Data drives decision-making at the highest levels of institutional leadership. This session will use a case of one institution to explore how its global education center collaborates with its institutional research office to determine barriers to studying abroad and compete for campus resources. Using actual data, panelists will guide roundtable discussions on moving from anecdotal observations through data analysis to policy decisions by senior administrators. Information will be provided about how to work with data, what types of data your institutional research office can provide, and how a chief academic officer makes decisions on academic priorities and resource allocation.
Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate...Hobsons
UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers.
Learn more at www.hobsons.com.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
The information technology and information technology-enabled services (IT/ITES) industries require skilled
human resources to unlock their potential. This will provide the foundation for take-off, which, for now, is falling
short. As envisioned in Digital Bangladesh, the IT/ITES industries can adopt the latest technologies across
different industries and should grow hand in hand with other drivers of growth.
Access to quality higher education must rise to develop future industry leaders in IT/ITES. While the gross
enrollment rate of tertiary education in Bangladesh has more than doubled from 7.7% in 2007 to 17.6% in 2017,
this is still below the lower-middle-income country average of 24%. Demand for higher education in Bangladesh will
surely increase as the economy expands; thus, the question now is what higher education fields should Bangladesh
prioritize for investment. The IT/ITES industries need skilled graduates who can work up to global standards.
This tracer study, which aims to improve the labor market outcomes of tertiary graduates of computer science and
engineering and/or institutes of information technology in Bangladesh, will help in the preparation of a new highereducation project in the country to be funded by ADB, the Improving Computer and Software Engineering Tertiary
Education Project. While that project selected only four universities, this tracer study covered an additional five
universities in Dhaka. I hope that the study findings will prove informative and improve computer science and
engineering and/or institutes of information technology beyond the nine universities included.
The AIS – Temple Fox School Information Systems Job Index is a joint five year project to produce reliable national level data on information systems careers, including placement, type of jobs, satisfaction, and related factors such as career services, knowledge level, preparedness, and search strategies. The project will produce an annual IS job index report and is intended to become the first systematic assessment of the IS job market. For more, see http://isjobindex.com
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate...Hobsons
UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers.
Learn more at www.hobsons.com.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
The information technology and information technology-enabled services (IT/ITES) industries require skilled
human resources to unlock their potential. This will provide the foundation for take-off, which, for now, is falling
short. As envisioned in Digital Bangladesh, the IT/ITES industries can adopt the latest technologies across
different industries and should grow hand in hand with other drivers of growth.
Access to quality higher education must rise to develop future industry leaders in IT/ITES. While the gross
enrollment rate of tertiary education in Bangladesh has more than doubled from 7.7% in 2007 to 17.6% in 2017,
this is still below the lower-middle-income country average of 24%. Demand for higher education in Bangladesh will
surely increase as the economy expands; thus, the question now is what higher education fields should Bangladesh
prioritize for investment. The IT/ITES industries need skilled graduates who can work up to global standards.
This tracer study, which aims to improve the labor market outcomes of tertiary graduates of computer science and
engineering and/or institutes of information technology in Bangladesh, will help in the preparation of a new highereducation project in the country to be funded by ADB, the Improving Computer and Software Engineering Tertiary
Education Project. While that project selected only four universities, this tracer study covered an additional five
universities in Dhaka. I hope that the study findings will prove informative and improve computer science and
engineering and/or institutes of information technology beyond the nine universities included.
The AIS – Temple Fox School Information Systems Job Index is a joint five year project to produce reliable national level data on information systems careers, including placement, type of jobs, satisfaction, and related factors such as career services, knowledge level, preparedness, and search strategies. The project will produce an annual IS job index report and is intended to become the first systematic assessment of the IS job market. For more, see http://isjobindex.com
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
A presentation on university funding and financial incentives by prof. Hannu Vartiainen, one of the contributors to the Economic Policy Council 2017 report.
Prof. Vartiainen gave his remarks at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
Vietnam is the one of the hottest country in term of IT offshore. We had taken a look at the facilities of universities in Vietnam to see how IT has been used, as well as collecting the information from the students
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
STEM Students Abroad: Understanding their Motivations and ExperiencesCIEE
This session will focus on science, technology, engineering, and mathematics (STEM) students' motivations for studying abroad and the value of their experiences. With STEM fields underrepresented in study abroad, we hope to share student stories that encourage future STEM students to take the leap. Survey data from STEM student feedback will highlight: why STEM students study abroad, types of experiences, skills gained abroad for future careers or academic pursuits, perceived barriers to studying abroad, and ways to meet those challenges. Part of the session will focus on learning more about academic advisor perspectives on STEM students studying abroad, including benefits and challenges.
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...SmarterServices Owen
We have all heard of IQ—but what about the importance of SQ and EQ? Join SmarterServices and Nuro Retention to learn more about how your students’ social and emotional non-cognitive data directly impacts student success and educational outcomes. Nuro Retention will share how to make BIG data actionable by combining the power of SmarterMeasure Learning Readiness Indicator's non-cognitive data along with its retention software platform and predictive analytics models.
In addition, Dr. Mac Adkins, CEO and founder of SmarterServices, will share a case study on how Ashford University has been able to improve retention rates using the power of non-cognitive data. Nuro Chief Data Scientist Natalie Young will also share some key findings from a recent predictive analytics model that dramatically improved retention efforts for one of Nuro’s clients.
Don’t miss out on your chance to learn the latest strategies on the power of predictive, proactive, and prescriptive data!
