You can download a summary or the entire survey for yourself here. But here are some highlights:

Teens spend more time on the Internet (an average of 13.3 hours/week) than watching TV (9.8 hours/week): “Indeed, 29% of students report spending 10 or more hours per week online and 15% of students say they are online more than 20 hours per week.” The less time online, the better their grades: A and B students spend an average of 10.2 hours a week online.

And what are they doing online? Guess:

Students spend nearly 6.2 additional hours each week using the Internet to browse social networking sites and 7.1 hours using the Internet for entertainment. Putting those together, students spend 13.3 hours online each week keeping up with friends and entertaining themselves and just 4.5 hours each week online for homework.

According to this survey, 46% of teens spend time on Facebook, and, of those who spend time there:

79% say they use it primarily to keep in touch with friends. Twenty-one percent (21%) of teens use it to make new friends. Other uses include finding and planning social events (14%), learning about new music or movies (12%), and bringing up the rear is finding help with homework (6%).

Barely half (46%) of teens report that their parents have rules about how they use the Internet.

As far as college is concerned, 70% of teens say they plan to attend a four-year college or university; 23% plan to pursue some other kind of training after high school. Top career choices include doctor or surgeon (10%), teacher or professor (8%), nurse/medical assistant (6%), arts or entertainment (5%), or lawyer or attorney )5%).

The survey was conducted by Peter D. Hart Research Associates on behalf of the Horatio Alger Association with 13 to 19 year-olds who identified themselves as ninth through twelfth graders.

Other information:

Required: Knowledge equivalent to that which normally would be acquired by completing a four-year college degree program in marketing, communications, information technology, or related field; three to five years of supervisory experience; five years of experience related and progressively more responsible or expansive work experience in strategic Web development, including online business strategy and new media plan; requires a high level of leadership and communication skills and a working knowledge of multiple programming languages.

Desired: Demonstrated experience in developing and implementing plans using online social networks or other new media. Six to 10 years of experience in creating professional, accessible, Web-standard (tableless), and cross-browser-compatible Web sites; expertise in hand coding XHTML and CSS and intermediate knowledge of JavaScript and Flash; must be comfortable working on projects with multiple programming languages, including PHP and ASP; must have a high level of verbal and written communication skills.

To apply, visit the MSU job postings; look for position number 2492. It is called Senior Communication Manager and shows the department as public relations. The posting closes on 9/9. Salary around $70,000.

According to an item in Inside Higher Ed, this year’s participation rate is 46%, down from a 51% participation rate last year. In the survey, college and university presidents are asked to rank other colleges or universities. Their responses account for 25% of an institution’s ranking.

Inside Higher Ed reports that the decline was particularly steep for liberal arts colleges, down to 44% from 55% last year. By implication, the article attributes at least some of the resistance to filling out the survey to an effort by The Education Conservancy, which has organized protests against college rankings, and in particular, the U.S. News ranking, and quotes found Lloyd Thacker:

Lloyd Thacker, founder of the group, said he was “encouraged” to see fewer colleges helping the magazine with its rankings. While he said he has never thought that the survey of presidents had validity, he questioned how the magazine could say it was so important — and express no concern about such a drop in participation. “If they say that the reputational survey should account for 25 percent of ranking, how can they say a drop of that percentage over a few years doesn’t affect the validity?”

The magazine’s view that the fall in participation doesn’t mean anything “is just another example of how they are not interested in educational validity — but in selling magazines,” Thacker said.

[Note: The Education Conservancy is an mStoner client.]

The decline in participation among liberal arts colleges can also be attributed to the decision by presidents who are members of the Annapolis Group not to participate in the U.S. News survey. At their meeting in June 2007, the Annapolis Group presidents also agreed to participate in developing “of an alternative common format that presents information about their colleges for students and their families to use in the college search process.”

The project was one of the coolest and most challenging things we’ve taken on as a team--several moving parts including the installation of a content management system, new information architecture and content, a new interface design, and a good deal of multimedia production. And probably the most daunting thing of all: to create a site that lives up to the institution’s reputation as one of the prestigious business schools in the world.

We learned a lot about business school-specific behavior (like the fact that prospectives usually do a great deal of research on third-party sites before ever coming to the business school’s site itself) and expectations (multimedia, good, edgy design, bad). The project also affirmed three tenets that we’ve found true across all of our projects over the years: you need to plan your short-term goals with the objectives of the distant horizon in mind; everything lives and dies by project management; and the best relationships are communicative, collaborative, and unflinchingly frank. Oh, and scones always make meetings go better. A special shout-out to Eric, Dan, and James at Kellogg--y’all are wonderful to work with, thank you for choosing us!

I’m particularly proud of the homepage media picker that brings the Kellogg School to virtual life through videos (many of which we shot with our friends at Olin-Hake Films), slideshows, and profiles. I also think that the faculty site does a terrific job of aggregating a great deal of information in a unified interface and showcasing each of the faculty members at the School. And the design as a whole integrates very well with the Kellogg School’s centennial celebration site and online faculty journal, both of which we helped to conceive and launch.

