The ECAR study of Undergraduate Students and Information Technology

1. The ECAR study of Undergraduate Students and Information Technology

2. Ali Rahimi: Director, Information Technology Services, The American University of Paris arahimi@aup.eduwww.aup.edu Vicky Tseroni: Librarian, American College of Greece, www.acg.eduvtseroni@acg.edu Peter Korovessis: Executive Director for IT, American College of Greece, www.acg.edupkorovessis@acg.edu Rosa Fusco: Director of Computer Services, The American University of Rome www.aur.edur.fusco@aur.edu Ekaterina Kombarova: Director, Information Technology, The American University of Central Asia kombarova_e@mail.auca.kgwww.auca.kg Asma Al-Kanan: Director, Library, The American University of Kuwait aalkanan@auk.edu.kwwww.auk.edu.kw

3. WhatisEDUCAUSE? • EDUCAUSE® is a nonprofit association and the foremost community of IT leaders and professionals committed to advancing higher education. • EDUCAUSE helps those who lead, manage, and use information technology to shape strategic IT decisions at every level within higher education. • EDUCAUSEannualconferenceis the most important HE event in the world EDUCAUSE annual subscription fees: • Domain .edu- $40.00 USD • Institution's membership - $1075.00 USD (Over 1,800 colleges and universities) • ECAR Premium Subscription - $5,150 USD • ECAR Subscription - $3,600 USD (students, faculty, and staff automatically have access to ECAR research and analyses) JUNE 2013

4. EDUCAUSEServices: Core Data Services Colleges and universities use the CDS benchmarking service to inform their IT strategic planning and management. EDUCAUSE Center for Analysis and Research JUNE 2013

5. Infuse IT engagement not only in academic but also in everyday life. • Research Topic: “Establishment of an Information Security Awareness and Culture”. • Focus on the academic sector emphasizing the importance of security awareness in academia and how the lessons learnt here are applied in both personal and professional lives.

6. EDUCAUSE Resources

7. EDUCAUSE Resources

8. Other Resources • SANS Institute • Securing the Human Target. • ENISA • The users’ guide on how to raise information security awareness. • UK GetSafeOnline • Detailed advise for home and business users on how to use the Internet confidently, safely and securely

9. The Method • Security is not solely an IT discipline. • Investigate the level of security awareness amongst the online population. • Sample size of 160 students registered for CS1070 – Introduction to Information Systems course at ACG. • Paper based questionnaire of 28 questions consisting of three sections: • Background Information (eg. Gender, college year, academic discipline, age, employment status). • Level of Awareness (eg. Online habits) • T/F Questions (Indicate the level of agreement with specific information security statements).

10. Results • Presented and interpreted in the following four sections: • Background Information. • Use of IT and the Internet. • Security Knowledge and Perceptions and • Security Practices and Behaviors. • It is the responsibility of the academia to prepare professionals that can protect critical infrastructures and investments in people, equipment and information assets. • Although a large proportion of respondents claimed knowledge of security measures, they did not demonstrate effective security practices.

11. Next steps • Paper publication: • “Information Security Awareness in Academia”, International Journal of Knowledge Society Research. • Further research: • Establish a common body of knowledge (CBK) to serve as a tool that groups the necessary skills and essential knowledge of this field. • Survey security awareness differences between incoming students and students ready for graduation. • Develop an Information Security Awareness toolkit.

12. ECAR Study of Undergraduate Students and IT • Overall objective is to examine how IT affects the college experience for students. • To do this it: • Assesses student’s technology ownership and use • Explore how effectively instructors and institutions use technology • Investigates the IT skill level of students • Measures students’ IT perceptions, attitudes and preferences

13. Data from the 2012 ECAR study of undergraduates and IT

15. Why should we participate in the study?

16. AMICAL MemberInstitutions Summary of ResponseStatistics JUNE 2013

17. AMICAL Member Institutions ResponseStatistics: • Device Usage & Ownership • Technology Requirements & Expectations • Student Recommendations for Instructors use of Technology JUNE 2013

