2011it's not just student support
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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?
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In the beginning
2000 hQp://www.oln.org/about_oln/olnnewsarchives.php
Requirements and a sketch of the architecture for an Ohio Shared ApplicaGon System (OSAS)
Out Source
2004-‐05 hQp://www.ohiomentor.org/
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Borrow
hQp://ohiocap.ohiorc.org/
2006-‐07
hQp://students.ohiohighered.org/
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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
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Ohio Four-‐Year CENTSS Results
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OH 4 Yr
CENTSS 4 Yr
OH 4 yr
CENTSS 4 yr
2010
Ohio Two-‐Year CENTSS Results
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5
Academ
ic Advising
Academ
ic Cou
nseling
Assessmen
t and
TesGn
g
Bookstore
Developm
ental Edu
caGo
n
Disability Services
Library
RetenG
on Services
Technical Sup
port
Tutorin
g
Admissions
Course Catalog
Financial A
id
RegistraGo
n
Sche
dule of C
lasses
Stud
ent A
ccou
nts
Stud
ent R
ecords
Faculty
to Staff
Faculty
to Stude
nt
Staff
to Faculty
Stud
ent to Stud
ent
Inst to
Stude
nt
Career Services
Ethical and
Legal
Financial Plann
ing
Orie
ntaG
on
Person
al Cou
nseling
Placem
ent S
ervices
Wellness S
ervices
Stud
ent A
cGviGe
s
Stud
ent P
opulaG
ons
OH 2 Yr
CENTSS 2 Yr
2010
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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.
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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 Synthesis Analysis Application Comprehension Knowledge
Wisdom
Knowledge
Information
Data
Data
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The limits of technology
Wisdom
Knowledge
InformaGon
Data
The Goals of Planning
Evaluation Synthesis Analysis Application Comprehension Knowledge
Wisdom
Knowledge
InformaGon
Data
Where we would like to focus
Where we oeen focus
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Harnessing High Tech and Touch
Evaluation Synthesis Analysis Application Comprehension Knowledge
Wisdom
Knowledge
Information
Data
Bloom and Technology
hQp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
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• QuesGons Asked • Answers • Surveys • QuesGonnaires • Contact Lists • MarkeGng
Segments
Public View -‐ Find Answers -‐ Ask QuesGons -‐ Chat -‐ Call -‐ Provide Feedback
Staff View -‐ Contact Info -‐ QuesGons Asked -‐ Surveys Taken -‐ MarkeGng AcGviGes -‐ PotenGal Prospects
Technologies at a Glance
Support Center
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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
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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.
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8/10/2011
OLN Support June 1, 2011-‐ August 10, 2011
Ask a QuesGon Survey Feedback on Answers Phone Calls Chat Site Feedback
Figure 1. Increase in interac6ons between June 1 and August 10, 2011
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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
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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.
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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.
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