MashED Up: Mashups and Higher Education

Hey, remember the spork? The bizarre utensil combining the properties of a spoon and fork? The spork is an analog mashup: a combination of two existing things into a third thing that has some of the positive attributes of its parents, but also has its own structure, pattern, and level of fragility.

The spork is a great example of a mashup because it’s simple—easy to understand, easy to parse, with a catchy name. Most mashups are more complex, and the internet has given rise to a multitude of digital mashups, combinations of APIs and content designed to leverage assets and code already written.

It’s estimated that in 2007 YouTube’s bandwidth exceeded the bandwidth of the enitre internet in 2000. The ever-growing well of content that the internet represents, in conjunction with huge media repositories like YouTube and open source APIs, isn’t just changing how we think; it’s changing how we build. And how we build is important because the structures we build end up dictating the spaces we occupy physically, mentally and socially … in the analog world, and on the internet.

In the first quarter of this year, my coworker Laurel Hechanova and I noticed that a growing number of the interesting projects we were working on, like the new branding page for Trinity College (part of larger relaunch that is not yet live) or design of a social media aggregator NMHbook were mashups.

So we spent the last few months taking a deeper dive into mashups, and the result was this presentation (download as PDF) for Eduweb 2010. We’ve taken care to curate by the mashups we felt were most compelling in higher education and beyond. While NMHbook is an mStoner project, the other examples are simply really nice projects we’ve selected so you can get an idea of what’s out there.

For easy reference, here are the examples shown in the presentation by category.

Education examples:
Savannah College of Art and Design: Connect
Northfield Mount Hermon: NMHbook
University of Maryland, Baltimore County: Be.UMBC
Towson University: Campus map

Non-education examples:
Newsmap
SeeClickFix
WeFeelFine
HandmadeSpark

We also felt it was only appropriate to create our own mashup based on the live presentation. The second half of this blog post is a combination of Expression Engine and the Twitter API. Stuff you tweet with the #mashed_up tag goes into the second half of this post automatically. You’ve got an opportunity to say something insightful–or incendiary–that becomes a part of this post and the back channel simultaneously. The blog post also gives you a chance to drive traffic to your twitter channel. We look forward to seeing how your comments become a part of the mashup.

Posted by Doug Gapinski
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CASE Awards of Excellence 2010: Winners, Comments, Judges’ Report for Category 11, Websites

The best professional development event I attend every year is the judging for the CASE Circle of Excellence Awards for websites, which I’ve led since the 1990s. At this year’s judging, held in early April at George School, we judged Category 11: Websites and Category 12: Best Use of Social Media. [There are comments and a downloadable Judge’s Report from the social media category here.]

What this means is locking oneself in a room for two days with more than a dozen smart, informed, opinionated people; looking at more than two hundred websites and social media sites; and arguing about which sites are good enough to get a award. It’s incredibly stimulating—and sometimes frustrating—to have strongly held opinions strongly challenged. No one knows where we’ll end up when we compile the final list of award winners.

For the record, as you scan the lists below, there are several sites that would never appear on my own list. And it’s safe to say that each of the other judges this year, as in years past, would say the same thing. But we all stand by the final list of award winners.

This year, the judges represented American and Canadian schools, colleges, and universities, both public and private. The panel included people with experience in design, web strategy, web content development, admissions, fundraising, student recruitment, social media, web technology, and marketing. Several of the judges work for institutions that have won national CASE Awards of Excellence for their websites. Two representatives from CASE attended the judging.