What have we learned from 6 years of implementing learning analytics amongst ...Bart Rienties
By Professor Bart Rienties, Head of Academic Professional Development, Institute of Educational Technology, The Open University, UK
Abstract
The Open University UK (OU) has been implementing learning analytics since 2014, starting with one or two modules to its current practice of large-scale implementation across all its 400+ modules and 170.000+ students and 4000+ teaching staff. While a range of reviews (e.g., Adenij, 2019) and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics in the world, behind the flashy publications and practitioner outputs there are a range of complex issues in terms of ethics and privacy, data infrastructures, buy-in from staff, student engagement, and how to make sense of big data in a complex organisation like the OU.
Based upon large-scale big data research we found some interesting tensions in both design and educational theory, such as:
– 69% of engagement by students on a week by week basis is determined by how teachers are designing courses (i.e., learning design and instructional design indeed directly influence behaviour and cognition), but many teachers seem reluctant to change their learning design based upon data of what works and what does not work (e.g., making sense of data, agency);
– How teachers engage with predictive learning analytics (PLA) significantly improves student outcomes, but only a minority of teachers actually use PLA;
– Some disadvantaged groups engage more actively in OU courses, but nonetheless perform lower than non-disadvantaged students.
During this CELDA keynote I would like to share some of my own reflections of how the OU has implemented learning analytics, and how these insights are helping towards a stronger evidence-base for data-informed change. Furthermore, by sharing some of the lessons learned from implementing learning analytics on a large scale I hope to provide some dos and don’ts in terms of how you might consider to use data in your own practice and context.
John O’Brien, MnSCU System Interim Vice Chancellor of Academic & Student Affairs
This presentation provides a portrait of the students served by the MnSCU system.
Operational and Financial Review - NAU presentation to ABOREva Putzova
Presentation delivered by President Cheng at the ABOR meeting in March 2015 as the institution's annual operational and financial review. Produced by Eva Putzova with assistance from many talented NAU staff members. Designed by Julie Sullivan.
Workshop given at ASET Annual Conference, Cardiff 2007.
The workshop examines the expectations and attitudes of both students and employers to work placements as part of the undergraduate curriculum.
Connecting Through Events: How Stetson Doubled Event Attendance and EnrollmentHobsons
The campus visit is the most trusted source of information for prospective students choosing where to attend college. Stetson University has found that the most successful campus visits and open houses involve delivering first-class experiences to prospective students and their families. Stetson’s Office of Admissions shares how they successfully doubled enrollment by using digital marketing to connect with students.
Using learning analytics to improve student transition into and support throu...Tinne De Laet
Presentation supporting the ABLE and STELA workshop titled "Using learning analytics to improve student transition into and support throughout the 1st year" delivered at the EFYE 2016 conference in Gent, Belgium
The National Centre for Student Equity in Higher
Education (NCSEHE) was proud to be part of a new global
initiative, hosting the inaugural World Access to Higher
Education Day (WAHED) event at Curtin University,
Perth, Western Australia on 28 November 2018.
National and international stakeholders networked to
positively impact worldwide equitable access to higher
education. One hundred and thirteen organisations
from over 30 countries were engaged in WAHED, with
a total of 21 events held on the day, as well as 24
registered supporters.
More information here: https://www.ncsehe.edu.au/event/ncsehe-forum-world-access-to-higher-education-day-wahed18/
A presentation on university funding and financial incentives by prof. Hannu Vartiainen, one of the contributors to the Economic Policy Council 2017 report.
Prof. Vartiainen gave his remarks at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
Vietnam is the one of the hottest country in term of IT offshore. We had taken a look at the facilities of universities in Vietnam to see how IT has been used, as well as collecting the information from the students
Prof. Roope Uusitalo, chairman of the Economic Policy Council, presented key findings and recommendations of the 2017 report on education policy.
Roope Uusitalo gave this presentation at Finland's Economic Policy Council 2017 report launch seminar. Launch was held in Helsinki on 23rd January, 2018.
See also:
http://www.talouspolitiikanarviointineuvosto.fi/en/reports/report-2017/
STEM Students Abroad: Understanding their Motivations and ExperiencesCIEE
This session will focus on science, technology, engineering, and mathematics (STEM) students' motivations for studying abroad and the value of their experiences. With STEM fields underrepresented in study abroad, we hope to share student stories that encourage future STEM students to take the leap. Survey data from STEM student feedback will highlight: why STEM students study abroad, types of experiences, skills gained abroad for future careers or academic pursuits, perceived barriers to studying abroad, and ways to meet those challenges. Part of the session will focus on learning more about academic advisor perspectives on STEM students studying abroad, including benefits and challenges.
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...SmarterServices Owen
We have all heard of IQ—but what about the importance of SQ and EQ? Join SmarterServices and Nuro Retention to learn more about how your students’ social and emotional non-cognitive data directly impacts student success and educational outcomes. Nuro Retention will share how to make BIG data actionable by combining the power of SmarterMeasure Learning Readiness Indicator's non-cognitive data along with its retention software platform and predictive analytics models.
In addition, Dr. Mac Adkins, CEO and founder of SmarterServices, will share a case study on how Ashford University has been able to improve retention rates using the power of non-cognitive data. Nuro Chief Data Scientist Natalie Young will also share some key findings from a recent predictive analytics model that dramatically improved retention efforts for one of Nuro’s clients.
Don’t miss out on your chance to learn the latest strategies on the power of predictive, proactive, and prescriptive data!
