2011It's Not Just Student Support
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2011It's Not Just Student Support Document Transcript

  • 1. 10/28/11   Bringing  Advising  to  the  Core  of   Ohio  Higher  Educa/on     eStudent  Services     George  Steele   Anna  Bendo   WCET  October  2011   Columbus,  OH   Outline  •  The  long  quest  for  high-­‐touch  support  •  RaGonale  for  advisor  support   –  CENTSS  audit  results   –  Conceptual  model  •  CRM  is  the  tool  to  help  make  it  possible  •  OLN  Support  Center     –  OhioLearns   –  Ohio  Higher  EducaGon  Student  Portal,  Ohio  Higher   EducaGon  website   –  Successes  and  failures,  where  are  we  now?     1  
  • 2. 10/28/11   In  the  beginning   Requirements  and  a   sketch  of  the   architecture  for  an   Ohio  Shared   ApplicaGon  System   (OSAS)  2000  hQp://www.oln.org/about_oln/olnnewsarchives.php     Out  Source   2004-­‐05         hQp://www.ohiomentor.org/   2  
  • 3. 10/28/11   Borrow   2006-­‐07  hQp://ohiocap.ohiorc.org/   hQp://students.ohiohighered.org/   3  
  • 4. 10/28/11   CENTSS   Center  for  Transforming  Student  Services   hQp://www.centss.org/   CENTSS  GeneraGons  Services  are  assessed  on  a  scale  of  1-­‐5,  which  is  defined  as  follows:      •  Genera6on  1:  Service  is  not  provided  on  Web  site    •  Genera6on  2:  InformaGonal,  internal  focus  on  insGtuGon    •  Genera6on  3:  InformaGonal,  audience-­‐focused   (ProspecGve  students  link,  conGnuing  students  link,  etc.)    •  Genera6on  4:  Process-­‐oriented  -­‐  customized  community,   personalized,  portal    •  Genera6on  5:  Virtual  mentor  process  orientaGon,  and   decision-­‐making  guide     4  
  • 5. 0   1   2   3   4   5   0   1   2   3   4   5   Academic  Advising   Academic  Counseling   Assessment  and  TesGng   Bookstore   Developmental  EducaGon   Disability  Services   Library   RetenGon  Services   Technical  Support   Tutoring   Admissions   Course  Catalog   Financial  Aid   RegistraGon   Schedule  of  Classes   Student  Accounts   2010   2010   Student  Records   Faculty  to  Staff   Faculty  to  Student   Staff  to  Faculty   Student  to  Student   Inst  to  Student   Career  Services   Ethical  and  Legal   Financial  Planning   OrientaGon   Personal  Counseling   Placement  Services   Wellness  Services   Student  AcGviGes   Student  PopulaGons   Ohio  Two-­‐Year  CENTSS  Results   Ohio  Four-­‐Year  CENTSS  Results   OH  2  Yr    Yr   CENTSS  2  Yr   OH  4OH  4  yr   CENTSS   CENTSS  4  Yr   4  yr   10/28/11  5  
  • 6. 10/28/11   Bloom’s Taxonomy: Cognitive*  •  Knowledge: Recall data or information.•  Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in ones own words.•  Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.* A newer version has been developed by Anderson, L.W. andKrathwohl, D.R. eds. (2001). Bloom’s Taxonomy: Cognitive  •  Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.•  Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.•  Evaluation: Make judgments about the value of ideas or materials. 6  
