july 2016 - portland state university · july 2016 1 interactive degree maps ... linda liu, program...

Discovery and Design Phases - ReportJuly 2016

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Interactive Degree Maps

http://www.pdx.edu/student-success/interactive-degree-maps



● Project overview● Discovery and design phases - process● Key findings● Portfolio of possible projects● Possible projects● Project artifacts

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Table of contents

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Interactive Degree Maps

● Purpose○ Help improve the degree planning experience for current and prospective undergraduate

students by providing dynamic, mobile-responsive solutions and improving related policies, practices and procedures.

● Challenge○ Address the challenges students face in degree planning and understanding associated costs.

● Aligned with PSU Strategic Plan○ Elevate Student Success○ Innovate for Long-term Stability

● Timeline (discovery and design phases)○ October 2015-June 2016

Executive sponsorSukhwant Jhaj, Vice Provost for Academic Innovation and Student Success, Office of Academic Affairs

Project leads Cindy Baccar, Associate Vice Provost and University Registrar, Office of Academic AffairsRandi Harris, Special Assistant to the Vice Provost for Academic Innovation and Student Success, Office of Academic Affairs

Project managementHans VanDerSchaaf, Senior Project Manager, Office of Academic AffairsLori Coulter, Executive Project Assistant, Office of Academic Affairs

Project teamMark Berrettini, Director, School of Theater and Film, Professor, Film Studies, Theatre & Film, College of the ArtsK.C. Hall, Interim Chief Financial Officer, Graduate School of EducationPaloma Harrison, Academic Adviser, College of Liberal Arts & SciencesLinda Liu, Program Director, TRIO-Student Support Services, Diversity and Multicultural Student ServicesAmanda Nguyen, Director of Student Financial Services, Student Financial ServicesSuzanne Snell, Transfer Articulation & Degree Maps Coordinator, Office of the RegistrarKathy Thomas, Associate Registrar of Student Information Technology, Office of the RegistrarLinda Wasson, Special Programs Coordinator/Advisor, Maseeh College of Engineering & Computer ScienceEllen Weeks, Senior Director of Enterprise Solutions, Office of Information Technology

Innovation consultantAlbrecht Enders, endersgroup

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Project sponsor and team

User-centered - students and advisors - and iterative

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Discovery and design phases

● We have tools that we thought were helping students with degree planning, but many students aren’t finding them

● Students are not creating long-term plans - they do not seem to be thinking in terms of plans

● Degree planning Information is in many places and as such, challenging for students to access

● Degree audit is confusing

● In terms of cost - students are most concerned about how financial aid is applied - will they have enough aid each term to maintain their aid?

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Key findings - discovery and design phases

Key

Scope - High-level description of project scope

Duration (months) - #

Considerations - Important considerations and dependencies

Value(High, medium, low)

H

Complexity(High, medium, low)

H

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Cost Estimated costs for the project

Effort - Estimated effort required for the project

The above information depicts estimates of the value the project will provide to students and the PSU community, and the complexity of implementing the project - ratings are relative within the portfolio. For example, a “low” value rating means it still has important value for the PSU community - it is just “low” in relation to other projects within this portfolio.

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Portfolio of possible projects - prioritization

Degree mapping tool

Scope - Select and implement a dynamic, mobile-friendly tool that will help current and prospective students make customized, term-by-term course plans and make informed and proactive decisions around career and financial planning.

Duration (months) - 12

Considerations - Integration with other systems; we own an existing degree mapping tool (U.Direct) that integrates with the degree audit; using U. Direct would be easier to implement, but does it include the functionality we need?; U.Direct could be the least expensive of all possible solutions; the degree mapping tool could solve other problems and we suggest it is implemented first; for now, we assume that ongoing resource needs will be covered within the Registrar’s Office; the success of this project is tied closely to improvements to the course planning guide. Prioritization - top priority; strongly dependent relationship with the Academic planning portal


H


H

9

Cost Effort

10

1 PSU notifies me if a course in my degree plan won't be offered 22 I can see my expected graduation date (term)

2 I can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate)

23 I can see how changing my major affects my degree plan & timeline to graduation

3 Contains course planning guide functionality 24 I can customize my term-by-term degree plan (ex., # of credits, credits/term, # of years, full/part time)

4 I receive an alert if I add a course to my degree plan that is not offered that term 25 I can compare majors side by side

5 I can find course descriptions, including those for capstones 26 As an undecided student, I can receive a term-by-term degree plan based on an area of interest

6 I can send my degree plan electronically for review and approval (if appropriate) 27 I can find a degree plan for my fastest path to graduation

8 I can understand how credits transfer and how they meet requirements 28 I can create a few plans and compare them on several key metrics, such as cost, time to finish & flexibility

9 I can understand all of the requirements needed to graduate 29 I can see a visual and interactive representation of my timeline to graduation (ex., 'what if' planning)

11 I can have a degree map where I can see my plan for pursuing multiple majors and/or minors 30 I can easily print individualized degree plan / map

13 I can quickly see which courses are still needed for graduation 31 I can have a checklist to track my progress

14 I can see a path for major requirements 32 The planner and what courses I register for are connected

15 I can understand my degree plan without any help 33 I can find the name and contact info of my advisor

16 I can know if I will have enough financial aid to follow my degree plan 36 I can easily understand when courses will be offered in the future (ex., 3-4 quarters ahead)

17 I can modify my plan to maximize the benefit/impact of my financial aid 37 I can click a button for a term-by-term plan and register for courses automatically

18 I can see if a change I make to my schedule will affect my financial aid 39 If a course that is in my plan is not available, I can easily find a substitution that counts toward the same requirement

19 I can fully understand the financial cost, with financial aid, of following in degree plan, term-by-term, and year-by-year

40 I can begin to plan my PSU degree prior to transferring

21 I can easily explore and compare major & career possibilities, such as job titles, job descriptions, & annual salaries

Degree mapping tool - design criteria

Degree Mapping Tool Concept

NotificationsI can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate)

1

Financial Aid InfoI can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate)

2

Custom Term-by-Term PlanI can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate)

3

Plan Prior to TransferI can begin to plan my PSU degree prior to transferring

4

Visual InteractiveWhat If PlanningI can see a visual and interactive representation of my timeline to graduation (ex., 'what if' planning)

5

Future Course OfferingsI can easily understand when courses will be offered in the future (ex., 3-4 quarters ahead)

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Explore & Compare Major & CareerI can easily explore and compare major & career possibilities, such as job titles, job descriptions, & annual salaries

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1

2

3

4

5

6

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Personalized academic planning portal

Scope - Create a personalized academic planning portal that guides students and provides resources to inform planning and integrates visualizing degree progress, degree mapping, finances, degree audit, course offerings, student-declared information, and personalized and real-time financial aid and fees estimators.

Duration (months) - 12 (first phase)

Considerations - Makes most sense to complete the project in phases; assumption is that the portal would be built internally with consulting assistance during the design phase; would leverage existing assets where possible. Prioritization - top priority after the degree mapping tool and strongly dependent relationship with it; IT resource availability could be impacted by decisions around MyPSU and IT involvement in that project; could do Discovery during degree mapping tool implementation.

