Why I’m Excited about Learning Analytics: Intentionally Empowering Faculty to Transform Student Success
4:30-5:30PM EST, Wednesday May 11th
4:30-5:30PM EST, Wednesday May 11th
Session Description: The growth of learning analytics brings transformative potential by making visible to faculty the data that can inform their teaching and curriculum to improve student success. By sharing the stories of my learning analytics journey, I highlight how I approach building capacity, fostering communities, applying systems thinking, and testing theories of change to facilitate faculty engagement in learning analytics.Recorded Session
Amy Chan Hilton serves as the Director of the Center for Excellence in Teaching & Learning at the University of Southern Indiana. Her work focuses on faculty development and advancement and uses a systems approach to facilitating instructional change to support student success. Previously, she served as a Program Officer in the NSF Divisions of Undergraduate Education and Engineering Education and Centers, where she was inspired by the innovative and dedicated researchers and practitioners who advance STEM education and research. She earned degrees in Civil and Environmental Engineering from the University of Virginia and MIT.
4:30-5:30PM EST, Thursday May 12th
Session Description: After reading Indiana University Economics Department’s Self-Study (November 2014), which showed a significant increase in Economics majors, I became interested in examining students’ decisions in selecting economic courses and degrees. This compelled me to join Indiana University’s Learning Analytics Fellows program which is sponsored by the Center for Learning Analytics and Student Success.Using institutional data, I explored student enrollments and performance in introductory and intermediate economics courses and their choices in degrees. Unfortunately, I (and other administrators) noticed concerning trends in the data. Declining enrollments in introductory economics courses, worsening student performance, and decreasing economic degrees. Equipped with this data, in 2019, our Economics Department revised our introductory courses. As a result, most of the prior trends have reversed.Recorded Session
In 1998, I began teaching at The Pennsylvania State University as a lecturer, primarily teaching large undergraduate introductory economics courses. In 2008, I accepted a similar position at Indiana University (IU). Since joining the Economics Department at IU, I have been promoted twice, most recently to Teaching Professor. and serve as the Economics Department’s Teaching Specialist, Business Principles Course Coordinator, and Undergraduate Intern Coordinator. I was awarded the Mumford Excellence in Extraordinary Teaching in 2021, Trustees Teaching Award: Non-Tenure Track Faculty in 2015, and Learning Analytics Fellows Program from 2015 to 2020. I continue to teach large undergraduate introductory economics courses and a graduate course in Teaching Economics.
2:30-4:00PM EST, Friday May 13th
Session Description: Students exhibit insufficient knowledge of effective study strategies. For example, students often mass (cram) their learning shortly before an assessment, misunderstand and frequently under-value the benefits of self-testing, and favor strategies (e.g., highlighting) unlikely to produce durable, long-term gains in knowledge and understanding. Further, even when knowledge deficits are remedied, students frequently have difficulty implementing effective strategies. U-Behavior is a teaching and learning method that seeks to enhance knowledge of effective study strategies, support the implementation of these strategies, and provide opportunities for reflection and feedback on study behaviors.
The U-Behavior process will be outlined, and the significant findings from a year-long study will be presented. We will discuss our work to increase the uptake of these essential study strategies and our efforts to highlight the benefits of these practices to students. This ongoing work includes efforts to have students retain these study behaviors and apply them to novel educational contexts and therefore support lifelong learning beyond formal education.Recorded Session
Dr. James Folkestad is a Professor in the School of Education, the Director of the Center for the Analytics of Learning & Teaching, and holds a University Distinguished Teaching Scholar position at Colorado State University (CSU). His research expertise includes technology-enhanced learning, analytics for learning and teaching, and educational innovation. James has worked on and managed several large innovation-related grants that resulted in two patented learning games, a team-based collaboration environment, and a learning platform for sharing alternative digital content to support learning at CSU. Most recently, he has been instrumental in developing U-Behavior. This process reimagines the Canvas (LMS) quizzing system to support students’ understanding of their learning behaviors and cognitive processing.
Session Description: Most community college students aspire to a bachelor’s degree, but when they transfer to a four-year college to complete their degree, students often “lose” course credits at the point of transfer. In turn, credit losses increase the cost of a bachelor’s degree and delay student entry into the post-baccalaureate job market. To address the challenge of community college credit transfer, across the past decade most states have created new or upgraded old “transfer articulation” policies, which are designed to smooth transfer from community colleges to in-state public universities. Using a large sample of degree audits from a public Ohio university, this study seeks to understand the influence of Ohio’s credit articulation framework on the application of transfer credits. In particular, we examine patterns in terms of how transfer courses are processed into equivalent courses at the university, how those courses are applied to students’ general education and major-specific degree requirements, and how those patterns differ between different types of students and programs.Recorded Session
Shanna Smith Jaggars is an Assistant Vice Provost at The Ohio State University and directs the Student Success Research Lab, where she leads both qualitative and quantitative research projects focused on academic support programs, patterns of student academic progression, and instructional improvement initiatives. Previously, Dr. Jaggars was Assistant Director of the Community College Research Center, Teachers College, Columbia University. Dr. Jaggars has published extensively on student success topics in journals such as The Journal of Higher Education, Economics of Education Review, Educational Evaluation and Policy Analysis, Journal of Research on Educational Effectiveness, and Community College Review, and she serves as associate editor for the academic journal Online Learning. Her 2015 book from Harvard University Press (co-authored with Thomas Bailey and Davis Jenkins), Redesigning America's Community Colleges: A Clearer Path to Student Success, distills a wealth of research evidence which supports the need for a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.