Results: Category 11

There were 54 complete institutional sites entered in Category 11A [Complete Institutional Websites] and 106 sites entered in Category 11B [Individual Sub-Websites]. Here are the winners:

Category 11a: Complete Institutional Websites
Gold: Fashion Institute of Technology
Silver: Northfield Mount Hermon School
Bronze:: Duke University; University of Puget Sound

Category 11b: Individual Sub-websites
Gold:: King’s College London, Online Prospectus; University of Michigan, University Housing
Silver: University of Toronto, U of T Magazine
Bronze:: Boston University, 2009 Annual Report; Columbia College Chicago, This is Columbia’s Moment Media Production Center; Hobart and William Smith Colleges, 3-D Web site; University of Iowa, Annual Report
Honorable Mention: University of Missouri-Columbia, Illumination

Observations and Trends

Each year, we begin this judging with a discussion of what makes an award-winning institutional website. Here were some of the important elements we identified this year:

• a sound strategy;


• sound information architecture, navigability, usability and search;


• valid, accurate, timely, and relevant content, effectively deployed across the site, including both text and images;


• the quality of resources-content assets, staff, and budgets-and how they were used on the site;


• a clear identity that is appropriate to the organization;


• an appropriate level of innovation—in other words, we want designers to push the envelope but we still expect information to be findable, content to be readable (or viewable), and the site to be well-designed. Cutting edge for the sake of being cutting edge didn’t persuade the judges to award anything.


• standardization of interface across the site;


• accessibility of the code; appropriate use of technology and adherence to standards (We awarded extra points for sites that had considered how they would display on a mobile device.);


• metrics; evaluation plans; results;


• and, new this year, a connection to the ecosystem of the web, which is particularly significant as the social web assumes a greater importance.

We asked ourselves repeatedly what each site does that’s unusual or innovative. Though we are tasked with judging the sites that are entered in this category and, to some extent, we must compare them with each other, we can’t ignore other sites we’ve seen. For example, we considered it legitimate to reject a site that was a collection of student blogs designed to recruit students. While it was well-designed, there was nothing about it that distinguished it from many similar sites nor did it do anything different than Ball State University’s student blog site has been doing for five years.

We were underwhelmed at what we saw this year. Sites entered for an award were missing basic elements like a sense of where an institution was located. And there were a lot of bland sites.

Some trends we noticed this year:

• People are trying to break out of the mold of what a traditional site looks like and are trying some radically different things that don’t seem to work or are very hard to understand from a user’s point of view. If they’ve tested these innovations and found that they are working, they haven’t shared any usability testing results or data that backs up the success of their risk taking.


• Perhaps because of a desire to be “different,” many sites had identity issues and did not provide us with a strong sense of what the institution was, what it stood for, or how it was truly differentiated from its competitors—and, therefore, why anyone would want to go there. The winners all did this well.


• It’s still hard to find calls to action on many websites. One judge recounted the difficulty of finding information about how to apply, much less an “apply now” button on a website he viewed.


• We saw many attempts to connect a website to the larger web through Facebook and Twitter badges and other devices, but often saw “share this” buttons in unexpected places where they appear to have been added as a afterthought, not baked into the design of the site.


• While .edu websites are much better organized and easier to navigate than they used to be, we still saw sites with “layers and layers of navigation all over the place,” which made them very confusing to navigate. This is particularly challenging on sites that don’t have a clear design hierarchy for pages or where choices are clearly dictated by internal politics rather than a sense of what a visitor to the site might want to do.


• On many sites, the space is just not well used. For example, pages about curriculum choices carried a big header and large images. What value does that have to a visitor to these pages? And related to this, while a big, splashy something may be suitable for a first-time visitor, what happens when repeated visitors tire of it and just want to reach the information they’re seeking?


• While we did see good content on some sites, some of it was buried on the site and hard to find. And some was good, but overused—like a site that featured profiles of six people that showed up everywhere. Another point that is often overlooked is that images, too, need to be refreshed and updated, especially when they depict events that happened some time ago.


• Some of the special-purpose sites, especially annual reports and some of the magazines, were totally devoid of interactivity and even links. I can’t stress too much how important the written submission for this category is—and how crucial it is to provide data about how effective the site is.

A last word about how important the written submissions for this category are. Comments in the submissions that outlined how much testing had been done or how successful the sites were convinced us to give awards to several sites that we might otherwise have passed over.