What have we learned from 6 years of implementing learning analytics amongst ...Bart Rienties
By Professor Bart Rienties, Head of Academic Professional Development, Institute of Educational Technology, The Open University, UK
Abstract
The Open University UK (OU) has been implementing learning analytics since 2014, starting with one or two modules to its current practice of large-scale implementation across all its 400+ modules and 170.000+ students and 4000+ teaching staff. While a range of reviews (e.g., Adenij, 2019) and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics in the world, behind the flashy publications and practitioner outputs there are a range of complex issues in terms of ethics and privacy, data infrastructures, buy-in from staff, student engagement, and how to make sense of big data in a complex organisation like the OU.
Based upon large-scale big data research we found some interesting tensions in both design and educational theory, such as:
– 69% of engagement by students on a week by week basis is determined by how teachers are designing courses (i.e., learning design and instructional design indeed directly influence behaviour and cognition), but many teachers seem reluctant to change their learning design based upon data of what works and what does not work (e.g., making sense of data, agency);
– How teachers engage with predictive learning analytics (PLA) significantly improves student outcomes, but only a minority of teachers actually use PLA;
– Some disadvantaged groups engage more actively in OU courses, but nonetheless perform lower than non-disadvantaged students.
During this CELDA keynote I would like to share some of my own reflections of how the OU has implemented learning analytics, and how these insights are helping towards a stronger evidence-base for data-informed change. Furthermore, by sharing some of the lessons learned from implementing learning analytics on a large scale I hope to provide some dos and don’ts in terms of how you might consider to use data in your own practice and context.
John O’Brien, MnSCU System Interim Vice Chancellor of Academic & Student Affairs
This presentation provides a portrait of the students served by the MnSCU system.
Operational and Financial Review - NAU presentation to ABOREva Putzova
Presentation delivered by President Cheng at the ABOR meeting in March 2015 as the institution's annual operational and financial review. Produced by Eva Putzova with assistance from many talented NAU staff members. Designed by Julie Sullivan.
Workshop given at ASET Annual Conference, Cardiff 2007.
The workshop examines the expectations and attitudes of both students and employers to work placements as part of the undergraduate curriculum.
Connecting Through Events: How Stetson Doubled Event Attendance and EnrollmentHobsons
The campus visit is the most trusted source of information for prospective students choosing where to attend college. Stetson University has found that the most successful campus visits and open houses involve delivering first-class experiences to prospective students and their families. Stetson’s Office of Admissions shares how they successfully doubled enrollment by using digital marketing to connect with students.
Using learning analytics to improve student transition into and support throu...Tinne De Laet
Presentation supporting the ABLE and STELA workshop titled "Using learning analytics to improve student transition into and support throughout the 1st year" delivered at the EFYE 2016 conference in Gent, Belgium
The National Centre for Student Equity in Higher
Education (NCSEHE) was proud to be part of a new global
initiative, hosting the inaugural World Access to Higher
Education Day (WAHED) event at Curtin University,
Perth, Western Australia on 28 November 2018.
National and international stakeholders networked to
positively impact worldwide equitable access to higher
education. One hundred and thirteen organisations
from over 30 countries were engaged in WAHED, with
a total of 21 events held on the day, as well as 24
registered supporters.
More information here: https://www.ncsehe.edu.au/event/ncsehe-forum-world-access-to-higher-education-day-wahed18/
Student Involvement and Alumni EngagementJoseph Volin
This is a presentation prepared for the defense of my dissertation research. My research was successfully defended on June 7, 2016. The degree, Doctor of Education was conferred in August 2016 by Northern Illinois University.
International Summit on the Teaching Profession - The Future of Teaching and ...EduSkills OECD
This report discusses policies and practices that shape quality and equity in early childhood education and care. It examines how the work environment, including the educational background of staff, and the policies that shape teaching approaches affect the quality of the education provided to our youngest learners. The book concludes with an overview of current thinking about how young children use, and are affected by, information and communication technologies (ICT). Linking the way children interact with ICT inside of school to the way they already use it outside of school could be the key to unlocking technology’s potential for learning.Children learn at a faster rate during the first five years of their life than at any other time, developing cognitive, and social and emotional skills that are fundamental to their future achievements and well-being throughout childhood and as adults. Despite compelling evidence that high quality early childhood education and care programmes can make a crucial difference to children’s progress through school and success in adult life, large differences in access to and the quality of these programmes persist within and across countries.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Horizon 2035: Developing a long-term strategic vision for the health, social ...C4WI
The CfWI presented three papers at the Business Systems Laboratory International Symposia on 21 January. This presentation focuses on work being done as part of the CfWI's flagship Horizon 2035 programme.
China 2016; Being strategic in science communicationJohn C. Besley
Presentation delivered at Nanjing Agricultural University in May 2016. Provides overview of how we have been thinking about science communication as strategic behavior (based on previous presentations and NSF grant)
Before They Even Get Here: Cross-Campus Collaboration on a New Pre-Freshman S...CIEE
During this session, we'll examine the development of an innovative study abroad program, which was the result of successful collaboration among professionals from the admissions and study abroad offices and an academic department. The synergy that resulted from this collaboration enabled the creation of a program that exceeded all expectations as a recruiting tool, as a summer bridge preparing high school students for university, and as an innovative model for future study abroad programs. Panelists will each tell the story of the program's creation from his or her own perspective, highlighting areas of potential mutual misunderstanding and how they were resolved.
It Takes a Village: Building a Support System for Diversity AbroadCIEE
Racial/ethnic diversity in study abroad increased 10 percent from 2004 to 2014. Despite the increase, study abroad continues to fall low on students of color’s priority list. Irrespective of their rationale for not going, students of color continue to receive fewer messages that study abroad is worthwhile. To fill this gap, panelists in this session will argue that faculty involvement – particularly faculty of color– in the planning process and while on-site is imperative. The inclusion will allow students to see themselves reflected in study abroad programs and may increase the likelihood that students will participate. This session will feature multiple perspectives to demonstrate the important ways to utilize faculty in the effort to increase student of color participation.
