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Hi, everybody! It's Seth here from lovely Monterey Bay welcome to Monterey Bay. It's overcast, it was raining before, we've got some buzzards hovering over behind us otherwise it's a beautiful day I want to introduce our crew We are being driven today by our Lead Staff, Web Services, IT ... let's hear it for Greg Pool. [applause] We also have our associate director the person behind all the data the person behind all of our system support let's hear it for Roberta Valdez. [applause] And our information specialist, the gal with all the answers to [French words] no matter what question, is Asya Gillory. [applause] And we also have Kevin Miller who's going to be here in a little bit of time. He's been a key person in the development of MySLP, which Judy, is not My Service Learning Pro it's My Service Learning Placement. So there you have it. My Service Learning Placement. Greg: Hi folks, I just want to make sure ... this is Greg. Can everybody see the slides If not, I just want to make sure you're seeing that very first slide of the Powerpoint presentation. Question: Is there any way to make it full screen? Greg: This is as small as we got. If you can You can leave off the logo at the bottom, most of it is going to be at the top. Judy: You can also make it bigger screen by just dragging it yourself. The window yourself. By like putting it towards the edge or sides. Seth: Great. So here's what we're going to do today. As your screen is tracking there. First, we'll do the history and development of MySLP from the service leaning perspective. So I'll walk you through that story from the user side. And then Greg will walk us ... geek speak from the IT perspective and thirdly we'll give you then a live-action tour of the functionality of MySLP and that will be driven by Asya and Roberta. But first, I don't think many people know this but this is a pretty amazing story and there's already been a Hollywood version of this I don't think you're probably aware, it was made a few years ago and as Hollywood is known to do they made some last minute changes in the screenplay thinking that they'd get a bigger box office if they did. so they change the setting from a university to an Army base and they changed some of the minor plot elements a bit but the core message stayed the same. They did get some good actors though playing the role of the youthful, intrepid IT programmers are Greg Pool and Kevin Miller. They were able to get Tom Cruise. And then playing the role of the crotchety, unyielding data management system the ended up getting a guy, Jack Nicholson, to play that role. so what we're going to do is play a piece of the story to give you the core message. roll 'em [ technical difficulties ] So we had a little technical difficulties ... too much feed back because we had too much feedback, so we're not going to be able to play you this clip despite ... [move it through] ... you'll get the essence here. but if you go to 1:40 on this, there's our crotchety old IT system and we see our youthful, intrepid IT programmers finally saying "I want the truth!" Our IT system says... "You can't handle the truth!" In the original script it was, "you can't handle the data." And Colonel Jessup goes on to with his famous soliloquy, where he talks about... "We live in a world which has walls..." and originally that was data firewalls. And saying that, "those walls needed to be defended by people with guns!" What he really meant was, IT security experts. And of course right, the original line was, "you can't handle the data!" Okay, so that was a long way to go for a joke. [Chuckle] And I did it despite the better advice of my crew here. And a little let down with the technology at the end, but.. the point is that the sentiment is very real. because as Service Learning Professionals, we all know we're already... marginalized on the University with very little respect. Then when it goes to tracking data, we end up with some old computer and some... office somewhere, with some old databased system... all by ourselves. What this MyService Learning Placement is really the product of some really the... product of is some really persistent work on the part of Greg and his staff. To keep asking and ultimately to be given access to this data. Overtime that's really transformed. Not only how we're able to manage our work but... it's really been a key to a lot of other work that IT has been able to do with that on our campus. So the punch line here is that, yes we can handle the data. Yes we've been able to really make some amazing things happen with that. Greg's going to give you the geek speech version of all that later. But we'll start now with a little bit of a history. So if you see this is? This is how things usually are on campus. Where you have, your core information systems and just two dimensions... of that is "student records" and "course records". Those things talk to each other and there's some very effective efficient systems... that enable you to generate reports, from those two data sources. Along comes Service Learning, in our case the Service Learning Institute database... and we've developed our own little community partner database, and that was housed in our office. We tried to build links to both the student records and course records. Of course those links, were pretty manual. We had to stop and download lists of students or stop and download lists of courses... at any one time. We did our best to try to connect what we were holding in our database... and the loose connections that we were able to make to the University coordination systems. The real transformation really occurred when we said... "Hmm... Maybe there's a way to integrate these core functions." What that means is getting rid of the separate system that we had. Really getting rid of the separate system that the University was operating. Building more durable, more robust connections amongst these different sources of data. In effect creating one integrated data management system. I'd like to say organization's count what's counts. Even though this is a small step for Service Learning, I think it's a huge leap for higher education. In that, Universities now are not just counting seats in classrooms and students... who are paying tuition. But they're really having to count and work with Community Partners at the same level. That was really a trans-formative piece in our ability... to manage and do what we do. So that's the back story. Here's the narrative version of it. Started in 1995 when the campus first opened, we had one of our IT Faculty Kenny Wanderman... design us a database in FileMaker Pro and had it on a computer back in our office. It was clumsy, cumbersome, and time and labor intensive. We had to enter data by hand. Every student within the Student Learning course would fill out a Service Learning Placement. We'd enter that so we could figure out who was where and tried to make reports, clumsy, not fun. [Male: Lots of papers still] "Lots of papers still." In 2000, we got a little bit of money to hire some consultants to help us create a new integrated system... that I showed you. That was done in Banner. Making the use that CSUMB had developed which was PlannerWeb, which was a Software system... that enabled us to interface with Banner. The big change there, was that it really did connect our Community database with the core... CSUMB Information Management Systems. It allowed for incredible, one button reporting, etc. [Male] Let's just clarify that Banner was SCT Banner, that was our student information system... for the beginning of the University up until we went to the common management system. So that's what we had to work with. [End] Right. So that was functional and fabulous for about six to seven years until we started to make... our transition to CMS. Basically what we had to do in CMS then, was to re-engineer or recreate this whole system... that had been created in Banner. In common management system in PeopleSoft. To do that we worked with IT then, to take apart what we had, put it back together... but not just in the same way, in a new and improved way. That's where we really benefit from the fact that one, Kevin Miller was a student here... and really understood what Service Learning databases needed to do in terms of our business system. But what was really helpful was then taking the time with us to really think through... the business systems again, from the very beginning. So what we ended up with was the increase functionality. Now our Learning Agreements were able to be generated automatically... through the system. As oppose to a triplicate paper form that we had students fill out and sign... and bring back to us. We're able to do automatic report generations. As well as integrate the whole risk management functions which as people remember... weren't nearly as robust or time consuming back in 2000 as they turned out to be in 2004 and 2005. So now we're able to actually monitor our Partnership Agreements online as well. We'll tell you more about that. So that's the evolution of the system in the business process. Briefly then, we wanted to just give you a sense of what the system