Enterprise Solutions Supporting Student Success Megan May, Enterprise Academic Software David Goodrum, Instructional Technology Systems and Services Lynn Ward, Instructional Technology Systems and Services Presentation Overview General Background Four Major Initiatives IUPUI Personal Development Plan IU Mobility (with special emphasis on SIS/Oncourse integration) FLAGS Early Alert System Sakai Open Academic Environment Empowering People: Recommendation 10: Indiana University should develop student-centric IT applications and systems that can contribute to student success through support of academics, administrative tasks, and student life. Recommendation 14: Indiana University should provide faculty and instructional staff with excellent professional development opportunities, professional support, effective digital tools, and instructional facilities that can help improve instruction and learning outcomes. IU Graduation and Retention Rates by Campus 1 from Undergraduate Retention Report, Persistence to Second Year-2009 Cohort, Undergraduate Retention Report, Persistence to Second Year-2009 Cohort, All Beginners, Vol. 20, No from Official Graduation Rates Report, 2004 Full-time Beginners, Vol.19, No. 1Official Graduation Rates Report, 2004 Full-time Beginners, Vol.19, No. 1 Persistence to Second Year (All Beginners and Transfers) 1 Graduation Rates of 2004 Full Time Beginners 2 Shared Values in Academic Scholarship Community within academic disciplines Building on the work of others Publishing results Increasingly cross-disciplinary Shared Values for the Classroom In Teaching and Learning Moving from didactic teaching to active learning Encouraging students to think in the discipline, with evidence and inquiry Building competencies in collaborative and capstone projects Sharing personal interests, activities, portfolios PERSONAL DEVELOPMENT PLAN What is a Personal Development Plan? PDP Implementation Fall 2008 Approximately 1250 students completed a paper PDP Faculty felt that student reflection and evidence was weak; also concerned that students regarded as busy work and wouldnt use in the future PDP reconceptualized as an electronic document that students can revisit and revise over time Implemented within the Oncourse ePortfolio environment using the Matrices and Presentations tools PDP Matrix Career Goals Prompt Career Goals Input Form Career Goals Rubric Completed Presentation Fall 2010 Results* marginally significantly higher fall adjusted semester GPAs (2.89) compared to nonparticipants (2.79) 85% reported 5 or above on a 7-point scale about intent to return to IUPUI (compared to campus avg of 70.9% Students who completed all parts of the PDP, whether paper or on- line, had significantly better outcomes in the following areas compared to students who only completed some parts of the PDP: succeed academically, make a successful transition to IUPUI, adjust to college life, understand IUPUIs Principles of Undergraduate Learning (PULs), feel connected to IUPUI, and feel able to meet the demands and expectations of college. * Buyarski, C., Trejullo, D., & Hansen, M. (2011). PDP program evaluation report. Unpublished manuscript, University College, IUPUI, Indianapolis, IN. Whats New and Next? Expansion to 50 sections (~1200 students) in Fall 2012 Integration with Academic Planner in SIS Joint project with Center for Service and Learning to integrate the ePDP and service learning in Themed Learning Communities FIPSE funded project to move ePDP beyond the first- year in Honors, Psychology, Student African-American Sisterhood Pilots on other campuses Pilot in Sakai OAE IU MOBILITY My Classes Today View for Students Magic to Mashing Up Data Whats Next? Add ability for instructors to post announcements Ability to respond to Messages Ability to respond to Forums Integration official course grades from SIS FLAGS EARLY ALERT SYSTEM IU Flags Early Alert System Goals Other Goals Provide another venue to encourage development of relationships with student for both faculty and staff Elevate the academic culture of the campus On-time communication about performance/behavior ultimately leads to graduates who are more competitive in the job market Reports Examine data elements from the LMS Views at many different levels Administrators Advisors Instructors Leverages the IUIE environment Data Collection - Performance Rosters Student View of Performance Rosters SAKAI OPEN ACADEMIC ENVIRONMENT Sakai Collaboration Sakai Open Academic Environment Sakai OAE Initial Investors OAE Year 2 Roadmap Goals Always engaging and easy to use Highly social in an academic context Interoperable with other services Supporting deep content collaboration & open content publishing Championing the engaged classroom In short OAE extends the Sakai tradition Looking more broadly than standard LMS functionality Emphasizing an ecology of innovation By educators for educators Shared Values for the Classroom Moving from didactic teaching to active learning Encouraging students to think in the discipline, with evidence and inquiry Building competencies in collaborative and capstone projects Sharing personal interests, activities, portfolios To engage students academically, OAE Is Social Is RemixableIs Permeable Is Personal Enable meaningful communities Different than a social network or an academic Facebook One of the mottos for OAE is everything is content. As academics we know that communities cohere around content.To begin to show students how that happens Begin to give students a place where they can have thicker content and begin to have meaning communities Around is very important to us. The ease in which content is shared [] The idea that content is freed from the course shell and meaningful and you could use it as currency. Support lifelong learning Every student is an equal part of the network with [] control over their own work and their own sites. Course sites are just one kind of space within a galaxy of different sorts of interactions. From the moment students are admitted and potentially all their lives they maintain, build and own that space that represents them as an intellectual being. Support individual intellectual agendas One thing that is crucial to liberal arts education, it's the students developing the ability to set and pursue an independent intellectual agenda rather than one that's given to them. So student agency is something we want to foster in quite a lot of ways. CL and OAE working in unison Not either or Combine the strengths of both Integrated Embedded