Intercultural Faculty Training for the Development of Innovative Global Initi...CIEE
During this session, we'll explore resources and frameworks that allow participants to identify the specific needs of their home campuses in relation to implementing intercultural and diversity initiatives. Intercultural competence has an impact on educators' daily duties and projects, allowing them to bridge the cultural differences present on campuses and in education abroad programs. This type of competence helps to develop innovative initiatives and to align with global learning outcomes and goals. Furthermore, intercultural competence fosters reflection and creativity with the aim of developing thoughtful and distinctive new projects. Panelists will present models for intercultural training, lead discussions on best practices in this area, examine projects developed as a result of intercultural training, and review intercultural tools that can help when implementing new programs.
Know Your Audience: Using Pre-existing Norms to Overcome Curricular and Cultu...CIEE
Understanding the target market of a study abroad program can help educators overcome cultural and curricular barriers to studying abroad. Partnerships between study abroad offices and faculty members can be instrumental in breaking down these barriers for business students. During this session, we'll combine the panelists’ experiences with original research to attempt to illuminate themes, including the disconnect between emerging markets and student study abroad choices, apathy toward language acquisition, perceptions of study abroad, and developing a culture of studying abroad. Participants are encouraged to bring their own success and challenges in order to create generalizable program design and outreach philosophies.
Opening More Doors: Keys to Successful Faculty-Led Study Abroad for Graduate ...CIEE
This session will provide a model for building a successful graduate-level study abroad program, give session participants the tools to build a viable, sustainable study abroad program for graduate students, and aid and inspire session participants to do so. Panelists include three colleagues who have collaborated to build successful credit-bearing graduate-level study abroad programs, as well as a non-traditional student who participated in a study abroad program. During this session, we'll cover budgeting, recruitment, course credits, course delivery, program activities, coursework, logistics, accommodating non-traditional students, faculty pay and course load, and program assessment and sustainability.
Our breakfast program recaps a year’s worth of Academic Consortium Board (ACB) activity. Topics include steps ACB institutions are taking to partner with faculty to expand global education, updates on the CIEE Generation Study Abroad pledge, thanking departing board members, and welcoming our new ones. We also highlight our study centers in Perth, Khon Kaen, and Budapest as they celebrate their 25th anniversaries.
Education Goes International: Partnering Abroad to Build Teacher Education Pr...CIEE
During this session, the panelists will offer their unique perspectives on the obstacles and mediation necessary to develop a culturally responsive teacher education program abroad that positively impacts U.S. teacher candidates as well as Italian teachers and their primary students. Using examples from their experience developing a teacher education program with EFL teaching field experience, the panelists will lead participants in discussions focused on addressing the curriculum needs of students and U.S. institutions, the community needs of the host culture, and the strategies necessary to work effectively with the host. Dialogue with participants will be framed around approaches for curriculum alignment and for developing and maintaining mutually beneficial community partnerships.
Designing and Delivering Globally Connected Domestic ProgramsCIEE
Come learn how your institution can develop and implement exciting globally connected domestic programs for your students. Featuring faculty and administrator panelists from Elon University and Duke University, this session will showcase their respective programs in Los Angeles that offer innovative coursework on current issues combined with valuable pre-professional opportunities, such as credit-bearing internships, thus using the host city as a "learning laboratory." The faculty directors of Elon and Duke’s programs in LA will describe how they introduce students to the film and entertainment industries with help from their alumni networks. Other general topics in this session include leveraging university support for domestic programs and preparing students for a domestic academic experience.
Using Giving Games to Develop International and Intercultural Critical Thinki...CIEE
Giving games are learning experiences in which students are given a sum of money to donate to one or more charities. Students then research charities and make a collective decision to give based on the relative effectiveness of the various charitable options. Giving games impart valuable lessons about effective altruism, the use of empirical data in charity evaluation, and negotiation and compromise in a values-based setting. Using the panelists' own experiences, this session will introduce participants to giving game strategies and will focus on the possibilities and problems inherent in using giving games. A giving game will be a part of this session.
The Evolution of Study Abroad Programs to Achieve Greater Student DiversityCIEE
There is a growing trend in education abroad to attract a greater number and diversity of students by focusing on making education abroad of interest to traditionally underrepresented groups. During this session, we'll look at examples of programs and university-based efforts to examine what commonalities can be replicated and what lessons can be learned in new accessible program models. Focus is placed on how the panelists have used on-campus collaborations and adjusted for programmatic, language, and environmental conditions in the host community to create an experience that facilitates learning and inclusion for an increased diversity of participants.
Customizing and Funding Professional Development to Internationalize the Curr...CIEE
For the past two years, CIEE and Union College have collaborated to run International Faculty Development Seminars in Beijing, China, and Istanbul, Turkey, assisting Union in their efforts to internationalize their common curriculum. During this session, we'll outline how Union applied for and won a grant from the Mellon Foundation, approached CIEE for assistance with the design and execution of the programs, and ultimately, how the first of the two programs has changed and will continue to change the common curriculum at Union. Participants will leave with a better understanding of how international professional development opportunities can help internationalize curriculum on their own campuses.
