key assessement project
TRANSCRIPT
Data Challenge
• I have several data challenges in my area:
• Retrieving data in a timely manner
• Getting permission from different entities on campus to retrieve data
• Ensuring the proper stakeholders are vetting so the process can be streamline
• Once I receive the data then we need to analyze the data
• This comes with it’s own set of challenges
• Why our students are not succeeding in certain courses
• Why the retention rate is not at the peak level compared to other ethnicities
• What makes a successful GT student
AssessmentOne of ways I can be certain my department is achieving the mission of department is to assess each program
Assessment of Program
• Summer bridge program
• Assess the academic achievement of students that participates & compare to non-participants
• Peer-mentoring program
• Assess the level of participation and their academic achievement &compare them to non-participates
• Academic Support
• Assess the academic achievement of students that are tutored in our lab
Peer-Mentoring ProgramParticipants vs Non-Participants -Black Males 2.89 (59) Black Males 2.79 (61)
Black Females 3.0 (44) Black Females 2.91 (27)
Hispanic Males 3.19 (90) Hispanic Males 3.23 (108)
Hispanic Females 3.06 (38) Hispanic Females 3.22 (38)
Steps
• I take an analysis of the GPAs from the fall semester:
• And compared them to the GPAs of the following spring semester
• Also, I took a look at the courses our students had academic challenges – and offered supplement assistance
Impact on various programs –Peer Mentoring
Peer-Mentoring
• DATA is the vital component of our programs• School process
• This is how we know our programs are successful
• What we need to improve
• What we need to revise
• What we need to modify
• Are we benchmarking and if so how do we compare
Peer-Mentoring
• Student Outcomes• With the proper
assessment we are able to take a holistic approach
• This will help us make better choices for our programming
• Which will help with student retentions, performance, and overall student development
Impact on Summer bridge programSchool Process
• What we need to improve
• What we need to revise
• What we need to modify
• Are we benchmarking and if so how do we compare
• Recruit more or less students in particular majors
Student Outcomes
• With the proper assessment we are able to take a holistic approach
• This will help us make better choices for our programming
• Which will help with student retentions, performance, and overall student development
Challenge vsNon-Challenge
Impact on Academic Support programSchool Process
• What we need to improve
• What we need to revise
• What we need to modify
• Are we benchmarking and if so how do we compare
• Recruit more or less students in particular majors
Student Outcomes
• With the proper assessment we are able to take a holistic approach
• This will help us make better choices for our programming
• Which will help with student retentions, performance, and overall student development
Academic Support
URM tutor visits18%
URM general study34%URM
pc/printer13%
URM student staff16%
URM independent study group#
1%
URM other18%
Fall Overall URM Academic Support Visits (4015 total)
2.61
3 3.02
2.71
2.98
3.1
2.3
2.4
2.5
2.6
2.7
2.8
2.9
3
3.1
3.2
Black Hispanic Multi-Racial
Fall URM GPA per overall participation
non-participants
participants
Team Coach Program – Fall 2013Team Coach –
Offers support of
Upperclassmen to
1st year
students
Participants
Non-Participants
Student Achievement
• OMED: Educational Services is the unit charged by Georgia Tech with the retention, development, and performance of the complete student learner who is traditionally underrepresented: African American, Hispanic, Native American, and Multi-Racial.
Student Achievement
It is my responsibility, as Director to make sure that I am providing all the tools and resources necessary for the academic achievement of 1st
year students
If students are not achieving academically I need to re-assess my programs to find out why; where
are we missing the mark, etc.
Signature – Summer Bridge Program• Academic Performance from 2003 – 2012
• Comparing Non-Challenge students vs Challenge
Students
Data Trends
I noticed our students did not always out-perform other
minority students• This is problematic since we make the case that If you attend our
programs “you should outperform”
• The question becomes what happens during those years why did we over perform in most but not in ALL???
Stakeholders- Data Steward Responsibilities
Admission Office
http://www.admission.gatech.edu/life-tech/class-profile
Admitted StudentsApplied StudentsAll pertain data relating to the applicant
Registrar’s Office
http://www.registrar.gatech.edu/
Midterm GradesSemester GradesTranscripts (student’s profile)
Institute Research & Planning (IRP)
http://www.irp.gatech.edu/
The overall population of the institute –The population based on gender, ethnicity, college, geographic location. Grades based on ethnicity –IRP is responsible for data resources to support the strategic planning and policy-making processes at Georgia Tech.