is able to do. The first is around the user interface. Which is the link between students, courses and community partners. Which I had diagrammed earlier. What the system allows us to do is to track Service Learning student's history over time. So a student could basically print out a list of all the service learning courses, experiences and partners they've had. Which they need for various graduate schools, kinds of applications, especially in teaching. It allows us to know which students are at which agencies. So we could send out reports or questionaires or etc. It allows us to know which courses are working with which agencies. So if we ever want to do professional development workshops around a certain... topic, we could see whose been partnering with whom. All kinds of reports we can generate with a touch of a button. End of semester reports, we can generate reports by department or major. We can look at reports by feel. Such as health or education or K-12. It's all pretty pheonmenial. Then we're able to manage our risk management processes. As you know, we have two different kinds of relationships. We have those relationships with organizations who cover workers compensation. And we have other organizations who do not cover workers compensation. So in a affect, we have two different kinds of students who are out there at least from a risk management perspective. And this system allows us to identify by the organization whether they cover workers comp. or not. And therefore, whether the student needs to be understood as a university volunteer or not. Again if they are understood to being a university volunteer. There's other paperwork pieces that get generated. We're going to show you all that functioning but that just gives you a sense of what can happen... when you're able to really link; our list of now over 500 community partners, with our list of 4500 students, and... a few 100, if not a few 1000 courses. So now I'm going to turn it over to Greg. He's going to tell you the same story but now from the IT side. With a little bit of a different language. So thank you. Hi, thanks for having us. My name is Greg Pool, I'm the lead staff for web services. I've been at the university since it started in 1995. Although I didn't know all of the intricate prophesies of Service Learning. I was aware of a lot of them. Together with Kevin Miller, who was a graduate and is now staff and a very good designer of web allocations. We combined our intuitional history, into trying to solve what turned out to being a pretty difficult problem... because of the time line. So in 2007, we we're kind of on the cusp of moving our student information system. But we knew there were some big things attached to the formal one, like Service Learning. We had to sit down, figure it out and see how it would work with PeopleSoft. In the process, and this is typically how we approach projects with web services, we tend to like to... study a client or partners... business prophesies and then come up with the technology solutions. So we looked at this as a good opportunity to really re-evaluate, re-engineer how Service Learning was doing things. Particularly because we thought we had some different ways of getting data to the Service Learning web application... that we had had previously. So we worked more as a solution partner. I know that a lot of IT shops work as order just takers. But on our campus we are a specialized IT and have those relationships across campus. We were a little resilient, in this case and use it as a pretty good use case for other projects across campus. So we knew that for seven years there had been a pre-existing web application. Technically it was using a server technology called LASSO. Which was connecting to a FileMaker Pro database. Which was on one point, was just on someone's desktop and then was moved to a FileMaker Pro server. Which really only shut down two years ago. So we knew we had an existing business process, that we had to honor, study, understand, appreciate... and most for the Service Learning Staff and all the students who had used it previously, and would use it again. Once it came back up in its new reincarnation. [pause] [Greg] What we really wanted to do this time though was try to use open-source software solutions. We didn't want to get tied to a vendor because we had some experience... in open-source and the freedom and the extensibility, to be able to make what we need and match it to our business processes. So MySoft always had experience in using PHP on the servers side... and My Sequel databases. And I wrote down in the future we would like to use this using Drupal. I can go into that with more detail. But as it stands we built a web application in an open-source environment using PHP and My Sequel. But that wouldn't have been enough because it would've reduplicated what they had previously. Where they were kind of matching content from the student information system at various points in the semester. So for instance, they might get a list of students beginning this semester and never really update or be able to... update that once the semester started. Knowing full well that rosters change by days not by week, early on the semester. So we wanted to have more dynamic ways getting access to student data. To make it easier for students to place... and go through the business process that is Service Learning. We also had bigger things in mind. We didn't want to just do this for Service Learning because you know at some point... we might have, and we did, other kinds of projects that would request similar kinds of actions to data. Again, dynamic, accurate, and we needed to make sure that it was going to be exclusive and secure. I have a diagram at the very end, and I can go into this in more details on how we did this and how you might approach... your own IT staff and explaining the technichlor of texture of how we got access. But in the end what I wanted was a data connection to PeopleSoft. Which is physically located in the state of Utah. And you don't just ask for another connection to Utah. You kind of get laughed at. So what I wanted technically was an application program interface to the data that already belongs to the student and... the staff that all needs to work with it. But for another use case, in this case, Service Learning. [Seth] And if I can just add, that's where we ran into Colonel Jessup. Over and over again. Ultimately the clock was ticking and we weren't getting where we needed to be and... ultimately we ended up making the case where this was real essential to our business was functioning. And essential to the University, we needed access to that data. We were deemed worthy at some point. [End] [Greg] I think I had tried this for several years in various reincarnations and it really didn't work. But yeah, I think the timing and the fact that we were moving towards PeopleSoft very quickly meant... that we weren't going to get done something for the Fall of 2008. When we would've officially broken a huge business process... at the University. The third thing is that I wanted to make sure that we wouldn't make another system... that had another username and another password for somebody to have to remember and forget. Then call our Help Desk and have it reset for some reason. We wanted to try and use the same ID that all the students had been using for various systems... across campus. So I wanted to have single sign off. We already established that those systems using centralized authentication service. That's the CAS, acronym you see there. And that meant we could tell a student, "Don't worry just use your otter ID." As we refer to it here on campus. [pause] [Greg] So what we want to do, for you, is give you a tour of mySLP. We're going to first have Asya take you through as an SLI Staff. To show you how she enters a brand new or... updates a community partners site. Then she'll log-in as a student in a demo. To search for one of those service sites and place. Then Roberta will come in and show you how students can register for their site. Also generate a Learning Agreement. Then how she would manage the evaluations and generate reports. So let me switch over to a browser. [switching to browser] So take it away Asya. [pause] [Asya} Good afternoon, happy people. I'm going to log-in here. [technical difficulties] [Mediator] While, you're working on that, Vivian has raised her hand. Vivian you can un-mute your phone to ask a question. [technical difficulties] [Man] Hello? [Mediator] Okay. Keep going. [pause] [Mediator] Any questions at this point? Raise your hands and I will call you. I'm seeing, no. Continue. Okay. Let's continue. [pause] [Asya] So this is my Log-in page. There's a few features we have to see who else has been Logged-in. I will search for a site. I'm going to search the Boys & Girls Club. [searching] So on the home page we have a few visits. We're going slow and steady. Recent visits, this box here will let me know who else has logged in recently. These are community partners statistics, let's us know who's active, who has recently been inactivated. I'll talk a little bit more about the issues, we've identified sites based on the issues they