Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 6 of The Illinois Commitment Adult & Community Education Division Automated Call Delivery System College of Lake County What issue or need is addressed by the effective practice? To increase the number of calls completed and reduce the number of calls abandoned by customers, the Adult & Community Education Department implemented the IP Automated Call Delivery (ACD) system. Description of the effective practice: The Adult and Community Education (ACE) Division at the College of Lake County provides a variety of educational programs, including both credit and non credit courses, one day computer seminars, and various other professional services for Lake County Businesses, Professional Groups, Local Government, and Lake County Residents of all ages. In addition to the general questions prospective students regularly submit to the College’s Office of Admissions, the ACE division also fields admission and registration inquiries on a daily basis. Most of the questions posed by students or clients to the ACE division are made via telephone calls. For the past two years, the volume of client telephone calls received has increased, resulting in long hold times and a high proportion of abandoned calls. Therefore, an automated system to better track this constant influx of calls was in order. With this efficiency goal in mind, the ACE division in the summer 2005 visited a local call center for a large food distribution company. The visit provided a valuable lesson. At the beginning of the FY2006, the ACE Division implemented an IP Automated Call Delivery system that increased the number of calls received and decreased the number of calls abandoned by customers. Increased efficiency in processing registrations, particularly Internet registrations, has decreased number of inquiries of status of student’s class, thus enabling the clerks to handle calls that need more information or assistance. In addition, the new system now allows the supervisor to monitor agent call availability and manage the flow of calls more efficiently, thus, giving students and clients a better service. How does this practice achieve sustainability? CLC’s Adult & Community Education Department is committed to supporting the maintenance of the recently implemented ACD system and the search for any other effective strategy to provide enhanced services and better meet clients’ needs. What are the results/measurable outcomes? During the first quarter of FY2006, as a result of the implementation of the IP Automated Call Delivery system, abandon telephone calls decreased by 5%. This more efficient management of the calls during this period permitted the reduction of the abandon call rate to drop from 32% to 18%. Contact Information Name: Peggy Miller Email: tra185@clcillinois.edu Phone: (847) 543-2101 188
Direct Connection to Policy Area 6 of The Illinois Commitment Advising Center Model Chicago State University What issue or need is addressed by the effective practice? In 2004, the university’s Department of Psychology, in collaboration with the Illinois Board of Higher Education, opened a model Advising Center in order to reach several related goals: streamline and personalize student advising and course selection; reduce advising errors; encourage timely registration; promote student involvement in their own curricula and degree audits; and increase student satisfaction, retention and graduation. Description of the effective practice: Implementation: The Advising Center offers one-stop advising and registration, which is divided into three steps: pre-advising, advising, and registration. This division helps faculty advisors to make more productive use of their time with students. The Advising Center helps students monitor their academic progress and insure that they have satisfied all of the requirements for graduation by the following methods: Degree audits of students with 90 or more credit hours are done in order to thoroughly examine student files in order to resolve any problems that may interfere with timely graduation; Advising Assistants help students complete paperwork related to withdrawals, petitions, and certification of minor program completion; the Advising Center is the first stop (and often the only stop) that students make to resolve academic issues; the Psychology Department maintains up-to-date files for all majors in the Advising Center containing copies of all paperwork processed for students and encourages students to maintain personal files of their progress; all materials were updated and made available via a Blackboardtm site to allow advising materials to be accessed from the internet; and all faculty advisors and advising assistants attend training sessions in effective advising, including the use of new CAS/CAPP degree audit technology. How does this practice achieve sustainability? The Advising Center opened in 2004; longitudinal assessment data are as yet insufficient to make strong statements about its effectiveness. One indicator of success is that other academic departments are joining the Advising Center and sharing their expertise and resources. The Department of Foreign Languages and Literatures, the Department of Math and Computer Science (which made an additional computer lab available for student registration) and the Department of Criminal Justice joined in the initiative. All three departments are in one classroom building. A plan is under way to open a second advising center to serve additional departments in the College of Arts and Sciences. While all recognize that a single advising center would be ideal, present restrictions on space and resources make that a middle- to long-term goal. What are the results/measurable outcomes? Preliminary data suggest that the Advising Center has a positive impact on student satisfaction, retention and graduation. Sixty-two percent of freshmen who entered the Department of Psychology in fall, 2004 were retained, compared to the university average of 57%. Advising errors have been reduced from fifteen errors in fall, 2004 to four errors in fall, 2006. The graduation rate among these students was 92.3%. A student satisfaction survey was administered to students in Psychology and in Foreign Languages and Literatures during the spring, 2006 registration period. Psychology majors indicated their satisfaction with a 4.7 rating on the five-point scale, while non-majors averaged 4.79. From these results, it can be safely concluded that both groups appreciated the helpful attention they received in the Advising Center. Contact Information Name: Dr. Ivy Dunn Email: idunn@csu.edu Phone: (773) 995-2394 189
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