Likewise, some sites might have fared better if they had demonstrated that the unorthodox choices made by their designers were supported by usability testing rather than whim. One of the judges remarked: “It’s not just about the numbers, even if you have them. It’s about providing context for your content and trying to serve your customers. Posting content is no longer enough—you have to think about providing a service and include a task-based perspective; that’s where analytics shine.”

In terms of context, we paid a lot of attention to the organizational work and cross-campus cooperation that went into building the backbone of some of these sites.

Finally, knowing that sites were created in-house or with in-house solutions was also a plus.

Here’s a copy of the complete judge’s report for this category, with more details about the judging and comments about each of the award winners.

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Fashion Institute of Technology, Northfield Mount Hermon Websites Earn Honors from CASE

Congratulations to Fashion Institute of Technology and Northfield Mount Hermon School for earning CASE Awards of Excellence this year for their websites and social media!

Fashion Institute of Technology won a Gold medal in Category 11a, Complete Institutional Websites, and Northfield Mount Hermon won a Silver. There were four awards in this category—a Gold, a Silver, and two Bronzes. Winners were chosen from 54 sites entered.

Northfield Mount Hermon earned a second Silver for its NMHBook social media aggregator site in Category 12, Best Use of Social Media in Communications and Marketing. This was a new category this year; judges gave two awards, a Silver and a Bronze, chosen from 19 entries.

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With a Little Help From Your Fans

Last year, at least one institution scuttled its rebranding effort when students, faculty, and staff took to Facebook and soundly panned the identity before the planned launch. Stevens Institute of Technology in Hoboken, NJ, is hoping to avert this outcome by asking its constituents-at least, those who are Facebook fans-to vote on a new logo. Stevens will roll out this logo in celebration of its 140th anniversary.

The poll is the latest step in a process that began last summer. The resulting logo and institutional rebranding is linked to plans for Stevens’ anniversary celebration. Michael Schinelli, the Institute’s associate vice president for graduate marketing and communications, notes that their design partner, Spiral Design, had developed identity materials. “We were going through the normal approval process until earlier this year when we talked about getting the community to give input on the designs. I suggested that we create a Facebook campaign that would allow stakeholders to vote—and also grow our social media fan base.”

Spiral developed four concepts. Schinelli reports, “The designs went through a series of revisions and we settled on four that we thought were both divergent enough to offer a choice and strong enough to be a winner. The poll also has info on the design elements, such as the authentic characteristics, history and aspirations that would identify Stevens better than our current logo. These include our gatehouse, the river (we’re perched above the river, overlooking New York City), Alexander Calder’s artwork (he was an alum), the University motto “Per Aspera, Ad Astra” (Through adversity to the stars), and the S for Stevens.”

Stakeholders can cast their vote via a Facebook poll to be launched today. The poll will be open through 9 a.m. Friday.

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Broad Engagement Abhors a Caveat: or, a Giant Learns to Fist Bump Without Crushing the Townspeople

NBC Chicago’s masthead. 03 November 2009

Today my city is “laughing about Jessica Simpson ripping Melrose.” I’m not specifically, but it’s plausible that many other Chicagoans are.

Clicking on the quote (notably displayed in NBC Chicago’s masthead) brings me to a page showing that over half of sampled Chicagoans find Ms. Simpson’s diatribe amusing. Further, a quarter of us could care less, and the rest of us are evenly split as being either “thrilled,” “sad,” “furious,” or “intrigued.”

