This document summarizes John Campbell's presentation on Purdue University's use of analytics to help identify students at risk of dropping out. It discusses how Purdue developed a tool called Signals to detect early warning signs in student performance data and provide targeted interventions. Analysis of student cohorts found that those who received Signals interventions had significantly higher retention and graduation rates compared to those who did not. The presentation provides advice on how other institutions can build similar analytics capabilities and highlights both the opportunities and challenges to developing actionable intelligence from student data.
5. Challenge: How do you find the student at risk?
http://www.youthareawesome.com/wp-content/uploads/2010/10/wheres-waldo1.jpg
6. Challenge: How do you find the student at risk?
http://www.youthareawesome.com/wp-content/uploads/2010/10/wheres-waldo1.jpg
7. Our Focus
Signals detects early warning signs
and provides interventions for
students who may not be performing
to the best of their abilities before
they reach a critical point in their
class.
10. Signals after 5 Years
Fall 2007 Cohort Retention Rate
Number of
Cohort Average SAT
Signals 1 Year 2 Year 3 Year 4 Year 5 Year
Size Score
Courses
No Courses 5,071 83.34% 73.04% 70.34% 68.92% 68.74% 1155
At least 1 1,629 96.44% 93.80% 89.93% 88.03% 86.80% 1130
1 instance 1,377 96.44% 93.32% 89.18% 87.00% 86.49% 1134
2 or more 252 96.43% 96.43% 94.05% 93.65% 88.49% 1103
11. Four & Five Year Graduation Rates
Fall 2007 Cohort
Graduation Rate
Number of Signals Cohort Average
4 Year 5 Year
Courses Size SAT Score
No Courses 5,071 42.06% 61.39% 1155
At Least 1 Course 1,629 43.52% 74.34% 1130
15. Student Perceptions
• 89% of students that experienced Signals had a positive
experience
• 86% of students said that the benefits outweigh the
drawbacks in Signals
• 73% said they would like Signals in every course
• 61% of students felt they got a higher grade in a course
because of Signals
• 58% of students said they sought more help because of
the personalized interventions
• 74% of students believed that their motivation was
directly affected by Signals
16. Student perceptions
• “It was an interesting concept to use a stoplight to let me
know how my progress was going. Just the simple color
change was enough for me to know how I was doing in
the class.”
• “Seeing green motivated me to continue to maintain my
positive progress in the class, and once I saw yellow, I
knew I had to increase my efforts to do better in the
class.”
17. Student Perceptions
• “It was nice knowing my overall grade and progress in the
class at the beginning, middle, and end of the course and
allowed me to step up my effort before it was too late to
help my grade significantly”
• “It made me feel like the instructor was aware of me and
was interested in my progress.”
• “Signals helped me become more motivated towards the
class and I raised my grade 20 points!”
24. 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”
25. How to Begin – My Advice
• Actionable intelligence
• Moving research to practice
• Fostering change in institutional culture
• Understanding the limitations and risks
• Take a long term view
• Be part of a community
26. How to Begin – My Advice
• Keep it simple
• Start with some manual steps before
developing/purchasing the “ultimate”
system
• Have a diverse team
• Don’t forget the faculty and students as
part of the process
29. Thank You
John P. Campbell
Associate Vice President – Academic Technologies
Purdue University
jpcampbe@purdue.edu
http://www.itap.purdue.edu/learning/tools/signals/
Editor's Notes
It also reinforces strong students by telling them they’re doing well and should continue working in the same manner in the future.The system can be run as soon as there is one grade in the grade book. Many instructors want to provide feedback as to where students stand after the first test. Course Signals allows for students to know where they stand in a class in the weeks leading up to the test and the weeks after the test so that they can continue to make appropriate changes (more studying, visiting SI sessions or office hours, coming to class…) in an effort to improve the grade. The more feedback students get, the more likely they are to take advantage of the resources provided and, in turn, the more likely they are to earn a better (or simply passing) grade.