- There’s a Google Drive link coming that contains all the information
Pretty good turnout for this session, considering it’s at 8:30 and down in the convention center’s basement 🙂 Got an opportunity to finally meet Lisa Endersby in person and catch up with some #SATech friends. Let’s see what Jeremiah has in store for us…
Lisa introduced Jeremiah and made a few shameless plugs for other sessions at the conference.
- Competency Background
- Michigan Tech Background
- Our Process
- You and Your Campus
- Provides a game plan and establishes what we should be doing
- Tech was incorporated into many different areas in bits and pieces, and talk about a standalone technology competency began in earnest in 2010
- Special thanks to: Matthew Brinton, Joe Sabado, Josie Ahlquist, Lisa Endersby
- Established rubric in October 2016! This is a tool that will help members of the student affairs profession to utilize and engage with the competency areas on their campuses.
Michigan Tech Background
- 7,000 students, founded 1885
- Our Student Affairs division contains advancement, which is a bit unique.
- January 2012: a charge from Dr. Les Cook to form a committee to address the 2035 vision of “High Tech, High Touch.” Central idea behind the group to consider how we embrace and push the technology agenda.
- Technology Advance Committee: multi-member group from all areas of SA and Advancement; research & present seminars/trends and work with professional development committee and leadership team to provide recommendations.
- Challenge: small surveys work great, redundancy of seminars, needed a plan
- Large doc; how to apply, how to inform, how to standardize?
- Break down the competency
- Assess the areas: technical hardware/software; professional dev (networking); technology like SoMe and collaboration tools.
- We let our IT division know we were planning to do this assessment. Bring them into the conversation!
- Use your professional networks!
- Every department has its own SoMe accounts; we needed to figure out what was going on and who was in charge of things. Transition was a concern .
- How to evaluate? Create a baseline evaluation and rubric survey for all staff members. NASPA HAS DONE THIS FOR YOU!
- Our survey: questions a user can self-rate; comfort levels; open questions; 50 questions in total including department identification.
- Our VP helped to hype the survey, including how we planned to use the information to inform increased resources/training.
- CampusLabs is the backbone of our survey.
- 39.75% response rate; largely mid-ranged responses; additional areas of professional development needed
- Wanted to figure out where our people were uncomfortable. It turned out that a lot of our people didn’t know where to turn for help.
- You can use our assessment for your own campuses, and we encourage you to use it!
- Next Steps: present findings to SA and Advancement directors; meet with professional dev committee for recommendations; assist in professional development; reassess one year from initial survey.
- We’re right in the middle of this process…we hope to see improvement next year!
You & Your Campus
- This is very accessible, and the model we think is useful for any size campus
- Join TKC
- Self-assessment:Figuring out what you’re comfortable with is important
- Training resources: YouTube, knowledge base, ticket database
- Reach out and ask! People out there have had the exact same problem as you in the past.
- What to do at the campus level? Join the TKC; create a committee (does not have to meet on a regular basis), talk to others; use the rubric/create an assessment; training resources; reach out and ask.
- To get people to complete your assessment, tell them what you’re doing and what they’re going to get out of it.
- The main thing is to TRY SOMETHING! Now is the time to jump on this!
- How were the survey results shared with your IT division? How were they received, and did it result in changes in service/collaboration between divisions? Our IT department gets 250 tickets a day, they’ve been able to use our assessment to help streamline some processes and develop some training materials to help improve services.
- Did you have others in your division who were interested in participating in the competency area? Yes, but we were able to use this assessment and model as a starting point.
- Mark Albert, Director, University Web & Identity Services, The George Washington University
- Andrew Yu, Founder and CTO, Modo Labs, Inc.
- Matthew Willmore, mobileND Program Manager, University of Notre Dame
Goal was to get the tools for managing web apps into the hands of non-technical people at universities, so that they could make amazing apps themselves.
Schools participating in this event iteration included:
- George Washington
- Florida State University
- Notre Dame
- Arizona State University
- 14 teams, 56 students competing in total
- Students and university benefited from this competition
- We like the fact that through this competition, we can see exactly what student want
- Students enjoyed the experience
- “NutitioNOLE” was the winner at FSU
- Eat, move learn
- Great way to raise awareness of the platform
- Better understand how students wish to use their mobile devices
- Better understand the gap between the app and student needs
- To get the word out, we did posters, postcards, email blast, reminders to students in class
- 80+ students; 12 teams competed
- Outstanding ideas from our students
- Modo’s support was great
- 2nd place: parking app
- 1st place: Gworld – campus ID card: dining/retail, printing, load $$, places to study
- Fun and competitive environment to find out what our students want
- Marketed via web site, My ASU banner ads, email
- 10 teams, great wide-ranging ideas
- Of our judges, each had a different winner
- 2nd place: travel on campus
- 1st place: ASUFit – targets fitness culture and social engagement
- Driven by student interest; strong culture of hackathons; event that allowed non-programmers to participate
- Marketed via Student IT interest groups, student houses, SoMe, school CIOs
- Intense, collaborative, inspiring
- 2nd place: dining app that includes nutritional information so students can choose the correct
- 1st place: bliss, a resource for maintaining mental health
- Always seeking opportunities to engage students in real-world development and design
- Equal interest in students with and without technical chops
- First opportunity for us to see how well students could use Publisher
- Proved to us that we can use students more to manage our mobile app material
- Marketed via: campus flyers, table tents, email, banner and home screen icon, co-promotion with other like events
- 7 teams
- 2nd place: Rate My Plate – allows students to provide feedback about dining services.
