STUDENT ACTIVITY HUB COMMUNITYOCTOBER 25, 2017Vince Kellen, PresenterBrett Pollak, PresenterSarah Parnell, Presenter

INTRODUCTIONVince Kellen

ANALYTICS COMMUNITY OF PRACTICE PRINCIPLES

• Be safe and secure. Respect the acceptable use of information policies and guidelines the university has in place. Treat private student and university information appropriately.

• Be collegial. University data is a community asset and a community of people steward the data. Use and share the data with the best interests of the university community and our students in mind. Since parts of our data analysis environment is designed to allow for greater transparency, analysis will potentially be able to see other unit data. While we will make private to a unit what absolutely needs to be private, the way the university runs its business often involves multiple colleges and units at the same time. Don't use your access to take unfair advantage of another unit.

• Help improve data quality. If you see data that doesn't appear to be correct, let someone know. The data and information system management teams can work with local units on any data entry and data management processes that might need to be changed to improve data quality.

• Be open-minded and inquisitive. Data can be represented in multiple ways at the same time. While the analytic teams are taking great care to enable multiple views of the data to support the community, you might have a valid and unique perspective. In time, we can accommodate more ways of looking at the same data while not interfering with other views or taxonomies. The analytics teams and the community can educate users of the data how to use and interpret data.

• Value individual uniqueness. Students progress at different rates. The university has a responsibility to understand structural and educational issues that may be impeding their progress and use data and analytics to guide us in supporting them toward greater success. All of our students are talented, but some have had different pre-college opportunities than others.

• Share. The main benefit from open analytics is the power of a community of analysts learning from each other rather than a few select individuals hoarding knowledge or access. As the community improves its knowledge and skill with the data, the university can improve accordingly.

ROADMAPBrett Pollak

SAH: USE CASES

If a student takes Class A but not Class B will they be able to pass Class C?

How does prior course-work impact success in future courses?

How does ACT/SAT and High School GPA impact student success in college?

When a student changes majors, where do they go? Breakdown by college.

How long does it take a student to graduate from UC San Diego as Undergraduate?

As UG + Grad?As Grad only?

What classes have the most retakes?

What majors have the most retakes?

What impact do retakes have on time-to degree? For what kind of students? For what kind of classes?

SAH: USE CASES

What majors take the longest time to graduate?

What colleges take the longest time to graduate?

What ethnicities take the longest time to graduate?

What subpopulations are having the most difficulty graduating on time?

Are there any indicators (grades) that a student is going to leave UC San Diego?

Does Number of Units enrolled impact student grades?

How can UC San Diego help students graduate faster?

What classes most frequently have a waitlist? Due to room size?

Add to our list of use cases

SAH: PHASE 1 SCOPE (FALL ‘17)

• 10 years worth of data update nightly (to start)• Data sourced from ISIS (mainframe)• Data cleanup at source system

• Planning for additional data feeds from VAC and RedRock

• Implement access control

• Access through Tableau and Cognos reporting tools

• Integrate Information Governance Catalog (IGC)

• Bring in beta test users

• Beginning with Registrar, IR, Engineering, Biological Sciences, Physical Sciences

• Plan transition from legacy student reporting systems

• Plan rollout and communication activities

SAH: PHASE 1 SCOPE – AROUND 220 FIELDS

SAH: PHASE 1 SCOPE (FALL ‘17)

DemographicsResidency, SAT/ACT Test Scores, Academic Status, Aid, etc.

EnrollmentClasses, Departments, Grades, Colleges, Instructors, etc.

Major/MinorsDegrees, Programs, etc.

RetentionCohort, Progression, etc.

SAH ORGANIZATIONAL IMPLICATIONS

Data

• Limited need to manage data locally

• New classes of data can be easily added. Existing views added to, new views created

• Data quality must be fixed at the source. No inline, manual corrections!

• We want your data!

What broader access means to you…

• Local academic units can more easily construct their own analyses

• Analytics objects can be community sourced. Dashboards can be shared via Cognosor Tableau Server

• Designate someone in your department to be proficient in analytical tools

SAH: ACCESS CONTROL

• All faculty and staff will have access to non-identifiable data

• Leveraging existing security groups for access to identifiable student data per Registrar• Roles_StudentData_Sec

Access to student level (P2/P3) data that does not contain “highly sensitive” information. At this time ethnicity falls into that category

• Roles_StudentData_ResCAccess to all data, including “highly sensitive” information (P4)

