Poster delivered at EDUCAUSE 2018. Summarizes data-driven culture at The American Women's College at Bay Path University.

1. Construct
What Data Can Deliver: A New Way of Operating
Jeremy Anderson, Deputy Chief of Academic & Administrative Technology
Context
The American Women’s College, established in 2014 as a branch of Bay
Path University, serves the new normal student: the 38% of learners who
are over 25 years of age (NCES, 2009). Our student population has high
levels of diversity in personal, social, and
economic characteristics (Figure 1.). Research
shows these learners may lack self-confidence
and/or come with preferences and expectations
shaped by prior learning experiences (Ross-
Gordon, 2005). Institutions such as TAWC must
acknowledge these differences during service
delivery. The first step is to collect data about the holistic student
experience. Data on engagement and achievement drive methods, such
as appreciative advising and early alert systems, that will meet students
where they are in life, work, and school.
Support Adoption
The data-driven culture to build data frameworks for wraparound student
support and operational improvement requires action at all levels.
Example: TOD
The Outcomes Dashboard (TOD)
is a collection of program level
assessment data. In the LMS, faculty
complete rubric evaluations that
feed the data warehouse. Analytics
staff draw structured data into Logi,
our analytics platform. Academic
program directors can disaggregate
data with filters for rubric, outcome,
score, and goal attainment. These
insights drive the creation of annual
assessment reports and plans and
decisions such as the prioritization of
course redesign. A framework of
standardized course assessments and rubrics underlies the visualization.
Interact Example: Status Updates
Taking cues from student- and staff-facing
dashboards like Purdue’s Signals and
UMBC’s Check My Status, The American
Women’s College is building a framework
that incorporates course engagement and
performance metrics for self-remediation
and faculty and staff intervention. Status
updates will be based upon comparisons
between the student and her past behavior,
the student and classmates, and historical
benchmarks for success. An overall score
(status, i.e.) will be displayed in the learning
management system and in the customer
relationship management system. End-users will be able to expand the
engagement and performance scores to see contributing factors that can
drive behavior changes or outreach. Building the framework requires
historical, structured data stores for students and courses.
Abstract
Higher education is ultimately a web of
complex administrative hurdles, drastically
varying curricular expectations, and
financial investment, especially for those
who are under-represented and under-
prepared. The preponderance of potential
students are non-traditional and ever more
critical of the cost of higher education. As a
result, institutions have little choice but to
accommodate this changing landscape
through methods that personalize
experiences for students. This may include
how institutions design learning and the
ways they incorporate technology into their
experiences, staff their organizations, and
use data to serve students, to perform
operations, and to make business
decisions. The American Women’s College
aims to use data and technology in these
ways to create a new model of higher
education.
Presenter
Jeremy provides leadership of data and analytics,
institutional research, instructional design, online
users support, and professional development to
further an access mission at The American Women’s
College, the first all-women online undergraduate
college in the US. He is passionate about creating a
data-driven culture at his institution to improve
efficiency, effectiveness, and cost containment.
Contact Jeremy
(e) jeanderson@baypath.edu
(p) 413.565.1187
Engagement
Performance
…
Warehouse
Warehouse
Student View
Course View
Faculty View
50% First gen
41% Minority status
54% Pell eligible
33% Single mothers
4.0
+
Discussion
Students who earn 3.0
or better in this course
post 4 or more times to
the discussion. You
have posted 5 times.
Assignment
Students who earn a 3.0
in this course scored 80
on the assignment. You
scored 87.
Engagement
Students who earn a 3.0
in this course spend
approx. 19 hours in the
course. You spent 16.
Engagement
You have tended to
spend 18 hours per
week in your courses.
You spent 16 this week.
3.1
+
Organizational Design
The American Women’s College
has a data and analytics team
and a cross-functional group for
data management.
Technology Selection
Tools must be interoperable and
integrate with the data warehouse.
Organizational Development
We provide data consumers with
external professional development
and deliver internal development:
organization lunch and learns,
documentation for dashboards and
reports, and unit training sessions.
Data
Governance
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Apply
Measure
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