Using Data to Improve Student SuccessFaculty Development Model - Competency-Based Education
•
2 gefällt mir•267 views
CBE4CC Conference Presentation Faculty Development Model - Competency-Based Education
Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Andere mochten auch
Andere mochten auch (9)
Ähnlich wie Using Data to Improve Student SuccessFaculty Development Model - Competency-Based Education
Ähnlich wie Using Data to Improve Student SuccessFaculty Development Model - Competency-Based Education (20)
Mehr von Becky Lopanec
Mehr von Becky Lopanec (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Using Data to Improve Student SuccessFaculty Development Model - Competency-Based Education
- 1. Using Data to Improve Student Success Thursday, June 4, 2015 Jason Levin, WGU Bruce Clayton & Chris@ Amato, Sinclair Community College Dena Laney, Bellevue College This product was funded in part by a grant awarded by the U.S. Department of Labor’s Employment and Training Administra@on. The product was created by the grantee and does not necessarily reflect the official posi@on of the U.S. Department of Labor. The Department of Labor makes no guarantees, warran@es, or assurances of any kind, express or implied, with respect to such informa@on, including any informa@on on linked sites and including, but not limited to, accuracy of the informa@on or its completeness, @meliness, usefulness, adequacy, con@nued availability, or ownership.
- 2. Western Governors University Salt Lake City, Utah Data Feedback Cycles at WGU Ins@tu@onal Research, 06.04.2015
- 3. About WGU The principal mission of Western Governors University is to improve quality and expand access to post-‐secondary educa;onal opportuni;es by providing a means for individuals to learn independent of ;me and place and to earn competency-‐based degrees and other creden;als that are credible to both academic ins;tu;ons and employers. • 59,000 students, growing at 20% annually • Online, non-‐profit • Regionally and na@onally accredited • 76% of students from underserved category (Rural, Minority, Low Income, First Genera@on College Student) • All students are full @me • 24% Masters, 76% Bachelors • Four colleges: • Business (35%) • Health Professionals (19%) • Informa@on Technology (17%) • Teachers College (29%) ** Only NCATE accredited online college ** • Six month terms, new term star@ng on the first of every month • Tui@on is $2,890 per term • Competency based, self-‐paced, asynchronous
- 4. Student Course Ins@tu@on Program Faculty PDM, Eval, CM Provost, ND President, Provost 4
- 5. Provide differen@al treatments to students based on risk classifica@on Create proac;ve vs. reac;ve protocols Use all available data about a student at any given @me to classify student risk based on the probability making term OTP Classifica@on of students into high, medium, and low risk categories is dynamic and influenced by recent behavior Student – Faculty Feedback Student Risk Classifica@on and Interven@on 5
- 6. Above Average Average Below Average Leaning Green Leaning Red Show data for past six weeks
- 7. 7
- 8. Course Development Feedback Loop MYC1 Case Study 8
- 10. Program Feedback Loop – MSISA Case Study 10
- 12. Ins@tu@onal Feedback Loop Harris Interac@ve Survey of Alumni WGU (A) National (B) Public 4 Year (C) Current employment status % % % Total employed 89% B 84% 86% Employed full-‐time 78% 74% 77% Employed part-‐time 8% 6% 5% Self-‐employed 3% 4% 4% Total not employed 11% 16% 14% Not employed, but looking for work 7% 8% 7% Not employed and not looking for work/retired/homemaker/student 4% 8% A 7% A Employed in same field as degree earned (among currently employed) 83% 81% 83% Graduates 2006-‐2009 Graduates 2010-‐2012 WGU (A) National (B) Public 4 year (C) WGU (D) National (E) Public 4 year (F) NET CHANGE in income from prior to earning degree to present + $18,600 + $12,400 + $16,600 + $9,000 + $8,500 + $8,400 Source: WGU Harris Study, 2012 12
- 13. Sinclair Community College Dayton, Ohio
- 14. CBE4CC Ins@tu@onal & Programma@c Context • Large size. Sinclair serves approximately 20,000 students per fall and spring term. • Significant non-‐tradi3onal student popula3on. • CBE program: self-‐paced and online.