A couple of weeks ago, I followed through on a brilliant idea of my friend and colleague, Patrick DiMichele. We bumped into local artist Nick Butcher of Sonnenzimmer Studio while grabbing lunch and Patrick suggested that we might organize a field trip for the mStoner creative team to visit Nick’s studio. The benefit to us is that sometimes looking at work being done outside of the mainstream design (and outside of the field of higher and secondary education) can be an inspiration.

We took most of the creative team (and some project management types) over to the studio and got to take a look at what Nick’s been up to lately. In addition to his paintings which you may have seen in group shows at various galleries around the city of Chicago, Nick’s been producing work for Threadless and lots of poster, LP, and CD designs for various musicians.

Nick and his girlfriend are heavily influenced by classic poster design, Bauhaus, and Swiss design of the last 50 years, but they’ve managed to fuse these aesthetics with a modern edge that’s more than just a reference to history. The work is totally different from other work I’ve seen done lately on the music scene. You should check out the new stuff or the older posters.

Our thanks go out to Nick for putting up with about 10 people in his studio over lunch.

George School is an independent, coed, Quaker boarding and day high school located in Newtown, Pa. The site launch was the culmination of 22 months of, first, imagining what a new website for George School could be and then realizing that vision on the screen.

Work on the site began in earnest in May 2007 with a series of meetings with a Website Design Town Meeting on the first night of Alumni Weekend, when about 60 stakeholders, including students, faculty, staff, alumni, parents, and others gathered to talk about their hopes for the School’s new web presence. Since then, many members of the George School community have participated in live intake sessions, conference calls, online surveys, virtual focus groups, and a test launch earlier in the week. mStoner partnered with George School on strategy, content development, design, video, testing, and buildout.

Ari Betof, George School’s director of enrollment management & strategic marketing, in an email to the community, remarked:

When you look at the site, I hope you like the design. I hope you find the structure easy to navigate. I hope you find the features useful and fun to play with. But much more, I hope you find yourself looking at a page that reminds you of South Lawn in the spring, of taking a really good class with your favorite teacher, or watching your advisee walk across the Outdoor Auditorium during graduation… AND I hope that you come to know that what will truly make the website a living reflection of George School is if it continues to grow and evolve (just as our community benefits from the arrival of each new member).

The redesign was initiated by Provost P. Geoffrey Feiss and announced in February of 2007. Susan Evans, director of web and communication services, led the redesign, dubbed re.web, working with a campus-wide team of stakeholders as well as staff members in IT, university relations, and admission. mStoner is pleased to have been selected to work with William and Mary on this project.

Evans and her team created a Facebook group and started a blog, re.web, which has already been nominated for awards and, in fact, was named a “People’s Choice Winner” from Edustyle on 22 July.

In fact, they’ve gone to extraordinary lengths to keep their campus informed about the project. Here’s why, according to Evans,

“When we first started planning the project … I said that we were going to do this in the most transparent way that we could because I feel like this Web site belongs to everybody. ... We have so many different constituencies that are a part of this project that I wanted people to feel like that had a voice and way to get information. I also knew we would be more successful if we heard from people early on about what they thought was important than if we did it in a much more closed way and tried to launch a site without involving the right people. Because we involved so many, the site truly reflects the special nature of the College.”

Today, William and Mary launched all of the “top-level” pages of the site--including undergraduate admission, financial Aid, registrar, psychology, dean of students, and Arts & Sciences. In the coming months, many other areas of the William and Mary site will migrate to the new look and feel:

The School of Law and Virginia Institute of Marine Science will launch with the new design on Sept. 30. The process of moving content from the old site to the new will be ongoing and will eventually include the site for the School of Education (to be launched in late fall) and the Mason School of Business, which will launch in March 2009.

And information architects should play a key role in evaluating a site, tracking searches and monitoring site use to make sure that the site is optimized for visitor needs--and to yield results for you.

The University of Missouri’s web team is looking to fill a vacancy for an information architect. Mizzou’s web team is one of the most progressive campus web units in the country and is blessed with great leadership (in the person of Lori Croy) and a supportive campus environment. In short, a great job for someone with the right skills.

Here’s a summary of the job:

Identify client goals; research audience needs; analyze information and create an overall plan for the layout of information and navigation for a Web site. Work with writers, photographers, designers, developers and programmers throughout the project to ensure that product meets both the client’s and end-users’ needs. Conduct usability assessments (cards sorts, interviews, etc.) and usability testing as needed. Educate staff and rest of campus Web community on current usability concepts. Monitor and analyze Web analytics for user trends that would impact the design and content delivered from sites and make recommendations based on these findings.