Design criteria - 34 - I can access all planning tools & information in one easy to use location; 35 - I can plan what classes to take based on my work/life schedule; 37 - I can click a button for a term-by-term plan and register for courses automatically; 38 - I can search for classes based on who teaches them.


H


H

12

Cost Effort

A

Register

Advisor Flags or Reviews

START

PersonalizedI can access all planning tools & information in one easy to use location

Design Criteria for Planning Portal Concept

Class PlanningI can plan what classes to take based on my work/life schedule

Term by Term PlanI can click a button for a term-by-term plan and register for courses automatically

Comprehensive SearchI can search for classes based on who teaches them

Shopping Cart

Personalized Academic Planning Portal Concept

Degree Mapping Tool• Milestones• “Musts” get pre-populated

• Course Descriptions

1

Course Offerings• Annual (2 year, 4 years?)

2

DARS Degree Info

3

Degree Progress Visualization and Apply for Graduation

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My Personalized Finances• Tuition & Fees Estimator• Financial Aid Estimator

5 Student Declared Info• Degree(s)• Major• Length Expectation• Financial Aid••

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DATA

DATA

Course catalog year declared

Scope - Enable the capturing of the course catalog year when students declare their majors, and making the course catalog year visible (including promotion of this) for faculty, staff and students to see and use.


Considerations - This project would need require updates to existing systems - DARS, Online Major Change form; a small project team could build out the Online Major Change form to include this functionality, and work with advisors to help students know more about what the course catalog year means; perhaps advisors declare this on behalf of students or it is automatically declared for students?. Prioritization - related to degree mapping tool and portal and must happen for tools to be successful.

Design criteria - 9 - I can understand all of the requirements needed to graduate; 11 - I can have a degree map where I can see my plan for pursuing multiple majors and/or minors; 13. I can quickly see which courses are still needed for graduation; 14 - I can see a path for major requirements; 23 - I can see how changing my major affects my degree plan & timeline to graduation; 24 - I can customize my term-by-term degree plan (ex., # of credits, credits/term, # of years, full/part time); 25 - I can compare majors side by side.


H


M

14

Cost Effort

Course descriptions - more accessible

Scope - Explore where students want to see course descriptions, and then add them where appropriate (such as in the Course Planning Guide, Registration process, degree mapping tool, DARS, etc.).


Considerations - This project is best implemented after we know about other systems (what degree map tool will be in place and new Banner/Registration system). Prioritization - related to degree mapping tool and portal and must happen for tools to be successful.

Design criteria - 5. I can find course descriptions, including those for capstones.


M


L

15

Cost Effort

Cost Effort

Course descriptions - capturing omnibus descriptions

Scope - Create a practice and a method to maintain omnibus course descriptions at the section level and to be maintained directly in the system by departments and faculty; train departments once functionality is available.


Considerations - If this project is implemented, we should also include adding footnote functionality at the same time (both footnotes and descriptions could be done in the same place). Prioritization - related to degree mapping tool and portal and must happen for tools to be successful.

Design criteria - 5. I can find course descriptions, including those for capstones.


M


M

16

Course planning guide

Scope - Develop a more accurate means of collecting course projections over at least a two-year period that can feed a variety of systems to support students with planning, and might integrate with University budgeting - includes policy and practice changes and technology upgrades/purchase.


Considerations - Data will only be as accurate as the effort put into the Course Planning Guide; until this is enforced, long-term planning will not occur; if the course planning guide would connect to degree planning, student success and the budget, there would be more drivers for better planning and projections at the departmental level; suggestion that there is an option for students to see the course modality. Prioritization - related to degree mapping tool and portal and must happen for tools to be successful.

Design criteria - 1 - PSU notifies me if a course in my degree plan won't be offered; 2 - I can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate); 36 - I can easily understand when courses will be offered in the future (ex., 3-4 quarters ahead).


H


M

17

Cost Effort

Financial aid real-time estimator - investigate feasibility

Scope - Investigate the feasibility of creating a financial aid real-time estimator, related to degree planning, that is personalized for each student.


Considerations - Will require close partnership with Financial Aid; at this time, we are able only calculate availability of aid for one year; inaccurate information would be worse than no information. Reminder that this is just the investigation; implementation could be high cost and high effort. Prioritization - project can be implemented independent of other projects; related to degree mapping tool and portal and must happen for tools to be successful.

Design criteria - 16 - I can know if I will have enough financial aid to follow my degree plan; 17 - I can modify my plan to maximize the benefit/impact of my financial aid; 18 - I can see if a change I make to my schedule will affect my financial aid; 19 - I can fully understand the financial cost, with financial aid, of following in degree plan, term-by-term, and year-by-year; 20 - am alerted when I am in danger of losing and/or running out of financial aid.


H


H

18

Cost Effort

Declaring a cluster

Scope - Enable students to declare a cluster and/or a place for students to see what cluster they have declared. This could help students see which specific courses they need to stay on track and could reduce confusion related to DARS.


Considerations - This is an administrative decision but will want to include University curriculum process ; what kind of knowledge would students need to make informed decisions?; declare cluster after SINQ or when they transfer in with more than 90 credits so audits will be easier to understand?; related to major declaration, too - major declaration would be completed prior to cluster declaration; could be optional and not required. Prioritization - degree audit improvements and declaring a cluster implemented together.

Design criteria - 23 - I can see how changing my major affects my degree plan & timeline to graduation.


M


M

19

Cost Effort

Degree audit improvements - functional

Scope - Improve the way DARS identifies electives, and students’ abilities to audit for a major and a minor, or a second major, at the same time.


Considerations - Might require vendor support and there might be functional limitations of the tool. Prioritization - degree audit improvements and declaring a cluster implemented together. Prioritization - degree audit improvements and declaring a cluster implemented together.

Design criteria - 8 - I can understand how credits transfer and how they meet requirements; 9 - I can understand all of the requirements needed to graduate; 10 - I can see which classes I have taken that apply to multiple majors / minors. (I can see which credentials I might be close to earning); 12 - I can understand my degree audit; 13 - I can quickly see which courses are still needed for graduation; 15 - I can understand my degree plan without any help; 31 - I can have a checklist to track my progress.


H


M

20

Cost Effort

Degree audit improvements - visual display

Scope - Improve the visual display of the degree audit and create a report that is more user friendly and easier to see progress toward graduation.


Considerations - If this project is not a heavy lift, it might make sense to do this project first, followed by the Degree Audit Improvements - Improve Functionality project; engagement from students and advisors on how to best present the information will be critical; perhaps more of the work of this project is deciding how it will look, instead of a heavy IT component. Prioritization - degree audit improvements and declaring a cluster implemented together.

Design criteria - 8 - I can understand how credits transfer and how they meet requirements; 9 - I can understand all of the requirements needed to graduate; 10 - I can see which classes I have taken that apply to multiple majors / minors. (I can see which credentials I might be close to earning); 12 - I can understand my degree audit; 13 - I can quickly see which courses are still needed for graduation; 15 - I can understand my degree plan without any help; 31 - I can have a checklist to track my progress.