How did a large corporation get us to admit this without coming across as our painfully-uncool-but-tries-to-be-hip Dad? Essentially, it did three things:

1.) It scaled itself down to a smaller, more personable entity. For the purposes of this audience, NBC became NBC Chicago. Bravely, “NBC” isn’t even stated. It’s implied by their logo. (Granted, it’s not that brave when your logo is as well-known as theirs, but for a media behemoth, this act is a veritable trust fall.)
2.) It lowered the barriers to participation. If you’re a member of their site, all it takes is some brief introspection and a mouse-click to voice your opinion on the subject.
3.) It overtly displays the results of participation. Your response to a survey gets added to the tally, the results of which show up larger than the headline of the story. This kind of treatment says, in a very immediate way, that what you think, dear reader, is as important as the subject matter itself. Stating a group’s opinion as a kind of citywide status message on the site’s front page, reinforces that message and invites discourse.

Plot twist!
Point number two is qualified: “if you’re a member of their site.” I’m not. I didn’t participate in the poll. Although, I made it most of the way towards doing so. I skimmed the article, formed an opinion, and clicked on “intrigued.” Then, one last hurdle popped up requesting my email address and a password in order to become a member. As a member of dozens of other sites already, I felt the weight of all of my username and password combinations (which are attached to one or more of my four main email addresses) bear down. In fact, each time a site asks me to create a new account I become increasingly wary and less likely to do so. This time was no exception, and I closed the window and left the site.

Obviously, this hurdle wasn’t too high for the others who participated in the Simpson/Melrose survey, so the value of getting an email address might be enough for NBC to keep it in place. One begins to wonder, though: how many others like me have they lost as potential participants? Moreover, asking for identification corrupts the notion that they genuinely want everyone to participate. I’d posit that more value is gained by getting me to dive into the site and stick around than by getting my email address. If they emailed me anything, I’d most likely just delete it. Or, I’d open it and immediately scroll down to the bottom to unsubscribe.

Them’s the brakes, NBC.

The Moral
While they did more than most to engage their audience, NBC might want to reconsider that last step. My advice to all of you: keep the barriers to participation as low as you can afford to, and keep the longview in mind when you define “low.”

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Small Staff, Smart Choices Yield Social Media Success So Far for Baylor School

Immersing yourself in social media isn’t easy when you manage communications and marketing for an education institution, even a small one. There’s already a lot on your plate: events to produce and publicize, magazines to put out, a website to update. That’s certainly true at the Baylor School, a boarding and day school in Chattanooga, TN, where Barbara Kennedy, associate vice president for external affairs, manages communications.

Kennedy’s team is responsible for marketing, media relations, publicity, PR, publications, a magazine, BaylorSchool.org, and programming and promoting the school’s summer programs. It’s a small staff: just Kennedy with a director for summer programs, a webmaster, a designer, and a freelance editor who helps with the school’s magazine.

Despite the existing workload, Kennedy knew that it was important to learn about social media and to incorporate these tools into her work. “I knew that I had to be responsive. I’m a 25-year PR veteran and I knew I had to adjust to these changes myself. And I know our audiences expect us to communicate in this way.”

So in spring, 2009, she and Bernard Fertal, Baylor’s webmaster, began exploring social media. “We wanted to be in the lead, but we didn’t want to proceed without really thinking through the advantages and disadvantages,” Kennedy said. “I think some people thought social media was just a fad that would soon fade away—and still others chose to ignore it. But we looked at it as a revolution in how we do our jobs.”

After some experience, she added, “Bottom line: we look at social media as a powerful way to leverage traditional marketing and communication tools that we already have in place.”

Pilot project focused on a class trip

After doing some exploration and research, Kennedy developed a pilot project to launch over the summer, when she had time to focus on it: a travel blog about a student trip to Washington D.C. with photos posted on Flickr. “This was only read by the students who were on the trip and their parents and there wasn’t much interaction, but it gave me a reality check on the time commitment. Then we started tweeting. And I had already been immersed personally with Facebook, so the Baylor School fan page was the next logical step once classes began in August.”

These continue to be her focus. “I’m amazed at how quickly the Facebook page took off: it has grown virally, as has @BaylorSchool [1216 fans and 103 followers as of 28 October 2009]. We plan to do a radio promotion directing people to follow us on Facebook and Twitter, so we’ll see how those numbers grow.”

