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Big Idea Group Final Recommendations

The Joy of Assessing Technology for Advising: Someone has to do it! NACADA 2011 Pre-Conference Workshop 61Goals: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) levelsDevelopmental advisingAcademic 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: Jossey-Bass. p. 542.

3When considering how technology can best improve the delivery of academic advising, it is critical to define academic advising Key to this definition is the distinction between course registration and educational planning. The area the authors identify as educational planning, is also called developmental advising - Developmental advising is characterized by the integration of education goals into career development and life planning issues as well as attention to barriers that prevent a learner from reach hi/her full potential, such as: study skills, time management.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). 4As Wes Habley so stated.

How do we maintain the human element in an age of portals?

Why do we need to maintain the human element and why is it necessary is where we will look next.

Strategic Plan for Higher EdThe State of Ohio will increase its educational attainment to compete in a global economy that is fueled by knowledge and an advanced workforce.The Strategic Plan is a comprehensive blueprint to raise Ohios educational attainment, with specific strategies and measureable goals.Graduating morestudentsKeeping graduates in OhioAttracting more talent to OhioGoal #1Goal #2Goal #3 GOALSIT is tactical Advisors must sit at the table to help provide strategic direction to assisting students.5CENTSS Audits

Ohios system of distance learning will be nationally known for its student centered focus and its diverse offerings that meet the needs of the variety of students interested in pursuing higher education. Ohio will be nationally known for the quality of its distance learning programs, which are built upon the recognized strengths and reputations of the participating institutions.Regardless of their location, Ohio students will have multiple opportunities to pursue their educational goals via distance learning, hybrid courses, IVDL courses, and other emerging technologies for expanding access to higher education.New and innovative programs and services will be developed to meet the challenges posed by the current distance learning market and to better serve the citizens of Ohio.

?? USO (or Ohios) institutions should be the FIRST CHOICE for Ohioans seeking a higher education degree??

6CENTSSAudits 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. Generation 1: Service is not provided on web siteGeneration 2: Informational, internal focus on institutionGeneration 3: Informational, audience focused (Prospective students' link, continuing students' link, etc.)Generation 4: Process oriented - customized community, personalized, portalGeneration 5: Virtual mentor process orientation, and decision making guideGenerationsQ1. 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.

Example Audit QuestionStep One: Determine Technical GoalsStep Two: Determine ResourcesStep Three: Create and EditStep Four: Pilot the TechnologyStep 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.

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

Key steps to implementation** Dr. Nancy Thibeault, Dean Distance Learning, Sinclair Community CollegeImplementation Model

focus on activities in the bottom right quadrant those that are important but are not done well Rate each service 1 4

How Important?4 = Most Important1 = Least Important

How well?4 = Service routinely delivered online1 = Not easily accommodated without campus visitPrioritize - Quadrant ToolEnrollment Steps

OhioInstitutionsBelmont Technical CollegeCincinnati State Technical and Community CollegeClark State Community CollegeColumbus State Community CollegeCuyahoga Community CollegeHocking College Lakeland Community CollegeLorain County Community CollegeMarion Technical CollegeMiami UniversityOwens Community CollegeSinclair Community College The University of AkronThe University of ToledoUniversity of CincinnatiWashington State Community CollegeZane State CollegeBowling Green State UniversityCentral Ohio Technical CollegeCentral State UniversityCleveland State UniversityJames A. Rhodes CollegeKent State UniversityNorth Central State CollegeRio Grande Community CollegeStark State Technical CollegeSouthern State Community CollegeTerra Community CollegeWright State University

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