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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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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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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.