- 1st place: Mary’s View – highly visual way to find events of interest around campus; incorporates maps so students can find events near their location.
Judges & Judging Criteria
- Chris Barrows, NYU
- Jenny Gluck, Syracuse
- Julia Zaga, Uber
- Santhana Naidu, Indiana State
- Sarah Hoch, GE Power
- Eric Kim, Modo Labs
- Judging Criteria: address challenge of improving campus life; creativity and innovation; design/user experience; completeness
Harvard’s “Bliss” App is the winner!
- Amir Dabirian, VP for IT-CIO, CSU Fullerton
- Matthew Badal, Administrative Analyst, CSU Fullerton
- Su Swarat, Director of Assessment and Educational Effectiveness, CSU Fullerton
What are HIPs?
- Occur when students are actively engaged in the learning process
- Students involved in HIPs report greater gains in learning in personal dev
- Underrepresented students affected positively the most
- First year seminars
- Common intellectual experiences
- Learning communities
- Writing intensive courses
CSUF Strategic Plan
Presidential goal is to increase student persistence, increase grad rates, and narrow the achievement gap for underrepresented students.
- Get 75% of all students involved in at least TWO HIPs.
- Broaden access to HIPs
- Curricular (course based) and co-curricular (activity) based programs
- Significant student engagement
- Experiential learning
- Etc. (the list is long)
Institutionalize HIPs through a Data-Driven Approach
- We don’t want to call something HIP unless it actually IS a HIP
- We triangulate each course/program through a set of criteria to ensure HIP quality
- Over 4,000 students now in designated HIPs
HIPs Technology Tracking
- Technology, Tools, Data Collection
- LMS has HIPs Templates
- Peoplesoft Tracking & Designation (transcript)
We started it all through a survey, and as a result of this, we decided to accomplish this via a mobile app, but .
We harness the power of our existing app…why? Because it has a killer app built in that students go back to again and again – PARKING.
Data Collection Technology Tools Attendance
- iBeacon deployed in all classrooms
- All our HIPs use this feature to ensure participation
How Does the App Work?
- Shake phone to register attendance
- For each course, we provide HIP activity items for students to record their participation in each.
- Real-time integration to LMS; the LMS provides the ability for professors to drill-down and view student attendance and participation.
- It’s still a work in progress. Faculty orientations are continuous, and we also help students learn how to use the app. App changes: addition of activity tracking for more customization; multiple hour tracking feature
Humans Make the App Work
Sample timeline in a semester:
- Pre-semester: app improvement, faculty training
- Weeks 1-2: in-class student training
- Weeks 8-10: mid-semester check-in, ongoing tech support, initial data collection
- Weeks 14-16: post survey administration, heavy data collection, final tech support
Data Analysis & Assessment
There were a lot of graphs in this portion of the session, so my notes are a bit thin here.
- Most of the gains were attributable to our female students
- Self reported learning gains were almost universal
- The more feedback received, the more improvement seen
- Data identified colleges where student involvement was higher or lower than expected; this has affected pedagogical practices
- Chas Grundy, Manager, Product Services, University of Notre Dame
- Deborah DeYulia, Director, Program Management, Duke University
Join the group: bit.ly/prodmgmtcg
What do you want from this group?
- Learn how to create a culture that thinks in terms of products
- Seeing a more developed product management group
- Organizing around product management, interfaces to other parts of the organization
Product Manager vs. Project Manager
- A product manager is the CEO of products. Goal is to deliver a product that customers love (intersection of UX, Tech, Business). Concerned with WHAT.
- A project manager is responsible for achieving project objectives and is accountable for the outcome of the project. Concerned with HOW.
- Common responsibilities
- Align activities with strategic objectives
- Work with cross-functional teams
- Strong influential and collaborative skills
- Guide critical decisions
- Orchestrate key activities
- Manage key deliverables
- Product manager is more closely associated with strategic concerns.