Outside of Our Comfort Zones: Faculty Identity and Pedagogy in the Global Cla...CIEE
Like the intrepid students who study somewhere other than their home countries, faculty should challenge themselves to step outside of their comfort zones. During this session, you'll learn how to define your identity as a global teacher and how to experiment with pedagogies that facilitate learning for a variety of students. Panelists will share highlights from a workshop they co-facilitated in the Czech Republic for teachers from across Europe who work with U.S. study abroad students. In addition, they'll lead participants in a discussion about experiences teaching abroad or instructing diverse learners on home campuses, as well as an interactive teaching exercise.
Moving Beyond the Single-Discipline Faculty-Led Model: How Can Music Business...CIEE
How did an English professor, a social work professor, and a communications professor come together at Belmont University to build a high-quality academic program in Sweden? Join us as we explore innovative approaches to faculty-led programs. Faculty and study abroad staff will share best practices, discuss the success of their own initiatives, and cover the potential challenges of organizing programs that support students from different backgrounds. You'll leave the session energized to use the tools provided to create your own successful cross-disciplinary faculty-led program.
Getting Real with Diversity Outreach: A Practical Toolkit for Promoting Study...CIEE
Reaching underrepresented student populations in education abroad is something most universities strive for, but can find difficult to execute in practice. During this session, presenters – who represent the 11th most ethnically diverse university in the U.S. – will help you identify new and creative outlets for outreach to underrepresented populations at your institution. We'll also explore how to foster connections with key departments and identify study abroad program types that draw diverse student participants in the hopes of empowering underrepresented students to overcome actual and perceived barriers to study abroad.
Facilitating Mobility for Engineering Majors: Successful Partnerships between...CIEE
Learn best practices for how your institution should work internally to recruit, advise, approve courses, and award credits, all of which are critical components for implementing successful study abroad programs for engineering students. We'll also highlight the importance of collaboration between faculty and study abroad advising offices and will illustrate how this collaboration can lead to additional opportunities for universities.
Developing Global Citizens: Increasing Faculty Engagement in Intercultural Le...CIEE
Knowledge, while crucial, is just one piece of the "global citizen" puzzle so many universities are trying to solve. Intercultural effectiveness — the hallmark of global citizenship — requires affective and behavioral learning as well as cognitive. Integrating effective fostering of global citizens into the university mainstream requires significant involvement by faculty. During this session, we'll provide ideas for how faculty might become more deeply and effectively engaged in promoting intercultural learning at universities, even contributing to promotion and tenure documents regarding the “mentoring” of undergraduate students. We'll also share some early success stories.
Between a Religious Rock and a Hard Study Abroad Place: Supporting Students o...CIEE
Religion can be a sensitive topic in study abroad when working with students and advisors from different cultures. During this session, you'll learn how to best support students to practice their religions abroad and to help them manage how they will be perceived in different cultures. Participants will also gain an understanding of faculty-led program design and the importance of sensitivity to students and faith systems. Finally, we'll identify advising models that can help students explore their value systems and empower their sense of faith by looking at host cultures, including Ghana, Italy, Japan, and Spain.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
Following a tumultuous campaign season, Americans will have elected a new president and Congress just a week before the CIEE Annual Conference. Where does the new president stand on privately funded exchange programs? What does the new composition of Congress mean for the budget process? What about immigration issues? How might exchanges fare? Who are the most likely people to run the critical congressional committees? What about the impact of the presidential campaign on public perception? Come learn about these issues and what the international exchange community can do to promote greater understanding and support of its programs.
Engaging Generation Z: Integrating Global and Local Vision, Structure, and In...CIEE
How are universities responding to two recent paradigm shifts impacting global education? First, there is a generational change between millennials and the new cohort known as K or Z. While our current traditional undergraduates may be more anxious, skeptical, and know only smartphones, they also crave connection and are makers, creators, and inventors. (“Think millennials have it tough? For 'Generation K', life is even harsher.” The Guardian, March 19, 2016) The second shift is the increased fluidity between global and local interactions and groups. As classrooms continue to diversify with international and first-generation students, the university community – students, faculty, and staff – must obtain and demonstrate intercultural agility, curiosity, and empathy to navigate the complexities of the contemporary world. This session addresses how the University of St. Thomas has implemented into its administrative structure an innovative partnership between faculty from diverse disciplines and education abroad professionals to address the new realities of global and local engagement that respond to the world’s most pressing needs.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Data-Driven Decision Making in Addressing Study Abroad Barriers
1. The Elon Commitment:
Data-Driven Decision Making in
Addressing Study Abroad Barriers
CIEE Annual Conference
November 21, 2014
Baltimore, MD
2. Introductions
Woody Pelton, Dean of Global Studies
Paul J. Geis, Associate Director of Study Abroad
Rod Springer, Executive Director of Institutional
Effectiveness
Steven House, Provost and Vice President for
Academic Affairs
3. Elon University profile
Private, selective, liberal arts
6,483 students with 5,782 undergrads
Theme #1 in our 10 year plan is a
commitment to diversity and global
engagement, including a
commitment for 100% access to global
engagement
4. Underrepresented
Diverse backgrounds
Men
STEM
Athletes
High need
First generation
Community College
Non-traditional age
Performing arts
Barriers
Finances
Curriculum
Athletics
Campus Involvement
Fear (students & parents)
Health (physical/mental)
Probation status
5. Assumptions and Anecdotes
Do demographics tell us about the barriers?
What assumptions do we make?
What does the data actually tell us?
