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Bridging the Gap Between LMS and Advisors for Meaningful Interventions

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Presentation on theme: "Bridging the Gap Between LMS and Advisors for Meaningful Interventions"— Presentation transcript:

1 Bridging the Gap Between LMS and Advisors for Meaningful Interventions
Jessi Rogers, Assessment Data Specialist/ Director of Curriculum Mapping Lincoln Memorial University, DeBusk College of Osteopathic Medicine #RIConf2019

2 4-YR Osteopathic Medical Program
DCOM Background 4-YR Osteopathic Medical Program Preclinical Sciences (YRS 1-2 on campus) Clinical Sciences (YRS 3-4 on rotations) ~250 students/class Each student class follows one master schedule during YRS 1-2

3 DCOM Advising System “College” Advising System College (8 total)
Lead Advisor (1) Non-lead Advisors (2-4) Students (30-35/class)

4 Importance of Advising
Student support system Students need to feel visible Creates an atmosphere of belonging Supports retention efforts Monitoring for early intervention Identifying and sharing resources

5 Data Sharing Issues Student data housed in multiple locations

6 Record for EACH exam/ course
BlackBoard (LMS) Student Services Sharepoint (MyLMU) Complex pathways Advisors Sharepoint (OneDrive) Exam Services Sharepoint (MyLMU) Inconsistent access Record for EACH exam/ course

7 Data Sharing Issues Student data housed in multiple locations
Reliance on advisors to compile/calculate scores

8 Exam 1 Exam 2 Exam 3 Course 1 Course 2 Course 3
Advisor compiles scores for each course in a block Exam 1 Course 1 Course 2 Course 3 Exam 2 Exam 3 and calculates running average after every exam

9 Data Sharing Issues Student data housed in multiple locations
Reliance on advisors to compile/calculate scores Supporting academic success indicators weren’t being shared

10 At-Risk List Tutoring Academic Counseling

11 Data Sharing Issues Student data housed in multiple locations
Reliance on advisors to compile/calculate scores Supporting academic success indicators weren’t being shared Dependency on students to self-report

12 Course & Exam Grades Course Directors Students Advisors Why is this a problem? Case 1: Student is a high achiever, thinks a high B is the end of the world. Advisor has no informed reason to console the student. Case 2: Student is more lax, thinks a low C is super safe, man. Advisor has no informed reason to confront the student.

13 Data Sharing Issues Student data housed in multiple locations
Reliance on advisors to compile/calculate scores Supporting academic success indicators weren’t being shared Dependency on students to self-report Need for tailored lead/non-lead reports

14 Lead Advisor Non-lead Advisor Entire College 30-35 students/class
Assigned advisees 5-10 students/class

15 Data Sharing Solution

16 Evolution of Student Grade Access
Access prior to July 2017 Prohibitively difficult Access as of July 2017 Individual reports for advisors Various folder locations Password protected pdfs Manual interaction from author required often Access as of January 2019 Individualized & interactive reports for advisors Single destination Predefined, secured permissions for access Flexible and easy to account for impromptu circumstances

17 Advisor Buy-in & Training
Solicited advisor input over trial period Tutorials ed to advisors for signing up and accessing dashboards Interactive faculty development being planned for upcoming fall semester

18 Impact & Benefits Countless hours and effort saved

19 Impact & Benefits Motivator for advisors to reach out

20 Impact & Benefits Realistic and timely picture of student’s academic status and progress

21 Impact & Benefits Awareness of supporting academic success indicators

22 Key Benefits Valuable time saved Minimization of human error
Crucial data in real-time

23 FAB! drab

24 Thank you! Questions/Comments?
Jessi Rogers, Assessment Data Specialist/ Director of Curriculum Mapping Lincoln Memorial University, DeBusk College of Osteopathic Medicine #RIConf2019


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