1 / 13

Eric Baer and Andrea Bair

Using course-level outcomes data to identify opportunities for broadening participation and success of underrepresented groups. Eric Baer and Andrea Bair. We’ll discuss using data to investigate, plan, and implement changes. Examine Data. Recommendation:

griffith
Download Presentation

Eric Baer and Andrea Bair

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using course-level outcomes data to identify opportunities for broadening participation and success of underrepresented groups Eric Baer and Andrea Bair

  2. We’ll discuss using data to investigate, plan, and implement changes. • Examine Data Recommendation: Work with data with an eye to identify opportunities and evaluate progress. • Implement Revisions • Evaluate Opportunities and Strengths • Determine strategies • Set goals

  3. Our focus is on course-level outcomes including participation, success, and progression. We share our own course-level outcome data in the spirit of inquiry with recognition of your expertise.

  4. Highline College Delta College • Main campus is in rural Bay County, Michigan on 640 acres. Three satellite campuses in Midland, Bay and Saginaw • 6,283 full-time equivalents • Projected declines in enrollment • Campus is semi-urban between Seattle and Tacoma in Washington State • 5,656 full-time undergraduate equivalents • Flat enrollments

  5. Geoscience at Highline College Geoscience at Delta College • Departments: • Geology and Oceanography courses are in Physical Science Discipline. • Environmental Science courses are in the Biology Discipline. • Students: • Almost all students are seeking to fulfill gen-ed requirements • Some of the students are seeking degrees in Environmental Technology or Water Environment Technology. • Students who want to major in geoscience transfer to several different institutions with different programs. • Courses: • Most courses are 4-credit science courses, some with a lab. The ENV courses do not have labs. Included are few 1-credit field classes. • Semester system • Departments: • Geology is in the Physical Sciences Department • Environmental Science and Oceanography are in the Biology Department • Students: • Almost all students seeking to fulfil gen-ed requirements • Students who want to major in geoscience transfer to several different institutions with different programs. • Courses: • A mix of lab and non-lab courses • 1 credit field courses not included in analysis • Quarter system

  6. Participation data: How do students enrolled in Geoscience courses compare to the overall college population? 1. What do you observe? 2. What questions do these data raise?

  7. Geoscience student demographics vs. Delta College all students Participation data: How do students enrolled in Geoscience courses compare to the overall college population? 1. What do you observe? 2. What questions do these data raise?

  8. Success data: How many students passed the course? Delta Highline (L) Indicates course that meets lab science requirement (#) Indicates number of credits - # Indicates sections included in analysis 1. What do you observe? 2. What questions do these data raise? *% of total students

  9. Shading indicates Success rates (C or better) by course over 5 quarters (Highline) 1379 students total 1. What do you observe? 2. What questions do these data raise? % of students in each category who received a C or better

  10. Examining the course outcomes data helped us (Delta) understand participation and success. • Geoscience students are fairly representative of Delta College students and our regional population overall. • African-American and “older” students are less successful than other students in our courses overall. • Environmental Science overall has lower success rates (68%) than Physical Geology (80%), even though we think these courses attract similar students.

  11. Course outcomes data also helped us set goals for success, and consider strategies to accomplish our goals. Goal 1: Improve overall student success rates in geoscience courses by 10% Possible strategies: • Incorporate more strategies to improve success for ALL students in all courses (e.g. • Encourage regular surveys soliciting student feedback and communication on their learning and challenges they face, (e.g. SALG) • Initiate more conversations with faculty about best practice strategies? • Initiate assessment project? Goal 2: Reduce differential between African-American and older students success rates by 10% Possible strategies: • Include more examples of diverse scientists in our courses (ex. Scientist spotlights); include diversity in age as well as ethnicity. • Review research on supporting ”adult learners” to make sure we are incorporating appropriate strategies. Goal 3: Explore success rate differential between Environmental Science and Physical Geology Possible strategies: • Test hypothesis that populations have comparable college preparedness • Explore a longer-term data set to test if 17-18 are representative or anomalous

  12. Use data to investigate, plan, and implement and evaluate changes. • Examine Data • Implement Revisions • Evaluate Opportunities and Strengths • Determine strategies • Set goals

  13. Some thoughts/lessons learned • Work with course-based data if you can (not student-based data) at first (why?) • Use your Institutional Research office (It may be easier than you think!) • Use your skills as scientists • Focus on 1) Participation 2) Success 3) Progression (if possible)

More Related