H


M

21

Cost Effort

Transferology improvements - promotion

Scope - Intentional training, communication and promotion of Transferology to Admissions, students, Advisors, and community college partners to increase its use.


Considerations - The ideal time to start promotions would be when the new recruiting cycle begins (early September); how do we outreach to transfer partners so that Transferology can be top of mind?; Most likely a small project team (RO, Admissions, Advisor). Prioritization - Transferology projects implemented together.

Design criteria - 1- I can understand how credits transfer and how they meet requirements; 40 - I can begin to plan my PSU degree prior to transferring.


M


L

22

Cost Effort

Cost Effort

Transferology improvements - opening more schools

Scope - Expand the number of feeder schools that are populated in Transferology by dedicating concentrated Effort to accelerate this work. There are 100-150 schools left on a prioritized list of ~300.


Considerations - This depends on reprioritizing Registrar’s Office projects so that key staff can be available. Prioritization - Transferology projects implemented together.



M


L

23

Transferology improvements - transcript integration

Scope - Partner with key feeder schools (PCC, MHCC, Clackamas CC, Chemeketa CC, Clark College) to ask them to purchase the Collegesource integration feed into Transferology, enabling transfer information to be automatically available in Transferology.


Considerations - This project will make the most sense after there is more promotion and awareness of Transferology (to happen through the Transferology promotion project). It is unclear what the real costs are if the feeder schools do not use Transferology. Would PSU IT need to be involved? Prioritization - Transferology projects implemented together.



M


M

24

Cost Effort

Program matcher in U.Achieve (“help me graduate quickly”)

Scope - Explore the Program Matcher to see if it will help students identify a fast path for graduation (i.e. what degree they could be close to completing, and where most of their courses apply); depending on learnings, possibly implement.

Duration (months) - 2-12

Considerations - The complexity of this project could increase if it requires redevelopment on the DARS encoding - this would change the scope dramatically; Effort needed for exploration.

Design criteria - 10. I can see which classes I have taken that apply to multiple majors / minors. (I can see which credentials I might be close to earning); 27 - I can find a degree plan for my fastest path to graduation. 25 - I can compare majors side by side.


M


L (?)

25

Cost Effort

Exceptions processing improvement using U.Achieve

Scope - Decentralize certain types of exceptions to allow authorized department staff to enter degree exceptions directly in DARS to minimize processing delays in RO; training advisors and academic units.


Considerations - If we bring in a consultant for degree audit functionality, for example, this could be folded in; we could also explore on our own; consultant time would be minimal. Prioritization - project can be implemented independent of other projects.

Design criteria - 12 - I can understand my degree audit; 13 - I can quickly see which courses are still needed for graduation; 14 - I can see a path for major requirements; 21 - I can easily explore and compare major & career possibilities, such as job titles, job descriptions, & annual salaries.


M


L

26

Cost Effort

Communication coordination and planning - feasibility

Scope - Investigate the feasibility of improving communication coordination and planning across PSU to help streamline enrollment/student success communications to students.

Duration (months) - Ongoing

Considerations - Would require cultural and organizational commitments and shifts at PSU; would explore what dedicated resources might be necessary to coordinate communications on an ongoing basis; could include mapping out the student experience and identifying key communications points; could involve the Registrar’s Office, Financial Aid, Student Financial Services, Advising and other EMSA units (Orientation, etc.); ownership of and FTE for this function is currently missing. Prioritization - project can be implemented independent of other projects.

Design criteria - 20 - I am alerted when I am in danger of losing and/or running out of financial aid.


H


H

27

Cost Effort

Inadvertent structural challenges around curriculum?

Scope - Identify any overarching curriculum structures or concepts that are challenging in terms of students’ understanding of the degree audit, planning and advising and create confusion and are barriers to degree completion; if applicable, identify barriers and make recommendations for changes.

Duration (months) - Ongoing

Considerations - This is faculty territory - what do faculty think about this topic?. Prioritization - project can be implemented independent of other projects.

Design criteria - 11 - I can have a degree map where I can see my plan for pursuing multiple majors and/or minors; 14 - I can see a path for major requirements; 15 - I can understand my degree plan without any help; 36 - I can easily understand when courses will be offered in the future (ex., 3-4 quarters ahead); 39 - If a course that is in my plan is not available, I can easily find a substitution that counts toward the same requirement.


M


H

28

Cost Effort

Academic Affairs Interactive Degree Maps

Project Artifacts

Interactive Degree Maps Project Artifacts

Led by:

Cindy Baccar, Associate Vice Provost and Registrar, Office of the Registrar

Randi Harris, Special Assistant to the Vice Provost, Office of Academic Affairs

Sponsor: Sukhwant Jhaj, Vice Provost, Office of Academic Affairs

Project Team:

● Suzanne Snell, Transfer Articulation Specialist, Enrollment Management & Student Affairs

● Kathy Thomas, Associate Registrar of Student Information Technology, Office of the

Registrar● Amanda Nguyen, Director of Student Financial Services, Student Financial Services● Paloma Harrison, Academic Advisor, College of Liberal Arts & Sciences

● Lina Liu, Program Director, TRIO Student SUpport Services, Diversity and MulticulturalStudent Services

● Linda Wasson, Special Programs COordinator/Advisor, Maseeh College of Engineering &

Computer Science

●Mark Berrettini, Director, School of Theater and Film● Ellen Weeks, Senior Director of Enterprise Solutions, Office of Information Technology

● K.C. Hall, Fiscal Officer, College of Liberal Arts & Sciences

Project Management:

Hans VanDerSchaaf, Senior Project Manager, Office of Academic Affairs

List of Artifacts

Project Charter

Use Case Scenario

Current State Experience BlueprintVital Few Design CriteriaMetrics/Likely Suspects

Project Photos

Summary of Stakeholder Involvement

Student Sessions

Student Survey

Advisor Survey

Project Workplan

Progress Sheet


Project Artifacts: Project Charter

Academic Affairs Interactive Degree Maps Discovery and Design Phases

Project Charter

DocuSign Envelope ID: 5947E302-E631-4EF0-9E6D-C165209D0FB9

Purpose The purpose of the Interactive Degree Maps project is to help improve the degree planning

experience for current and prospective undergraduate students by providing dynamic,

mobileresponsive solutions and improving related policies, practices and procedures. These changes

will support undergraduate students in making informed and proactive decisions around academic,

career and financial planning that will result in timely graduation without unnecessary costs.

Alignment with PSU Strategic Plan This project is aligned with PSU’s strategic plan, specifically:

● Elevate Student Success

○ 1.2 Identify and remediate administrative policies and procedures that impede

student success by improving support services, programs and access to courses they

need to progress towards graduation

○ 2.2 Help students navigate their course work and move effectively and efficiently

toward graduation.

○ 2.3 Create programs and services in conjunction with community colleges and other

institutions to ensure clear pathways for transfer students.

○ 3.1 Increase advising capacity, revitalize advising systems and improve the visibility of

student support services.

● Innovate for Longterm Stability

○ 3.1 Eliminate or modernize practices or systems that are duplicative, inefficient or add

unnecessary costs, taking into account costs generated by units and paying particular

attention to costs incurred by students.

○ 3.2 Improve campus infrastructure and systems.