address... and the populations that they work with, as you see here. [Man] And their current placements? We also have some stats here of the current places. How many students are technically placed and... how many have submitted evaluations. [pause] We also have news partners. So recently entered partners into the database. [technical difficulties] [Asya] So at this time...we'll go to the Boys & Girls Club. [searching for the Boys & Girls Club] And we're going to look at the Seaside Club. I have the ability to edit this information. We have a description, which is generally the mission statement... of the community partner. [technical difficulties] This here is our tools. This is where we would edit the sites information. As you see there is the address, telephone number... [pause] Yeah the website which is also an active link, so the student could then look at the website of the actual... site that they're going to be placed at. [pause] The agreement is in reference to the risk management. We have the University agency agreement where... it allows us to enter information as far as when that agreement was in place. Also when it will then expire. The site visit check list is the actual form we have faculty and staff use... when they go out to a site. I think we're going to talk a little bit more about how we developed these fields based on that form. [pause] Here's kind of a nuts and bolts, the organization typed. High school, middle school, nonprofit, poor profit, population served. [pause] Issue's address...special requirements which is what also very helpful because a lot of the schools... need TB test, the finger printing or background check. So we're able to then identify... which sites require that. [pause] Demographics. For courses that are specializing in particular fields (i.e. Spanish), we could also identify... sites that want students who are Spanish speakers. We have demographics based on population. [technical difficulties] Other information includes the year it was established. Also for disability accessibility. If it's wheel chair accessible? [pause] And here at the text tab, where we are allowed to add hyperlinks. Especially if we want things bold, or italicized. As you know from time to time we have different staff at these sites. We're able to change the mission statement or service learning opportunities. This is very helpful. [pause] You can save information as you go. [pause] Last but not least, for safety, we want to know the source. Who gave us the information about the site? If there's been a history of violence? What risks students should know... before they begin their service? [pause] That's about it. Now I'm going to log in as a student. For the student, they have many ways that they can search a site. Instead of just typing in, as I did, Boys&Girls Club. I'm going to log out and show you the students view. [pause] [Seth] Or you could access that without logging in. Then look at the sites and the different organizations that are listed... in there, but you wouldn't be able to then enter any personal information or look at your courses or anything. [End] [Greg] So technically at this point, if it had been a real student, Asya would've typed in her otter ID and otter ID password. Then there would've been a call across to our API, that would've said, "Is this a current student?" And if so, "Are they taking a course this semester?" API would've asked PeopleSoft, that very same question essentially, in a database view. Then PeopleSoft would return with the answer, "Yes. They are a current, matriculated student, in this semester. They are indeed taking a course." At which point, we would end our connection to PeopleSoft and that limited amount of data would... be gone. Except for the otter ID, we would store the otter ID. But we wouldn't store any data outside. What we want to be able to store though, is whether or not that class, in our case in Monterey Bay... had an 'S' in its designation, because that would indicate that its a Service Learning class. If so, then everything is green for go. The student can continue to place. If not, the student would be told, "Sorry you can not place, you're not taking a Service Learning course this semester." or "Sorry you're not a current matriculated student." So all in that second, to basically log in, would've gotten all that information. To verify officially, a roster... in what would've taken a lot more work in years past. [Asya] So also in the students view, as Seth had mentioned, a student who took a previous learning course... would have their placements. So they know where they were placed and what course it was they were in and... when they took it. Also they would be able to see what course they're currently registered in. In some cases we have students registered in more than one Service Learning site. So they'd be able to search per course. [pause] So as I mentioned, there's several ways to go about this. They can search by city, if they wanted to look at sites... [technical difficulties] Okay. That's not working, but they would be able to see several cities to choose from. So if the student is commuting, they could choose to serve at a site that's in their neighborhood. The other thing they can do, would be to see the population served by agencies. Let's say they're taking a course and after school programs. They would see all the Middle schools and Elementary schools. They could also see farm workers or they could see students who were...let's see... [pause] So sites that are addressing these particular issues, they could search. For example, let's... do Health and Human Services. They'd get a list of all the sites, in alpha order and their city that address their particular issue. [pause] Also population sites, often we find that students want to work with the Youth. These are all the sites... that work with the Youth. Most of them are going to be schools. But they can then search... When they click on this view, they would then select this site for their Service Learning. Ideally we'd want them to read this information first. Then they'd know if they needed to a TB test or a background check. They'd see the hours, that the site is available. Coordinate it with their schedule. [pause] In here they would choose their site supervisor. This would be the person, whom would sign off on their time log... and they'd check in with. So they have options here. I'm going to choose Abby. [pause] Okay. So I think Roberta, you're on here to complete the... [Roberta] I'm going to start back a little bit. So if you want to go back to the beginning. [technical difficulties] [Asya] Okay. Thank you. [switching positions] [Roberta] Hi everyone, this is Roberta. What I'm going to do is talk a little bit on how a student registers their site and... generates a Learning Agreement.Then talk about managing Evaluations and generating reports. So Asya, has signed in already to the trail site we have for practicing and showing. We take this into the classroom and work with the students in each of the classes, each semester. So there are three colleges and three staff members from the Service Learning Institute, who go into the classes... to introduce My Service Learning Placement to the students and refresh the faculties memories on how to... coach or answer problems for their students as they begin to register their placements. So they would sign in as a student. In this case it's, Jane Otter. They notice that these are places they've served in the past. The next step is to begin their search for this course. Which is the Intro to Service Learning course. Service Learning 200 and we have at least seven sometimes more SL200 courses... in our department. Then there are Service Learning courses in all of the other majors... in the other departments. So that information courses the student registered in would be here. So they haven't registered their site yet, they will click, to begin their search. There's an ability to search an advance search here. Or a student could type in a partner here. And I'm going to use... another partner. That we have a relationship with. [pause] So additionally, we can show you later, with this link all of the active partners, can be looked at. So a student can just browse to see without going into an organization type or population serve. They can... just type look at the entire list. But I'm going to search for Dorthy's right now. As a site that Jane Otter, would like to serve. Dorthy's place assistant worker's has a program called... "Women Alive". Which is an evening shelter, so women in Salinas. The student would click this, site and then again, as Asya showed you, they would be able to read more about the special... projects or capstone opportunities. Training that is provided, the hours that Dorthy's is open. Some of the Demographics and populations, that the partners themselves report on. That's where this information... comes from. The Site Visit Check List, that your faculty members, someone from our department... completes a paper survey. Then brings it back, then one of the Staff members, usually Asya, puts all this information... into this database. So after reading all this information. The student then decides, Dorthy's is the place they want to be for... their SL200 course. So they are going to this link, to select the site. They do need to select a supervisor and Robert Smith... or Mia are two of the active site supervisors. I'm going to choose Mia. Now the student is able to see their placement... form. Which gives some instructions about what the process is about. They can check to be sure that this is the correct course... that they're in and section. The correct course instructor, their name. Then we ask them to check their Emergency Contact... Information. Also their Campus Contact Information because sometimes it's incorrect. Also the Emergency Contact... Information needs to be correct because this will show up on a Learning Agreement. Often at times a site supervisor will... keep a copy of the Learning Agreement because it does have this information. So the student has chosen Dorthy's Women Alive. We need to put in the date, [technical difficulties]. So this... interactive calendar, we're going to start in the Fall, let's say September 1st. Then we would anticipate they would finish their... service by the end of the semester. So for the purpose of today, I'm going to choose December 1st. The student would then...