6. 90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
All Students Women Men Non-white
students
Athletes
% of Elon Students Who Studied Abroad
7. 90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
All Students Women Men Non-white
students
Athletes
All Students
No Football
% of Elon Students Who Studied Abroad
8. Slide with useful data/chart re: majors
and men
NO ATHLETES WITH ATHLETES
Sport Event Mgmt
Male/Female ratio 45%, 55% 56%, 44%
% of Females who Study Abroad 86% 78%
% of All Majors who Study Abroad 73% 50%
% of Males who Study Abroad 57% 29%
Exercise Science
Male/Female ratio 27%, 73% 29%, 71%
% of Females who Study Abroad 77% 74%
% of All Majors who Study Abroad 68% 64%
% of Males who Study Abroad 44% 40%
9. What the data does tell us
Men are underrepresented across the board
25% of students with no financial need did
not study abroad
Disparities by major
10. % Athlete % Study
Abroad
Arts Administration, Engineering,
Engineering Mathematics, Env.
Studies/Env. Engineering, French,
International Economics
0%
100.00%
International Studies 2% 98.18%
International Business 9% 95.45%
Art History 0% 92.59%
Public Health Studies 0% 88.89%
Human Services Studies 6% 80.80%
Religious Studies 8% 80.56%
Strategic Communications 5% 79.87%
Environmental Studies 3% 79.49%
Elementary Education 5% 77.22%
Psychology 5% 75.00%
Marketing 8% 74.76%
Economics 15% 74.55%
Biology 4% 73.19%
English 1% 72.61%
Mathematics 9% 72.00%
Accounting 9% 71.15%
AVERAGE 8.05% 70.95%
% Athlete % Study
Abroad
AVERAGE 8.05% 70.95%
Finance 10% 70.83%
Communications 3% 70.43%
Physics 20% 70.00%
Theatre Studies 0% 70.00%
Media Arts and Entertainment 6% 67.45%
Entrepreneurship 11% 66.04%
Philosophy 8% 65.79%
Music Education 0% 64.29%
Exercise Science 20% 64.18%
Public Administration 3% 63.64%
Environ/Ecological Science 16% 63.16%
Biochemistry 3% 62.50%
Management 13% 60.98%
Sociology 12% 60.98%
Special Education 5% 58.97%
Computer Science 11% 54.05%
Computer Information Syst 6% 51.52%
Music Technology 5% 50.00%
Sport and Event Management 36% 46.94%
Music Theatre 0% 42.31%
Theatre Arts 0% 39.58%
11. What the data does not tell us
Barriers (real or perceived)
Qualitative
The full story
Institutional context
Expertise
12. Institutional Research
What is IR?
IR provides information to various
stakeholders so that more informed
decisions can be made.
What data does IR have access to?
Typically – lots of data access. Our goal is
to turn that data into information.
13. Correlation
Being a
Female
Being an
Athlete
Having more
NEED (dollars)
Spearman's
rho
Study
Abroad
Y/N
Correlation
Coefficient
.235** -.231** -.152**
Sig. (2-tailed) <0.001 <0.001 <0.001
2
)
Effect-Size (r
.06
moderate
.05
moderate
.02
small
Observations 4,482 4,482 1,597
**. Correlation is significant at the 0.01 level
14. Study Abroad by EFC Level
4-years of
graduating
students
Estimated Family
Contribution (EFC)
Have Need (Headcount) Have Need (Percent)
No Yes No Yes
Study Abroad Study Abroad Study Abroad Study Abroad
No Yes No Yes No Yes No Yes
EFC <= 5,000 196 236 45% 55%
EFC 5,001 - 10,000 86 133 39% 61%
EFC 10,001 - 20,000 153 289 35% 65%
EFC >20,000 140 364 28% 72%
EFC = Full Cost 727 2,158 25% 75%
All 727 2,158 575 1,022 25% 75% 36% 64%
15. Gender and Athletics
Yes*
Study Abroad
Sport No Yes
Baseball 97% 3%
Softball 88% 12%
Men-Basketball 57% 43%
Women-Basketball 33% 67%
Men-Cross Country 38% 63%
Women-Cross Country 22% 78%
Men-Golf 44% 56%
Women-Golf 36% 64%
Men-Soccer 88% 12%
Women-Soccer 46% 54%
Men-Tennis 82% 18%
Women-Tennis 56% 44%
Football 87% 13%
Volleyball 13% 88%
Total 66% 34%
*May not sum to 100% due to
rounding
16. Financial Need
Students Who Have Need
Graduates
Study Abroad?
No Yes Difference
2010 $24,692 $22,951 $1,741
2011 $27,154 $23,128 $4,026
2012 $28,143 $23,014 $5,129
17. Selected Majors
2010-2013 May Graduates Have Need Gender White/Non-White Athlete
Study
Abroad
Total
%
No
%
Yes
%
Female
%
Male
%
White
% non-
White
%
No
%
Yes
%
Yes
Institutional Average
(unduplicated headcount)
64% 36% 61% 39% 83% 17% 92% 8% 71% 4,482
Major (includes double/triple majors)
Public Health Studies 67% 33% 100% 0% 100% 0% 100% 0% 89% 18
Economics 66% 34% 25% 75% 81% 19% 85% 15% 75% 110
Biology 63% 37% 72% 28% 87% 13% 96% 4% 73% 138
Institutional Average = 72%
Finance 73% 27% 23% 77% 85% 15% 90% 10% 71% 192
Exercise Science 65% 35% 71% 29% 84% 16% 80% 20% 64% 201
Management 67% 33% 40% 60% 78% 22% 87% 13% 61% 82
Sport and Event Management 62% 38% 39% 61% 78% 22% 64% 36% 47% 147
18. Other Data Sources
Survey Data
Global Perspective Inventory (GPI)
Before College Survey of Student Engagement (BCSSE)
National Survey of Student Engagement (NSSE)
Multi-Institutional Survey of Leadership (MSL)
Others (e.g., locally developed surveys)
Focus Group/Interviews
National Student Clearinghouse
21. “Disruptive Forces and Innovation”
The Elon Commitment:
“A tsunami is coming” David Brooks - NY Times
A combination of forces now
“destabilize the residential
college…business model over the
long run” Moody’s Report
Learning? “Not much” Academically Adrift
Changing students Demographics
22. The Elon Commitment:
“There is still huge value in the
residential college experience and
the teacher-student and student-student
interactions it facilitates.