○ 5.1 Create conditions for the generation of new ideas that can advance our mission.

○ 5.2 Provide more opportunities for the entire PSU community to come together to

communicate and innovate.

Challenge Statement

The project seeks to address the challenges students face in degree planning and understanding

associated costs. These challenges are well researched and not unique to PSU students. According to

the Community College Research Center’s paper, “Redesigning Community Colleges for Student

Success Overview of Guided Pathways Approach,” students in community colleges and fouryear

institutions are plagued by these challenges: too many choices and too little guidance; academic paths

to end goals are unclear; student’s progress is not monitored; students are lost in the maze of choices,

and are making costly mistakes; and curricular incoherence hurts learning.


Students and advisors desire easier ways to answer questions that influence their success in college

related to degree planning and costs, such as:

● How long will it take to earn a degree, what will it cost, and how can I compare various

options, including options that reflect my transfer credits and career goals?

● What is the overall plan for pursuing my degree?

● What courses should I enroll in this quarter?

● How do I schedule classes in a way that fits education into my life?● What is my progress toward earning my degree?

● What adjustments can I make to my education path? How will these adjustments influence

the costs and time it takes for me to complete my degree?

PSU currently struggles with helping students answer the above questions, as we do not currently

have a way to support them with comprehensive and dynamic degree planning, including

understanding related costs and scenario planning/modeling term by term. Advisors, in particular,

find that their work in supporting students is more difficult because of this gap.

Project Outcomes

At a minimum, the project will use technology and service changes to create a coherent and unified

set of tools and services to enable current and prospective undergraduate students to compare

academic pathways in relation to time and cost, giving students an effective way to make degree

planning decisions. The solution will take our existing degree map work and transform it so that it is

dynamic and customizable. The project will be implemented in a way that is congruent and aligned

with the other service projects underway Redesign MyPSU, Coordinated Service Network, and

Advising Redesign.

Ideally, the project might also include and/or inform campus conversations about topics such as those

mentioned in the aforementioned “Redesigning Community Colleges for Student Success Overview

of Guided Pathways Approach”: clearly mapped out academic programs; exploratory majors or

“metamajors” and curricular coherence; predictable schedules (e.g. students are placed in

presequenced, wholeprogram course schedules that will lead to ontime completion); and progress

tracking and feedback is provided for academic plans.

The project will be designed to support PSU undergraduate students, with a strong focus on the

unique needs of both prospective and current transfer students. Transfer students make up 63% of

the undergraduate student population at PSU.

Measuring Impact This project targets these key areas, which will be further defined in the Discovery and Design phases

of the project:

● Reducing unnecessary time to degree.

● Reducing costs to students by reducing the time that it takes to earn a degree and the number


of excessive credits.

● Improving the student experience with planning for and estimating the costs of their degrees.

Metrics could include:

○ System usage by students

○ Cohort of students who come to PSU with significant local community college credits

○ Time that advisors spend on the logistics of degree planning with students (decrease)

○ Student satisfaction with the degree planning supports.

The project expects to influence institutional measures in concert with other initiatives, including:

○ Retention of Oregon Community College transfer students

○ Percentage of firsttime, fulltime freshman who have graduated either from PSU or a

subsequent institution

○ Percentage of firsttime, fulltime freshman who are still enrolled at PSU or a

subsequent institution

○ Total graduated and retained.

Scope and Deliverables

● Utilize a robust discovery and design process that provides insights into the

problem/challenge the project is trying to solve and results in the necessary information to

begin building the solution(s) and adjusting related services.

○ Deliverables■ Use case scenarios/personas that represent the vital few student types the

project will primarily target

■ Current state service blueprint(s) that captures the ecosystem of degree

planning, students’ experiences with this topic, and identifies opportunities

for change

■ Prioritized list of the vital few design criteria for the technology solution(s) and

prioritized list of process, practice, and/or policy changes that:● Are reflective of student and stakeholder input

● Balance desirability for students with feasibility of building and/orimplementation

● Incorporate analysis and understanding of offtheshelf products■ Future state service blueprint(s), concepts, and/or lowfidelity prototype(s)

■ Measurement/assessment framework for assessing the impact of theimproved service experience and solution(s)

■ Highlevel budget estimates and timeline for implementation

■ Next phase project charter

Mindsets The project leads, team and sponsors will strive to embody these mindsets and attitudes:


● Usercentered strive to experience the work through student, staff and faculty’s eyes.

● Co creative all stakeholders are included in the service design and technology development

processes.● Holistic consider the ecosystem within which the project exists.● Agile nimble, experiment and learn rapidly.

● Generative embrace possibilities and step out of our comfort zones to be creative.

● Openminded ability to accept influence.

● Collaborate speak if we disagree and work to build consensus (“I can live with a decision and

have no principled objections”)

Decisionmaking RAPID Recommend (R) Making a proposal on a key decision, gathering input, and providing data and

analysis to make a sensible choice in a timely fashion. Consulting with input providers hearing and

incorporating their views, and winning their buyin. Agree (A) Project Manager will escalate to the

Vice Provost if he/she has concerns that a pending decision could significantly increase risk to the

project, and the project leads and project manager are not able to come to agreement about how to

proceed. Perform (P) Executing a decision once it is made. Seeing that the decision is implemented

properly and effectively. Input (I) Providing relevant facts to the recommender that shed light on the

proposal’s feasibility and practical implications. Decide (D) Serving as the single point of accountability. Bringing the decision to closure by resolving any impasse in the decisionmaking

process. Committing the organization to implementing the decision. The project leads will make

decisions by consensus “I can live with a decision and have no principled objections.”

Student Experience

& Service Design

Steering committee

Project Leads

Project Manag

er Project

Team

Fiscal Staff

Vice Provost

Change Request

Form Required

Budget and Resources

Dedicate human and financial resources

D I A/R/P

D

Increase total budget A R/P I D Yes

Reallocate contingency funds and

nongrant funds

D A/R/P

I No

Schedule

Increase the length of the design and

discovery phases A R/P I D Yes

Changes that would impact the timing of

a major project milestone

D A/R/P

I No


Scope and Deliverables

Changes that would significantly change a project’s scope or deliverables

I A R/P I D Yes

Changes that would not significantly change a project’s scope or deliverables

D A/R/P

I No

Timeline ● Discovery and design phase deliverables achieved by June 30, 2016.● Implementation and other phases estimate July 2016 June 2017.

Budget Discovery and design phase budget TBD. Implementation budget TBD.

Risks ● Clarity on the longterm maintenance of the solution(s), including adequate resources to

support this we will be aware of this and mitigate throughout● Availability of project team team members have competing projects and other demands

this could affect the availability of team members and quality of the project.● Availability of IT resources and bandwidth to support the planning and design of the project,

and aligning this with investments being made by OAA to support design and implementation.● Data complexity

○ Lots of exceptions and rules○ Financial information and costs might be difficult to incorporate○ Incorporating data on prospective community college students could be very

complicated and dramatically increase the overall complexity of the project○ It might be difficult for existing data systems and software tools to fit with a new tool

● Technology is immature○ Based on the Educause Center for Analysis and Research’s “IPAS Implementation

Handbook”, degree planning solutions are quite immature and there does not appearto be any clear vendor that is a frontrunner.