  • 7. 10/28/11   DIKW model*  The Information Hierarchy:•  Data - ways of expressing things•  Information - the arrangement of data into meaningful patters•  Knowledge - the application and productive use of information•  Wisdom - the discerning use of knowledge - the discerning use of knowledge *Davis, S. & Botkins, J. (1994).; Sharma, N. (2008); and Zeleny, M. (1987).The art and science of advising   Evaluation Wisdom Synthesis Knowledge Analysis Application Information Comprehension Data Knowledge Data 7  
  • 8. 10/28/11   The  limits  of  technology   Wisdom   Knowledge   InformaGon     Data   The  Goals  of  Planning   Evaluation Where  we  would  like  to   Wisdom   focus   Synthesis Knowledge   AnalysisWhere  we  oeen   Application InformaGon     focus   Comprehension Data   Knowledge 8  
  • 9. 10/28/11   Harnessing  High  Tech  and  Touch   Wisdom Evaluation Synthesis Knowledge Analysis Information Application Data Comprehension Knowledge Bloom  and  Technology           hQp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy     9  
  • 10. 10/28/11   Technologies  at  a  Glance  Public  View   Staff  View   •  QuesGons  Asked  -­‐  Find  Answers   •  Answers   -­‐  Contact  Info  -­‐  Ask  QuesGons   •  Surveys   -­‐  QuesGons  Asked   •  QuesGonnaires  -­‐  Chat   •  Contact  Lists   -­‐  Surveys  Taken  -­‐  Call   •  MarkeGng   -­‐  MarkeGng  AcGviGes   Segments  -­‐  Provide  Feedback   -­‐  PotenGal  Prospects   Support  Center   10  
  • 11. 10/28/11     Ohio  Learns  Support  Center    •  Ohio  Higher  EducaGon  Student  Portal  Support  Center  •  Students  can:   •  Search  the  knowledgebase  for  their  quesGon   •  Submit  a  quesGon  and  receive  a  response  from  a  support   agent   •  ParGcipate  in  a  Live  Chat  with  a  support  agent   •  Call  the  Support  Center  •  Was  staffed  from  June  –  September,  M-­‐F,  8-­‐5,  but  has  been   disconGnued  due  to  reorganizaGon   PotenGal  Partners  for  CRM  •  Community  Colleges  •  Ohio  College  Access  Network  •  Other  College  Access  Sites,  etc.  –   Know  How  to  Go  Ohio,  I  Know  I  Can   11  
  • 12. 10/28/11   Disregarding  internal  chats  for  tesGng  and  training,  95%  of  chats  were   about  financial  aid,  enrollment  data,  adult  workforce  &  training,  and   planning  for  college.  The  average  chat  duraGon  is  12  minutes  and  19   seconds.   Figure  1.  Increase  in  interac6ons  between  June  1  and  August  10,  2011     OLN  Support   June  1,  2011-­‐  August  10,  2011  80  70  60  50  40  30  20  10   0   6/1/2011   6/3/2011   6/5/2011   6/7/2011   6/9/2011   6/11/2011   6/13/2011   6/15/2011   6/17/2011   6/19/2011   6/21/2011   6/23/2011   6/25/2011   6/27/2011   6/29/2011   7/1/2011   7/3/2011   7/5/2011   7/7/2011   7/9/2011   7/11/2011   7/13/2011   7/15/2011   7/17/2011   7/19/2011   7/21/2011   7/23/2011   7/25/2011   7/27/2011   7/29/2011   7/31/2011   8/2/2011   8/4/2011   8/6/2011   8/8/2011   8/10/2011   Ask  a  QuesGon   Survey   Feedback  on  Answers   Phone  Calls   Chat   Site  Feedback   12  
