1. Tracking Experiential Learning Courses The Good, The Bad, and the Ugly
Charles Brendan Cooper (Cooper) Adrian Hall
Institutional Research Analyst Academic Data Steward

2. Why does Experiential Learning matter?
► High-Impact Practices – Defined by National Survey of Student Engagement (NSSE)
Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated “high-impact.”

3. All Students, Including Honors
First-Time, Full-Time Baccalaureate First-Year Retention Fall 2015 to Fall 2016
All Students, Including Honors
Year 1
Retention
At least one Experiential Learning Course:
2485
93.0%
No Experiential Learning Course:
1180
78.9%
Overall:
3665
87.9%
Non-Honors Students
2118
92.4%
3298
87.1%

4. UC’s Mission Statement
The University of Cincinnati serves the people of Ohio, the nation, and the world as a premier, public, urban research university dedicated to undergraduate, graduate, and professional education, experience-based learning, and research.
We are committed to excellence and diversity in our students, faculty, staff, and all of our activities. We provide an inclusive environment where innovation and freedom of intellectual inquiry flourish.
Through scholarship, service, partnerships, and leadership, we create opportunity, develop educated and engaged citizens, enhance the economy and enrich our University, city, state and global community.

5. The Good
► 3,819 – Total Experiential Learning Classes taught during 2015/16
► 15,842 (46.85%) – Unique undergraduate students who took an EL course 2015/16
► 881 – Faculty members who taught at least 1 EL course 2015/16

6. Tracking Experiential Learning Courses
► Course Component / Class Type (previously ‘Instruction Method’)
Co-op
Internship
Clinical
Practicum
► Transcripted Attributes
Honors
International
Peer Education (new!)
Research
Service Learning
Transformational (UC Forward)
► Internally Identified Course Numbers
Performance or Exhibition
Student Teaching

7. Transcripted Attributes Two-Step Process
► First Step – Faculty design and approve the course as supporting this attribute in eCurriculum
Example: ENGL1001

8. Transcripted Attributes Two-Step Process
► Second Step – Staff process a class section order, and identify which section uses the attribute.

9. Transcripted Attributes Student View
► Transcripted attributes are noted next to each class section offering.

10. Transcripted Attributes Student View
► It is possible to filter searches for transcripted attributes.

11. Staff View ► CaRT users can run the Class Attributes report
Dashboards – Student Records – University

12. Experiential Learning Dashboard

13. Tableau Server Interface

14. The Bad
► How can a staff member realize when an instructor decides to teach their class this way?
► 144 – Employees able to process class section orders (8/24/2017)
► 4,556 – Unique course numbers in fall 2017 with enrollment
► 9,430 – Total class sections in fall 2017 with enrollment
► Cleanup occurs after students have registered. This prevents students and advisors from finding transcripted attributes while scheduling.

15. tinyurl.com/uc-attribute
The Ugly
► Colleges and departments make great efforts to incorporate transcripted attributes into class ordering.
► Class instructors are ed to request they report a transcripted attribute.
► Course numbers can be reported as “always” supporting the attribute in eCurriculum.
► UC employees can report a missing attribute for review using this online form:
tinyurl.com/uc-attribute
(September 2017)

16. Discussion ► Have you used the Transcripted Attribute filter?
► Do you feel students select classes based on attributes?
► Would you feel comfortable reporting an missing attribute for a class?
► Do you have ideas on how we might identify classes sooner?

17. Thank you for coming!