- 15. CBE4CC Challenges • Suppor@ng large numbers of students with limited student-‐support resources • Providing adequate academic support to students who have been away from the classroom and who have compe@ng demands on their @me • Compensa@ng for an instruc@onal model that limits interac@ons between students and faculty and access to on-‐campus student-‐support services
- 16. CBE4CC CBE Learner Support Model
- 17. CBE4CC Student Performance Repor@ng: Essen@al Requirements • Caseload based • Sensi@ve to known predic@ve indicators • Real-‐@me, ac@onable course-‐performance informa@on • At-‐a-‐glance usability • Fully automatable genera@on and delivery
- 18. CBE4CC Performance Repor@ng Within LMS • Basic course-‐sec@on-‐level repor@ng • Course-‐sec@on specific • Informa@on segmented across mul@ple reports • Restricted access • Poten@ally insensi@ve to key performance metrics • Enhanced repor@ng through LMS analy@cs packages • More flexible, but ojen limited to pre-‐defined report elements • Ojen available as an LMS add-‐on at addi@onal cost
- 19. CBE4CC Moving Beyond the Standard End-‐User Experience • Establish the structure of a useful student-‐performance report • Repor@ng “wish list” • Iden@fy the data systems and sources that contain the relevant informa@on • Student informa@on system/ERP • Case management system • Learning management system • Leverage available resources to assemble and deliver final report • Office of Research, Analy@cs & Repor@ng, staffed by team of report writers, data analysts, researchers, and database administrators • Data warehouse and sophis@cated data management sojware
- 20. CBE4CC DMS SIS CMS LMS DW
- 21. CBE4CC Student Informa3on Course Informa3on Risk Indicators Last Name First Name Tartan ID Course Term Enrollment Status Week Term Progress Course Progress Mid-‐Term Exam Status Average Grade Final Grade Unsuccessful ALempt On Record Mul3ple Unsuccessful ALempts On Record Logins Last 7 Days Submissions Last 7 Days Risk Level Comments Hilton Davis 0652665 BIS-‐1120 15/SP Enrolled 7 35% 0% N/A . . No No 5 0 High No Submissions In Week 1 Rasor Robert 0564225 MAT-‐2170 15/SP Enrolled 7 35% 0% N/A 71.00% . No No 1 0 High Very Slow Progress Raston Eric 0133647 CIS-‐1510 15/SP Enrolled 7 35% 52% Pass 98.78% . No No 2 0 Moderate Low Ac@vity Raston Eric 0133647 CIS-‐2640 15/SP Enrolled 7 35% 36% . 96.90% . No No 1 0 Moderate Low Ac@vity Varney Lisa 0369845 MAT-‐2170 15/SP Enrolled 7 35% 0% N/A . . No No 1 0 High No Submissions In Week 1 Vinton Samantha 0975632 BIS-‐1120 15/SP Enrolled 4 21% 0% N/A . . No No 0 0 High No Submissions In Week 1 Vinton Samantha 0975632 CIS-‐1111 15/SP Enrolled 4 21% 3% . 100.00% . No No 0 0 Moderate Low Ac@vity Vinton Samantha 0975632 CIS-‐1130 15/SP Enrolled 4 21% 5% . 90.00% . No No 0 0 Moderate Low Ac@vity Vinton Samantha 0975632 CIS-‐1107 15/SP Enrolled 4 21% 13% . 100.00% . No No 2 2 Low Aston Noah 0512897 CIS-‐1140 15/SP Enrolled 7 35% 18% N/A 90.00% . No No 6 0 Moderate Low Ac@vity Barton Emma 0221554 CIS-‐1510 15/SP Enrolled 7 35% 66% Pass 96.82% . No No 0 0 Moderate Low Ac@vity Bosco James 0398521 CIS-‐1140 15/SP Enrolled 7 35% 18% N/A 107.50% . No No 1 0 Moderate Low Ac@vity Bosco James 0398521 CIS-‐2416 15/SP Enrolled 7 35% 70% N/A 99.50% . No No 13 14 Low Brunswik Sylvia 0021056 CIS-‐2426 15/SP Enrolled 7 35% 37% N/A 99.43% . No No 2 0 Moderate Low Ac@vity Clancy Thomas 0648875 CIS-‐1411 15/SP Enrolled 7 35% 24% N/A 99.62% . No No 0 0 Moderate Low Ac@vity Clancy Thomas 0648875 CIS-‐1140 15/SP Enrolled 7 35% 73% N/A 95.31% . No No 7 4 Low Colton Daniel 0021557 CIS-‐1107 15/SP Enrolled 7 35% 25% . 100.00% . No No 0 0 Moderate Low Ac@vity Davis Benjamin 0364987 CIS-‐2212 15/SP Enrolled 7 35% 44% . 92.53% . No No 1 0 Moderate Low Ac@vity Hanson Holly 0864135 CIS-‐1111 15/SP Enrolled 4 21% 24% . 100.00% . No No 1 0 Moderate Low Ac@vity Hanks Kendra 0215477 CIS-‐2640 15/SP Enrolled 4 21% 17% . 93.31% . No No 0 0 Moderate Low Ac@vity Harris Stephanie 0677954 CIS-‐1510 15/SP Enrolled . . 100% . 94.81% A . . . . . . Accelerate IT Caseload Performance Report Academic Coach: Chris@na Amato
- 22. CBE4CC Lessons Learned • Develop a full partnership between student-‐ support and IR/IT personnel • Maximize the capabili@es of exis@ng data systems in ways that enhance and transcend standard end-‐ user applica@ons • Secure faculty buy-‐in • Know and engage other impacted stakeholders
- 23. Bellevue College Bellevue, Washington