[pause] They need to read and agree to this statement to acknowledge, "I desire to volunteer my services." "Perform my duty", and so to continue they would go to that interactive box and choose, "I agree". Then further down at the beginning of what information would be included in a Learning Agreement. So at this point there's a box where students would put in their Learning Outcomes. Which are generally given in the syllabus. Of course the syllabus given by the faculty member to students. I'm just going to type in an example of a Learning Outcome and Learning Objective from a SL200 course. [typing outcome and objective] So after typing that in, scrolling down to the Service Activities. This portion will actually not be filled in... at this time because this information will be copied into the Learning Agreement. Then a paper copy would be taken to the site when the student meets with the supervisor. The Service Activities are those that we hope would match the outcomes, that are established for each course. But to complete this section of it, a student would need to click, "Yes, I agree"... and submit the placement. [pause] Any questions, so far? [waits] Hearing none. I will continue. So the next section, a student must complete this Learning Agreement. Print it out, as I said and bring it with them to their first appointment with their site supervisor. Again, this information should have been corrected. The course information would be filled in because this again is linked... to Peoplesoft. The community partner, the site supervisor, contact information for that partner is all filled in. The Learning Objectives is filled, completed and [pause] This is the second page of the Learning Agreement. Where the student does read what they're agreeing to in terms of... they're behavior, what they're agreeing to working according to the schedule, they'll set below. They'll agree to filling out any forms and evaluations. So once this is printed out and they take it to their site and meet with their site supervisor, they'll agree on the... service days. The student will sign it and the supervisor also reads what they're responsibilities are in working with... the student. Then the supervisor will sign it. Then this form is returned to faculty. The faculty maintain all the Learning Agreements and then they are... collected at the end of each semester by Asya. So the supervisor, the student and the faculty all sign off on the Learning Agreement. [pause] That's basically the Placement process for all students. I think... [technical difficulties] I'm going to log out and go back, using my otter ID. [Greg] In this case, we're verifying that yes she has a valid otter ID. She is a staff member. We have hard coated in... the Service Learning staff otter ID's that are allowed to actually log into mySLP. So in this log in process, we're going to check with Peoplesoft to make sure she's current. Then it will give her access. If our network holds up...[End] [Asya] The other thing too, to keep in mind is that we can assign different privileges, to particular staff members. Maybe you have someone who just wants to view the community partners, but doesn't want to necessarily edit... any information. We have that functionality as well. [End] [pause] [Roberta] So this is, me, and as Asya said staff at Service Learning Institute have access to this particular page... where on the left hand side, we have abilities to put in and change all the information for the site. We also have the ability to do reports at the end of each term. Based on again the depository on all of this information; because it is linked to Peoplesoft. So I'm just going to give you a brief tour of what we can see for the Spring 2010... numbers we use for reports to generate for the President, for Judy, for the state and also we use this for information... to produce something called, "Quick Facts", which is kind of an overview of each year at the Service Learning Institute. So you see in the Spring we hit 29 courses, 46 sections, the total number of Service Learning students. All of this is because we are linked to Peoplesoft. These are the locations of placements. Again because it is built around all those particular fields, that we can grab information from. By program these are the majors on campus. So if we wanted to check on Environmental Studies, we see that... there are 48 students registered for a class, 47 placements... [pause] [Seth] This is just as you see, students are automatically populated in there if they are registered for the class. But it's up to the student to actually use the system. With the prompting of the faculty. So you see, it gives us a sense of which of our departments are being the most compliant and interested in following... along with us on this road of tracking partnerships. So you see, CST, that's our technology major, they've been very... good. Environmental Science has been very good. Ironically Service Learning Department is probably our lowest. We can't even follow our own rules. [chuckles] Look at that 72%, who's in charge of it over there? [laughter] So this is a nice tool, because it allows us to see who we can go and talk to in the different departments. To get... those percentages up. [End] [Roberta] As I mentioned there are liaisons from the Service Learning Institute to these departments. So Alicia Hernandez-Sanchez has the colleges of Professional Studies, I work with the colleges of Arts, Humanity... and Social Sciences. We go into those classrooms each Fall and Spring, at the beginning of the semesters. We talk with the students about importance of this and how to do it. [End] [Seth] Just one comment about, and I know Roberta's going to talk about this, about the evaluations... you see where it says 0% evaluated? It's because we've de-linked the evaluation system from here and... that's another conversation. But the semesters over. So that would've been, had we not de-linked the evaluation... process, we would have been seeing, what percentage of students went and did their evaluations at the end of the semester as well. [pause] [Roberta] We also are able to see the key partners, and I know that Seth mentioned this, where they are and how many... students placed. But this is by major. The number of the type of students that went to these various places. So this is really a point information, we're going to be giving a little snap shot to all of our faculty members about... where their students were placed and what numbers of students. The geographical area where students in their courses... were placed. So this a really, really handy tool. [Asya] And to know that could also be exported and imported into Excel, so that you can manipulate that data. To use it for other purposes as well. [End] [Roberta] That's what our Information Specialist is really good at doing. So the evaluation form, as Seth mentioned, has been a link that students can go onto through mySLP. Last Fall we began using a software, the university has the license for called, "Student Voice." The quality of reports seemed to me to be easier to manipulate than the data that was coming from the link... that students had on mySLP. It landed their information on an Excel spreadsheet. For somebody who is really experienced in Excel spreadsheets, could be easily formatted into reports. But this is the type of information that we received from students. We get personal information...and we're asking them... if they would recommend the site before, so we want to know more about the quality of their experience. Also how meaningful and what impact the experience, both classroom and in the community, had on them? So this is the format for Evaluation that we have all of our students complete. Or we hope that all of our students complete. Many of our faculty give course credit for students to complete this evaluation. That was another issue we had with this... particular link. Linking the Evaluation to mySLP, we couldn't get that information to them because they didn't identify... themselves. They just took the survey and information dropped into a database. [pause] I think that all of the information...