Presentations text content in Faculty Senate April 2019
Slide1
Faculty SenateApril 2019
Slide2Why 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
Slide3What is Starfish?
Slide4Starfish Analytics
Student Outcomes DataPredictive AnalyticsLimited Access (Institutional Effectiveness)Course Outcomes Data
Course Offerings Taskforce
Analytics
Tools used to help analyze student data
(limited access)
Slide5Early Alert
Tracking items raised manually or through progress surveys
Connect
Notes, referrals, messaging, services, and
online appointment scheduling
Slide6Instructor
Student
Student Support Staff
Previous Paradigm
Instructor
Student
Student Support Staff
OR
Slide7Instructor
Student
Academic Advisors
Student Support
Specialized Advisors
New Paradigm
Slide8Starfish 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
Slide9Tracking 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
Slide102018-2019
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%
Slide11Feedback 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.
Slide12References
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
.
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.
Faculty Senate April 2019
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