Giving visibility to interesting or leading edge applications of social media is the objective of the Social Media in Practice Excellence Awards Competition. We have been looking for effective social media applications in business or in the public sector. The call for case histories was announced in late 2015 and 20 submissions were received describing on an outline basis a social media initiative. 15 contributors were invited to forward a full case history. A panel of judges chose the case history finalists who are invited to present their work at the 4th European Conference on Social Media, in Vilnius, Lithuania in July 2017. The emphasis of the successful case histories is on innovative, creative and effective social media applications and the finalists published in this book are demonstrating this. Submissions to the competition this year are widespread with contributions from Austria, China, India, the USA and the UK. The initiatives are also diverse, and include a customer engagement application in China, The FOSSIL Project from the United States that uses social paleontology to bring together paleontologists from across the spectrum of expertise, the EDINA Digital Footprint Consultancy & Training Service from the UK, the Traditions Challenge which encourages student participation in school activities from the USA, a system using Digital Natives’ Everyday Social Media Behaviour to Anticipate Their Acceptance of Technology Innovations In Business from Austria and a case history looking at Social Big Data Processing.

These proceedings represent the work of researchers participating in the 5th European Conference on Social Media (ECSM 2018) which is being hosted this year by Limerick Institute of Technology, Ireland on 21-22 June 2018.

Giving visibility to interesting or leading edge applications of social media is the objective of the Social Media in Practice Excellence Awards Competition. We have been looking for effective social media applications in business or in the public sector. The call for case histories was announced in late 2018 and 18 submissions were received describing on an outline basis a social media initiative. 14 contributors were invited to forward a full case history. A panel of judges chose the case history finalists who are invited to present their work at the 6th European Conference on Social Media, in Brighton, UK in June 2019. The emphasis of the successful case histories is on innovative, creative and effective social media applications and the finalists published in this book are demonstrating this. Submissions to the competition this year are widespread with contributions from Australia, Poland, Portugal, India and South Africa. The initiatives are also diverse, and include a student communication project from Portugal, as well as e-assessments in Australia. Projects from South Africa, Poland and India also focus on the introduction and use of Social Media in High Education. And away from Education there is a case on the use of Whatsapp groups in staff development. Although the competition was open to social media applications from all fields it is interesting that this year it is dominated by educational issue.

"Seventeen-year-old Cullen's summer in Lily, Arkansas, is marked by his cousin's death by overdose, an alleged spotting of a woodpecker thought to be extinct, failed romances, and his younger brother's sudden disappearance."--Title page verso.

The responsibility for college success has historically rested with the student, but since the 1980s, educators have taken increasing ownership of this, designing structures that increase the likelihood of learning, success, and retention. These efforts have included a variety of initiatives--first year seminars, learning communities, writing-intensive courses, common intellectual experiences, service-learning, undergraduate research, and senior capstones among others--that have come to be known as high-impact practices. Although first year seminars have been widely accepted as a high impact educational practice leading to improved academic performance, increased retention and acquisition of critical 21st Century outcomes, first-year seminars tend to be loosely defined in the literature. National explorations of course structure and administration demonstrate the diversity of the curricular initiatives across various campuses. In order to determine the attributes that all of these varied courses share in common that contribute to their effectiveness, the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina invited contributions for a book exploring effective educational practices within the first-year seminar. This collection of case studies represents a wide variety of institutional and seminar types. The authors describe the structure, pedagogy, and assessment strategies that lead to high quality seminars and they offer abundant models for ensuring the delivery of a high-quality educational experience to all entering students. The table of contents includes the following: (1) Structural Supports for Effective Educational Practices in the First-Year Seminar (Tracy L. Skipper); (2) The American University of Rome (Jenny Petrucci); (3) Cabrini University (Richard Gebauer, Michelle Filling-Brown, and Amy Perischetti); (4) Clark University (Jessica Bane Robert); (5) Coastal Carolina University (Michele C. Everett); (6) Durham Technical Community College (Kerry F. Cantwell and Gabby McCutchen); (7) Florida South Western State College (Eileen DeLuca, Kathy Clark, Myra Walters, and Martin Tawil); (8) Indiana University--Purdue University Indianapolis (Heather Bowman, Amy Powell, and Cathy Buyarski); (9) Ithaca College (Elizabeth Bleicher); (10) LaGuardia Community College, CUNY (Tameka Battle, Linda Chandler, Bret Eynon, Andrea Francis, Preethi Radhakrishnan, and Ellen Quish); (11) Loyola University Maryland (Mary Ellen Wade); (12) Malone University (Marcia K. Everett, Jay R. Case, and Jacci Welling); (13) Montana State University (Margaret Konkel and Deborah Blanchard); (14) Northern Arizona University (Rebecca Campbell and Kaitlin Hublitz); (15) Southern Methodist University (Caitlin Anderson, Takeshi Fujii, and Donna Gober); (16) Southwestern Michigan College (Christi Young, Jeffrey Dennis, and Donald Ludman); (17) St. Cloud State University (Christine Metzo); (18) Texas A & M University-Corpus Christi (Rita A. Sperry, Andrew M. Garcia, Chelsie Hawkinson, and Michelle Major); (19) The University of Arizona (Marla Franco, Jessica Hill, and Tina Wesanen-Neil); (20) University of Kansas (Alison Olcott Marshall and Sarah Crawford-Parker); (21) University of Maryland Baltimore County (Lisa Carter Beall); (22) University of New Hampshire (Neil Niman, Tamara Rury, and Sean Stewart); (23) University of North Carolina Wilmington (Zachary W. Underwood); (24) University of Northern Iowa (Deirdre Heistad, April Chatham-Carpenter, Kristin Moser, and Kristin Woods); (25) University of Texas at Austin (Ashley N. Stone and Tracie Lowe); (26) University of Texas at San Antonio (Kathleen Fugate Laborde and Tammy Jordan Wyatt); (27) University of Wisconsin-Madison (Susan Brantly and Sorabh Singhal); (28) Virginia Commonwealth University (Melissa C. Johnson and Bety Kreydatus); and (29) Conclusion: What Does It Mean to Be High Impact? (Tracy L. Skipper). (Individual chapters contain references.).