[technical difficulties] This is something that at the end of each semester we provide to our faculty members. So if it's Suzanne Morse's business for section 1 of her class, we can send her this information about... [pause] who registered their her class. Also what site that student was in. [pause] [Seth] It has the supervisor there, which is nice because that is very helpful to us. It increased our ability to... get evaluations back from our community partners. Before we didn't have the link to the actual supervisor. So we would just send the evaluation to the organization and it might never have gotten to the actual person who... knew anything about Service Learning. So now we can actually send the evaluations... again, this is for the community partner to do, right to the site supervisor. And we've been able to get a much higher return rate from that. [Asya] In addition we have those, "whoop-see" students, who registered at the wrong site or that particular site... may not have been the best fit for them; we can go behind the scenes and change their placement, this way also. [Roberta] So I'm going to log out and we can return... [pause] [Seth] Is there anyone still awake out there? [laughter] [Mediator] Yes, we are. This has been really exciting. Thank you guys. And you just heard a ding, we just had Mc McFly join us. He's a our Peoplesoft system wide representative... here at the Chancellor's Office and unfortunately he couldn't be on in the beginning. But he will be listening to this webinar later on and reviewing it. I'll let him talk a little bit more later. But if no questions, then I'll continue to let the Monterey Bay team facilitate. [pause] [Seth] We're hear to answer any questions in terms of the design or functionality. We only showed you some of the things... that it can do. Or anything that you're interested in. Go for it. [Man] About the actual development am I loud enough for everyone to hear? [Seth] Yes. [Man] Projecting, say San Jose State, to begin to implement something like this. About how long would it take for us to develop... our system? How many man hours or people force would be involved? And what would be the estimated cost? I know those are really ball park estimates, but can you give some sense of time, man hours and cost? [pause] [Greg] This is Greg, at Monterey Bay. I think to answer that, if we were to officially give you the codes for the Service Learning... web application as it stands. It might be pretty close to your business processes, I would imagine. So what's left is figuring out do you have staff that can program in PHP and set up database in mySequel? So that's just staff time, I would think if its close than we're talking days, instead of weeks. In order to connect to CMS, well there's a real benefit because, let me bring up this slide so we're all on the same page, but... essentially this is almost the same for all of us. Meaning, at the bottom here there's the web, it's for our students and... where we were today. Accessing here up to the left, the mySLP database which is running with PHP and mySequel. And we're connecting to this web API system. Which has the ability to look at a database view. Coming from Utah. This part here in Utah oracle that's the same for all of our campus's. In fact the data fields are all going to be the same... for all our campus's. So we can essentially give you the mySLP code as it exists. Although I think we'd be a little tenuous... and I'll talk about that more. We can certainly give you Web API, which is about 70 lines of code, very small, very compact. If you had a database, oracle at your campus, you can begin to give data out for the purposes of delivering it to any application... in this case, mySLP. So I think in that case, we're talking about several weeks. And it's staff time because this is not anything that you would have to be a vendor for. The oracle databases, that... exists on your campus, we essentially went down and asked a database administrator, "could we have a specific view... with just these data in the view?" I don't need everything because it's a huge, kind of a black box, for me even. Then you would have somebody maintain the API and you can see this little word key right here. We're making it so that... between mySLP and the API, you have to be on a specific machine. Also you have to have a specific key. Of course all this in... this box here contained within our network firewall of CSU Monterey Bay. So you wouldn't even see these two boxes on the right. We can give you this code today, you'd have it up in a couple of days. We can give you this code, and you might have it up in a week. You might want to tailor to your business needs but I suspect that's its pretty close to what you want. You might have to ask for a database view from your database administrators. That can take some time only because... there's politics and there's details. Meaning we didn't really know what the database skema was within CMS. To ask for... tell me what students are current and tell me what the students current class roster is. That's a pretty complicated quarry... which is not in my background. So we asked the right people, they made us of use, so that we could rely upon those... data being available whenever we needed it. Whenever there was a quarry for mySLP. So I'm thinking its more weeks than months. It could be months only because of this oracle database view. Does that help? [Man] Yes. Very good. Very good. [Mediator] Okay. Corlina? [Corlina] Uh, hi. Actually I think you already answered my question. With this last one. Very good. Thanks. [pause] [Michael] I've got a question...I think you said a while ago, the system was allowing community partners to put their own... data on their own organization and mission statements. But is that correct or not, because I should do that...Asya? [Asya] No, they no longer have the ability to enter their information. What we do now, we still have to type a check list and they'll call me... and update information. As far as staff and/or mission statements changes, or the Service Learning opportunities change. So we just have one person doing that now, or several people share that task. But they don't have the log in to go into... AP's or edit their own information. [Seth] And is that Mike? [Michael] It was Michael yes. [Seth] Michael, hi. You were correct in version one, it was like that and was in the pre-risk management days right? So we we're a lot more open and free, sounds like the 70's right? [chuckle] For whatever..So we had people entering their own data. Even students could enter data. In version two, we locked them out because for one we found out organizations weren't updating their data. They had better things to do than worry about, "oh, I wonder how my data on Service Learning website is update." So they weren't really making use of that, we thought that would be, "oh great the editor/supervisor could upload it." Yeah right. [Laughs] That's not on their primary list. Secondly, if we would have three or four versions of the same organizations entered by different... people. It would be Boys & Girls Club of the Monterey Peninsula, it would be Seaside Boys & Girls Club... So it just got to be very confusing and finally the real issue was, from risk management perspective, we wanted... anyone to be on there to already to have had at least a site visit. Which was kind of a good thing to know. We'll be put the site up once there's been a site visit with the site visit check list. Even if we don't have the agreement. The partnership agreement fully signed. We've gotten the okay in our campus to list those and to know that the agreement... is pending. Sometimes it takes months to get those agreements. The board has to meet, then the right person has to sign. But as long as we've had a site visit and they've told us about the site, we can enter the data. Then we put it up there and students are able to register there. [Michael] I think that graphic was on your screen where it said approved or not approved? [Seth] Yes. Right. Or pending, there are some that are pending. So they're able to sign up and register at a site, even if it's pending. [pause] [Greg] Now Michael I didn't get to your other question fully because I'm a little tenuous in just handing out the PHP code. I think we did some rapid application development. Not that it's not working for Seth and the crew here. But I think... we'd be a little embarrassed underneath the hood with some things that we did. Also what we've learned since. What we've learned since, is that a lot of this functionality that we've built in is actually available in modules from Drupal. Which is a website framework that essentially allows you to build up sites very quickly. And so we did this all by hand, because we didn't have the Drupal experience, at the time. But now we have lots of Drupal experience. If we were doing this thing today we would not only build this using Drupal... but we would essentially make a distribution, CSU only distribution, of the Service Learning site for the purposes of... handing