The Joy of Assessing Technology for Advising: Someone
has to do it!
NACADA 2011 Pre-Conference Workshop 6
Goals:
• Address micro and macro issues
related to selecting technologies for
advising and supporting student
services.
• Provide a framework for making
decisions about use of technology in
advising.decisions at both the micro
(tactical) and macro (strategic) levels
Developmental
advising
“Academic advising can be understood best and more
easily re-conceptualized if the process of academic
advising and the scheduling of classes and
registration are separated. Class scheduling should
not be confused with educational planning.
Developmental academic advising becomes a more
realistic goal when separated from class scheduling
because advising can then go on all during the
academic year, not just during the few weeks prior
to registration each new term.”
Winston, R. B., Miller, T. K., Ender, S. C., Grites, T. J., & Associates
(1984). Developmental academic advising. San Francisco: JosseyBass. p. 542.
Interaction and
academic
advising
"Academic advising is the only structured
activity on the campus in which all students
have the opportunity for one-to-one
interaction with a concerned
representative of the institution"
(Habley, 1981).
•
Strategic
Plan for
Higher Ed
•
The State of Ohio will GOALS
increase its educational attainment
to compete
in a global Goal
economy
that is Goal
fueled
by
Goal #1
#2
#3
knowledge and an advanced workforce.
The Strategic Plan is a comprehensive blueprint to raise
Graduating
Keeping with Attracting
Ohio’s
educational attainment,
specific strategies
more
graduates
more talent
and measureable goals.
students
in Ohio
to Ohio
IT is tactical – Advisors must sit at the table to
help provide strategic direction to assisting
students.
CENTSS
Audits
CENTSS
• Audits 31 student services areas
• Based on research into best practices in
student services online by WCET, the
Minnesota State Colleges and Universities
system, and Seward Incorporated.
• For each audit area, provides a series of
multiple choice and open text questions and
compiles the responses into a confidential
report.
• Groups of institutions can participate
together to provide data to individual
institutions and aggregate group results.
Generations
• Generation 1: Service is not provided on web site
• Generation 2: Informational, internal focus on
institution
• Generation 3: Informational, audience focused
(Prospective students' link, continuing students' link,
etc.)
• Generation 4: Process oriented - customized
community, personalized, portal
• Generation 5: Virtual mentor – process orientation,
and decision making guide
Example
Audit
Question
Q1. Find information about my institution's academic
advising services, including philosophy and roles and
responsibilities:
1. Cannot find information or services on the web.
2. View general information about the institution's academic advising
services, along with its general philosophy and the roles and responsibilities
of students and advisors.
3. Link to the institution's description of academic advising services, including
the philosophy and roles and responsibilities for the type of student I am (e.g.,
freshman, transfer, graduate student).
4. Log in to MyAccount and link to information about the institution's
academic advising services, along with its philosophy and roles and
responsibilities relevant to me.
5. Receive a welcome message introducing the institution's academic advising
services, including the philosophy and roles and responsibilities relevant to
me, along with a link to an online form for more information or assistance.
•
•
•
•
•
•
Step One: Determine Technical Goals
Step Two: Determine Resources
Step Three: Create and Edit
Step Four: Pilot the Technology
Step Five: Review and Evaluate
Step Six: Update and Develop
Adopted from Pasquini, L. (2010). Chapter 9: Emerging Digital Resources: Easy and
Accessible Online Tools. Comprehensive advisor training and development:
Practices that deliver, 2nd Ed. NACADA Monograph. Manhattan, KS: Kansas State
University.
Key steps to
implementation*
•
•
•
•
•
•
•
•
Executive level sponsor
Cross-functional team (charged by sponsor)
Review your CENTSS audit results
Document current state of each service
Low hanging fruit (find an early win)
Prioritize – which services to target?
Campus wide awareness / Buy-in
Develop roadmap – current /bridge/ desired states (bridge
small steps need to transition from current to desired state)
• Recommend projects based on roadmap
• Implement projects
* Dr. Nancy Thibeault, Dean Distance
Learning, Sinclair Community College
• Each CENTSS Audit Leader recruited 2 staff members for a team (one who worked in the audit area and one from a related area.) • As an option, 3 students were recruited for each team. • Each team completes a group of audits (5 teams/3 audits – 3 teams/5 audits) • Each CENTSS Audit Leader selects 1‐2 audits related to his/her area of interest as well as being assigned to coordinate 1‐3 additional audits. • This group will attend OLN held meetings with the CENTSS coordinator • The CENTSS Coordinator recruits a cross functional CENTSS team composed of student services, distance leaning and IT staff members. These team members are called CENTSS Audit Leaders. • Establishes deadlines and ensures completion of tasks • Project sponsored by Provost and /or Senior Vice President (Most important ‐ Executive Level buy‐in) Sinclair Community College CENTSS Implementation Model
Implementation
Model
Prioritize - Quadrant Tool
Rate each service 1 – 4
How Important?
4 = Most Important
1 = Least Important
How well?
4 = Service routinely delivered
online
1 = Not easily accommodated
without campus visit
•focus on activities in the
bottom right quadrant
•those that are important
but are not done well
Enrollment/Registration Steps
1/3/2008
Enrollment
Steps
Step
Apply
Placement Testing
Submit Transcripts
Orientation
Academic Advising
Develop Schedule
Register
Tartan Card
Financial Aid
Bookstore
Pay
New
Transfer
Student Type
Transient Former
PI/CD
Current
Complete virtually
Campus visit
Campus visit, but not required of all students every quarter
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Ohio
Institutions
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Belmont Technical College
Cincinnati State Technical and
Community College
Clark State Community College
Columbus State Community College
Cuyahoga Community College
Hocking College
Lakeland Community College
Lorain County Community College
Marion Technical College
Miami University
Owens Community College
Sinclair Community College
The University of Akron
The University of Toledo
University of Cincinnati
Washington State Community College
Zane State College
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Bowling Green State University
Central Ohio Technical College
Central State University
Cleveland State University
James A. Rhodes College
Kent State University
North Central State College
Rio Grande Community College
Stark State Technical College
Southern State Community
College
Terra Community College
Wright State University