1. Working with Student Success Data: Session 2 (Jan. 31, 2014)
Whatcom Community College
Professional Development Workshop
Winter 2014
Ed Harri
Dean for Instruction
Anne Marie Karlberg, Ph.D.
Director of Assessment and Institutional Research Ed

2. Session 1 in-class activity sheet
Question 4 from PIP/DIP data
Age
Are there any interesting trends in the student ages from to ?
How do these compare to the institutional totals?
Ethnicity
Are there any interesting trends in student ethnicities from to ?
How do these compare to institutional totals? Ed

3. Homework discussion – on activity sheet
1a. Course completion rates: From the PIP/DIP reports, examine your discipline’s or program’s course completion rates for What would your PIP/DIP reflection response be? Ed

4. Homework discussion – on activity sheet
1a. Course completion rates: From the PIP/DIP reports, examine your discipline’s or program’s course completion rates for What would your PIP/DIP reflection response be? 1b. Retention and graduation rates (homework and session 1 in-class activity #5): From the PIP/DIP reports, examine retention and graduation rates. What would your PIP/DIP reflection response be? Ed

5. Homework discussion – on activity sheet
1a. Course completion rates: From the PIP/DIP reports, examine your discipline’s or program’s course completion rates for What would your PIP/DIP reflection response be?
1b. Retention and graduation rates (homework and session 1 in-class activity #5): From the PIP/DIP reports, examine retention and graduation rates. What would your PIP/DIP reflection response be?
1c. Share the review and discussion of the above PIP/DIP data that you had with your program/ discipline colleague(s). Ed

6. Workshop outcomes
Upon successful completion of the workshop, faculty and staff will be able to…
find existing college, program, and course level data on the AIR website.
develop quality responses to the data and questions presented in the PIP/DIP process.
use data to better know their students and develop informed teaching strategies.
write a well-developed data request.
analyze data resulting from the assessment of student learning.
provide leadership in discipline/department/program/service in interpreting and using data.
write well-developed, data-informed professional plans, which include benchmarks for success at the individual and discipline/program level.
present data in a variety of formats that are readable and understandable. AM

7. Session 2 outcomes
Upon successful completion of the workshop, faculty and staff will be able to…
find existing college, program, and course level data on the AIR website.
develop quality responses to the data and questions presented in the PIP/DIP process.
use data to better know their students and develop informed teaching strategies.
write a well-developed data request.
analyze data resulting from the assessment of student learning.
provide leadership in discipline/department/program/service in interpreting and using data.
write well-developed, data-informed professional plans, which include benchmarks for success at the individual and discipline/program level.
present data in a variety of formats that are readable and understandable. AM

8. Group activity: Existing institutional data
Answer the questions on the activity sheet about…
2. Math progression data
3. English progression data
4. Disaggregated course completion rates AM

9. 2. Math progression
% within 1 year, completing (with a C grade or better) a college-level...
% within 2 years, completing (with a C grade or better) a college-level...
First math course taken at WCC
Quarter first math course was taken
Number of students
Math course
Other Q/SR course
Total (i.e., completed either a math or other Q/SR course)
Other Q/SR course
Math 097
Fall 2013
162
N/A
Fall 2012
187 5% 2% 6%
Fall 2011
201
23% 9%
25%
Fall 2010
263 3% 1% 4%
18% 8%
21%
Fall 2009
245 7%
27%
32%
Fall 2008
240
19%
Average
216
22%
24%
Math 098
229
35%
37%
290
31%
34%
46%
51%
284
40%
11%
44%
54%
56%
297
38%
49%
20%
52%
255
45%
48%
269
Math 099 50 42
62%
14% 38
55%
16%
58%
68%
71% 37
70%
78%
86%
63%
66% 53
53%
17%
30%
60% 43
59%
36%
72% Ed