But to thrive, universities will have
to nurture even more of those
unique experiences while blending
in technology to improve
education outcomes in measurable
ways at lower costs. We still need
more research on what works, but
standing still is not an option.”
Thomas Friedman, The Professors’ Big
Stage, New York Times, March 5, 2013
23. The Elon Commitment:
In March 2012 Sebastian
Thrun, the CEO of
Udacity, predicted that
“fifty years from now
there will be only 10
institutions in the world
delivering higher
education and Udacity
has a shot at being one of
them.” (The Stanford Education
Experiment Could Change Higher
Learning Forever, Wired, March
2012)
MOOC
– Massive
– Open
– Online
– Course
24. What is College For?
The Elon Commitment:
“Since there are now innumerable other (and
cheaper) ways to be educated, why are we
doing this? … Colleges with a compelling
answer to these questions – where everyone
on campus knows the answers – are going to
be fine. … We each need to figure out what
our college is for. ... If a college’s true product
is a transformed student, then the main effect
of the next decade should be to redouble
every school’s commitment to that cause.”
Dan Currell, “What is College For?” Inside Higher Education
25. What is Elon For? – Engaged Learning
Our core
message:
Engaged
Learning
26. What is Elon For? – Engaged Learning
Theme 1 - An unprecedented university commitment to
diversity and global engagement
27. What is Elon For? – Engaged Learning
1. Finalize a strategy to assure that 100% of Elon students have access
to a global experience either domestically or abroad, including a
process to create award packages for students participating in a
global experience.
6. Implement international recruitment strategic plan, including
partnership with American Language Academy to continue
increasing international enrollment at Elon.
28. What is Elon For? – Engaged Learning
Decisions Based on Study Abroad Data:
• Built Global Neighborhood and Global Commons
• Shifted fellows grants to primarily support Study Abroad and Study
USA
• Increased financial aid for global education - $150,000/year for 3
consecutive years
• Increased first year admissions target by 50 students (i.e. from 1,400
to 1,450) following jump in fall semester abroad enrollments
• Developed Shanghai Center – for business majors - with internships
• Hired Associate Dean and Director of International Admissions
29. What we have done at Elon?
Scholarship funding
Asia Center
Elon Experiences Grant
Increased ELR
Global Neighborhood
30. Have you worked with your institutional research office
to obtain and analyze data? (Do you even know them?)
How have you collaborated?
What has surprised you in looking more deeply at data on
your campus? Have you debunked any myths or
assumptions?
In the coming year, how can you more effectively utilize
data to better inform your office’s outreach to
underrepresented students, advocacy for resources,
and/or addressing of barriers?
32. Contact
Woody Pelton: wpelton@elon.edu
Paul J. Geis: pgeis@elon.edu
Rod Springer: springer@elon.edu
Steven House: shouse@elon.edu
Editor's Notes
Panelists Introduce themselves (name, title, and quick view of job responsibility)
Woody – finish-up with quick overview of the format of the session:
Brief overview of the context
Exploration of assumptions and anecdotes
Working with institutional data
Moving to a decision
Brief small group conversation
Q&A
Elon University:
Private, selective, liberal arts university
6,483 students (5,782 undergrads)
Elon College, the College of Arts & Sciences, and three undergraduate professional schools of business, communications, and education
#1 master’s level for study abroad; 72% of Class of 2014 studied abroad
100% access mandate in Elon Commitment
Global engagement figures prominently in the leading commitment in the Elon Strategic Plan, initiated in 2010
“An unprecedented university commitment to diversity and global engagement”
Double need-based financial aid
Provide 100 percent study abroad access
Triple international student enrollment and create a campus community that better reflects the world’s diversity
Be a national leader in preparing students to succeed in a multicultural world
Build a multi-faith center and promote interfaith dialogue
Develop the Elon Academy as a national model
Elon views “global” opportunities broadly, including domestic programs with intentional, facilitated encounters with difference in the US
Underrepresentation vs. Barriers in Study Abroad (poll audience and add to white flipchart or PowerPoint slide)
What groups of students do not go abroad (underrepresented)?
This informs how we conduct outreach
What challenges do students face in trying to study abroad (barriers)?
This informs resource allocation and programmatic structure
Underrepresentation vs. Barriers in Study Abroad (poll audience and add to white flipchart or PowerPoint slide)
Enter audience responses into slide or onto flip chart if available
Anticipated Responses for Underrepresented
Men
STEM students
Athletes
Students of diverse backgrounds
First-gen
Non-traditional students
Community College students
Anticipated Responses for Barriers
Money/finances
Curricular restraints
Athletics obligations
Campus involvement
Lack of family support
Fear?
Summary of what these lists represent:
These two issues are very related but are not the same. People often confuse/mix the terms.
