Supporting Student Success Through Educational Health Coaching
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View the slides from our Analytic Catalytics presentations -- our five-minute, TED-style talks where partner institutions highlight how they are improving student success by bringing systems (and people) together to optimize data, maximize insights, take action, measure and accurately report on the impact of their work.
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Supporting Student Success Through Educational Health Coaching
- 1. #civsummit#civsummit Supporting Students’ Educational Health Laura Mercer, Sinclair Community College @SinclairCC
- 2. #civsummit HIGHER EDUCATION WHAT STUDENTS WANT - SUCCESS #civsummit @SinclairCC
- 3. #civsummit REALITY - POST-SECONDARY SUCCESS IS HARD FOR MANY WHAT STUDENTS GET - CHALLENGES • Academic Preparedness • Support Systems • Understanding of What it Takes to Succeed • Need to Balance Complex Obligations @SinclairCC
- 4. #civsummit Examining Autopsy Data • Monitoring Vital Signs HOW CAN WE HELP? CRITICAL SHIFT TO SUPPORT EDUCATIONAL HEALTH OF THE LIVING @SinclairCC
- 5. #civsummit WHAT THIS LOOKS LIKE EQUIPPING THE PRACTITIONERS – FACULTY & ADVISORS • What are my students’ vital signs? • Which indicators are most important? • Who should I treat first? • What’s the best course of treatment? @SinclairCC
- 6. #civsummit Performance Coaching Decision Support WHAT THIS LOOKS LIKE EQUIPPING THE STUDENTS TO MAKE SOUND EDUCATIONAL HEALTH DECISIONS @SinclairCC
- 7. #civsummit BUSINESS CASE STRATEGIC INVESTMENT & EXPECTED BENEFITS • Academically healthier and more expediently successful students • Increased share of state performance based funding • Improved institutional efficiency and leveraging of limited resources This is a strategic investment – seemingly small improvements in student completion and retention, and small increases in average class size will bear significant fiscal returns. @SinclairCC
- 8. #civsummit LEARN about our work with partner institutions on the Civitas Learning Space JOIN our community on social media for news, updates, and content civitaslearningspace.com linkedin.com/company/Civitas-Learning twitter.com/CivitasLearning youtube.com/CivitasLearning facebook/CivitasLearning
Editor's Notes
- Intro – Laura Mercer from Sinclair College in Dayton, Ohio Sinclair is a large, Urban community college – serve roughly 35 k year with over 200 degree and certificate programs I have 30 years of experience in higher education in a variety of administrative roles and I teach part time Currently serving as project director for an initiative called LIFT leveraging information for transformation project focusing on complementing and supporting Sinclair’s success and completion efforts with stronger business intelligence big data, predictive analytics and intuitive end user tools It’s in this context that I’m going to share with you the importance of changing the way we look at student data
- Graphics on this slide should portray both the idea that students come to us for success and that only a sub-segment reaches their goal successfully (are on target) So why do students come to us? Seek Education as a vehicle to better lives To learn, earn specific skills and credentials Want to meet those goals Do they get there? Some do, at least eventually – according to IPEDs about 20% of recent public 2 year college cohorts earned their certificates or degrees with 150% of expected completion time others get there but just take longer – NSC research suggests that 39% of CC FT students earn a credential within six years But… What about the rest of them?? They fall prey to a variety of challenges and roadblocks that derail them temporarily or permanently
- Graphics on this slide should portray that some encounter minor barriers, some a series, some seemingly insurmountable – I like these graphics – they could build from single barrier to multiple to giant rock What kinds of challenges and roadblocks do our student face? All kinds – some students encounter minor barriers, some a series, some seemingly insurmountable Nearly 60% of first year community college students are not prepared for college level work and require remediation http://www.highereducation.org/reports/college_readiness/gap.shtml Many Lack adequate support systems - 30% of higher ed students are first gen - if no one around you has succeeded in college, peers are out earning money (albeit poor wages) now how do you stay motivated and engaged? Who mentors you and shapes your expectations? https://www.universitybusiness.com/article/supporting-first-gen-college-students Lack understanding of what it takes to be successful (participation, engagement, performance, decision points) and what they need to invest in time and effort They are balancing demands of very complex lives – 24% (4.5M!) of higher ed students are both first-gen and low income. They have jobs, sometimes multiple jobs, and kids. Going to school requires often requires extensive balancing of personal, familial, financial, & occupational demands These challenges impact students’ behaviors and performance and ultimately their success Non-success may have phenomenal long term consequences for students – they leave lacking skills/credentials, their experiences may impact their feelings of self worth, they may incur debt they have difficulty repaying, and establish barriers that inhibit their pursuit of education at later time Where do we as education leaders typically see evidence of these roadblocks? In things like low course success, retention, and graduation rates Notice all these non-success indicators are after the fact At an institutional level when do we know a student’s in trouble? For the most part after the fact… fail the course, drop out - We need to change this
- Graphics on this slide should portray a shift from autopsy to vital signs We have to change what we look at in terms of student data and when (and correspondingly, what we do about it) I’m going to use healthcare analogies to talk about this – thanks in part to conversations with David Kil at Civitas State of HE industry for the most part is focused on autopsy data – looking at student outcomes after the fact. Shame – we certainly don’t handle healthcare like this in developed countries – we get checkups, run routine tests, monitor vitals, understand when an indicator approaches a risk threshold and attempt to intervene by providing the individual with information and treatment Why do we let our students essentially “get sick and die” before we attempt to take action? How can we apply a more proactive health management approach to education? In order to improve student outcomes we must equip everyone who’s part of the student’s “educational health” team with timely/relevant/actionable information that gives them what they need to know to holistically support the student’s educational health and success Let me share some examples of what this does and will look like