Kennedy’s main focus is The Baylor Blog, which feeds the fan page. She said, “Since I am generating all of the news items on our website and much of the information that we share with parents and students on a regular basis, I do the updates on Facebook and the blog.”

Tweets are drawn from the school’s daily announcements and other web content and lead back to news stories on BaylorSchool.org. Fertal manages @baylorschool and handles most of the tweets.

As a communicator, Kennedy appreciates the flexibility social media gives her in telling a story—and allows her to watch how her stories spread. “As someone in communications, the feedback and data I get on posts is invaluable.” As an example, she talked about some photos she posted of Korean students celebrating a Korean holiday. “I’m interested to see how many of those kids will interact, showing me if it’s viable to reach students in Asia this way. I may not get much interaction, but I’m watching what happens.”

Kennedy also appreciates how much she can learn about her audience. “Our total fan base is predominantly ages 13-24, almost evenly split male/female. As a boarding school, it is also of great value to see that 1,002 of our Facebook fans are from outside of the state, and 39 of those fans represent 19 different countries. Having the data also informs my choices on what to post, and will no doubt shape our communication strategies in the coming months. For example, 100% of the interaction has been from females (ages 35-44, 40 percent), (ages 45-54, 40 percent), (ages 13-17, 13 percent), and (ages 55+, 7 percent).”

She continued, “This week, we have pulled in 17 percent participation from males and our younger fans are becoming more active. So I’m thinking harder about posts that I feel will keep connecting with them. Our next step is to leverage this information with admission and fund-raising.”

And this data helps her to gain support from Baylor’s board. “I felt that some of my colleagues were just being polite when I talked about social media, but when I shared some of this data with the board, they really responded. They got that it was a whole new way of communicating.”

Challenges? What challenges?

When asked about challenges in putting social networking into practice, Kennedy said, “It has been ridiculously easy, but it was personally scary for me to let go of some of the control. I was blocked for awhile on creating the fan page because I wasn’t sure anyone would respond to it. Silly, huh?”

Kennedy and Baylor have not encountered any discipline problems or issues with their own ventures in social networking, but that doesn’t mean that Kennedy hasn’t had “an aha moment” around potential abuses of social networking. “A couple of years ago, a reporter ‘friended’ some students on Facebook to get a quote regarding a controversial issue on campus. He ran the story with a student’s quote and I was just blown away. Because I also handle media relations, it was a teachable moment for me, the student, and others in our school community. That was my first experience with Facebook—and, when you think about it, it’s a miracle that I grew to love it!”

Although being an active blogger and Facebooker take more time in her day, it hasn’t been a big burden for Kennedy. “Honestly, it takes me just a few more minutes a day. I would be developing news content for the website anyway, so copying and pasting into the fan page and tweeting about it—is really just a few extra minutes.”

Even the interaction is manageable, Kennedy has found. “I don’t follow up much, though I do spend time reading comments and think about how they might inform what I post. For Twitter, I’m looking at what people are reading, RTing, and I’m thinking about they say. This takes 10-20 minutes a day. I could spend more time on it, but I don’t. I have to set some boundaries.”

The effort she’s put into social media-and its payback-have resulted in some plans for the near future:

• Silverpoint, Baylor School’s web partner, is designing a mashup page that pulls together the school’s various feeds; it should go live this fall.


• Kennedy is also exploring how she can incorporate a Flip video camera and iMovie into her communications retinue, and her immersion in social media is causing her to rethink how she will present Baylor’s magazine when it moves online. The current print magazine is mailed twice a year to 10,000 people. Kennedy isn’t sure what an online version of the magazine will look like, but she is sure that her effort won’t involve slapping a PDF on BaylorSchool.org. “I’m thinking about how we can tell stories through video and audio,” she said.


