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Institution-Wide Reporting and Data-Driven Improvement (Part Two)

Institution-Wide Reporting and Data-Driven Improvement (Part Two). Shanna Smith Jaggars. AVP Research & Program Assessment OSAS , The Ohio State University. @ sjaggars. OVERVIEW. Continuous improvement across all levels of the university

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Institution-Wide Reporting and Data-Driven Improvement (Part Two)

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  1. Institution-Wide Reporting and Data-Driven Improvement(Part Two) Shanna Smith Jaggars AVP Research & Program AssessmentOSAS, The Ohio State University @sjaggars

  2. OVERVIEW Continuous improvement across all levels of the university An example initiative; how we’re assessing it for improvement Implications for academic assessment

  3. COL in-state NFYS placed on academic warning after first fall EXAMPLE INITIATIVE: SpringForward Academic Recovery (3-year pilot) SPRING 7-Week Academic Recovery Course Summer experience entirely covered through scholarship funds

  4. 2nd AUcum GPA: 2.64 1st AU pre-FG cum GPA: 1.73 post-FG cum GPA: 2.31

  5. Relatively strong profile due to: • Exit of those with poorest GPA or most difficulty improving GPA • Mild GPA improvements among those who remained Lowest- GPA leavingpipeline

  6. Qualitative Experiences

  7. ACADEMIC CHALLENGES High school not rigorous “Firehose” pace of college Aware of problems early in semester

  8. PERSONAL CHALLENGES Family / personal illness or loss Struggle to find “place” or “identity” Don’t know how to be adult

  9. AVOIDANCE BEHAVIORS Do not want to admit failure to self / others Stay up late Trivialize serious problems Stop attending class / completing assignments

  10. SPRING SFCOURSE Time management, planning Study skills Motivation Positive thinking, stop being victim Sense of community, diverse peer group Attainable successes → Adaptive plans / behaviors more specific & structured than non-enrollees

  11. SUMMER EXPERIENCE Improved sense of place, identity, connection, comfort in class Break from negative home environment Defined concrete goals; made clear progress on goals High sense of confidence for Autumn

  12. StudentOutcomes

  13. With very few leavingpipeline 1st AU even worse… pre-FG cum GPA: 1.41 post-FG cum GPA: 2.07 2ndAU comparable:cum GPA: 2.60

  14. Relatively strong profile due to: • Strong GPA improvements among most participants

  15. Descriptive Findings: Second & Third Autumn Retention • +13 point retention for 2nd Autumn • After controls, difference grew to +20 pt! • Difference gone by 3rd Autumn • After controls, difference was +0 pt Why did the difference dissipate?

  16. Strongest impact on “mid-range”?: First summer cohort Diff between actual & initially predicted probability

  17. Directions for Cost-Effective Impact Warning/Probation Students Tier 1(all) Predictive Model Tier 2(some) Tier 3(few)

  18. Some Implications for Academic Assessment

  19. Questions to Ask for Improvement Who is not meeting our learning outcomes / benchmarks? Why? • Do they have common characteristics or qualitative experiences with the course / program? • “Think-aloud interviews” can help clarify how students approach and conceptualize assignments and activities; misconceptions; why they are drawn to particular wrong answers How can we revise course activities to address some of those experiences or misconceptions?

  20. Resources to Help Answer Questions UITL/UCAT supports, e.g., Course Design Institutes, faculty Learning Communities UITL RFP: projects that advance implementation & research of instructional best practices, and make contributions to Scholarship of Teaching and Learning or Discipline-based Education Research (SOTL/DBER due 11/15/19; R&I due 3/1/20) • uitl.osu.edu/research-support OSAS RFP (due mid-March): research on improving the academic success of OSU students, especially related to URM students, regional or transfer students, or Digital Flagship initiatives ($10K - $30K) • go.osu.edu/sasr_rfp(not yet open for 2020)

  21. QUESTIONS? Shanna Jaggars.2 Gary Kennedy.2 osas.osu.edu

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