Product Manager is a way to address ongoing sustainability of the products we use.
Product Management Boot Camp
- Notre Dame’s Project Management office trains dozens of people how to be good project management. My goal was do the same for Product Managers for their own service offerings.
- We outline what Product Management is through a half-day training; it’s about products and services.
- What is Product Management?
- Examples & scenarios
- Services versus products
- Framework: strategy (benchmarking, roadmap, customer research), Roadmap, Customer Research
- Deploy: support, training
- Manage: Communications, Metrics, Vendor Mgmt, Billing
- Retire: when and how to retire a product
- The Product Management Game
- First 90 days
- Community of Practice and Additional Resources
The First 90 Days Managing a Product
- What do you want to accomplish?
- ID expectations and goals
- Familiarize yourself with the product
- Join existing projects
- Begin the vendor relationship
- Users & community
- Develop listening posts
- Build lists of ideas to explore
- Rebecca Davis, Director of Instructional and Emerging Technology, St. Edward’s University
- Susan Grajek, VP of Data, Research, and Analytics, EDUCAUSE
- Marden Paul, Director, Planning, Governance, Assessment & Comms, University of Toronto
- Gerard Au, AVP, IT Services, CSU San Bernardino
- John Landers, PMO Leader, Case Western Reserve University
- Michele Norin, SVP and CIO, Rutgers, The State University of New Jersey
Top 10 IT issues
We have a large slate of professionals who weigh in on these issues each year. They come from pretty much every role in higher education IT. They meet four times a year, and we ask “what is the most important IT issue facing your institution?” We do this each quarter, and then again in the Summer before the annual conference…and that’s the list we’re presenting today.
- Information Security
- Student Success & completion
- Data-informed decision making
- Strategic leadership
- Sustainable funding
- Data mgmt and governance
- Higher ed affordability
- Sustainable staffing
- Next-gen enterprise IT
- Digital transformation of learning
* Bold items are new to the list this year.
Discussion of the Issues
- Next Generation Enterprise IT: developing and implementing enterprise IT applications, architectures, and sourcing strategies to achieve agility, scalability, cost-effectiveness, and effective analytics.
- Digital Transformation of Learning: collaborating with faculty and academic leadership to apply technology to teaching and learning in ways that reflect innovations in pedagogy and the institutional mission. Do you limit what tech people can use or do you have a limited set of tools you offer (limited set won the day). What’s the most misunderstood aspect of this issue? X solution = the panacea for digital learning. New networks are horizontal and personalized, not just content delivery online. It’s bigger than the implementation of a tech stack. Roles for people in this ecosystem will be different.
- Strategic Uses of Data
- Student Success and completion – effectively applying data and predictive analytics to improve student success and completion. What are the implications? The tech implementation does NOT necessarily solve the problem. Changing the culture is the hard part, especially when the technology adds another burden, i.e. just another chore. Aggregation of data from systems of record continues to be troublesome.
- Data-informed decision making – ensuring that BI, reporting and analytics are relevant, convenient, and used by administrators, faculty and students. Engaging with all stakeholders is important to ensure we have the right data to make decisions…we all need to refer to the same dataset. IT needs to be the glue that holds all these folks together. Consider hiring a Chief Data Officer, to ask all these questions. Some faculty are getting student involvement by giving FitBits and recording what they eat as a means of educating them about owning their own data.
- Data management and governance – improving the management of institutional data through data standards, integration, protection, and governance. How many people think that their data is always accurate? << laughter >> Are there outsized expectations of Big Data? Yes! It’s not about the tools, it’s about how people use the tools and how that affects the data downstream (which can be very bad). Use the data for what it is supposed to do…don’t adapt it for your own immediate purposes; rely on authoritative sources. Data is not a project, it’s a process.
How does this list make you feel? Do you feel hopeful? Cautious? Something else?
- I think we’re collecting more data right now than we’re able to use effectively. Eventually, our ability to manage and process this data will become doable.
- Cautiously optimistic.
- As a PM, I’m nervous! What gives me hope is the fact that we’re not alone…we have this organization and our colleagues on other campuses.
- IT is more relevant than ever…everybody is now a part of IT!
What was issue 11?
- Building a sustainable workforce (but next-gen IT workforce was)
Did we slice the data by different university types?
- Yes! It will be in the January issue.
Where can you get a copy of these slides?
- Somewhere on the EDUCAUSE web site 🙂
What skills are necessary for next-gen IT?
- How to read contracts << laughter >>
- Click-throughs are not a good idea. Legal counsel will have a problem with 60 page documents with embedded links to other documents.
- Business Analyst mentality will become more important.
- You don’t know how much you know until you know how much you care.
- Soft skills are really important – distributed leadership and the support to do that.