Dr. Maria Thompson
President, Coppin State University
A. Michael Berman
VP for Technology & Innovation, CSU Channel Islands/Chief Innovation Officer, California State University
VP for Analytics, Blackboard inc.
Assistant Vice President Instructional Technology & New Media, University of Maryland Baltimore County
Director of Information Analytics, Appalachian State University
Director of Analytics and Research, Blackboard Inc
Director of Financial systems and Business Intelligence Solutions, Central Piedmont Community College
Budgeting at a public institution can sometimes seem to be more magic than science, especially in a state where the relationship with higher education is, well, complicated . Wrangling at the state level can sometimes mean budgets aren’t distributed to the institutions until 3 months before the fiscal year ends. Adding to that an ERP that doesn’t handle the planning function of budgeting very well means essentially flying blind when making expenditures. Include with this mix a healthy dose of aging and dying IT infrastructure, and you’re facing an IT budget crisis.
To comply with Title IV attendance tracking requirements, the Division of Online and Professional Studies at California Baptist University worked with the Blackboard Intelligence support team to create a custom report to track non-attending students in online classes. This report is used at the beginning of each eight-week session to assist in determining which students are not attending their courses based on activity and assignment submission data. It has vastly improved the efficiency and accuracy of the tracking process and eliminated several obstacles, including PDF sign-in sheets and poor faculty response.
All programs of study at Central Piedmont Community College require that students complete
18 hours of general education courses specific to the General Education Foundation. Courses in the General Education Foundation have an obligation to associate degree programs to provide students with the CRITICAL CORE skills and knowledge required for academic, professional and personal success. CPCC will use the Analytics for Learn module for Blackboard Intelligence to gather the assessment scores and provide a collection of student learning data as assessment scores.
Since 2013 Lewis & Clark has systematically collected data at its student support service centers relating to visits for individual students. This data is sent to the institution’s Student Information System (SIS), Ellucian’s Colleague, on a daily basis and stored in a data warehouse provided by Blackboard Intelligence. Through the Pyramid Analytics reporting tool, institutional researchers at Lewis & Clark are able to retrieve data related to student success and persistence collected in the data warehouse – providing the capability to quantifiably measure the impact.
A formal data governance program is essential to establish the roles, responsibilities, and standards for having data that is valid, accurate and consistent. High quality data are critical to decision making and gives greater acceptance and confidence in the data we are using for analyses and decisions. This data governance framework is a set of structures, roles and responsibilities for adoption by our institution to improve data infrastructure and advance the skills around using and understanding institutional data.
Evaluation of online educator training programs and their effects on instructors’ competency and achievement usually depend on post-training self-reported surveys. However, most of these surveys assess the quality of the training and not necessarily the influence to change faculty practices. Of interest was to identify an assessment method to evaluate the impact of the professional development program on online teaching practices, course design, and student behaviors. UMKC is using LMS data to determine the effectiveness of their training model for faculty teaching online. Implications of the research provide support for effective “data-driven” decision-making for individuals overseeing faculty professional development programs.
University of Maryland Baltimore County (UMBC) has launched an initiative to use the PAR Framework Student Success Matrix (SSMx) and Blackboard Intelligence to track and analyze student interventions. Information gleaned from the analysis of interventions is being used to inform the development and optimization of student success initiatives.
Blackboard Intelligence provides useful information for faculty, but just having data is not
enough. Faculty must embrace the use of data as part of a new teaching and learning culture.