Faculty Senate April 2019 - PowerPoint Presentation

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Faculty SenateApril 2019

Why Starfish?

The educational environment that cultivates successful students at Weber State builds upon life experiences students bring to their college career. WSU faculty and staff meet the students where they are and ensure students:

Receive sustained guidance and support in pursuit of their higher education goals

Acquire skills and knowledge to succeed in college, career and life

Actively engage in learning inside and outside the classroomDevelop a strong sense of belonging at WSU and in the communityExcerpt from weber.edu/weberthrives

What is Starfish?

Starfish Analytics

Student Outcomes DataPredictive AnalyticsLimited Access (Institutional Effectiveness)Course Outcomes Data

Course Offerings Taskforce

Analytics

Tools used to help analyze student data

(limited access)

Early Alert

Tracking items raised manually or through progress surveys

Connect

Notes, referrals, messaging, services, and

online appointment scheduling

Instructor

Student

Student Support Staff

Previous Paradigm

Instructor

Student

Student Support Staff

OR

Instructor

Student

Academic Advisors

Student Support

Specialized Advisors

New Paradigm

Starfish Progress Survey Timeline

Launched September 2017Piloted two types of progress surveys / twice a semester

Population

based: athlete and international students

Course based: Developmental Math, Developmental English, and First Year Experience courses2018 - 2019/ twice a semesterSame population and course basedAdded all 1000 level courses (summer and fall 2018) and 2000 level course (spring 2019)2019 – 2020 / once a semester

All undergraduate coursesOngoing option to manually raise tracking items for any course

Tracking Items

Available flagsAttendance Concern

Low

Quiz/Test

ScoresMissing/Late AssignmentsNever AttendedIn Danger of

FailingAvailable KudosKeep Up the Good Work

Available Referrals

Academic Advisement Referral

Career Services

Center for Multicultural Excellence

International Student and Scholars Referral

Money Management Center

NonTrad

Center

Veterans Services

2018-2019

Semester

Total

Flags

Total

Kudos

Unique

Students

Unique

Courses

Unique

Faculty

%

Progress Surveys

Complete

SUMMER 2018

1,316

2,849

1,827

469

223

40%

FALL 2018

8,070

13,615

7,885

2,319

506

46%

SPRING

2019

*In Progress

 7,283

14,875

8,447

44%

Feedback from Faculty

Faculty already give feedback to students regardless of Starfish.

Students

did not respond or noticeably change their behavior. Sending emails on the faculty's behalf. Better/automation with Canvas. 

They didn't see a need for it/didn't relate to what they did. 

References

Adams, T., Banks, M., Davis, D., & Dickson, J. (2010). The Hobsons retention project: Context and factor analysis report. Melbourne: Tony Adams and Associates.

Arnold, K. E., &

Pistilli

, M. D. (2012, April). Course signals at Purdue: Using learning analytics to increase student success. In Proceedings of the 2nd international conference on learning analytics and knowledge (pp. 267-270). ACM.Barefoot, B. O., Griffin, B. Q., & Kooch

, A. K. (2012). Enhancing student success and retention throughout undergraduate education: A national survey. Gardner institute for Excellence in Undergraduate Education. Bevitt

, D., Baldwin, C., & Calvert, J. (2010). Intervening early: Attendance and performance monitoring as a trigger for first year support in the biosciences.

Bioscience Education

, 15(1), 1-14.

Campbell, J. P.,

DeBlois

, P. B., &

Oblinger

, D. G. (2007). Academic analytics: A new tool for a new era.

EDUCAUSE Review, 42(4), 40.

Cai

, Q. V., Lewis, C. L., & Higdon, J. (2015). Developing an early-alert system to promote student visits to tutor center.

The Learning Assistance Review, 20

(1), 61.

Colby, J. (2005). Attendance and Attainment-a comparative study.

Innovation in Teaching and Learning in Information and Computer Sciences

, 4(2), 1-13.

Cuseo, J. 2006. Red Flags: Behavioral Indicators of Potential Student Attrition. Marymount College (California).Donnelly, J. E. (2010). Use of a web-based academic alert system for identification of underachieving students at an urban research institution. College and University, 85(4), 39.Faulconer, J., Geissler, J., Majewski

, D., &

Trifilo

, J. (2013). Adoption of an early-alert system to support university student success.

Delta Kappa Gamma Bulletin, 80

(2).  

Horn, A. S.,

Reinert

, L., & Reis, M. (2015). Campus-based practices for promoting student success: Software solutions. Research Brief.

Midwestern Higher Education Compact

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Nelson, K. J., &

Creagh

, T. A. (2013). A good practice guide:

Safegaurding student learning engagement. Brisbane: Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/59189/1/LTU_Good-practice-guide_eBook_20130320.pdfTaylor, L., & McAleese, V. (2012). Beyond retention: Supporting student success, persistence and completion rates through a technology-based, campus-wide, comprehensive student support program.

Retrieved September 10, 2018. Villano, R., Harrison, S., Lynch, G., & Chen, G. (2018). Linking early alert systems and student retention: A survival analysis approach. Higher Education

, 1-18.