will we do this again?

Good question! Café New Paltz has exceeded our wildest expectations. We have no regrets and could absolutely forsee doing this again. However, we won’t decide until October/November. January 1, 2010 is too far ahead to plan in this social media space, in my opinion. Who knows what the next best thing will be then…

On April 23-24, 2009, Cornell University will be hosting the HighEdWeb Regional Conference. The .eduGuru Crew is scheduled for a session at 3:15 p.m. EDT on the 23rd called “Social Media Storytelling with the .eduGurus.” Only one of us will be there in person, but the rest of the crew will be joining the session virtually. We’d like to invite our readers to also join us virtually!

Mark Anbinder from Cornell University has graciously agreed to ustream our session live. Follow this link to join our ustream channel on Thursday, April 23 and 3:15 p.m. EDT.

During the live stream, we should also appear below:
Live Streaming by Ustream.TV

We’re hoping to pull off a minor technical feat for this session. Stay tuned and watch it all unfold…

Stephanie Geyer, Associate Vice President for e-strategy and Web development at Noel-Levitz, released their latest E-expectations survey of 1,005 college-bound high school seniors in 2009 at the OmniUpdate Users Conference this morning. This is their fourth year doing this research study in conjunction with James Tower and the National Research Center for College and University Admissions. This survey is done by professional telephone counselors.

This presentation was jam packed with great insights and nuggets that I found enlightening, and some rather surprising. 

Demographics:

• 250 from each of the four geographic regions in the U.S.
• 50/50 male/female
• 53% caucasian, 16% African-American/Black, 10% Hispanic/Latino, 9% multiple ethnicities, 4% Asian, 3% Indian/Native American, 3% declined, 1% other
• Grades: A – 39%, B – 48%, C – 12%
• Family income: 25% less than $50k, 23% between $50-75k, 11% between $75-100k, 7% between %100-$125k, 4% more than $125k, 29% don’t know/refused
• 77% connect via DSL or cable, 11% phone modem, 3% handheld device.

When asked if the current economic crisis caused them to reconsider the schools they were applying to or may attend, 64% said no. 

62% said their parents/family are helping them with research and/or paperwork. Of that group, 21% say they help them look at Web sites and go on campus visits with them.

Content is king! Prospects are taking time to read details about cost and processes. 

50% said colleges and universities should use young, edgy and bold designs for their sites. 43% said schools should take a more traditional approach with their site design. When I tweeted this tid-bit, @KarlynM said it would be interesting to find out these students definition of body and edgy. 

Navigation and information architecture is so important. 85% report the links should take me right to the answers to their questions, where 15% said they don’t pay much attention to the link choices and head straight for the search box or site index. Either way – making information easily findable and searchable is key.

41% found your school via Google or another search site by typing in your school’s name. 38% use services like Zinch, MyCollegeOptions or College Board to match them to your school. Only 13% referred to a printed document with your URL on it. May be time to re-think handouts, such as postcards, just to advertise specific Web sites.

They want to do fun stuff. 42% say they want to find more to do on a college site than just click and read. 

What do they want to do most? I’m most shocked by “RSS feeds with admissions info and campus activities,” and where it fares in the list! They actually know what RSS feeds are? I’ve gotten the impression from other articles and survey results I’ve read that most don’t know, that RSS is just the plumbing behind the scenes. They may be using it, but they aren’t aware of it. Maybe they are, now?

Social Networking

And, the ever-popular Facebook vs. MySpace debate. 50% listed being on Facebook and 52% said MySpace. For the Facebook group, 56% were A students, 47% B students, 41% C students. Northeast, midwest and south all more likely to be on Facebook than MySpace. For the MySpace group, 65% black, 70% latino vs. 44% white and 43% Asian. 47% were B students, 58% were C students, and 44% were A students. Only 2% reported not participating in social networking. When asked if colleges and universities should create a presence within social networks/communities to promote their programs, 70% said yes! In addition, 75% said schools should create their own private communities, like Cafe New Paltz, that are password protected and for invited students only. 51% said they wouldn’t mind school representatives contacting them directly via a social network.

What content will make a different to them on a social network? They’re most interested in discussions about courses and academics (3.74, mean 1-5), student activities and extracurricular options (3.65), and insight into the school’s culture and diversity (3.37). They’re interested in communication with current students and faculty (3.10), communication with prospective students (3.01), profiles of current students and faculty (2.88), and posting profiles as a student who may attend (2.88).

Very few reported text messaging as a method they’d prefer for admissions transactions such as answers to questions or  acceptance notices. For all transactions, their preferred method was online over in person, phone, mail or text.

87% are willing to give their e-mail address to a school to communicate with them. 45% of them do it at the inquiry stage, 28% when they’re ready to apply to the school, 15% after they’ve been accepted, and 9% after they make their final decision.

Summary:

• Economic issues mean that Web sites will have to work harder in lieu of visits to ensure prospects see value and compelling details.
• Parents and families are inextricably linked and we should be talking directly to them — and often!
• The experience prospects have on our site matters in their decision whether to probe further into your programs and offerings, and how they’d fit on our campus.
• We need to focus more on content. Content, content, content. Make it readable, printable, referenceable, searchable. 
• Focus on your navigation. Test it with college-bound students. Don’t use internal lingo. 
• Focus on your design. Take a leap. Go bold.
• Find your place on social networks. Be social. Be helpful. Find the right fit for your campus with the various tools out there. Re-read the demographics above – different sites work for different institutions, depending on their typical student base.

Next week I’ll be heading to the OmniUpdate User Conference to give a presentation on a project we implemented on our campus a couple of years ago called the “My First Year” tab. The official presentation title is, “Using OU Campus in a Luminis Portal.” The “My First Year” project was mentioned in a Campus Technology article last year, and I published an article in NACAS College Services magazine (PDF) about it.

Based on student opinion survey feedback, the Division of Student Affairs at SUNY New Paltz determined they needed to make more outreach efforts to better communicate the services their division offers. A group of them came to me outlining their goals, and at the same time I was looking into other ways we could better utilize our new portal, Luminis, by SunGard Higher Education. The two ideas merged together, and we found a way to better communicate student affairs services to first year students. We’re now at the end of the second year of this project and evaluating what we’ll do with next year’s cohort. I’ll talk briefly about that at this conference, and will be blogging about it here as part of the on-going Café New Paltz series.

I’ve been a very happy OmniUpdate customer just over four years, using their OU Campus CMS product on our campus. An added bonus of going to this conference – they’re going to be filming me for their “Web site Hero” video series.

Mark Greenfield from the University of Buffalo will be the opening keynote speaker (@markgr on Twitter). We’ve started the hash tag #ouusers for tracking conference chatter through Twitter, Flickr, YouTube, etc.

Are you going to the conference? I’d love to meet you. Let me know in the comments, and be sure we’re connected on Twitter (@rachelreuben) if you’re there too.