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From Evidence to Actionable Information: Institutional Practices in Support of Student Success. Kurt Ewen Data Summit - Bakersfield College March 14, 2014. From Gathering to Using Assessment Results: Lessons from the Wabash National Study

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from evidence to actionable information institutional practices in support of student success

From Evidence to Actionable Information: Institutional Practices in Support of Student Success

Kurt Ewen

Data Summit - Bakersfield College

March 14, 2014

slide2

From Gathering to Using Assessment Results: Lessons from the Wabash National Study

National Institute for Learning Outcomes Assessment (NILOA)

from gathering to using assessment results
From Gathering to Using Assessment Results
  • “Most institutions have routinized data collection, but they have little experience in reviewing and making sense of data. It is far easier to sign up for a survey offered by an outside entity or to have an associate dean interview exiting students than to orchestrate a series of complex conversations with different groups on campus about what the findings from these data mean and what actions might follow.”
language in an age of accountability
Language in an Age of Accountability
  • The language we use makes a difference
    • Data driven / supporteddecision making
    • Culture of evidence / inquiry
    • Evidence based (informed) improvement
slide5

Google Image search

  • Data Driven Decision Making, Higher Education
  • Culture of Evidence
institutional practices the promise of habits rituals
Institutional Practices:The promise of Habits & Rituals
  • Practice makes permanent (not perfect)

We are what we repeatedly do. Excellence, then, is not an act, but a habit.

Aristotle

institutional effectiveness regional accreditation institutionalized habits
Institutional Effectiveness &Regional Accreditation – Institutionalized Habits

Identify Intended Outcomes

Changes based on reflection

Continuous cycle of Improvement

Assess for Progress

The process of reflection is rarely given sufficient attention

Reflect on Results

Office of Institutional Assessment - September 2007

sacacoc institutional effectiveness example comprehensive standard s 3 3 1
SACACOC &Institutional Effectiveness Example - Comprehensive Standard S 3.3.1
  • The (1)institution identifies expected outcomes, (2)assess the extent to which it achieves these outcomes, and (3)provides evidence of improvement based upon analysis of the resultsin each of the following areas:
    • 3.3.1.1 – educational programs, to include student learning outcomes
    • 3.3.1.2 – Administrative Support Services
    • 3.3.1.3 – Education Support Services
achieving the dream a national strategy with local strategies

Achieving the DreamA National Strategy with Local Strategies

Developing institutional habits

on the way to Culture

atd @valencia getting started
AtD @ValenciaGetting Started

3

College Wide Strategies

+ Campus Strategies

89

Good Ideas

Ripeness

Effectiveness

Scalability

innovation management system

Climateof Innovation

Level I

Level II

“Eye for

Evidence”:

More rigorous

at each level.

1000’s of

opportunities

tried.

Maintain a

Research and

Development

Component.

100 are

selected

for support

as Phase I

Innovations.

“Angel

Capital

Stage”

Prototype

10

supported

as Phase II

Innovations.

“Venture Capital

Stage”

Pilot

Implementation

(Limited Scale)

Level III

1 or 2

are brought up

to scale and

Institutionalized.

Institutionalization

Strategy

Innovation Management System

Hypothesis

Valencia’s challenge

has been moving from

Level II to Level III.

Level II Innovations

must be scalable

and must show

potential to bring

systemic change

and “business-changing

results.”

Standard of evidence and reflection increases at each level.

strategy four year implementation timeline
Strategy Four Year Implementation Timeline

2005-06

2006-07

2007-08

2008-09

2009-10

Phase I

Supplemental Learning

MAT 0012, 0024, 1033

1600 FTICs

ENC 1101, POS 2041, MAC 1105

Phase II

Linked SLS Course (LinC)

SLSLinC w/ MAT 0012, 0024, 1033 & w/ ENC 1101, POS 2041, MAC1105 as option

600 FTICs

Phase III

Linked Interdisciplinary Courses (LinC)

ENC1101, POS2041,MAC1105 w/ Other Courses

300 FTICs

Phase IV

Required SLS Enrollment

3Prep Course Mandates

2Prep Course Mandates

2500 FTICs

habits on the way to culture
Habits on the way to Culture
  • A “culture of evidence” requires the development of an institutional practice that (1) gives careful consideration to the question being asked (the articulated outcome) and (2) gives careful consideration to the data needed in order to answer the question.
habits on the way to culture1
Habits on the way to Culture
  • Structured reflection and dialogue allows for data about the results of student success oriented strategies to be transformed into meaningful information
    • The “meaning” of learning and student success oriented data is not generally self-evident
    • Meaningful information creates the possibility for action
dialogue vs discussion an etymological distinction
Dialogue vs. DiscussionAn Etymological distinction
  • Dialogue:
  • Seeing the whole among the parts
  • Seeing the connections between parts
  • Inquiring into assumptions
  • Learning through inquiry and disclosure
  • Creating shared meaning
  • Discussion:
  • Breaking issues / problems into parts
  • Seeing distinctions between parts
  • Justifying / defending assumptions
  • Gaining agreement on one meaning / result
dialogue six common questions
Dialogue & Six Common Questions
  • What connections/ patterns do you see in the data?
  • What else do you need to know?
  • Items of promise?
  • Items of concern?
  • Who needs to be brought into the conversation to help clarify the data?
  • Based what we “know,” what needs our attention (Ideas for possible action)
habits on the way to culture2
Habits on the way to Culture
  • Meaningful information creates the possibility for consensus about lessons learned and a shared vision / plan for the future
    • No data should be shared as information until it has been processed in a collaborative and thoughtful way. 
habits on the way to culture3
Habits on the way to Culture
  • A culture of evidence is one that seeks data supported decisions.
    • Data driven decision making runs the risk of over looking / underestimating the human factor which is very often concealed by the desire for statistical significance.
    • Data driven decision making runs the risk of removing us from the decision making process
    • A on word anecdotal evidence
habits on the way to culture4
Habits on the way to Culture
  • Meaningful information from data does not emerge from a single data point but from the intersection of multiple and varied (quantitative and qualitative) sources of data
    • For really significant questions about student success efforts there is no silver bullet
    • This is the kind of process that few organizations are able to manage
slide23

“Meaningful Information” found at this intersection often appears to be more of a hypothesis or experience informed hunch

habits on the way to culture5
Habits on the way to Culture
  • Data supported decisions concerning student success oriented programs requires a consideration of "meaningful improvement" and may require balancing all or most of the following:
    • Statistically significant improvement in target measures.
    • Reflection on the “human impact”
    • Economic efficiency in relationship to difficulty of the task at hand.
    • A consideration of perception as it relates to benefit versus cost.
habits on the way to culture6
Habits on the way to Culture
  • The sharing of Information should reflect standards of scholarly communication and evidence
    • Biases and conclusions about the information should be clearly articulated
    • Open and unanswered questions should be articulated (but should not be allowed to stop the process)
    • Differing perspectives on the meaning of the information should be given equal time
    • The use of programmatic and academic jargon should kept to a minimum
    • The visual presentation of information should be monitored for consistency
habits on the way to culture7
Habits on the way to Culture
  • The best insights often come as an unintended result of simple questions asked about things you were not planning to question.
habits on the way to culture8
Habits on the way to Culture
  • How are our new students doing?
  • Data was provide on FTIC Degree Seeking Students
  • Who are our new students?
  • Development of our Philosophy statement on the New Student
    • All Students with less than 15 College-level credits at Valencia
  • Who are our new Students?
presenter
Presenter

Kurt Ewen

AVP, Institutional Effectiveness and Planning

Valencia College

407-582-3413

kewen@valenciacollege.edu