● Varying expectations○ There are many expectations for the project that have been publicly stated (such as

building an open source tool), and it is not clear yet the degree to which the projectcan achieve these goals.

Roles and Responsibilities

Executive Sponsor Sukhwant Jhaj, Vice Provost for Academic Innovation and Student Success, Office of Academic Affairs

● Holds ultimate authority and responsibility for the project budget, timeline, and scope.


Additional Sponsors Student Experience and Service Design Steering Committee

● In partnership with and in support of the Executive Sponsor and project team, the Student

Experience and Service Design Steering Committee will support project success by resolving

issues as needed, dedicating appropriate resources, developing and championing a vision for

student services, and supporting the integration of this vision into projects.

Project Leads Cindy Baccar, Associate Vice Provost and University Registrar, Office of Academic

Affairs; Randi Harris, Special Assistant to the Vice Provost for Academic Innovation and Student

Success, Office of Academic Affairs

● Provide daytoday leadership of the project and project team, including as thought leaders in

the subject areas the project addresses; serve as central points of communication; mitigate

issues and risks; and act as project champions.

Project Manager Hans VanDerSchaaf, Senior Project Manager, Office of Academic Affairs

● Manage project scope, budget and schedule; direct and coordinate project activities;

responsible for the application of the Project Management Framework; mitigate issues and

risks; own and manage project documentation.

Project Team Suzanne Snell, Transfer Articulation & Degree Maps Coordinator, Office of theRegistrar; Kathy Thomas, Associate Registrar of Student Information Technology, Office of the

Registrar; Ellen Weeks, Senior Director of Enterprise Solutions, Office of Information Technology,

Finance & Administration; Amanda Nguyen, Director of Student Financial Services, Student Financial Services, Finance & Administration; Paloma Harrison, Academic Adviser, College of Liberal Arts &

Sciences Linda Liu, Program Director, TRIOStudent Support Services, Diversity and Multicultural Student

Services, Enrollment Management & Student Affairs; Linda Wasson, Special Programs

Coordinator/Advisor, Maseeh College of Engineering & Computer Science; Mark Berrettini, Director, School of Theater and Film, Professor, Film Studies, Theatre & Film, School of Theater and FilmCollege of the Arts; K.C. Hall, Fiscal Officer, College of Liberal Arts & Sciences.

● Share and contribute subject matter expertise and perspectives; carry out and responsible for

project tasks; create/contribute to project deliverables; mitigate issues and risks; serve as

liaisons and project champions to project stakeholders.

Signatures

Sukhwant Jhaj, Vice Provost for Academic Innovation and Student Success

Randi Harris, Special Assistant to the Vice Provost for Academic Innovation and Student Success


Cindy Baccar, Associate Vice Provost and University Registrar

Kirk Kelly, CIO Kirk Kelly - Signed

Hans VanDerSchaaf, Senior Project Manager



Project Artifacts: Use Case Scenario

Use Case Scenario - Prospective Community College Transfer Student

Amy S. is currently enrolled at Portland Community College, and has high hopes of being the first in her family to earn a college degree by graduating from PSU. She plans to transfer to PSU in Fall 2016, after two years at PCC.

Steps1 - Meet with adviser at PCC, who suggests courses based on PCC’s transfer guide (where available) and refers student to PSU adviser

2 - Meet with PSU adviser to learn any additional transfer guidelines

3 - Talk to PSU admissions counselor at Transfer Workshop or fair, apply to PSU

4 - Submit transcripts to PSU; students receive email to run a DARS audit to see which courses transfer

5 - Student attends orientation and registers for upcoming term

6 - Student has final transcripts sent from PCC to PSU

7. Apply for FAFSA. List PSU as a school.

8. If she is using or has used Fin Aid, check her FA eligibility on NSLD.gov.

9. Decide if she plans on taking classes summer 2016 and if she will use FA. That will impact her Spring 17 aid.

10. Seek out support resources on campus that also offer financial assistance. Ex. GANAS, Resource Center for Students w/Children.

Amy S.

Enrolled at PCC - wants to transfer to PSU in Fall 2016

Major - Architectural Design

Age - 24

Gender - F

Ethnicity - Latina

Lives in - Gresham, OR

Mother of one young child

Works part-time at Safeway

# of credits - 100

Pays for college with some scholarships but mainly loans

Goals and motivations related to degree planning

• Complete two years at Portland Community College and transfer to PSU.

• She wants to be as informed and independent as possible - is interested in taking steps on her own but wants to know where to go for help when needed

• Earn her degree so she can find a job that allows her to earn a solid income and have time with her daughter.

Desired outcome Metric of Success Outcomes to Avoid

Functional job

I want to pick classes now at PCC that will easily transfer to PSU in Fall 2016, and understand the timing and costs.

I can understand a possible degree path to PSU in less than 2 hours.

Make a choice that causes me to take courses I don’t need for my degree and pay money that should be spent on required courses.

Emotional job

Have this be stress-free.

No sweaty palms. I don’t want to be overwhelmed - I have too many other things in my life to worry about.

Jobs to be done

Student-facing offices/staff

• Academic Advising

• Admissions

Back offices/staff

• Transcript evaluation

• Application processing

Portland State University | Super Awesome Degree Maps, Use Case Scenario #1


Project Artifacts: Current State Experience Blueprint

Stud

ent E

xper

ienc

eFr

ont S

tage

Back

Sta

ge

Updated: March 27, 2016

Mixed Bag - talking to peers, people, research

Might be lost

Step 1:Student talks with somebody for advice at PCC.

Familiar with CC way of doing things

Jobs Trying To Do

Doing

Thinking

Feeling

Figure out classes to take

Not clear how to plan. Used to the CC process

Overwhelming choices

Touchpoint

Doing

Thinking

Feeling

PCC Advisor Talk with Admissions Counselor

Talk with PSU Admissions

Social Networks

Drop-Ins/ Making diff.Student needs

Help with AAOT

Use PSU Degree Maps

Use Transferology? (PCC doesn’t have access to staff side)

Transferology access to PSU lab for PCC Advisors

Internal Processes & Systems

External Processes & Systems

Degree Maps

DARS (co-admitted students)

Transferology Talisma

Legend

Critical Moment Idea Follow-up Question

Takes wrong classes Apply to PSU

Declare a major or go undecided?

Selecting classes in relation to life schedule

Registering for course and assuming it will transfer

Register now; worry about Financial Aid later

Understanding that Financial Aid is for PCC and PSU

Fearful about coming to PSU

Outreach to PCC students interested in applying?

Banner Person record is created

Triggers access to PSU systems /communication

Good time to access students.

Attend a PSU led transfer workshop

Apply through PSU website

MyPCC.edu See PCC Advisor

Mandatory advising @ PCC?

Pay for School

Find out if conditionally admitted

Run DARS:SINQ or FRINQ

Understanding that Financial Aid is for PCC and PSU

Anxiety re: term standing & not registered yet

Information not on transcript (CLEP, AI, ID)

Math Placement

Possible pain point / trajectory shift

Lots of communication w/ student

Very little focus on pathways happening at this point.

