Sloan C Users' Group Best Practices

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Best Practices Webinar describing the 7 P's

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Sloan C Users' Group Best Practices

  1. 1. Users’ Group 2013 Best Practices Julie Owen, VP Marketing & Operations SmarterServices Provided by
  2. 2. Remember When?
  3. 3. DID YOU KNOW? • SmarterMeasure has helped over 2.4 MILLION students! • We have a k12 version that serves 7-12 graders. • You can modify your readiness ranges to make the tool more predictive.
  4. 4. Best • • • • • • • Practices Popularize – buy in Plan – strong implementation model Personalize – use custom features Petition - Call to Action Pursue - Follow Through Produce – Conduct Research Present– co-present with us at a conference or webinar
  5. 5. POPULARIZE/PROMOTE • Advertise & Promote • Educate with our Training • Get Everyone Involved
  6. 6. PLAN • Integrate SmarterMeasure into a required orientation course • 68% of client schools administer the assessment to all students, not just eLearning students
  7. 7. J. Sargeant Reynolds Community College • Required as admissions assessment • Integral part of their QEP • Computed correlations with grades and Life Factors SmarterMeasure sub-scales of over 4000 students. • P Attributes Grades Learning Styles Technical
  8. 8. Findings • Statistically significant correlations: - Dedicated place, support from employers and family, access to study resources, and academic skills (Life Factors) - Tech vocabulary (Technical Knowledge) - Procrastination (Individual Attributes) Scores Grades
  9. 9. Academic Success Rates 70 60 50 40 High Score Low Score 30 20 10 0 Skills Resources Time Less than 10% of students with low scores experienced academic success.
  10. 10. PERSONALIZE • Utilize custom features • Modify Readiness Ranges
  11. 11. Student Login Page
  12. 12. Adjusting Readiness Ranges Adjusting the cut points can make the reporting a more accurate predictor of success.
  13. 13. PETITION Add call to action in text of student report Read Feedback on report Write reflection paper on results Work through appropriate resources for support
  14. 14. PETITION Add call to action in text of student report Read Feedback on report Write reflection paper on results Work through appropriate resources for support Discuss results with administrator Discussion or chat about learning style
  15. 15. PURSUE • After measuring student readiness, what action will you take based on the scores? Coaching Assign mentor Ongoing communication Provide faculty member with results Evaluate & Provide remedial resources
  16. 16. PRODUCE Progression of SmarterMeasure Data Utilization Predictive Correlation Comparison Descriptive Student Service
  17. 17. Research Ideas on the Research Page of the Website
  18. 18. CEC - The Need • We need to know which students to advise to take online, hybrid or on-campus courses. • We need to know which students to direct to which student services to help them succeed. • We need to know how to best design our courses so that new students are not overwhelmed.
  19. 19. The Analysis • What is the relationship between measures of student readiness and variables of: – Academic Success - GPA – Engagement – Survey (N=587) – Satisfaction – Survey (Representative Sample based on GPA and number of courses taken per term) – Retention – Re-enrollment data
  20. 20. The Findings • Statistically Significant Relationships Academic Achievement Engagement Retention Individual Attributes X X X Technical Knowledge X X X X X Learning Styles Life Factors Technical Competency X X X
  21. 21. The Recommendations • We need to know which students to advise to take online, hybrid or on-campus courses. – A profile of a strong online student is one who: • • • • Has a dedicated place to study online Possesses strong time management skills Demonstrates strong technical skills Exhibits a strong vocabulary of technology terms
  22. 22. The Recommendations • We need to know which students to direct to which student services to help them succeed. – An online student who should be directed toward remedial/support resources is one who: • Has a weak reason for returning to school • Has weak prior academic skills • Is not likely to seek help on their own • Is prone to procrastinate • Has low, internal locus of control • Has weak technology skills
  23. 23. The Recommendations • We need to know how to best design our courses so that new students are not overwhelmed. – Limit advanced technology in courses offered early in a curriculum – Foster frequent teacher to student interaction early in the course – Require milestones in assignments to prevent procrastination – Clearly provide links to people/resources for assistance
  24. 24. Middlesex Community College • 6% to 13% more students failed online courses than on-ground courses. • Intervention Plan - Administer SmarterMeasure - Identify which constructs best predicted success - Provide “Success Tips” as identified Distributed by website, email, orientation course, records office, library, posters, and mail
  25. 25. Research Findings • Analyzed 3228 cases over two years • Significant positive correlation between individual attributes and grades Motivation Impacts Grades
  26. 26. Results of Middlesex Research Before SmarterMeasure™ was implemented, 6% to 13% more students failed online courses than students taking on-ground courses. After the implementation, the gaps were narrowed: 1.3% to 5.8% more online students failed than onground students.
  27. 27. Results of Middlesex Research Failure rates reduced by as much as 10%
  28. 28. PRESENT • http://www.smarterservices.com/conferences.cfm • http://www.smarterservices.com/webinars.cfm
  29. 29. Getting Better
  30. 30. Best is defined as better than all others: of the highest quality or standard or the most excellent type

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