Tomato, Toma-tah: Building Interdepartmental Relationships to Benefit the Classroom & the Institution
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The document outlines strategies for building interdepartmental relationships to enhance classroom experiences and institutional effectiveness, focusing on enrollment management, student services, and user experience. It emphasizes the importance of understanding user motivations and defining metrics to assess success. The presentation concludes with contact information for the presenters.
Tomato, Toma-tah: Building Interdepartmental Relationships to Benefit the Classroom & the Institution
- 1. TOMATO,TOMA-TAH Building Interdepartmental Relationships to Benefit the Classroom & the Institution
- 2. Meghan Wendy
- 3. Welcome.
- 4. Enrollment Management • FinancialAid • Registration • Admissions Student Life • Dean of Students • Residence Halls • Activities Faculty & Advising • Course sequence • Advising Student Services • Disability Services • Veteran Services
- 5. So this means… Count off by 4s!
- 6. Enrollment Management • FinancialAid • Registration • Admissions Student Life • Dean of Students • Residence Halls • Activities Faculty & Advising • Course sequence • Advising Student Services • Disability Services • Veteran Services
- 7. What are your top 3-5 priorities? Enrollment Management • Example Student Services • Example Student Life • Example Faculty & Advising • Example
- 8. What now?
- 10. User Experience Their Motivations What do they need? Why do they need this? How can they do this? Your Objectives What do they need to do? Why do we want them to do this? How do we help them do this?
- 12. What do we want to happen? …did it happen?
- 13. Data points Quantifying the intangible - or-
- 14. 1. Define metrics 2. Define baseline 3. Start the process 4. Assess
- 15. The more users’ expectations prove right, the more they will feel in control of the system and the more they will like it. Jakob Nielson
Editor's Notes
- #5: These are the four commons silos. Required online class that will help new students learn how to self serve. New course called HELP 101 – Helping E Learners Prosper Productivly
- #7: These are the four commons silos. Required online class that will help new students learn how to self serve. New course called HELP 101 – Helping E Learners Prosper Productivly
- #8: Signs. Needs analysis. How do we know what the need is.
- #11: Integrate what we want to say with these main points. UX clarified that this applies to a student at any level, in any course. The user = studentFramework. Make a burger.
- #12: Elements need to be what the group determines as important. Bring priorities defined earlier need to come together to create a whole experience.
- #13: Develop metrics. Develop baseline. What was your premise for building this? That’s the metric for defining success/goals met. What did you want them to do? Did they do it? Loop. How do we know they did it? Survey. How often was the helpdesk utilized. Retention. Realize the root. Instituitnoally – there is a need for this, by terms of how you defined that need.
- #14: How do we know it’s meeting student/institutional goals. Is it accomplishing what we need? What do the metrics mean? Sense maker vs. decision makerAs a sense maker, campuses have to invent a subjected reality. Preferably using data which can be used to construct conceptions of reality, identify what's important, and establish a common campus vocabulary
- #15: Develop metrics. Develop baseline. What was your premise for building this? That’s the metric for defining success/goals met. What did you want them to do? Did they do it? Loop. How do we know they did it? Survey. How often was the helpdesk utilized. Retention. Common vocabulary, common mission.Realize the root. Instituitnoally – there is a need for this, by terms of how you defined that need.