Line of Visibility

Line of Interaction

Step 2:Register at PCC for courses

Step 3:Apply to PSU

Step 4:Apply for FAFSA / Financial Aid

Step 5:Student is admitted to PSU.

Interactive Degree Maps: Current State

Internal Processes & Systems

Stud

ent E

xper

ienc

eFr

ont S

tage

Back

Sta

geInteractive Degree Maps: Current StateUpdated: March 27, 2016

Step 6:Attend Orientation & Register

Jobs Trying To Do

Doing

Thinking

Feeling

Touchpoint

Doing

Thinking

Feeling

External Processes & Systems

Legend

Critical Moment Idea Follow-up Question

Figuring out which courses might transfer

Some are hearing about programs for the first time

Group & Individual Advising (Major & GenEd)

Foundations Degree RequirementsPowerpoint

Registering for courses

Get advice for courses to take

Connecting to campus (utilitarian: parking, Starbucks, etc.)

No technology at orientation (some units may use labs)

Many courses are full by later orientation sessions

High Anxiety: Class size, costs, getting into classes

Registering for courses

Put off classes that are difficult

Students don’t understand ‘Catalog Year’

3-4 course planning tools in place

Making choices for immediate term (survival)

Tracking catalog year is difficult

Registering for course to get Fin. Aid (12 credit min)

Tool to help pick the quickest major

Varied orientation across units

Touchpoint for advising: SINQ/FRINQ

Frustration when class choices are not available

Real-time situations changing in Orientation

Transfer Evaluation (not major specific)

DARS audit

Math PlacementSpecial Registration Override (paper)

Dept. practices vary re: whether to do a major audit

First bill = anxiety

Step 7:

Students talks with someone for advice

Step 8:Meet with PSU Advisor (First Year Advising)

Step 9:Continue registering for courses.

Step 10:Financial Aid runs out

Step 11:Apply for Graduation

Student Planning Between

Line of Interaction

NewsletterSign Up

Advising - Quickly as possible. Just get the student registered

Plan Photo advisor email student w/ photo

Fin. Aid, Registration, Advising, Other (parking)

Confident about what to tell them, but changes in real time

“Does this meet my requirement?”

How to help those who are picking just to fill credit hours

Pause education / slow down until more resources

More complicated students: asked to schedule an apt. the next week

Get More Aid - Fin. Aid can extend this

Graduate

Fill out online form and pay fee

Change majors to graduate quickly

Looking at ‘Rate My Professor’ website

Talk with other students

Fin. Aide - Often doesn't cover bill

Getting Advice

How do students know they are on track?

Faculty sometimes give not-so-good advice

Students get bad advice from other students. Frequently!

“What are you taking this term?”

Putting off a dreaded course

Trying to get a hold removed

Helpful to have guides at PSU for advising

Hold drives action: Talk with advisor

Make a new requirement?Mandatory advisor meeting w/in first 6 weeks?

Panic state sets in at last minute

Graduation application signed by advisor

Mandatory Advising Hold is lifted

Catalog discussion part of mandatory advising mtng.?

Catalog

Store Catalog Year in Coord. Serv. Network?

Inconsistent application of catalog year

Declare Catalog Year when they declare major

Computer System auto suggests a catalog year

Comparing audits side by side?

Interactive Audit - link to catalog year info

Review DARS: usability, readability ?

Course planning guide = PSUs best kept secret

Line of Visibility


Project Artifacts: Vital Few Design Criteria

DEGREE MAPPING

# - original # - revised Design Criteria

Degree Mapping Tool

6.8 1 PSU notifies me if a course in my degree plan won't be offered X

9.1 2I can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate) X

added by team 3 Contains course planning guide functionality X9.5 4 I receive an alert if I add a course to my degree plan that is not offered that term X2.4 5 I can find course descriptions, including those for capstones x

1.1 6 I can send my degree plan electronically for review and approval (if appropriate) X

1.4 7 I can attend workshops on degree planning & requirements when I need help

3.3 8 I can understand how credits transfer and how they meet requirements x

6.13 9 I can understand all of the requirements needed to graduate x

6.16 10I can see which classes I have taken that apply to multiple majors / minors. (I can see which credentials I might be close to earning).

11 I can have a degree map where I can see my plan for pursuing multiple majors and/or minors X

6.18 12 I can understand my degree audit

6.21 13 I can quickly see which courses are still needed for graduation X

6.6 14 I can see a path for major requirements X

8.11 15 I can understand my degree plan without any help X7.11 16 I can know if I will have enough financial aid to follow my degree plan x7.4 17 I can modify my plan to maximize the benefit/impact of my financial aid x7.5 18 I can see if a change I make to my schedule will affect my financial aid x

7.8 19I can fully understand the financial cost, with financial aid, of following in degree plan, term-by-term, and year-by-year x

9.2 20 I am alerted when I am in danger of losing and/or running out of financial aid

6.11 21I can easily explore and compare major & career possibilities, such as job titles, job descriptions, & annual salaries X

6.2 22 I can see my expected graduation date (term) X6.20 23 I can see how changing my major affects my degree plan & timeline to graduation X6.3 24 I can customize my term-by-term degree plan (ex., # of credits, credits/term, # of years, full/part time) X6.5 25 I can compare majors side by side X6.7 26 As an undecided student, I can receive a term-by-term degree plan based on an area of interest X7.1 27 I can find a degree plan for my fastest path to graduation X7.2 28 I can create a few plans and compare them on several key metrics, such as cost, time to finish & flexibility X7.3 29 I can see a visual and interactive representation of my timeline to graduation (ex., 'what if' planning) X8.4 30 I can easily print individualized degree plan / map X8.5 31 I can have a checklist to track my progress X

Added by team 32 The planner and what courses I register for are connected X1.6 33 I can find the name and contact info of my advisor X8.2 34 I can access all planning tools & information in one easy to use location4.1 35 I can plan what classes to take based on my work/life schedule4.2 36 I can easily understand when courses will be offered in the future (ex., 3-4 quarters ahead) X5.1 37 I can click a button for a term-by-term plan and register for courses automatically X5.3 38 I can search for classes based on who teaches them

6.14 39If a course that is in my plan is not available, I can easily find a substitution that counts toward the same requirement X

3.1 40 I can begin to plan my PSU degree prior to transferring X

Complexity DriversFinancial calculations (calculating tuition is extremely complicated)Integration with existing systemsCapacity of the RO to manage and support the solution(s)

+ Capacity of IT to manage and support the solution(s)- How technology fits into our current IT expertise within PSUS Maturity of the technology

Ease of integration

Concepting and prototyping review matrix

Rating key

# - original

# - revised Design Criteria

Personalized academic planning portal

Degree audit improvements - visual display

Degree audit improvements - functional

Program matcher in U.Achieve ("help me

Exceptions processing improvement using U.Achieve

Transferology improvements - promotion

Transferology improvements - opening more schools

Transferology improvements - transcript integration

6.8 1 PSU notifies me if a course in my degree plan won't be offered

9.1 2I can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate)

