Issues around using attendance data to improve student progression

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Presentation given at the CETIS 2012 conference March. This presentation describes some of the interventions undertaken as part of the JISC funded Pedestal for Progression Project (http://progression.lboro.ac.uk) - Mar'11 - Aug'12.

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Issues around using attendance data to improve student progression

  1. 1. 2012 ConferenceIssues around using attendance datato improve student progressionMelanie KingHead, The Centre for Engineering & Design Educationhttp://cede.lboro.ac.uk
  2. 2. Outline • Background: JISC ‘Pedestal for Progression’ project • Issues related to progression in final year • How we currently collect attendance data • Enhancements to current systems / processes • How staff & students use attendance data • Evidence that links attendance with progression • Issues surrounding the case for wider adoptionThe Centre for Engineering and Design Education
  3. 3. Pedestal for Progression Project March 2011 – August 2012 This project is investigating the application of the Service Design methodology within higher education: techniques usually used within the commercial Customer Relationship Management field (CRM). The project team will be working with students, academics and staff from support services across the Institution using service design and data mining techniques in order to enhance the student experience for final year students and aid their progression to next stage - either employment or further study. JISC Relationship Management Programme Phase II Strand 2 – Progression, retention & non-completion http://progression.lboro.ac.ukThe Centre for Engineering and Design Education
  4. 4. WP1: Discovery Phase – gather user experiences • National Student Survey data • Focus groups with finalists (Programme reps, Student Union) • Current research on campus (History HEA mini-project, BSE) • Interviews with staff (academics, admins, technicians, support services) • LUFBRA.net • Staff/student committees (minutes from meetings) • Student stories • Identification of current data collected about students (VLE activity, library systems, attendance data, coursework hand-ins) http://progression.lboro.ac.ukThe Centre for Engineering and Design Education
  5. 5. Expectations of: Issues raised: Progression in Final Year Finalists • Increase in contact time (academic and personal tutoring) • Additional skills support (e.g. digital and information literacy) • Better access to library books Needs of: • Prioritised reading lists ACADEMICS • Support for progression beyond graduation Effective& efficient process Expert support • Fair and balanced assessment (e.g. timing of coursework hand-ins) Robust systems Easy access to data • Consistent and timely feedback • Access to facilities and equipment • Ability to feedback to tutors/departments Strategic objectives: INSTITUTION Enhanced student experience Innovation Competiveness Efficiency SustainabilityThe Centre for Engineering and Design Education
  6. 6. Recurrent Issues: Access to tutors “I feel that the personal tutor should take a more active role in working with the student throughout university life.” Sport and Exercise Science student – entering final year in October 2011 Recurrent Issues: Personal development “I think the main emphasis for final year should be attainment, with the student being able to achieve the most they can to fully reach their potential.” Chemistry student – graduated 2011The Centre for Engineering and Design Education
  7. 7. Encouraging the active tutor – monitoring engagement • Improving the identification of absence at crucial lectures or tutorials • Improving the support for personal tutors in meeting their tutees • Help department monitors to spot students falling through the net • Identify other engagement data that could signal non-participation • Improve the notification of critical information to the right staff member at the right time.The Centre for Engineering and Design Education
  8. 8. How Attendance data is collected Attendance at lectures Attendance at personal tutor meetingsThe Centre for Engineering and Design Education
  9. 9. ATTENDANT Creation and marking of registers for modulesThe Centre for Engineering and Design Education
  10. 10. CO-TUTOR The staff and student relationship management system Organise groups Email groups Add comments Access course marks Schedule meetings View attendance records View personal information Upload related filesThe Centre for Engineering and Design Education
  11. 11. The staff and student relationship management system CO-TUTOR FLEXIBILITY & CONTINUITY: Supporting a learner’s journey Personal welfare Attendance monitoring: and guidance: course tutors, programme Personal tutors, elite monitors athletes’ welfare officers Supervision of Academic placement activities: performance: Placement co- Foundation year ordinators, industrial tutors, lecturers, supervisors key skills support Research supervision: cross-department supervisors, Graduate School ‘training needs’ advisors Disability, additional needs & course support: support officers, Personal development departmental admin planning: personal tutors, skills development officers