  • 13. 10/28/11   OhioHigherEd  CRM  Interface  Site  Sta6s6cs    •  5,485  visits  (2%  from  mobile  devices)   –  61%  via  IE,  22%  via  Firefox,  27%  via  other  browsers    •  1,818  referrals   –  59%  from  students.ohiohighered.org   –  19%  from  www.ohiohighered.org   –  21%  from  search  engines   –  1%  from  mail    •  2,327  answers  viewed    •  600  knowledge  base  searches  performed  •  32  quesGons  submiQed  •  1,285  proacGve  chats  requested  •  OhioLearns    www.ohiolearns.org  •  Ohio  Learning  Network  hQp://oln1.oln.org  •  OhioLearns  Support  Center   hQp://ohiolearns.custhelp.com/app/home  •  Ohio  Higher  EducaGon  Student  Portal     hQp://students.ohiohighered.org/  •  Ohio  Higher  EducaGon  Website  •  hQp://www.ohiohighered.org/  •  OLN/CENTSS    hQp://www.ohiolearns.org/centss    •  George  Steele  gsteele@oln.org  •  Anna  Bendo  abendo@oln.org   13  
  • 14. 10/28/11   Success  and  Failures  –     Where  are  we  now?  •  Support  center  service  ended  September  2011  •  Live  chat  moved  to  different  agency  •  What  would  we  have  done  differently?   –  Started  earlier  to  have  more  data   Bibliography  •  Ackoff,  R.  “From  Data  to  Wisdom.”  Journal  of  Applied  Systems  Analysis,  1989,   16,  3–9.  •  Anderson,  L.  W.,  and  Krathwohl,  eds.  A  Taxonomy  for  Learning,  Reaching,  and   Assessing:  A  Revision  of  Bloom’s  Taxonomy  of  EducaGonal  ObjecGves.  New   York:  Longman,  2001.    •  Bellinger,  G.,  Castro,  D.,  and  Mills,  A.  “Data,  InformaGon,  Knowledge,  and   Wisdom,”  2004.  Retrieved  Feb.  3,  2008  from:  hQp://www.systems-­‐ thinking.org/dikw/dikw.htm.  •  Bloom  B.  Taxonomy  of  EducaGonal  ObjecGves,  Handbook  I:  The  CogniGve   Domain.  New  York:  David  McKay,  1956.  •  Bloom  and  the  Digital  Taxonomy,  EducaGonal  Orgami,     hQp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy    •  Center  for  Transforming  Student  Services  (CENTSS).  “Beyond  the   AdministraGve  Core,”  n.d.  Retrieved  Dec.  17,  2008  from   hQp://www.wcet.info/services/studentservices/beyond/guidelines/ overview.asp#evo.  •  Davis,  S.,  and  Botkins,  J.  Monster  Under  the  Bed:  How  Business  Is  Mastering   the  Opportunity  of  Knowledge  for  Profit.  New  York:  Simon  and  Shuster,  1994.   14  
  • 15. 10/28/11   Bibliography  •  Habley,  W.  Realizing  the  PotenGal  of  Academic  Advising.  NACADA  Summer   InsGtute  on  Advising,  2004.  •  Hurt,  R.  L.  “Advising  as  Teaching:  Establishing  Outcomes,  Developing  Tools,  and   Assessing  Student  Learning.”  NACADA  Journal,  2007,  27(2),  36–40.  •  Sharma,  N.  “The  Origins  of  Data,  InformaGon,  Knowledge,  and  Wisdom  Hierarchy,”   2008.  Retrieved  Aug.  10,  2008,  from  hQp://www-­‐personal.si.umich.edu/ ~nsharma/dikw_origin.htm.  •  Sloan-­‐C.  “Key  PracGce:  Academic  and  AdministraGve  Services,”  2006.  Retrieved   Nov.  13,  2006  from  the  Sloan  ConsorGum  at  hQp://www.sloan.org/effecGve/ details1.asp?SS_ID=120.  •  Steele,  G.  E.  “Five  Possible  Future  Work  Profiles  of  Full-­‐Time  Academic  Advisors.”   NACADA  Journal,  2006,  26(2),  48–64.  •  G.E.  Steele  and  K.C.  Thurmond  (2009).  “Academic  Advising  in  a  Virtual  University”   Chapter  10,  New  DirecGons  in  Higher  EducaGon:  Monograph  on  Virtual   UniversiGes.    •  Zeleny,  M.  “Management  Support  Systems:  Towards  Integrated  Knowledge   Management.”  Human  Systems  Management,  1987,  7(7),  59–70.   15