Team 3 Contains course planning guide functionality9.5 4 I receive an alert if I add a course to my degree plan that is not offered that term2.4 5 I can find course descriptions, including those for capstones1.1 6 I can send my degree plan electronically for review and approval (if appropriate)1.4 7 I can attend workshops on degree planning & requirements when I need help3.3 8 I can understand how credits transfer and how they meet requirements x x X X X

6.13 9 I can understand all of the requirements needed to graduate X X

6.16 10I can see which classes I have taken that apply to multiple majors / minors. (I can see which credentials I might be close to earning). X X x

11I can have a degree map where I can see my plan for pursuing multiple majors and/or minors

6.18 12 I can understand my degree audit X X X6.21 13 I can quickly see which courses are still needed for graduation X X X6.6 14 I can see a path for major requirements X

8.11 15 I can understand my degree plan without any help X X7.11 16 I can know if I will have enough financial aid to follow my degree plan7.4 17 I can modify my plan to maximize the benefit/impact of my financial aid7.5 18 I can see if a change I make to my schedule will affect my financial aid

7.8 19I can fully understand the financial cost, with financial aid, of following in degree plan, term-by-term, and year-by-year

9.2 20 I am alerted when I am in danger of losing and/or running out of financial aid

6.11 21I can easily explore and compare major & career possibilities, such as job titles, job descriptions, & annual salaries X

6.2 22 I can see my expected graduation date (term)6.20 23 I can see how changing my major affects my degree plan & timeline to graduation

6.3 24I can customize my term-by-term degree plan (ex., # of credits, credits/term, # of years, full/part time)

6.5 25 I can compare majors side by side x6.7 26 As an undecided student, I can receive a term-by-term degree plan based on an area of 7.1 27 I can find a degree plan for my fastest path to graduation X

7.2 28I can create a few plans and compare them on several key metrics, such as cost, time to finish & flexibility

7.3 29I can see a visual and interactive representation of my timeline to graduation (ex., 'what if' planning)

8.4 30 I can easily print individualized degree plan / map8.5 31 I can have a checklist to track my progress X X

Team 32 The planner and what courses I register for are connected1.6 33 I can find the name and contact info of my advisor8.2 34 I can access all planning tools & information in one easy to use location X4.1 35 I can plan what classes to take based on my work/life schedule X4.2 36 I can easily understand when courses will be offered in the future (ex., 3-4 quarters 5.1 37 I can click a button for a term-by-term plan and register for courses automatically x5.3 38 I can search for classes based on who teaches them x

6.14 39If a course that is in my plan is not available, I can easily find a substitution that counts toward the same requirement

3.1 40 I can begin to plan my PSU degree prior to transferring X X X

Concepting and prototyping review matrix RELATED PROJECTS

# - original

# - revised Design Criteria

Course catalog year declared

Financial aid real-time estimator - investigate

Communication Coordination and Planning - feasibility

Course planning guide

Declaring a cluster

Inadvertent structural challenges around

Course descriptions - more accessible

Course descriptions - capturing omnibus

6.8 1 PSU notifies me if a course in my degree plan won't be offered x

9.1 2I can receive timely information about "things" I need to be aware of that are not on my radar (ex. important deadlines, apply to graduate) X x

Team 3 Contains course planning guide functionality9.5 4 I receive an alert if I add a course to my degree plan that is not offered that term2.4 5 I can find course descriptions, including those for capstones X X1.1 6 I can send my degree plan electronically for review and approval (if appropriate)1.4 7 I can attend workshops on degree planning & requirements when I need help X3.3 8 I can understand how credits transfer and how they meet requirements

6.13 9 I can understand all of the requirements needed to graduate x

6.16 10I can see which classes I have taken that apply to multiple majors / minors. (I can see which credentials I might be close to earning).

11I can have a degree map where I can see my plan for pursuing multiple majors and/or minors x X

6.18 12 I can understand my degree audit6.21 13 I can quickly see which courses are still needed for graduation x6.6 14 I can see a path for major requirements x X

8.11 15 I can understand my degree plan without any help X7.11 16 I can know if I will have enough financial aid to follow my degree plan X7.4 17 I can modify my plan to maximize the benefit/impact of my financial aid X7.5 18 I can see if a change I make to my schedule will affect my financial aid X

7.8 19I can fully understand the financial cost, with financial aid, of following in degree plan, term-by-term, and year-by-year X

9.2 20 I am alerted when I am in danger of losing and/or running out of financial aid X X

6.11 21I can easily explore and compare major & career possibilities, such as job titles, job descriptions, & annual salaries

6.2 22 I can see my expected graduation date (term)6.20 23 I can see how changing my major affects my degree plan & timeline to graduation x x

6.3 24I can customize my term-by-term degree plan (ex., # of credits, credits/term, # of years, full/part time) x

6.5 25 I can compare majors side by side x6.7 26 As an undecided student, I can receive a term-by-term degree plan based on an area of 7.1 27 I can find a degree plan for my fastest path to graduation

7.2 28I can create a few plans and compare them on several key metrics, such as cost, time to finish & flexibility

7.3 29I can see a visual and interactive representation of my timeline to graduation (ex., 'what if' planning)

8.4 30 I can easily print individualized degree plan / map8.5 31 I can have a checklist to track my progress

Team 32 The planner and what courses I register for are connected1.6 33 I can find the name and contact info of my advisor x8.2 34 I can access all planning tools & information in one easy to use location4.1 35 I can plan what classes to take based on my work/life schedule4.2 36 I can easily understand when courses will be offered in the future (ex., 3-4 quarters x X5.1 37 I can click a button for a term-by-term plan and register for courses automatically5.3 38 I can search for classes based on who teaches them

6.14 39If a course that is in my plan is not available, I can easily find a substitution that counts toward the same requirement X

3.1 40 I can begin to plan my PSU degree prior to transferring

RELATED PROJECTSConcepting and prototyping review matrix


Project Artifacts: Metrics


Interactive Degree Maps - Metrics (likely suspects)

• Metrics could include • System usage by students (e.g. # of students creating term-by-term

degree plans, or using system tools, etc.)

• Advisor perception on the degree planning experience to measure efficacy - for the experiences of both advisors and students (such as satisfaction, quality, time, etc.)

• Student satisfaction with the degree planning supports.