DATA & ANALYTICS GOVERNANCE COMMITTEE

Alma Palazzo, Assistant Dean, Arts and Humanities

Nieves Rankin, Assistant Dean, Social Sciences

Lin Majors, Director, Business Intelligence, School of Medicine

Josh Reeves, Director Administration/Advising SIO

Adele Brumfield, Assistance Vice Chancellor for Enrollment

Christine Hurley, Director, Institutional Research

Laurie Owen, Assistant Vice Chancellor, Research

Tammy Dearie, University Librarian, Geisel Library

John Bauer, Assistant Dean, Biological Sciences

Farrel Ackerman, Academic Senate Chair (or designate)

Kit Pagliano, Dean Graduate Division

Gabriele Wienhausen, Director, Teaching and Learning Commons

Becky Petitt, Vice Chancellor, Equity Diversity and Inclusion

Vince Kellen, ITS

Steve Ross, Academic Affairs

John Moore, Interim Dean, Undergraduate Education

Tana Troke, Assistant Dean, Administration and Finance at Jacobs School

Robert Rome, Assistant Dean, Physical Sciences

STUDENT ACTIVITY HUB TIMELINE

June ‘16

Initial Scope Definition

October ‘16

Prototype & Development

February ‘17

Alpha and POC

May ’17

Beta Release

• SAP onsite

Fall ’17

Pilot

Q1 ’18

General Availability

Phase 2 Data & Groupbuilder

• Mobile App integration

Ongoing

Source data from new systems

• Red Rock

• Interfolio

• LMS

ACCESS & SECURITY

Per IT Security guidelines, access to SAH will be available via Cognos and Tableau Server only

Access will be granted via Active Directory groups

Feedback Location Audience

General questions

Ideas

Looking for advice

Questions about the data

Questions about IGC definitions

Email StudentAnalytics-COP-l@ucsd.edu Community of Practice

Enhancement request

Voting on priority of enhancements

Requests to add new data sources

Voting on priority of adding data

sources

User Voice Governance Committee

BIA to provide level of effort

Issues with BI Tools

Data not matching source data

Request to change source data – will

be escalated to source team

SNOW Ticket via email to busintel@ucsd.edu BIA

FEEDBACK & COMMUNICATION

DATA QUALITY & TESTINGIGC

USE CASESTRAINING

Sarah Parnell

DATA QUALITY / TESTING

The BIA and DW teams are currently testing 10 years of UCSD data

• 8 Base Tables + 9 Views = 220 Fields

• Daily meetings with SAP + BIA + DW

• Weekly meetings with SMEs to refine IGC definitions

INFORMATION GOVERNANCE CATALOG (IGC)

Online metadata dictionary for field name, business definition and field lineage from SAH to original data source

EXAMPLES OFUSE CASES

USE CASE – COLLEGE REVIEW

You are an analyst working for a specific college. You have been asked to gather several lists of students to answer some of your customer questions.

Assumption 1: Sophomores are students in IPEDs Cohort 2016

Assumption 2: You are only looking at students that applied to UCSD with your college first

What you are looking for:

• List of sophomore students with high HighSchool GPA but low UCSD GPA

• List of sophomore students with low %Passed

• List of sophomore students with Completed Units < 20

• List of all students historically who have moved to a different UCSD college and what year they moved during

USE CASE – COURSE REVIEW

Your department is reviewing a course. Several faculty are involved in the review.

All faculty and department members access the same SAH dashboard to start their review.

Assumption: You are currently in SP17

What you are looking for:

• Is the course attendance growing?

• Are we offering enough sessions?

• Is class size negatively affecting student average gpa?

USE CASE – STUDENT REVIEW

You are an academic advisor working with individual students.

From SAH you are able to enter a student name or ID and see a dashboard of their performance here at UCSD.

You work with the student to review their degree plan and help them identify ways to be successful at UCSD.

What you are looking for:

• Are they successful currently at UCSD?

• Have they been successful in the past in high school or at UCSD?

• Are they on a positive, negative or neutral grade point trend?

• Are they on a positive, negative or neutral Units Completed trend?

• Are they on a positive, negative or neutral Units Passed trend?

• What grades are they getting in their courses?

DEMO

Blink > Student Activity Hub

Cognos Tableau

Enrollment and Demographics Enrollment and Demographics

COMING SOON COMING SOON

Majors Minors and Demographics Majors Minors and Demographics

TRAINING

TRAINING OPTIONS

Blink Online training for both BI tools Guidance on which BI tools to use

Pluralsight Training on how to create robust data

visualizations

IGC Definitions for fields

Tool Specific Training for Analysts Kick off training – Dec ‘17

• 2hr Cognos by vendor and BIA• 2 hr Tableau by vendor and BIA

Monthly office hours with SAH focus –Jan ‘18

Q & A