out for free, for other campuses. So I think what we plan to do in Spring 2011, is to make that available for all of you... to download and put up. It's far more easy because in this case we can package it up and it's all baked. Then you just install it and you're ready to go. It's a lot easier to change some of the functionality than it would be to have... a programmer go in and look at our code to see what we had done. [Michael] What was that application or term that you used, Drupal? And how's that's spelled? [Greg] D-r-u-p-a-l. I can tell you that all of the webmasters across campus are now talking about Drupal. There are a few... campuses, like us, that have taken a lead on it. We're using it for our portal, catalog, we're going to be using it for all of our... content management system at the end of the summer. We've used it for online voting, or for textbooks and we're just finding... lots and lots of uses for it. Load and behold that web API is the key, in making sure that people to log in and I can get... information to them that they need, in those interfaces. [Micheal] Good. Thank you Greg. [pause] [Mediator] Do you have a question? [Gilbert] I appreciate all you can do in terms of the Service Learning site. Do you also have another way for a volunteer site? [pause] [Seth] No, because we don't really have that much volunteer things that happen here. But that's all possible. We've... designed this so it could be multi-use. So that we have a department here, the Collaborate Health and Human Services, which has internships. So you can click on the field when you enter the site, and ask should this be a site for CHHS Internships or Liberal Studies teachers? Click. With that, you can have a site for just volunteers. You could get the volunteer review, you could even have it so specific as... you can have it checked for individual courses. So I want to only see the sites that are relevant for my class, SL200-01. So yes, the structure is the small. What you would then do is just have another...Greg give me some geekish english..[chuckles] We need another something to click on, something that says this isn't a Service Learning person, this is a volunteer. Whose going to volunteer at that site. [Asya] In addition, students don't have to log in to view the community partner information. So if a student, just wants to... volunteer at a site, I send them to mySLP and let them do the navigating and they can find organizations that they would like to volunteer with. [pause] [Gilbert] Thank you. [Lillian] I have a risk management question. This is Lillian from Fullerton. [Seth] Can you speak up a little bit? [Lillian] Sure. Is that better? [Seth] Yes. [Lillian] Okay. I have a risk management question, in terms of the actual risk management agreement that go out to... the site. Is that automated as well or does your contract procurement still deal with that? [pause] [Roberta] Hi this is Roberta. The risk management process is not automated. We have a paper agreement that we... take out to our partners when we're signing up new partners. We take both the site visit checklist and the University Agency Agreement. We talk with them about it. [pause] About the content and whether or not they have workers comp, and what they're agreeing to. Then those agreements are held in a paper folder with our partners and our University Agent Agreement has us renewing those... every three years. So we're in this constant process of pulling up when the University Agent Agreements, UAAPs, was initiated... and when it needs to be updated. Also, the process begun, not a new, but reviewed. [pause] [Lillian] Okay. [Seth] So we handle that from our office. Our Human office doesn't handle that. [Lillian] Okay. In our office, we we're thinking about being able to click a button and all the contact information can get populated... into the Agreement. You know in batches? [Seth] Which agreement? [Lillian] Into the Risk Management Learning Agreement? [Seth] Well yeah, it does do that. For the students you mean? [Lillian] Yeah, for the agreement that we generate for risk management purposes? [Seth] I guess I'm not sure which agreement you're talking about. You're talking about the students individual... agreement for their service learning? [Lillian] No. For the agreement that we have for the partners for risk management? It's just their contact information and the agreement number. It wouldn't spit out a document with all that information on it. [Roberta] We don't use agreement numbers. We're not to that level, of sophistication yet. [Asya] But you could intern, during the evaluation demo, see all the partners that you have and then create a list in Excel... with their contact information. You could do that. [Lillian] Okay. Great, thank you. [Asya] Thank you. [pause] [Michael] Does the material from the institute have both full time, part time dedicated staff, to just managing the database? I know it's somewhat sickly, but I mean, obviously you're busier at the beginning of the semester than the end of the semester but... is there any individual, Asya, or a team that is almost continually monitoring dedicated to that function? [Asya] Doing the best we can. [chuckles] [Seth] What falls under Asya's daily job description, although that's not all she does, but she would be our go-to gal, in terms of our database, yes We call her information specialist. [Michael] Alright. [chuckles] [pause] [Mediator] Are there other questions from people we haven't heard from? Please raise your hand so I can Que you in case... there's a multiple folks. [pause] Wow. You're all so silent? I don't know if that's from "wow afternoon" blast... [chuckles] [Seth] How about a round of applause maybe? [applause] [Mediator] Somebody does want to ask another question, Carla.. [Carla] Yeah. I had a question. Why did you guys decide to not have the agency enter information? It seems really intense work for a staff member to do that, and I don't understand the implications for that... [Seth] I guess we felt originally we wanted to partner with as many different organizations as we could. We wanted to keep it as broad as possible and wanted to encourage organizations that wanted to partner with us to... go ahead and enter their information. Make themselves available. We then found that it was resulting in duplicated information. It wasn't any more accurate as it was before. So I think you're right, that it does take time initially. But we have how many sites in the database now, we have over 400. So every three years a third of those are getting... renewed. In terms of the agreements, which we send out updates, we ask people to tell us if there's any changes... there will be this semester. We'll contact organizations and find out their new supervisor, etc. So yeah, sure you could... make it more accessible. But that's how we decided to make it. [pause] [Lillian] Let me...rephrase the question...[technical difficulties] [Mediator] Carla, you're breaking up. We can't hear you. [Carla] I'm so sorry...I'm in...[technical difficulties] [Mediator] Uh..she's going in and out...why don't you just type it out and I will ask. [pause] [Mediator] While we're waiting for Carla to ask her follow up, Corina will be next. [Gilbert] Yeah, this is Gilbert. You say Corina because she's on the list, but I'm also here, at Cal Poly. This program seems really interesting and... if we wanted to do that, would your office help set it up? Or usually when the cost is minimum, usually campuses will do it on their own. And are we going to decide collectively if we like the system and then we can all try to begin this coming fall? Is that your intention? [Mediator] Yes. So I'll repeat some of the things they said in the past. Which is, you know we just did these two, I thought... for various reasons, different things that could possibly work. If their interested in using this, I would say that for me... the reason why I was really excited for Monterey's database? Is because we're working with Peoplesoft. It's something that the CSU is already supporting. It seems on what Greg has shared, and I will also let Mic, jump in... from a policy perspective as well as a tech perspective, from Peoplesoft. The chances are it doesn't seem like its cost issue. Because they will provide the coding that your IT folks could use. There's a couple of steps that we would be taking if campuses... wanted to basically model, mySLP, which would be one. All of your campuses, there's a network of folks that's typically... the associates, Vice President or Provost from your campus. Who are in charge of the Peoplesoft student system. So we would share this webinar with them. So they could be familiar with this to early admire. This would basically help that... process of getting by and from the article folks, to move forward with it. Secondly, I think it would behoove you to also share... the link of the webinar with your Peoplesoft/IT people. It doesn't appear that there's anyone for Peoplesoft on this call... from any of the campuses. Again I think that this is something they should, be aware of and that you share with them. So those are the two things you could share. Like I said I have a small amount of money, it's not a lot that