- Graphics on this slide should portray a comprehensive monitoring of vitals (the left one is a really good graphic – portraying multiple patient view) and perhaps one for triage The first thing we need to do is equip our student “health” practitioners with better data – faculty and advisors Give faculty information and tools that will enable them to better understand their individual students’ behaviors and risks. We know that students’ performance in courses is one of the most granular aspects of their success/non-success and is a critical building block to meeting educational goals If we can better understand: For each class what types of behavior and engagement were exhibited by past students (both successful and non-successful) over time and how current students’ behavior and engagement compares that We can then help faculty More easily discern what, of the vast amount of student activity and performance signal that is available, is most important to focus on. There are hundreds of elements in the LMS – what’s most important for me as a faculty member to monitor and promote with my students? We can also provide better tools that will enable faculty to more easily personalize outreach and referrals to students And build a knowledge base of interventions and messaging (that can be tested against outcomes so that we can determine & disseminate best practices) We anticipate we will see a positive impact on students’ course success with this approach It’s also critical that we give advisors and coaches better information and tools to: triage and serve their caseloads more effectively, to identify specific student’s needs in order to target optimal intervention/support, to understand in a real-time basis how their individual students are doing, and to assist students in more thoughtfully consider options Current scenario – basically student demand model - student walks into an advisor – advisor knows only demographic and past performance info, everything else they “know” relies basically on student’s self-reported data (can be notoriously unreliable – student reports of how they’re doing in current classes, how much effort they’ve investing in their studies, etc) What if instead we provide advisors with an: Effective means to: triage large caseloads (350-400 students) and to easily identify potential problems & opportunities within them to facilitate a proactive and personalized approach based on students’ specific needs we believe this will really drive our ability to target outreach, and will allow us to more quickly identify issues and mitigate or reward student performance Imagine how much the conversation changes when advisors have access to real time performance data in each class – not just grade, but engagement and attendance in comparison to their class peers – Much better picture of how student is really doing – right now (ex. Wants to register – doing great/poorly, wants to drop – complains about instructor) We anticipate that this approach will result in substantial improvements in student success, retention, & completion
- Graphics on this slide should portray a student having a view of their performance and decision support Also critical that we equip the “patients” or students themselves to make sound educational health decisions Give them better information and tools to understand where they’re at, how they’re doing, what their options are, and the potential implications of choices they may make We envision this happening in the context of two key themes Performance coaching Current scenario – many students don’t have a strong understanding of what they need to do to be successful in college – both in and out of the classroom performance and behaviors What if we could: identify the types of behaviors – beyond grades, things like attendance, time spent on course materials, participation in events, utilization of services, follow thru on critical processes – and, Then inform students via an intuitive dashboard of how they stood on various indicators versus how their peers, and historically successful students would stand, and could coach them on what they could do to improve their scores? What if we could throw in some gamification – incentivize and perhaps award badges for evidence of good behavior or improvements? Might that change the way that students engage in managing their educational health? – lot of evidence to suggest it might Second theme or aspect relates to strengthening students’ decision-making If you think about the way that most students make (and re-make) program of study choices and select their courses – much of it happens in a vacuum (friends, family, stuff they’ve heard, what’s convenient). Not optimal What if we: Equip students with better information and context to strengthen their ability to make informed and healthy choices – both at a granular level (recommended elective courses/sequencing/toxic/synergistic) and programmatically (understanding what programs of study link to what jobs, regional occupational demand, and profiles) And help them better understand the implications of things like changing programs – application of completed coursework, changes in cost and time to completion, alternate options Might this improve success and completion? We are betting that it will. We are actually betting that all of what I’ve described will have positive impact on students’ success and completion and are making significant, strategic investments to augment our capabilities and to implement this vital sign focused vision at Sinclair. Let me close with a few thoughts on the business case for this work
- Creating the scenario I’ve described takes a tremendous amount of effort and resources – Sinclair has a long history in data analytics, we’ve had a DW and SAS for over 10 years and have federated nearly a TB of data related to our students. We are now exponentially ramping up further – strategic acquisitions of new data sources, changing internal systems and processes, and partnering with companies like Civitas Learning to develop new capabilities and tools to support this vital signs vision Sinclair has always strived to better help students succeed because that’s the right thing to do But there are additional impetus that are driving us in this new direction. Our need to do this now, and quickly, is exacerbated by a couple of extraordinary environmental conditions Intense competition for state performance based funding - Ohio jumped on the PBF bandwagon in 2013 and higher ed subsidy is now fully tied to student outcomes– institutions that move the needle furthest, fastest, stand to see the most substantial returns Resource constraints mandate institutional efficiency – Our institution has three primary funding sources, all of which are in the decline – state subsidy (decreased BY X% over x years), levy (like many urban areas has experienced declining property values), and legislatively capped tuition Has meant that we really need to tighten our belt and to critically evaluate our programs and services. Institutional effectiveness and efficiency is critical - We must focus our efforts and resources where they will do the most good. And yet.. we are now investing over a million dollars in this work? We see this work as a strategic investment and we expect a requisite payoff. Incremental changes are anticipated to bring about substantial returns. ROI Examples (annualized) Each 1% improvement in course and credential completions = $425,000 in additional state funding *Over and above average sector improvement Each 1% improvement in student retention = $200,000 in additional net income Each 1 student improvement in college-wide average class size = $1.7 million in cost savings Clearly a strategic investment