prashanth updated resume 2024 for Teaching Profession
2011It's Not Just Student Support
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
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
one's 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. and
Krathwohl, 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
Analysis
Where
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