10. % completing English 101 (with a C grade or better) within...
3. English progression
% completing English 101 (with a C grade or better) within...
First English course taken at WCC
Quarter first English course was taken
Number of students
1 year
2 years
English 095
Fall 2013 62
N/A
Fall 2012 64
34%
Fall 2011 85
29%
40%
Fall 2010 86
37%
56%
Fall 2009 90
51%
Fall 2008 67
30%
36%
Average 75
46%
English 100
327
396
60%
413
65%
70%
532
61%
68%
511
62%
71%
461
59%
440
69%
English 101
471
357
86%
351
87%
273
89%
287
88%
279
82%
83%
336 Ed

11. Ed

12. Instructor-gathered data
test or assignment scores
pre- and post-tests
rubric data
student surveys
measures of student behaviors
Key point: Data protocols must be followed Ed

13. Data request form
Contact information
Name
Position (i.e., classified staff, exempt / administrator, faculty, student, other)
Program, service, or office
Phone
Name of supervisor approving the request
Date request submitted

14. Data request form Specifics about the data
Prior requests: Have you requested this data on a prior occasion?
If so, please forward the related s and attachments.
Research question or business practice: What question are you trying to answer with this data?
Purpose: What is the reason for your data request? (e.g., Achieving the Dream, PIP, DIP, SIP, strategic planning, grant, etc.)
Use of data: How will you use the data to improve student success?
Audience: Who is the intended audience of the data?
Selection criteria: What type of students should the data include or exclude (e.g., first time entering students, prof-tech students, students who have taken biology, males, GPA>3.0)? Be specific and define your terms.
Time period: For what time period are you requesting data (e.g., fall , academic year , etc.)? AM

15. Data request form
Data fields to include: In the table below, show exactly how you would like the data provided to you (i.e., insert the column and row headings and provide some fake data in the cells).
All courses taught by John Smith from to AM

16. Data request form – example
Data fields to include: In the table below, show exactly how you would like the data provided to you (i.e., insert the column and row headings and provide some fake data in the cells).
All courses taught by John Smith from to
Year
Quarter
Discipline
Course #
 # of students
 Average grade
 fall
HIST
101
 24
 2.6
 winter
ART
202
 27
 2.8
 spring
ANTH
 28
 3.2
201
 3.6 AM

17. Data Request or Question
Share your responses to homework question #4 with your group members.
Questions for the group:
Is the request clear? Is the student group clearly identified? Is the measure clearly identified?
Is the intent/purpose clear?
How could the request be refined or improved?
Begin to fill in the data request form. Ed

18. Data protocols student identification faculty identification small n’s
interpretation of data
presenting and reporting
Both

19. Homework #2 Institutional or instructor gathered data
Identify one piece of existing data (institutional data or instructor gathered) from your discipline that you “feel good” about.
Identify one piece of existing data (institutional data or instructor gathered) from your discipline that you “are concerned” about.
Share both of these with at least one other colleague. What is their/your reaction? Ideas? Next steps?
Data question/request: Continue to refine your data question/request in the data request form. ed

21. Timeline 2:05 – 2:10 age and ethnicity
2:05 – 2:10 small group Course completion rates discussion
2:10 – 2:15 full group debrief
2:15 – 2:25 small group retention and graduation rate discussion (include #5 from session 1)
2:25 – 2:30 full group debrief
2:30 – 2:35 full group debrief on conversation with colleagues
2:35 – 2:50 present basics and then have them work for a few minutes answering the questions on math and English data – emphasize that this type of interpretation helps in the data request process
2:50 – 3:00 disaggregated course completion rates
3:00– 3:05 discuss different types of instructor-gathered data
3:05 –3:23 small group HW question #4 on data that would be useful
full group debrief
3:23-3:25 discuss data protocols that must be followed by IR and by faculty working on projects
3:25 – 3:30 explain homework for next time

22. List of Handouts Sign in Sheet Session 2 activity sheets (white) – AMK
1 packet
Handout (purple)
Data Request Form (buff)
data protocols (purple)
Homework (grey)
Data packet (white)
math progression
English progression
Biology disaggregated