would go to... supporting staff for all 22 other campuses. But again, I think if its something that would require possibly, additional support... from Greg and Kevin at Monterey Bay. Then collectively we could send money to them to support this on the 22 other campuses. Does that answer your question? [Gilbert] Yes. Thank you. [Mediator] Okay and somebody raised their hand and I have Carla's question. So I'm going to ask little follow up. Does the question was: "Why did you decide not to have agencies input their information directly? Instead of having... a staff member doing it for them? The reason you indicated was that it was from risk management. Was it that you did not want certain information... certain type of organization...?" [Seth] No. It was just that we needed... We needed to have more control over who we were partnering with. So before we were just inviting any organization to enter their data and be a partner. Now we have to actually go and... visit them. Fill out a Site Visit Checklist, and insure that it's a safe and secure place for students. That it's not someone's living room. The place's that we've had to say no are often things like political advocacy campaigns. That are run by a very well meaning people, who have absolutely zero infrastructure outside their laptop in their... living room. So there was no real appropriate place for students to have to work in those kinds of environments. It was really a matter, it's not that the information that the partners would elect to tells us that we would need to filter. But we needed to filter was rather the partner was an appropriate partner before it went on the website. [Greg] If I might add...When we first looked at these data in the existing database, in 2007, we saw that there was a lot and... it would've meant a lot of work to have gone through and kind of cleaned that up. So in terms of, where is the real work? Is the real work the Staff in collecting it? Or is the real work in Staff in cleaning it up and making sure it's not just precise... but also accurate. [pause] [Mediator] Any additional questions? [pause] [Seth] I have just one question for the group. This works for us because we can identify courses that have an "S"... designation.How appropriate is that for campuses? If you're going to select a subset of courses, our Service Learning... courses somehow designated, so that you could retrieve this subset as a data set. Or would you have to then create a list, manually of... Service Learning courses, each semester and then go and find those? So that would be one consideration of an issue. [pause] [Lillian] This is Lillian at Fullerton. Yes, that would be an issue for us, that we've been trying to figure out. We do have to... manually build a list of courses, every semester. [Kevin] Another...This is Kevin from CSUMB. [Seth] Kevin just came by the way. Although he's been here from the beginning. Can we have a round of applause... a little love for Kevin please? [applause] It's because Kevin understood as a Service Learner why this is valuable and how it's... important that the time was put into really getting it right with us. That was really great. Go ahead. [Kevin] Thank you. Also, on the issue of possibly tagging the courses in CMS. Another possibility is and actually we... have this on our campus, for our upper division Service Learning requirement, you can use the CMS course attribute. So it might be worth wide to investigate it. If you could just make an attribute on your campus called, "Is this Service Learning?" On our campus there's an attribute that says, "Service Learning?" and it's either "yes" or "no". So that's another way to see if the course is a Service Learning course. [pause] [Lillian] Great, thank you. [Mediator] Okay. Sheryl has a question. [pause] [Sheryl] No. I hit the wrong button. [Mediator] Okay. Corina or Gil? [Gilbert] Yes. This is Gilbert. I wasn't sure if you addressed the question a few minutes ago? But the question is... I understand, this does a great job in counting "S" courses, but what about courses that aren't "S" courses? But students still do Service Learning projects. So you may have a course that has 40 students and 20 students do Service Learning projects. So will they be able to have access to all of the data? Also, can we still count the data in another way? [Kevin] Well, since the system was built initially just in response to the Service Learning needs on our campus. It just assumes if you're in a course that Service Learning has designated or has the Service Learning attribute turned on. Then you're going to be signing up for a Placement. [pause] That could be definitely something to think about for the future. As a stat gat, if you had to implement this today... I would just say, these student aren't just probably going to go in and... sign up for a placement for fun. You could just tell the 20 students that they should go do it. But right now, it just assumes... that if you're in a service learning course, that all students are in service learning. [pause] [Gilbert] I understand that. But what it's like on our campus, we'll probably have more classes that aren't service learning classes... that do have service learning options. So it's been hard to collect all that data. [Kevin] Yeah. But are those courses, it seemed like you were saying in those courses only a small amount of students... inside of the course, were doing service learning. [Gilbert] It a substance, it could be five, it could be 20, it could be 30... [Kevin] Yeah. Somebody would have to manually maintain that, "Joe Smith" is not a service learner and "Jane Smith" is... because there would be nothing in their enrollment history that shows that they signed up for... [Lillian] Although, although could simply their selection of a placement indicate that they are a service learner in that class? [Kevin] It could and then maybe the instructor would go and look at the course list later on. To see if there was one who should have done it... and who did not. The instructor should talk to them. [Greg] Yeah. I think what we had done is for ease of use. We didn't say all courses could be service learning. We simply... wanted to only list the "S" courses. But there's something that prevents you from saying if a student logs in and they're... taking a course. That they themselves could decide. If it's not a problem. Then people are signing up for service learning placements... at free will. Then you could have that benefit of having that a traditional course that wouldn't have that attribute in CMS. But would allow any student to sign up for a placement. [Kevin] Yeah. You could easily just change it, and basically say when a student logs in and they see a list of all the courses... they're enrolled in. It's up to them to select a course, that they are taking a service learning in. [Seth] I think that's the really nice thing about this integrated system. Is that we have this list of partners of 500. We have... a list of students 4,500. We have a list of many courses are there at CSUMB? [Kevin] Courses, there's about 2500 scheduled sections this semester. [Seth] Right. 2500. So what you're wanting to do is either look at all those or a subset of those or anyone that ends in "z", right? So you could tag those and have whatever come up. We just wanted to work with the subset. But there's nothing to prevent you. Once you have the architecture built you can design your house, interior, pretty much to fit your needs. The real key here... was that architecture allowed these three lists of things to relate with each other. [Seth] That was pretty good huh? [Greg] You should go on the road. [Seth] I gotta go on the road. These guys are heroes by the way, I mean they really are.They can handle the truth and the bad. [chuckles] [Lillian] So really for clarification. This system in essence actually could help a campus identify service learning classes... that they might not have known of. That didn't have a service learning designation. [Greg] It's almost like the opposite solution. We knew it was a service learning class but you could open it up to any class... and find out from your reports that you did have these many people placing. [Lillian] Right. Exactly. One of the things I recall from Roberta's presentation. That she was able to generate reports based on a class... because of the faculty member and who the service learners were in that class. Again, if you can generate a report... like that you would in essence know what classes on your campus were service learning. Then accessing the system to do the placements. [Seth] Exactly. So you will end up with a list on whose been using the system. Which shows you whose been doing service learning. [Lillian] Right. Right. Thank you, that's very helpful clarification. [Mediator] Okay. I have a couple of people with additional questions. I also want to add that, and this has been said but I want to stress... the fact that it appears to me on what I've heard that...Monterey Bay's focus is Service Learning solely. Other campuses... have a broader community engagement agenda. It appears that you can take the core on what they designed and then work with your IT folks... to build in the other piece's that