UNDERREPRENTATION: Tells us what groups of students do not go abroad
This informs how we conduct outreach and/or to whom
BARRIERS: Are the challenges students face in trying to study abroad
This informs resource allocation and programmatic structure
No surprises for most of us in the groups listed (men, students of diverse backgrounds, STEM, athletes, etc)
Highlight some of the Elon data
What do the demographics tell us about the barrier? What assumptions do we make? Let’s look at some examples…
This data is compiled from the combined Elon graduating classes over four years (4,482 students)
Example: Athletics/football from Elon University – what are we going to see happen to these figures if we remove the football team from the calculations?
Expected answers from audience: men and non-white will shoot up.
What does the analysis actually show?
Black/African-American, male is linked to football/athletics -- I have frequently heard intl education colleagues from Predominantly White Institutions put the issue of low male and African-American participation on the shoulders of the football team – or athletics more broadly. In the case of Elon, and I would suspect many of your schools, the data does not fully support this
Pointing the finger at other parts of campus is an easy way for different groups to get themselves off the hook
What the basic data is not telling us?
The “why” – the actual barrier, real or perceived
Do males not study abroad because they are male? Because they are in highly structured majors? Because they are on athletic teams with seasons that span both semester?
Study Abroad Office tends to have limited information
Who goes abroad
General student population (from fact book)
We don’t have the complex data (or expertise) that allows us to look into this deeply. We don’t have free access to the data on who does not study abroad.
What the basic data is not telling us?
The “why” – the actual barrier, real or perceived
Do males not study abroad because they are male? Because they are in highly structured majors? Because they are on athletic teams with seasons that span both semester?
Study Abroad Office tends to have limited information
Who goes abroad
General student population (from fact book)
We don’t have the complex data (or expertise) that allows us to look into this deeply. We don’t have free access to the data on who does not study abroad.
Institutional Data (Rob, 10-12 minutes)
What does IR do?
Poll audience: how many have worked directly with IR?
IR can have a different title and report to a different area on your campus (IE reporting to the President or VP Finance)
What data does IR have access to?
Full student demographics
Financial aid
Academic performance
Athletic affiliation
Greek life membership
Major surveys (NSSE, BCSSE)
Institutional Data (Rob, 10-12 minutes)
Correlation is not causation. But, correlation does give us an idea of the strength and direction of a relationship.
Being female is positively correlated with Study Abroad
Being an Athlete is negatively correlated with Study Abroad
Having more Need is negatively correlated with Study Abroad
Institutional Data (Rob, 10-12 minutes)
Take a minute and review this slide
What does it tell us?
Most of our students have no need.
Majority of our non-Study Abroad students have no need: 727 versus 575.
Nearly 2/3rds of Have-Need students study abroad
We clearly see a pattern: More need and less study abroad
Institutional Data (Rob, 10-12 minutes)
It is clear that men study abroad less than women in all comparable sports teams.
Baseball vs Softball
Basketball
Cross Country
Golf
Soccer
Tennis
Institutional Data (Rob, 10-12 minutes)
This chart is clearly showing an increase in the average need for those who had need and whether or not they studied abroad.
N-counts for Have-Need and No study abroad are approximately 150 for any given graduating class.
Institutional Data (Rob, 10-12 minutes)
This chart shows the value of drilling into the data.
Simply looking at study abroad by major might be misleading.
Remember what we already know about NEED, Gender, and Athlete relation to study abroad…what do you expect to find?
Some of these findings could be anticipated based upon what we know and others not so. But what about what we don’t know…what the data doesn’t tell us…don’t discount the curriculum structure…what is needed and offered for the major or the impact of being a double/triple major.
Why is that the greatest number of students who do not study abroad have ZERO need?
Institutional Data (Rob, 10-12 minutes)
Our general process is to use existing data resources first and then we move to other sources. If conducting longitudinal studies is key for you, then make sure resources can be merged/tracked over time and be sure to get the most N as possible as students will drop out of follow-up participation for many reasons (e.g., attrition, motivation, timing of survey, stop-outs).
Survey data resources are available at Elon since we conduct regular and on-going surveys.
Example: BCSSE may have some promise for Elon …it has a single scale that appears promising – High School Academic Engagement
But, just like “the numbers will only take you so far”, the same is true for surveys…many times focus groups provide a much richer source of information.
There are other data resources to consider…such as the National Student Clearinghouse (a national database if your school participates 98% of schools do participate). NSC can tell you the other schools your students attend either after leaving your school or as a dual enrollment.
We’ve talked a lot about students, but there are other groups that can influence study abroad participation…such as faculty, staff, parents/guardians, and friends…keep these in mind when conducting studies.
We are just beginning to explore other sources and there could be better and more relevant resources.
Small Group Discussion (Woody, 7-10 minutes) – sheets with these full prompts will be given out
Have you worked with your IR office to obtain and analyze data? (Do you even know them?) How have you collaborated?
What has surprised you in looking more deeply at data on your campus? Have you debunked any myths or assumptions?
In the coming year, how can you more effectively utilize data to better inform your office’s outreach to underrepresented students, advocacy for resources, and/or addressing of barriers?
Share brief highlight(s) from each group
Small Group Discussion (Woody, 7-10 minutes) – sheets with these full prompts will be given out
Have you worked with your IR office to obtain and analyze data? (Do you even know them?) How have you collaborated?
What has surprised you in looking more deeply at data on your campus? Have you debunked any myths or assumptions?
In the coming year, how can you more effectively utilize data to better inform your office’s outreach to underrepresented students, advocacy for resources, and/or addressing of barriers?
Share brief highlight(s) from each group
Panelists Introduce themselves (name, title, and quick view of job responsibility)
Woody – finish-up with quick overview of the format of the session:
Brief overview of the context
Exploration of assumptions and anecdotes
Working with institutional data
Moving to a decision
Brief small group conversation
Q&A