Project Artifacts: Project Photos


Project Photos

February 16 Team meeting


Project Photos

March 4 Team meeting: Stakeholder Mapping


Project Photos

March 25 Team meeting


Project Photos

April 1 Student Session


Project Photos

April 15 Team Meeting


Project Photos

April 29 Student Session


Project Photos

June 28 Advisor Session


Project Photos

May 16 Team Meeting: Prioritizing Value Statements


Project Artifacts: Summary of Stakeholder Involvement

Stakeholder Involvement Summary

Survey Distribution #

Response Rate

Time Survey Open Invited Attended

Attendance Rate Incentive

Incentive Amount

4-1-16 Student Session

4435 3% 20 Hours 26 7 27% amazon.com Gift Card for each participant

$50

4-29-16 Student Session

3979 1.86% 56 Hours 36 25 69% amazon.com Gift Card for each participant

$50

Student Survey

4437 16.61% 4 Days 17.5 Hours

Drawing for one of 4 amazon.com gift cards

$50

Advisor Session

76 64.57%

http://amazon.com

http://amazon.com

http://amazon.com


Project Artifacts: Student Sessions

Interactive Degree Maps, Project Team meetings

April 1, 2016, 1:00-3:00 Location: CH 201

Invitees

Amanda Nguyen Ellen Weeks x

Cindy Baccar x Kathy Thomas x

Linda Liu x Linda Wasson x

Paloma Harrison x Randi Harris x

Suzanne Snell x Mark Berrettini x

Hans VanDerSchaaf x Kevin Berg x

X=Attended

Agenda ● Introductions and project context - 5 minutes (finished by 1:10) - Cindy

● Walk through agenda for the day - 2 minutes - Hans

● Warm-up activity - Degree Planning Dan - 10 minutes (finished by 1:25) - Randi

○ Focus - warm-up students to the project and understand general perspective on degree planning

○ Flow ■ Run through flipchart on wall and question prompts ■ Each student shares one idea (30 seconds each) ■ Synthesis

○ Roles ■ Randi facilitates and synthesizes ■ Hans and Kevin capture student ideas on post-its and add to flipchart ■ Lori manages time ■ Suzanne and Kathy capture high-level student ideas ■ Hans takes photos

● Activity #1 - Force field analysis - 25 minutes (finished by 1:55) - Randi

○ Focus - Identify obstacles to understanding degree requirements ○ Flow

■ Run through activity ■ Students brainstorm obstacles individually and write ideas on post-its (one

P a g e | 33

https://docs.google.com/document/d/1dl8c_OdhV19zPRZ_md2UDVP6LkZ5wFgetK478dlYwU4/edit

https://docs.google.com/document/d/1iIhV2JesNbLpxcSwcIYjIkiM8XOqE3wsHzXqO2Hkj3s/edit

idea per post-it) (2 minutes) ■ Categorize as a group - 1 minute report out for each student and then add

obstacles to the chart ■ Dot voting (3 votes per student) - 2 minutes ■ Synthesize and questions from project team - 10 minutes

○ Roles ■ Randi facilitates ■ Lori manages time ■ Suzanne and Kathy capture high-level student ideas ■ Project team engaged, listening and asking questions ■ Hans takes photos

● Activity #2 - The adventures of degree planning - 60 minutes (finished by 2:55) - Hans

○ Focus - Deepdive into what degree planning means to students, how they do it, and how money factors into degree planning

○ Flow ■ Introduce - 5 minutes

● Hand out 11x17 degree planning templates to each student ● Goal of activity - fun story that illuminates experience with degree

planning ● Walk students through template ● Divide students into pairs ● Instructions - Write and draw legibly please; At least two stories per

pair; clear and simple is goal; drawing encouraged! ■ Write stories in pairs - 15 minutes ■ Report out - 40 minutes

● 2 minutes per group ● Questions from team after each group presents, for total of about 6

minutes per group ○ Roles

■ Hans facilitates ■ Lori manages time ■ Suzanne and Kathy capture high-level student ideas ■ Project team engaged, listening and asking questions ■ Randi takes photos

● Closing and recap - 5 minutes - Cindy

Reference Facilitation guide Notes

●

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https://drive.google.com/open?id=1wxTutauTeU3Xs8wT7f9f-JJBb28jv94DByXsfR7JY0s



https://drive.google.com/open?id=16lFnh1lnrG_VCab6YEk1PVlv8fV5jsOQDbEVGqUhIgo

Interactive Degree Maps, Project Team meetings

April 29, 2016, 1:00-3:00 Location: MCB 316, Mt. Rainier

Invitees

Amanda Nguyen x Ellen Weeks

Cindy Baccar x Kathy Thomas

Linda Liu x Linda Wasson x

Paloma Harrison (not able to attend) Randi Harris x

Suzanne Snell x Mark Berrettini (not able to attend)

Hans VanDerSchaaf x K.C. Hall

Albrecht Enders x

X=Attended

Agenda ● Introductions and project context - 5 minutes (finished by 1:10) - Randi

● Walk through agenda for the day (including defining “must have” and mindsets - 2 minutes -

Hans

● Prioritization of design criteria ○ Groups

■ Group #1 ● Hans - facilitating ● Linda Liu - scribe and facilitator assistant (help keep session on time);

notes template here ● Other team members

■ Group #2 ● Cindy - facilitating ● Amanda - scribe and facilitator assistant (help keep session on time);

notes template here ● Other team members

■ Group #3 ● Randi - facilitating ● Linda Wasson - scribe and facilitator assistant (help keep session on

time); notes template here

P a g e | 21

https://docs.google.com/document/d/1xhF7rR-tg8Lf-JZsB9k7C351dnZq1WevfH7j1EEwR1w/edit

https://docs.google.com/document/d/1cUsqCQIdnmGJ7xWagRteSUQyVyy7WVRXSw6vZEmEYhg/edit

https://docs.google.com/document/d/1bGXhJufsBdFjPs92dIYIOxzwixiK5KEPvrgM27Pvx6w/edit

● Other team members ○ Individual selection - 15-20 minutes (finished by 1:35)

■ Each of the students will use the Prioritization worksheet to individually identify cards that provide “must have” or “should have” degrees of value

○ Identify “no value” cards - 15 minutes (finished by 1:50) ○ Group discussion and prioritization of the “must have” and “should have” cards - 65

minutes (finished by 2:55)

● Closing and Thank You - Cindy Reference Facilitation Guide

P a g e | 22

https://docs.google.com/document/d/1fUrOejZu5WEHcuC4l26Xr1hXfDr1o_hXqBK3qizPS68/edit

https://drive.google.com/open?id=16lFnh1lnrG_VCab6YEk1PVlv8fV5jsOQDbEVGqUhIgo


Project Artifacts: Student Survey

Student Survey Questions

Student Questions for Survey about Degree Planning

1) Do you have a term-by-term degree plan? Y/N1a) If Yes - What are the challenges you face following your plan?

1b) If No- How do you decide on classes you’ll take to stay on track for graduation?

2) May we contact you if we have additional questions? Respondents who choose to not answer this question will still be eligible for the raffle.

2a)YesFirst NameLast NamePreferred emailPhone

2b) No


Project Artifacts: Advisor Survey


Project Artifacts: Project Workplan

Workplan - Interactive Degree Maps -Disc. & Design

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Project Artifacts: Progress Sheet

Team Meeting Progress

End of Phase

March

April

May

Jun/Jul

6Team

Grouping and initial prioritization of Design Criteria

13Team

Develop Concept(s), #1 27

Team

Develop Concept(s), #2 - refine portfolio of projects (mental model)

3Team

Decide in and out scope

Interactive Degree MapsPhase: Discovery & Design

March - June 2016

Stakeholder Mapping & Analysis4

Team11

Team

Use Case Scenarios. Current State Blueprint, #1

18Team

Current State Blueprint, #2 25

Team

Research Other Institutions’ Solutions

1Student

Student Session

8Team

UDirect Demo

Generate Value Statements

29Student

Students Prioritize Design Criteria

17Team

Scope and further define related projects

15Team

Generate Design Criteria

10Team

Map related projects and value statements 24

Team

Scope and further define projects

22Team

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