Useful Evidence: Inquiry Approach

1. Useful Evidence: Inquiry Approach

2. Approach to data Focus on biggest opportunities first Start with questions and not data Understand the problem and develop insights to solve the problem before looking at data Identify a common problem Bring together collaborators

3. Approach to data Begin with those already on board Look for associations/collaborations already in place Who are the data consumers/champions? Build energy and engagement through representation/inclusive planning processes

4. Create a Culture of Inquiry Select an issue that all participants think is important Data mining to analyze the pathways, habits of successful/not successful students Examples: Identify knowledge and competency gaps through such sources as internship evaluations, employer surveys, portfolios Student engagement data

5. Inquiry Model Data Sources •Data Analysis & Assessment •Developing Asking the Right Questions •Identifying Inquiry Activities •Setting Measurable Goals and Benchmarks •Targeting Interventions •Measuring Success and Evaluation

6. Assessing High-Impact Practices Case Study: Underserved Student Success in High Impact Practices: A New Model for Retention Leadership Carleen M. Vande Zande, UW Oshkosh http://leap.aacu.org/toolkit/student-success/2011/underserved-student-success-in-hips-oshkosh

7. Case Study at campus level UW Oshkosh examines university-wide processes and practices through the frameworks of inclusive excellence, retention leadership and student achievement. To promote retention of underrepresented students, the University promotes an inquiry model focusing on underrepresented student participation in HIPS.

8. Campus Perspective Alignment of data collection to assess campus initiatives Creation of the Oshkosh Student Achievement Report (OSAR) Adoption of more systemic, interrelated approaches to student success Cross-divisional teams to review data Build upon equity minded framework

9. Discussion of Case Study Identify elements of the Inquiry Model in the case What elements of the model are most useful? Comment on the type of questions raised Were appropriate data collected and analyzed for the question? Other evidence to be considered? How was the evidence reported and interpreted?

10. What does this suggest for you and this work on your campus? How can we best serve our students? How can we serve them in more equitable ways? How can the university increase the participation of underserved and transfer students in HIPS to enhance inclusive excellence? How can the university assist students and academic support programs to meet the distinct needs of transfer students so that they can be more successfully integrated into the university?

11. Benefits of Inquiry Approach Promotes organizational learning Provides benchmarking opportunities Assists in constructing background for planning, priority setting Raises awareness of inequities, impact of current practices

12. Challenges Our decentralized campus cultures Incomplete data models Need for a shared language Long-term change needed but short term data reporting

13. Future Directions Adopt the attitude of a learning organization Establish robust longitudinal tracking of student learning and activities Integrate data collection into new initiatives/programs Be inclusive in your reports Asking the Right Questions •Identifying Data Sources •Data Analysis & Assessment •Developing Inquiry Activities •Setting Measurable Goals and Benchmarks •Targeting Interventions •Measuring Success and Evaluation Asking the Right Questions •Identifying Data Sources •Data Analysis & Assessment •Developing Inquiry Activities •Setting Measurable Goals and Benchmarks •Targeting Interventions •Measuring Success and Evaluation Asking the Right Questions •Identifying Data Sources •Data Analysis & Assessment •Developing Inquiry Activities •Setting Measurable Goals and Benchmarks •Targeting Interventions •Measuring Success and Evaluation Asking the Right Questions •Identifying Data Sources •Data Analysis & Assessment •Developing Inquiry Activities •Setting Measurable Goals and Benchmarks •Targeting Interventions •Measuring Success and Evaluation

14. Guiding Questions How do rates of participation in HIPs differ among students from various underserved and traditionally advantaged groups? Across different student groups, how does participation in specific HIPs and in various numbers of these experiences affect students’ perceptions of their learning?

15. Guiding Questions Within particular underserved groups, what is the effect of participation in multiple HIPs on students’ perceptions of their learning? How does the relationship between participation in HIPs and students’ perceptions of their learning compare between underserved students and their traditionally advantaged peers?

16. Guiding Questions How do underserved students connect their learning with future workforce preparation? What learning experiences do underserved students value in developing the skills and competencies they view as important to employers? What factors do underserved students identify as barriers or obstacles to greater engagement with HIPs?

17. Tools Culture of Evidence Inventory- Center for Community College Engagement (participant page for HIPS Institute) Assessing Equity and High Impact Practices Toolkit-Center for Urban Education (participant resources page HIPS Institute)