• Finally, there’s a need for other voices to join the conversation online. She’d like to include more student voices, but that hasn’t happened much yet. One of her concerns is the amount of time they could spend: “I don’t have a lot of confidence in their level of commitment to it—they have a whole lot of things going on,” she said. And she’d like to see other departments involved in contributing to and sustaining Baylor’s social media activities. “We need other voices to join the conversation and in doing so contribute to the effort,” she said.

Note: This post is the result of research and interviews for an article on innovations in social media by independent schools. It will appear in the January 2010 issue of CASE Currents. There are four related posts:

• An interview with Chuck Will, from Proctor Academy, Innovator: Chuck Will, The Longest-Running Blogger in Education?;


• A case study on how Northfield Mount Hermon School’s new website will incorporate social media;
• 
  
• A post about online life at Worcester Academy.


• A case study of social media in action at Beaver Country Day School
.

Update: The mashup page went live the week of 2 December:

Posted by Michael Stoner
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Redeveloping Your Website: Asking the Right Questions, Finding the Right Partner

How do you know when you need to do something about your website?

Maybe you’ve heard from your admissions team that the site doesn’t stack up against your peer or competitor institutions. Maybe faculty members have spoken up about much-needed services. Incoming freshman may have pointed out holes in the information they were searching for last spring. Maybe visitors aren’t using the site the way you want them to. Or maybe the site is just dated and ready for attention.

For many of our colleagues in education, deciding that it’s time for a website redesign isn’t hard. The challenge is figuring out how to get started. A successful website redesign requires funding, executive-level support, campus-wide buy-in, and thousands of hours of involvement from faculty, staff, and students from throughout the community. For the small group or individual charged with getting the ball rolling, the hurdles can seem impossibly high, even if your institution is a small and close-knit independent or professional school.

mStoner has completed hundreds of web development projects with schools, colleges, and universities of all sizes, and we’re the first to admit that there’s no single, magic solution.

To help clarify some of the basic decisions you need to make-and to help you know where to go from there-we wrote “Redeveloping Your Website: Asking the Right Questions, Finding the Right Partner.” Our white paper lays out some of the questions you need to ask about your needs and how you might begin to approach them. Some projects don’t need help from outside vendors or consultants, but if yours does, the white paper suggests how you can find the right partner to meet your needs.

For a copy of this white paper, contact Katie Jennings (katie.jennings(at)mStoner.com) and she’ll be happy to send you one.

And if you’ve read “Redeveloping Your Website: Asking the Right Questions, Finding the Right Partner,” please contribute your thoughts and comments about the issues it addresses in the comments to this post.

Posted by Michael Stoner
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EdUI 2009: Recap

Having finished both days of EdUI, I’m left with a single complaint: I wish I could’ve attended more sessions. For their first foray into conference coordinating and hosting, the EdUI team pulled off no small feat.

Edu-geekdom was well represented: IT pros, developer ninjas, design nerds, library techies, social media mavens and more populated each session un-siloed, curiosity piqued by a line-up of web and usability all-stars. Some highlights:

Jared Spool with a photo of a Julia Childs crop circle.

The In-N-Out School of UX Veritable godfather of usability, Jared Spool, delivered the keynote on “Cooking Up Gourment User Experiences on a Fast-Food Budget” which proposed that a great user experience doesn’t require a huge budget—just meticulous preparation (skillful implementation), quality ingredients (content), and creative approach (smarts).

One of my favorite takeaways from this talk dealt with how successful UX teams tend to view process. To Spool, a process is just a series of steps, any steps used to accomplish a task. It differs from a methodology in that you might never use the same process twice. Methodology, on the other hand, requires refinement and repetition. Successful teams hone the tricks and techniques they employ during a process—they don’t concentrate on constantly re-working their methodology (the possible outcome of which, Spool warns, is a dangerously myopic dogma). Focusing on technique allows a team to improvise when necessary.