you need. So that being said, I'm going to do a follow up with Carla's question. she had a question because one of the partners is a community college. They have students who are not San Francisco... State students. Let me just read what we have here... We work with other departments that might just want to volunteer, such as a student group. Or we want other institutions to be able to see all of the site. So I'm not sure if this will work for us if the city college... will not be registered in a CSUSF system. [Seth] Well let me just clarify that...Anyone who, see where it says OtterID Log in password? That allows you to look at your own personal history and courses, etc. But anyone, if you went in onto the web right now? Clicked on mySLP, you could see all of our sites right? So there's no limit, in terms of who can view the database. What the city college students wouldn't be able to do, would be to enter a placement for themselves. But they could go on and... learn everything they could about our partners. So it's just a click away. Are you going to demonstrate that Greg? [Greg] Yeah. So here I am. I'm at the service learning site, the student is told by faculty go to They wind up here at the home page. They click here. They have not logged in. They are essentially seeing, we've captured... this before. You're not logged in, you're not authenticated. You're just anybody. You can search for all kinds of things. So you have that freedom to look at all the partners. To do an advance search. Or to perform the kinds of corners you need.. to find out where you might want to work. At some point on your campus, you may disconnect the authentication that we did... for and in this case it goes to our active directory system. You may have entirely different way of authenticating. That's really something, you can put your code in and take our code out. You can also if you wanted to keep your rosters... and do that yourself without connecting to Peoplesoft, you could do that too. It would be hard, but you can do that as well. [Kevin] If you wanted to, yeah, right now the system is built upon the concept of a learner who is bind to a course. By virtue being assigned to a course, you're allowed to log in. So if you're not registered for a course this semester... It's going to say you can't place with anything because there's nothing to relate you to. It might be something to keep in mind for the future. Is allowing people to create an account who are not a Learner on the campus. Then let them select a site themselves. But you might be getting into weird sticky issues. We're revolving around, not only reporting but also things like risk management. [Greg] So when you go and talk to your IT people about that and you want to say, "I would like people to log in who aren't.. necessarily part of the system." They tend to use terms like, "federated" for their identity managements, these are people who are outside. So the word, "federated" will actually come up. We would have had to have gone that direction if Seth and Roberta had said... "I really want community partners to log in." Cause what we're doing right now, is that we're only saying you have to be a member of our campus... to log in and do things. We don't really let the community partners log in. We haven't even gone down the road of saying the faculty can log in. [Seth] No. Faculty can log in. [Greg] Oh yeah that's right. [Kevin] Faculty can log in and see all their students from their end of the line. [Greg] That's right. That's right. But I was thinking more, they can prep for a class. They can show, "these are the sites... that I really want you to see." That's still done in the classroom. So for the most part, it's everybody logging in that has an OtterID... and nobody from the outside. [Seth] Just in terms of a broader, like you said Judy, if the daily week is really community engagement. We designed our University agency agreement, to be a board agreement. To cover the place when the student for any purpose... in an outside organization that's related to learning right? So the agreement is perfect for internships or whatever engagement activity. So our idea was, we want this database to be a database of all of the Universities external partnerships with learning related organizations. We're not capturing painting contracts here. We are capturing anything that is able to capture anything that is learning related. Again with the click of a feel, you can identify, is this an internship site or is this a engagement site or is this a volunteer only site or... is this a service learning site or whatever the categories might be. You can then view subsets of those lists. To manage those partnerships so you could have student teaching on here easily. So that we can see where our student teachers are. Which we don't but that doesn't mean, we couldn't. [Roberta] In agreeing. Organizations could document or log in for their site. Other kinds of things that are going on on-campus, that actually log in. So by those areas of student population. You can figure out who was doing volunteerism or service or internships in various placements. [Woman] Another from a risk management perspective. Most of the campus risk management offices will be pleased to know this was in one place. Also in one system, that could be easily tracked. [Kevin] We made an interface just for our risk management and HR people. Where they can get a report of all the students and where they're placed. Also what are the risks involved. In each site there's a disclaimer for some sites about what are the risks. So that's all there for them. [woman] Wonderful. [Seth] Right. That interface exists so that, before we were having to generate a list every month. Of students who were at sites, that didn't... cover worker's compensation. That was the list, that our HR office needed to identify as University volunteers, right? That was a function that we had to carry out. Well now they built that application right into the system so HR generates... that list themselves. We no longer have to do that. [Woman] That's fantastic. [Mediator] Great. We're going to wrap up. We have one last question. Lillian? [pause] [Lillian] Yes. I just have a follow up question. I think its so great, the system is so great. But for the existing partners that we do have... so there is no way for us to export all that data into the CSU system? Or we have to have something in place already? [Kevin] We actually did go through that, when we produced this, we had another system all be partner and placement information. It's pretty standard practice technically to import data into there. So any database administrator could help you with that process. It depends on if you could get access to your data from your original system as well. But in future plan, make it more extensible so won't be so locked into all of the fields that we have determined are important at Monterey Bay. [Seth] Right. Remember this whole thing was built in a whole other system. It had to be all that data, we had about 500 partners... had to be captured, exported, and imported into this new system. So we did exactly what you'd have to do. [Roberta] So you can handle the data. [Seth] You CAN handle the data! [laughter] [Mediator] Uh...Seth, Asya, Roberta, Kevin, Greg. Thank you so much for putting together, not only sharing this amazing work... that you guys had put together the last two years, but this presentation has been thoughtfully and consciously done. I know that took a lot of additional time. So thank you so much for your time today. The pre-work that went into helping us share this with all of our campuses. Thank you. Thank you. There's some applause's going on. So were going to do a couple next steps. One there's a polling device that's an "x" or a green? So those of you who are interested in exploring this further and moving forward with possibly using Peoplesoft... for you data collection needs. Press the green button. So that we will know which campuses are interested. [pause] [Mediator] So what I will do from now, I'll ask Seth and his team to provide us with a Powerpoint slide, so that I can send out. Tomorrow our AP folks will clean up the webinar, for the recording. Which I will then send out to you. So by Monday, you'll have it. I'm going to encourage you, one, share it with your IT folks, your Peoplesoft folks. Then Nick and I will meet in the other Peoplesoft system... folks here. To talk a little more about on our next step on how we're going to support moving forward in this. I'll also send out a meeting wizard to do another post conference call. As I mentioned in the email. To discuss these two systems. and to what's best for us as a group. So again, thank you Monterey Bay. Congratulations. I loved it. So thank you, thank you so much. The rest of you if you have additional questions, email me, and I will have those ready. Good day! Good-byes & Thank you's..

Video Details

Duration: 1 hour, 38 minutes and 23 seconds
Country: United States
Language: English
Views: 114
Posted by: webfolk on Jun 14, 2010

A review of the My Service Learning Placement system at California State University, Monterey Bay.

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