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24. examples of open ended questions, finding • Give some examples of how you would like to see free available course content. 1. Khan Academy • What online resource do you use first ? 1. Google 2. Wikipedia 3. EBSCO/JStor JUNE 2013

25. The American University of Paris Experience

26. A Successful First Experience AUP’s Participation in the 2013 ECAR SurveyReport by Jorge Sosa (Library) & Ali Rahimi (ITS) – The American University of Paris • Collaborative effort: • Information Technology Services & Library • Partneredwith Student Organizations & AcademicAffairs • Severalchannels of communications JUNE 2013

27. Communication February 26 (before the Spring break) - First email to students With Facebook Postings MARCH 10: As of 8 AM (PDT), AUP 2013 ECAR Student Technology Survey response status was as follows: JUNE 2013

28. March 5 (after Spring break) – Email (AUP & Personal), - Student organizations, - AUP News, Student TV network MARCH 18: As of 8 AM (PDT), AUP 2013 ECAR Student Technology Survey response status was as follows: JUNE 2013

29. MARCH 25: As of 8 AM (PDT) March 25, AUP 2013 ECAR Student Technology Survey response status is as follows: March 25 – REMINDER: Email message, additional advertising campaign April 12: Final - As of 8 AM (PDT), AUP 2013 ECAR Student Technology Survey response status is as follows: JUNE 2013

30. Raffle with Prizes offered • During AUP’s talent show, 3 winners selected at random from the pool of respondents were awarded with gift certificates (2 @ 40 Euros and one @ 100 Euros). Conclusions: • The prizes seems to be a great instrument to encourage student participation. • Monitoring the participation is essential in order to launch another round of the e-mail campaign and the flyers. • Communication is vital and also the key to the success for this survey. • Don’t even try to get a donation for educational purposes with Amazon. They are a monopoly, although locally very cheap. JUNE 2013

31. The American University of Central Asia Experience

32. What was the goal to participate to learn about AUCA undergraduate students’ technologyprofile, experiences and interests

33. Whowereintroducingthesurveyandpromotingthesurvey • Vice-president for Academic Affairs • IT department • Student life office • Academic Advising office • PR office • Student Senate and Faculty and Chairs of Programs

34. What did we do to communicate with students / to make participation more active • First message (invitation) to students asking them to participate in the survey from Vice-president for Academic Affairs • Reminder messages from IT • Similar reminders to students from advisers, Chairs of Programs, etc. • General advertising: AUCA website, Facebook, Twitter, desktop wallpaper, home page in IE and on posters • Massage to faculty to say that we are surveying students and need the support • Invitation to participate ina prize draw for those students who completed the survey

35. AUCA statistics on students' response

36. AUCA statistics on students' response opened: March 18 closed: April 12

37. First findings • A lot of AUCA students participated in the survey – 169 (16,3%) this shows interest from the student community in this survey and good administrative work on promoting the survey • AUCA has consistent results with other AMICAL participants, this means that AUCA faculty, students and administration demonstrate the same pattern in the use of IT within an academic context this allows us to create a comparative analysis and make future collaborative projects • There are a lot of results in ECAR Study of Undergraduate Students and Technology, and we need to conduct deeper quantitative /qualitative cross tabulation analysis with development of practical recommendations

38. The American University of Rome Experience

39. The Process

40. How did we encourage participation?

41. Response Statistics for AUR

42. Data for technology ownership

43. Learning environment, where students learn best

44. The American College of Greece Experience

45. The decision to participate • We have never conducted a similar comprehensive survey • We make a number of assumptions about student experience with technology • Opportunity to benchmark with other similar institutions

46. Survey administration • IT and Library worked together • Sought approval by the administration • Did not opt to participate in the incentive program: • Complicated internal process • Complete confidentiality • Survey ran from March 7 to April 12 • Invited students to participate

47. Response counts

48. The American University of Kuwait Experience

49. Why ECAR? Strategic Planning & Improvement InstitutionalAssessment Group Level Data

50. GettingStartedwith ECAR Admin. Approval Intent to ParticipateForm