  12. 12. Main menu for access to all students, personal Home Page for Tutors messages and monitoring reports Quick access to different cohorts of students and personalised bookmark groups Personal summaries of tutee meetings, Select multiple commenting and tutees and perform attendance group actions Quick action links and attendance summaries Useful links to support personal tutors and supervisors
  13. 13. A Student’s Record Automated and custom flags can be added Actions that any staff can perform on a student’s record Data feeds of personal info and grades from corporate systems Comments are categorised to aid viewingpermissions e.g. only allocated research supervisors cansee comments in the Research section A history of comments, notices and files added to a student’s record
  14. 14. Enhancements to current processes / systems • Registers now marked as ‘critical’ or ‘optional’ • Checkbox for ‘include data in summary’ • Students can add a reason for absence • At the point of marking, an automated email can be sent to absent students • More detailed reports created on student attendance, including attendance patterns • Students now have access to their own attendance record and are sent emails (by welfare officer) to view it if their attendance drops below a certain level • Automated emails generated to personal tutors on a regular basisThe Centre for Engineering and Design Education
  15. 15. The staff and student relationship management system PROVIDES IMPORTANT METRICS: CO-TUTOR Enhances student experience • Provides numerous monitoring reports that make the frequency and quality of support, provided by staff to students, completely transparent to senior colleagues and departmental managers. • Attendance information used to view trends. • Provides audit trails and accountability for the quality of care provided to students. • Reports include; • Staff online activity • Total number of comments per student • Total number of student/staff meetings both missed and attended • Distribution of alert flags • Frequency of comments, meetings and emails • % attendance across programme of module, year group or level of study • Reports specific to tutoring type.
  16. 16. The staff and student relationship management system IDENTIFICATION & MONITORING: CO-TUTORLoughborough University, UK Supporting struggling students Internal messaging to Detailed attendance notify relevant staff reports highlight when comments are struggling students added to records Ability to send emails to personal tutors, notifying of low attendance Quick views of attendance summary and comment counts Automated flagging of students with < 50% attendance
  17. 17. The staff and student relationship management system IDENTIFICATION & MONITORING: CO-TUTOR Supporting struggling students
  18. 18. Attendance Data Analysis 2004/5 2005/6 2006/7 2007/8 2008/9 2009/10 2010/11 Total marked 25,372 37,899 62,017 79,428 116,335 151,012 271,373 present Total number of 38,715 56,395 89,930 117,062 166,027 215,031 386,247 records Average 65.54 67.20 68.96 67.85 70.07 70.23 70.26 attendance (%) Diff (pp) +1.66 +1.76 -1.11 +2.22 +0.16 +0.03 Number modules 62 121 214 229 260 383 800The Centre for Engineering and Design Education
  19. 19. Attendance Data Analysis Averages for 4221 students graduating between 2004 and 2009 who have had attendance recorded on at least 10 registers per year of study. 1st78.80% 2.i 73.26% 2.ii 61.19% 3rd 58.36% Link between final UK degree classification and average attendanceThe Centre for Engineering and Design Education
  20. 20. RECOMMENDATIONS: Challenges to Address 1. Frustration at increased workload can manifest itself in frustration with using the system. 2. “I now feel that I have to meet in my office rather than a café or neutral space”. 3. Seamless integration with email clients. 4. Implementing a distributed methodology, using API‟s or common interfaces, relies on a common University wide approach. 5. The balance of automation versus human intervention. 6. Identification of attendance „touch-points‟ that are critically linked to attainment. 7. Can meaningful engagement data be included? 8. Complex user permissions to view student data as well as staff activity. 9. Who is monitoring the monitors? 10. More automated methods of capturing attendance seamlessly linked to current system.The Centre for Engineering and Design Education
  21. 21. 2012 ConferenceMelanie KingHead, The Centre for Engineering & Design Educationm.r.n.king@lboro.ac.ukJISC Pedestal for Progression Projecthttp://progression.lboro.ac.ukhttp://cede.lboro.ac.uk

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