- 24. CBE4CC About Bellevue’s Competency Based Program • Launched 6 month pilot project in January 2014 for our Business Sojware Specialist cer@ficate program • Consists of 6 courses + 1 required orienta@on course completed in a quarter system • Accepts both majors and non-‐majors who need the course as part of another program. • Program con@nued ajer pilot project – averaging about 100 student enrollments per quarter and growing
- 25. CBE4CC Navigator Student Support • Handles enrollment interviews • Provides entry codes for our students to register for courses • Teaches the orienta@on course • Provides support and checks in with students throughout the quarter • Collects lots of data stored in many different places • SmarterMeasure Test Results • Interview Notes • Entry Codes/Interest Lists • Progress Reports from Students • Progress Updates from Course Learning Management System/ Instructor
- 26. CBE4CC Faculty Student Support • Routes inquiries to Navigator for enrollment/interview • Works with Navigator to issue entry codes • Provides support and checks in with students throughout the quarter • Collects lots of data stored in many different places • Canvas Learning Management System (par@cipa@on, page views, assignment comple@on, interac@on with Instructor, last logged in) • Other course sojware such as MyITLab progress • Feedback from Student Navigator
- 27. CBE4CC The Problem: Managing our Data Ajer the first quarter of our pilot project, we knew we had to get a handle on the enormous amount of data that we were collec@ng to ensure our students were on track and would be successful comple@ng the course.
- 28. CBE4CC Navigator Data? Many files in OneDrive *this is only about 1/3 of the files (mostly excel) from the past 17 months!
- 29. CBE4CC Faculty Solu@on: Lots of hand wriUen notes! My first idea to track progress was to keep lots of notes which quickly became a problem. They weren’t very prety. Or very func@onal. But they helped me iden@fy the students that were not on track.
- 30. CBE4CC Learning Management Analy@cs A tradi@onal online course analy@cs – Note my Sunday deadlines A competency based course with varying start dates – no official deadlines
- 31. CBE4CC Communica@on Breakdown There was a communica@on breakdown between: • Faculty and Student • Navigator and Student • Faculty and Navigator • Everyone and data Too much @me was spent trying to answer simple ques@ons – • “Is this student enrolled in mul@ple competency based courses?” • If so, are they performing well in those courses?
- 32. CBE4CC Implemen@ng a Solu@on We needed a solu@on that helped us track all of this data • Without spending hours trying to locate the spreadsheet or progress report on the OneDrive • Without trying to locate my hand writen notes or my own self created progress spreadsheets • Without having to email constantly back and forth with the navigator to check in on a student • Allows for a quick lookup, progress and note tracking
- 33. CBE4CC Implemen@ng a Solu@on I created a web based tool to help manage our data.
- 34. CBE4CC Basic Student Data & Search
- 35. CBE4CC Detailed Student Data, Notes & Course Plan
- 36. CBE4CC Visual Representa@on of Course Road Map
- 37. CBE4CC Notes on Student Progress & Communica@on
- 38. CBE4CC Track Student Progress Per Class
- 39. CBE4CC Other Data Tracked • Interested Student Contact Informa@on & Notes • File Upload for SmarterMeasure test results & Orienta@on assessment • Progress Report Web Based Form to allow students to quickly update us • Automated Progress Report Notes from Student
- 40. CBE4CC Wish List/Pending Development • Import data from Course Learning Management Sojware • Import data from external tools (MyITLab, Cer@fica@on Prac@ce Exams) • Student Portal for feedback, entry code request & course road map view • Extensive analy@cs/averages per class to iden@fy problems • Automated student alert system for progress updates/ concerns
- 41. CBE4CC What we have learned • Managing student data is a MUST for a CBE program to support the faculty, student navigator and the student’s overall success! • As the program grows, it is very challenging to keep track of which students are coming and going • Having a tool in place from the beginning will save a lot of data entry! • Being able to u@lize the tool saves a lot of @me searching for informa@on and follow up between Faculty and Student Navigator and Student. • Allows faculty to be informed when communica@ng with students and see the big picture. • Everyone can be on the same page!
- 43. CBE4CC Considera@ons • What problem or problems can data help your ins@tu@on solve? • Who at your ins@tu@on needs to be involved in formula@ng solu@ons from data?