And the necessary qualifications:

2+ years of professional experience in information architecture, user interaction design or related field
Excellent analytical and problem solving skills. Ability to analyze and strategically organize large amounts of information.
Excellent written and verbal communication skills. 
Ability to work both independently and as part of a dynamic team of Web professionals consisting of writers, designers, developers, programmers and photographers.
Knowledge and demonstrated experience with current usability methodologies and user-centered design processes.
Experience conducting user validation and/or usability testing sessions; evaluating results and presenting actionable recommendations.
Knowledge of accessibility and Web Standards.
Experience analyzing and managing Google Analytics data and presenting actionable recommendations.
Proficiency with documentation tools such as Microsoft Excel, Photoshop, Illustrator and Visio or Omni Graffle.
Proficiency with XHTML, CSS, and cross-browser, cross-platform environments.

Official job description and particulars here.

That’s a fair summary of the session entitled “The Future of Community and Affinity in an Online World” presented by Daniel Guhr, Andy Shaindlin from Caltech, and Louis Alexander from MIT at the CASE Summit on 13 July.

Guhr, from Illuminate Consulting Group, provided a fairly high-level view of today’s social networking environment. [I can’t reproduce Guhr’s slides, but a dramatic visual and a graph of activity on social networks is here.]

One of the most telling comments, as far as I’m concerned, is that today’s kids are participating in social networking environments like Club Penguin and Webkinz. They’ll continue networking as they graduate to Facebook (or, more likely, a successor) when they’re teens and ready to apply to and enter college. Then, after graduation, they’ll move into a corporate social network like the ones that are being built by McKinsey & Company and other large progressive networked organizations.

In any case, coming generations will live much of their social life online; the Internet will hold things together.

So in this environment, what use, really, is a closed, proprietary online network? Andy Shaindlin pointed out, “Today’s alumni have demonstrated quite clearly that they’ve decided what tools to use, and don’t care what you give them.” There are plenty of high-quality services that are easy to use, so it quite possible that in the future self-organizing groups of alumni could hold their own reunions without any input from an institution or alumni professionals.

Of course, that happened in the old days, too, when a group of alumni friends called each other on the phone and planned a weekend at the lake with their spouses. But it’s so much easier today.

Shaindlin pointed out that alumni relations professionals still think of alumni as “outside” the institution but now that they are increasingly holding a conversation about the institution without us, we are the outsiders. “They are at the center of the community and we visit them,” he noted.

Outsiders can still play a valuable role, however. A new model for alumni relations may be as the coach that helps these self-organizing groups connect with valuable institutional resources and coaxes them into meeting institutional goals.

MIT’s Alumni Association has worked with entering students through a Facebook presence for four years now (the first class of students with whom the Institute’s alumni office has had a Facebook-mediated relationship just graduated). Lou Alexander pointed out that “we can’t control the content or direction of these conversations, but we do want to be part of them and influence them.”

This past year, the Alumni Association used Facebook to identify leaders for the Senior Gift program and these students made their asks using Facebook. He reported: “In the first year of Facebook, participation in the senior class gift almost doubled (to 51 %). Last year, it jumped to 64%.” Sounds as if meeting people where they are makes good sense.

The primary shift taking place: the university or institution once held the information necessary for the alumni network to scale and the only way that alumni could access that network was to play by whatever rules the institution made up and to use its system. That’s changed: now the power is with the people and the conversations are going on without the institution mediating them. It’s a powerful paradigm shift, and alumni relations professionals need to be prepared for it to happen--and probably sooner rather than later.

The Council for Advancement and Support of Education’s Summit for Advancement Leaders is CASE’s premier gathering. Unlike the District Conferences and the many CASE discipline-focused workshops and conferences, the Summit is designed to provide sessions that are more big-picture- and strategy-focused. This years topics include a session covering the upcoming election with a couple of heavy-hitting politicos (including Frank Luntz, who provided strategic messaging and polling for many Republicans in the past several election cycles); and many topics related to issues specific to education.

You can find out more about the Summit program here, and follow CASE’s blog until the conference ends on Tuesday. You can also sign up for notification of new posts via RSS. And you can follow my posts here on mStoner’s own blog.

One of the CASE bloggers is Andy Shaindlin, who writes the Alumni Futures blog and is one of the most cogent thinkers about the changing role of alumni relations in advancement and the challenges of communicating with key audiences in the era of wildly proliferating communications (and social networking) choices for everyone.

Shaindlin’s first post on the CASE blog explores the “biggest” risk in social networking for higher ed administrators.

Quick: what would your answer be? What’s the biggest risk in an investment in Facebook, MySpace, LinkedIn--or any of the other social network environments?

Here’s what Andy says:

Want to know whether social networks are “worth it”? Try some of them out. Want to know which features will work on your site? Try them on someone else’s site and then make up your own mind. The biggest risk to higher ed’s use of online networks won’t be choosing the “wrong” tools, or using them the “wrong” way. It will be failing to experiment because we’re afraid of making mistakes. That will inevitably perpetuate the usual trend of only doing what someone else has already done, instead of inventing something new that might benefit our alumni even more.

I’m with Andy: stop worrying about making a mistake and dive in. I’m betting that your alumni will be more forgiving than you imagine. And they might even applaud your efforts.