When You Stare into the Webcam, the Webcam Stares Back at You For the plenary session, Michael Wesch, Assistant Professor of Cultural Anthropology and Digital Ethnography at Kansas State University, presented a surprisingly moving look at anthropology through the lens of modern digital culture. He made the point that as information architects, designers and developers, we’re “architects of human relations.” We shape the ways in which people interact. Adding the ability to vote down a particularly vitriolic comment on YouTube, for example, civilizes the overall conversation. Designing and developing communication tools that are intuitive and fun to use encourages people to connect with strangers as well as friends.

As architects we enable what Leisa Reichelt calls “ambient intimacy.” Ambient intimacy is the YouTube vlogger who addresses highly personal secrets to everyone and no one in particular. It’s also us as the unseen but acknowledged crowd that acts as a receptor for that kind of information. Videos on this can be seen at Wesch’s KSU page, or visit his working group site Mediated Cultures for more information.

Finally, a Way to Get Lost in the Virtual Stacks The surprise hit for me came at the end of the conference. Bess Sadler, a Research and Development Librarian at the University of Virginia, did a walk-through of Blacklight, a project created by the University of Virginia Library that has grown into a thriving open source community.

Blacklight attempts, amongst many other things, to “replicate the serendipity of browsing library stacks.” UVA’s newly indexed music catalog demonstrates this well. Prior to the Blacklight implementation, a search through the music library required specific terms like a composer’s name or the exact title of a song in order to return useful results. Now, users can search using broad terms like a work’s era, genre, country of origin or language to get an overview of related works. Additionally, non-traditional assets like coins and works of art can now be cataloged. Play around with the catalog University of Virgina Library.

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Share and Tell

Here’s a sampling of some of the links that got passed around the mStoner offices in the last month… links dealing with social networking, higher education, search engines, and yes, streaking.

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Award Winners, CASE Awards of Excellence 2009: Category 10, Websites

There were 56 complete institutional sites entered in Category 10A [Complete Institutional Websites] this year and 94 sites entered in Category 10B [Individual Sub-Websites]. This category includes special-purpose websites ranging from campaign sites to alumni sites, virtual tours, admissions sites, annual reports, search sites, and others.

Full report on the judging, complete with comments about each of the award winners, is here [it’s a PDF].

The entry form for the category states:

Grand Gold, Gold, Silver, and Bronze medal awards may be given for innovative Web sites or pages developed for any institutional use. Do not enter only your homepage for evaluation. Judges will only be looking at multi-page/layered sites or pages.

Category 10A: Complete Institutional Websites
This category included sites designed to represent an entire institution, from the home page down. In the past, we’ve noted that it’s difficult to have all the parts of a great site come together at once at an institutional level, and this year was no exception. You’d think that a small institution—a school or a college—would have an advantage here because the scope of work is narrower than that of a large university.

Gold
George School

Silver
Northland College
SUNY-Potsdam

Bronze
University of Virginia
Georgia Tech Research Institute

Category 10B: Individual Sub-Websites
These sites—developed for special purposes for particular audiences such as prospective students, alumni, or others—allow institutions to develop a coherent, deep web experience for visitors. It’s often easier to build a special-purpose site: there are usually fewer political issues, a clearer purpose, and more of an opportunity to measure results—assuming, of course, that there is a plan in place to do so.

Grand Gold
The Road to Xavier, Username: hopsonk1, Password: Twitter1

Gold
Nazareth University Flight of the Flyers

Silver
Boston University Annual Report
[url=http://www.bu.edu/admissions]Boston University Undergraduate Admissions Website{/url]

Bronze
Boston University, College of Fine Arts Website
Cornell University Photography Image Library, login: case; password: case1
Hobart and William Smith Colleges Daily Update
Indiana University-Purdue University Indianapolis Events Calendar
McGill University
Virginia Military Institute Don’t Do Ordinary Website

Additional Resources

Judges’ Report for 2009

Judges’ Report for 2008

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