Many faculty members care deeply about the success of their students. Given the opportunity, they are eager to use learning analytics methods to support that success. In this talk, I will tell the story of the discovery, loss, rediscovery, and expansion in the use of learning analytics at the University of Michigan. I will also describe newly emerging ways in which multi-institutional data can be brought to bear in motivating change in higher education.
Engaging Faculty in Learning Analytics: from One Institution to Many---Timothy A. McKay
Timothy A. McKay is the Arthur F. Thurnau Professor of Physics, Astronomy, and Education and Director of the Digital Innovation Greenhouse at the University of Michigan. As a data scientist along with his research teams, they use the sensibilities of scientists to explore and draw inferences about the world from large data sets.
For the last 20 years, they have used survey data to publish papers on many topics: ultra-high energy cosmic rays, variable stars of many kinds, galaxy masses and morphologies, galaxy filaments, groups, and clusters, quasars, meteors, gravitational lensing, gamma-ray bursts, x-ray astronomy, and cosmology.
In recent years their attention has been on Learning Analytics: using data to understand and improve teaching and learning. They are exploring grading patterns and performance disparities both at Michigan and across the Big Ten Alliance, developing a variety of data driven student support tools like E2Coach through the Digital Innovation Greenhouse, an innovation space for exploring the personalization of education, and launching the NSF funded REBUILD project. REBUILD is an interdisciplinary collaboration, fostering the creation of intergenerational research teams including undergrads, grad students, postdocs, and faculty who will apply a scientific, evidence-based approach to teaching and learning in physics, chemistry, astronomy, biology and math.