Advancing the Completion Agenda

1. Advancing the Completion Agenda Improving Gateway Courses with Analytics Chad Brown, Ph.D.Provost & Exec. Vice President Zane State College Andrew K. Koch, Ph.D.Executive Vice President John N. Gardner Institute James Willis, Ph.D.Educational Assessment SpecialistPurdue University

2. Session Overview • The problem • Gateway course data – What we have learned • Foundations of Excellence® institutions • The Toolbox and The Toolbox Revisited • Some Anecdotal Reasons for High DFWI Rates • Learner analytics overview • Zane State College – A Case Study • The Gateways to Completion Pilot Effort • Questions & discussion

3. Gateway “Killer” Courses • Courses with high rates of unsuccessful outcomes (DFWI rates) • Courses with DFWI rates of 30% or higher • These courses “kill” a student’s GPA, motivation, academic progress, etc. • Serve as “gatekeeper” to further study and degree completion What is your institution’s definition?

4. Why Addressing Gateway Course Performance Matters It’s about . . . • Teaching • Learning • Student Support • Student Performance

5. Why Addressing Gateway Course Performance Matters It’s also about . . . • Institutional Performance • Performance-Based Funding • National Well Being • The Completion Agenda Why else does it matter to you?

6. Foundations of Excellence®(FoE) Institutions Focus: The institution Unit of Analysis: The entire first year Method: Nine Dimensions Application: Of data to action Results: Retention and revenue gains (IPEDS data)

7. Foundations of Excellence Institutions: 2003-2013 (C) John N. Gardner Institute for Excellence in Undergraduate Education

8. High Enrollment Coursesand DFWI Rates • FoE institutions identified • the 5 courses with the highest enrollment of new students • the number of new students enrolled in those courses & • the number new students who receive a D, F, W, or I • Rate calculated from these numbers

9. High Enrollment Courses by DFWI Ratesfor 2-Year Institutions

10. High Enrollment Courses by DFWI Ratesfor 4-Year Institutions

11. Percentage of High Enrollment Courses that Are High Risk

12. Answers in the Toolbox Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment By Clifford Adelman

13. Some Anecdotal Reasons for High DFWI Rates • Lack of institutional identification of courses • Students lack of academic preparation (especially in mathematics) • Inadequate or nonexistent placement procedures • Late enrollment; missed classes • Faculty grading pattern; lack of early feedback • Lack of institutional action/plan

14. Challenge: How do you find the student at risk? http://www.youthareawesome.com/wp-content/uploads/2010/10/wheres-waldo1.jpg

15. Challenge: How do you find the student at risk? http://www.youthareawesome.com/wp-content/uploads/2010/10/wheres-waldo1.jpg

16. Effective use, best practices, what we know… Interventions – Analytics is the tool for Actionable intelligence

17. Discussing interventions Data driven best practices • Faculty involvement • Timing • Early • Frequent • Up-to-date (cumulative)

18. Message Content • Efficacy research • Alter the messages • Provide • Facts • Advice • Demonstrate concern • Keep them short • Make them relevant to current course activities

19. Institutional Challenge • Data in many places, “owned” by many people/organizations • Different processes, procedures, and regulations depending on data owner • Everyone can see potential, but all want something slightly different • Sustainability • “Can’t you just…” • “Can’t s/he just…” • Faculty participation is essential

20. Myths of Analytics:Analytics is... • a solitary process • a complex set of algorithms that no one understands • a process that doesn’t include students • just a fad. Institutions can ignore using data to make decisions.

21. Actionable intelligence • Moving research to practice • Basis for design, pedagogy, self-awareness • Changing institutional culture • Understanding the limitations and risks Analytics is about...

22. New Possibilities • Using data that exists on campus • Taking advantages of existing programs • Bringing a “complete picture” beyond academics • Focusing on the “action” in “actionable intelligence”

24. Navigating the Data!

25. Creating Synergies ~ Improving Success • Using Analytics to: • Supportthe College’s Strategic Plan • Advance Assessment of Student Learning Outcomes • Advance the Student Success Initiative

26. Guiding Principles • Access • Quality • Image • Stewardship • Climate

27. Creating Synergies ~ Improving Success • Using Analytics to: • Support the College’s Strategic Plan • Advance Assessment of Student Learning Outcomes • Advance the Student Success Initiative

28. Assessing SLO’s • Accessible • Meaningful • Relational • Timely

29. Creating Synergies ~ Improving Success • Using Analytics to: • Support the College’s Strategic Plan • Advance Assessment of Student Learning Outcomes • Advance the Student Success Initiative

30. Student Success • Early Intervention • Clear Feedback • Accountability • Faculty Engagement • Student Engagement • Peer Benchmarking

31. Building on the past

32. Summing Up Success in gateway courses is about: • Student excellence • Institutional excellence • Society at-large • Enfranchisement • Social mobility • Social justice • National economic competitiveness • National Completion Agenda

33. Some Anecdotal Reasons for High DFWI Rates • Lack of institutional identification of courses • Students lack of academic preparation (especially in mathematics) • Inadequate or nonexistent placement procedures • Late enrollment; missed classes • Faculty grading pattern; lack of early feedback • Lack of institutional action/plan

34. A Logical Extension of Our Work TM TM

35. TM TM The Proposed Solution

36. What is G2C? • Action Planning • Data-Based Decision Making • Quality Improvement • Ongoing (Three-Year) • More Than Tech Tools • Links Strategic Planning, Continuous Quality Improvement, and Predictive Analytics • Local, Regional, and National

37. We Need You The G2C Pilot

38. Website How do I Learn More? March 14, 2013, 2-3 pm (EST) April 4, 2013, 2-3 pm (EST) April 25, 2013, 10-11 am (EST) jngi.org/G2C Upcoming Information Webinars Website

39. Freeman A. Hrabowski, III President, University of Maryland, Baltimore County Katherine J. Denniston Acting Director, Division of Undergraduate Education, National Science Foundation Featured Speakers www.jngi.org/gateway/

40. Questions and Discussion

41. Contact • Information Dr. Chad Brown Provost & Executive Vice President Zane State College • cbrown@zanestate.edu 740-588-1260 “” Dr. Andrew (Drew) K. Koch Executive Vice President John N. Gardner Institute for Excellence in Undergraduate Education koch@jngi.org 828-877-3549 Dr. James WillisEducational Assessment SpecialistAcademic TechnologiesInformation Technology at PurduePurdue Universityjewillis@purdue.edu765-494-0588