Learning to Count - JAM 2015 - Handouts
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Transcript of Learning to Count - JAM 2015 - Handouts
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Nicholas Gill, Associate Dean of Institutional Research & Planning York County Community College, Wells, MaineMay 27‐30, 2015
Learning to Count: The IR & JenzabarRelationship
Jenzabar’s Annual MeetingMay 27 ‐ 30, 2015
Gaylord Opryland Resort & Convention CenterNashville, TN
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Understanding reciprocity: The impact of Data integrity on potential reporting from Jenzabar EX.
Managing data requests: Do your stakeholders know what data they need?
Cultivating Buy‐in: How understanding Jenzabar EX can support increased centralized reporting and data‐driven decision‐making.
Topic Outline
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What are the Standard Operating Procedures (SOP) for recording data?
How much data depth is recorded?
What are the quality assurance processes in place? (i.e. auditing, exception reports)
Are the above done conscientiously, consistently, and cross‐institutionally?
Data Practices and Integrity
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IR Mantra: Data in Data Out
What is the demographic distribution of our students?
What demographic data have you captured in Jenzabar EX?
What data should we have? Whatever data you would like reported…
Requestor IR Response
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X No Unique IdentifierX No SSNX No Birth Date
X No Relationships
X No Degree Attainment
X No Marital Status
X No Gender
X No Ethnicity
Less Data Integrity Fewer Reporting Options
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X No Unique IdentifierX No SSNX No Birthdate
X No Relationships
X No Degree Attainment
X No Marital Status
X No Gender
X No Ethnicity
Trouble distinguishing new records from existing ones… creates DUPLICATES!
Development – Minimal and inconsistent data affects mapping alumni relations.
External reporting obstacles:College BoardNCES / IPEDSNSCNSLDS
Compounding Issues
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IR: Where?But we have the “Real” data…
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IR: Yes….but….
?
Peripheral data can produce reports….
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2 Unique Identifiers SSN Birth Date
3 Relationships
Degree Attainment
Marital Status
Gender
Ethnicity
Spouse’s Employer
More Data Integrity More Reporting Options
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Centralized data is more robust and yields more possibilities.
It is live and responsive to data entry and activity.
Warehoused data or snapshots can produced static reports
Database (SQL) TablesPeripheral Sources
Where should my IR data live?
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Database (SQL) Tables Formatted Reports
Do I need a query or a report?
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? Is this an one‐time request?
? Is the data something you want to be able to access routinely or remotely?
? Does anyone else need to access the information?
? Does the data need to fit into a third‐party’s format?
? Are their visual components (i.e. charts, graphs, or summary tables)?
? Do you have supplemental data to add from a peripheral source(s)?
To query or to report…
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How do data requests come in?
How is workflow managed?
What types of questions are asked of the requestor?
Are expectations communicated?
Are the above done consistently and cross‐institutionally?
Managing Data Requests
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+ Request is recorded
+ Request format can be homogenized / structured (i.e. a web ticket)
+ Supports migration of requests to project management application
‐ Lost nuances, conversation and lost time to flesh out the request
+ Request may be recorded via voice mail
+ Tone and conversational potential (but no body language)
‐ Does not support direct migration to project management application
‐ Less format then in the computer recorded request
+ Tone and conversational aspects are most complete, maximum opportunity to flesh out requests
‐Minimal formatting (more organic)
‐ Basically no recording at time of interaction
How do data requests come in?
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Where is the balance?
TechnologyProcess
DocumentationEfficiency
CollaborationConversation
TrainingOrganic Requests
How does IR find a balance
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Where is the balance?How effective are requests now?
Yes it is but, is this: ? For credit and non‐credit…? For Fall, Spring, Summer, or 12 month…? For matriculated and non‐matriculated students…
Do you want to:? Include withdrawals…? Include drops…? Include online course, internships, independent studies…? Measure as of the term census dates, peak enrollment
periods, or at the end of add/drop…
The email is not enough, we need…
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Where is the balance?Here is what happened…
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Where is the balance?Cultivating Buy‐In
Stakeholders start to understand that Jenzabar EX is essentially a “collection of living spreadsheets” (SQL tables).
What they enter on their screen populates those tables that we report from…
Queries allow IR to filter and access my data for me LIVE…
This seems powerful….
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Where is the balance?Transformative Period: Mezirow
Disorienting Dilemma: “Jenzabar is beyond me, I’ll just stick with my files and Excel.”
Challenging core beliefs: “This really isn’t so different from what I am doing…”
Restructuring worldviews: “Reallocating my time away from maintaining satellite data and towards the IDB SAVES TIME!”
Evolved perspective: “The live data is much more useable now that I know how it works.”
New questions: What else can it do, what types of reports can we build?
Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey‐Bass.
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Where is the balance?Sample Reports from YCCC
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Where is the balance?Sample Reports from YCCC
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Where is the balance?Sample Reports from YCCC
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Where is the balance?Sample Reports from YCCC
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Questions?Thank you!