Stakeholders- When should data be shared & usedAdmission Office •Once the data is
collected and vetted•Data is used in the summer, fall and spring
Registrar’s Office Once the professorsinput grades – 2x per semester
Data is used in the summer, fall and spring
Institute Research & Planning (IRP)
Data is collected by the data steward
Data is used during the fall & spring semester –also when an overall view is needed of the population
How is the Data shared & usedAdmission Office Data is only shared when
permission is granted and there are several layers of permission – via reports
This helps determine who was admitted in our target population, State or Country, student profile
Registrar’s Office Data is only shared when permission is granted and there are several layers of permission – via reports
This helps us keep track of academic performance
Institute Research & Planning (IRP)
Data is only shared when permission is granted and there are several layers of permission-
Our Research manager uses SASS to pull in data
This report helps to isolateour target population
Integration & ComprehensionAdmission Office This report helps to
understand the type of student, where they came from, and their profile
SAT scores can determine the academic performance of a student (often)
Registrar’s Office Combining with this report – will
Institute Research & Planning (IRP)
Outcome of Data
• Our department strategically looked at the classes that our target population weren’t doing well in and provided extra support
• We would send targeted emails to our students and make available tutors that could assist with our efforts
• We noticed that some classes were taught by TA’s so we hired the
TA’s to lead “Concept Classes” these are special sessions to enforce
the material covered in those classes
Innovative Practices during Challenge
Challenge Calculus I
Or Challenge Calculus II
Students that took either
Calculus received an A their
freshmen Calculus
Innovative Practices – Team Coach
Transfer Students & Dual Degree students
Pair them with ONLY transfer students or
dual degree students
Students were able to connect better with mentors that totally
understood the challenges of being a transfer/dual degree
studen
CHALLENGE – DATAIN ORDER TO IDENTIFY, PURPOSE AND DESCRIBE OUR DATA; THESE ARE TOOLS WE USE
TEAM COACH – DATAIN ORDER TO IDENTIFY, PURPOSE AND DESCRIBE OUR DATA; THESE ARE TOOLS WE USE
ACADEMIC SUPPORT– DATAIN ORDER TO IDENTIFY, PURPOSE AND DESCRIBE OUR DATA; THESE ARE TOOLS WE USE
DATA COLLECTION:WE COLLECT DATA FROM VARIOUS SOURCES DURING VARIOUS TIMES OF THE SEMESTER
DATA COLLECTION:WE COLLECT DATA FROM VARIOUS SOURCES DURING VARIOUS TIMES OF THE SEMESTER
DATA COLLECTION:WE COLLECT DATA FROM VARIOUS SOURCES DURING VARIOUS TIMES OF THE SEMESTER
DATA ANALYSIS:WE EXPORT THE DATA USING SASS, MICROSOFT ACCESS AND EXCEL
DATA ANALYSIS:WE EXPORT THE DATA USING SASS, MICROSOFT ACCESS AND EXCEL
DATA ANALYSIS:WE EXPORT THE DATA USING SASS, MICROSOFT ACCESS AND EXCEL
DATA REPORTS:CHALLENGE REPORTS ARE SUBMITTED VIA EXCEL WHICH PAINTS THE COMPARISON PICTURE
DATA REPORTS: TEAM COACH REPORTS ARE COMPILED IN EXCEL, WORD DOCMENT, AND ACCESS
DATA REPORTS: ACADEMIC SUPPORT REPORTS CONSIST OF GRAPHS AND VIEWED IN EXCEL
Deficits & Merits in our Data collection
Deficits
• Enrollment file• File is extremely large
• Most information does not speak to our target population
• Grade file• Grades aren’t posted at the
same time; we need to re-run the file until all grades are posted
Merits
• Enrollment File• We are able to view students
that were admitted vs non-admitted students
• Often asking the ? Why they weren’t admitted
• Grade File• We can view grades from all
students to compare with our target
• We can view which classes students have challenges
In order to solve the actual Data issues that are outlined we use the following tools to assist with the disaggregation of data
I. Excel makes manipulating of the exported data easier
II. Assess makes looking at large amounts of data easier
III. SASS allowing us to import all files from different sources
In order to solve the issues of obtaining various permissions to our data
I. I task the Research and Review manager to go and get the data needed for our programs
The stakeholders in my department are the programmers
These are staffers that run the various programs. They are charged with ensuring that they have the data available to make sound decisions regarding their programs
If they do not receive their data in a timely fashion then they can not run their reports, and I will not be able to gauge the critical areas
It is imperative that each programmers understands the importance of their data, benchmark their programs, meet frequently with the Research and Review manager to ensure they are receiving accurate information
It is also imperative that they look for certain trends in their data- in each data group there are certain trends
Over-Arching Goal• In spite of the data, in spite of the time and effort it takes to
produce the data, export and import the data into various databases
• The goal is to produce Global Leaders, Critical Thinkers, and successful students that can speak to the importance of being engaged with OMED
• Our target population is capable of achieving such successes but often it is things out of our control that keep them from succeeding.
1. First-Generation Students
2. Connectivity to the GT culture
3. Marginalization
4. Racism & Sexism
Engaged OMED Students
OMED Programs & Initiatives
Challenge Summer Bridge Program
Team Coach/Peer Mentor/utilized tutorial services
Tower Award Recipient
Summer Intern w/partnering
Company2nd year CHBE
OMED Programs & Initiatives
OMED Programs & Initiatives
OMED Programs & Initiatives
Challenge Summer Bridge
Program
Georgia Tech Fall 2008 –Aerospace
major
Team Coach & Challenge Counselor
GTBAO-Unsung Hero
Award
2008-2013 Tower Award
Recipient
Graduate School
Challenge Summer Bridge Program –
utilized tutorial services
President Scholar-GT Fall 2012
Tower Award Recipient 2nd year IE
Challenge Summer Bridge
Program
Tech Promise Scholar
2011
Tower Award
Recipient
Peer Mentor & Tutor @
OMED
MSRI-UP program @ Berekeley
3rd year MATH