8:00 AM - 8:20 AM
Registration and Breakfast
8:20 AM - 8:40 AM
Welcome, Leave Your Paw Print, Provost McMahan, San Bernardino
8:40 AM - 9:10 AM
Roy Stripling, Chancellor's Office, Director, Student Success Dashboard Research Initiatives, email@example.com
Moving from Data to Insight and on to Action
The CSU Student Success Dashboard supports the Graduation Initiative by providing actionable data analyses and predictive analytics to CSU faculty, staff, and administrators. Behind this initiative is a broader vision of promoting a shift in campus and system culture towards greater use of data and evidence-based decision making. This presentation will be conducted in two parts. The first will provide a short overview of the CSU Student Success Dashboard for those not familiar with it or not up to speed on its most recent updates. This part of the presentation will also include a sneak peek at dashboard updates and new visualizations still in development. The second part of this presentation will be a facilitated discussion of approaches that campuses are taking to train their faculty, staff, and administrators in the strategic use of the CSU dashboard and other data assets. This discussion will also explore ways that campuses are moving beyond these data assets to incorporate additional evidence gathering practices that inform critical decision making needs.
9:10 AM - 9:40 AM
Bernadette T. Muscat, Ph.D., Fresno, Interim Associate Dean, College of Social Sciences, firstname.lastname@example.org, Angel Sanchez, Ph.D., Fresno, Associate Vice President, Office of Institutional Effectiveness, email@example.com
Tableau Dashboards: "The Game Changer"
With the Graduation Rate Initiative for 2025 upon each of us within the California State University (CSU system), it necessitates that we make data driven decisions in our policies and practices. This presentation will discuss the various ways in which Tableau is used to create dashboards to assist with data driven decision making at the Department, College, and University levels specifically in enrollment management, scheduling, and academic advising.
9:40 AM - 10:10 AM
Lisa Castellino, Humboldt, Associate Vice President of Institutional Effectiveness, Lisa.Castellino@humboldt.edu
Data Metamorphosis: One campus’ story on how it leveraged data to change and grow
Since its metamorphosis in 2016 from the Office of Institutional Research and Planning into the Office of Institutional Effectiveness (OIE), Humboldt State University's IE group has built and integrated a holistic view of student success and bridged units across campus. Software such as Tableau Desktop and Sankey Builder have been leveraged to develop a series of analytical stories that provide different views and perspectives of how students move through to their degree [or the student life cycle], and where problems lie. Hear how HSU's OIE has connected data across the Student, Human Resources, and Budget subject areas and how these data are used during College level planning. We also will demonstrate how these data are being shared across the campus community to inform critical discussions that serve as the basis for decision making.
10:10 AM - 10:20 AM
10:20 AM - 10:50 AM
Patrick Perry, Chancellor's Office, CIO, firstname.lastname@example.org, Cheryl Kwiatkowski, Chancellor's Office, Senior Director, Business Intelligence/Data Warehouse Services, email@example.com, Michael Trullinger, Chancellor's Office, Director, Technical Infrastructure Services, firstname.lastname@example.org
Data Lake Project
The CSU system is rich in data from a multitude of sources, yet has not designed a central repository leveraged by campuses to provide the source of analysis and evaluation necessary to embark in the Graduation Initiative. The Chancellor’s Office has envisioned and designed a “Data Lake”, consisting of all available centrally available data, to help provide the key data backbone that will assist us in improving student outcomes. The CSU Data Lake has been designed to provide data to you that was previously inaccessible, standardize a common data element dictionary, and build a user community to crowdsource research and reporting. A demonstration of what data will be available, along with how campuses will access the Data Lake will occur, along with a discussion of future reporting and querying uses.
10:50 AM - 11:20 AM
CSUN's Data Champions Program: Developing Data-Informed Faculty Leaders
In an effort to meaningfully engage faculty in the university’s GI2025 efforts, Northridge has developed a “Data Champions” program. The program currently supports 37 Data Champions, primarily faculty identified by their college deans to examine data on college- and/or department-specific issues related to student success. In the Fall, Data Champions received training on institutional data and data tools, including the CSU Student Success dashboard (primarily focused on the new Faculty Dashboard) and the Office of Institutional Research’s public inventory of university data (now redesigned as CSUN Counts). In the Spring, Data Champions are responsible for: a) providing training to colleagues in their departments/colleges on their student success metrics and the data tools; and b) carrying out a data-based project to address a student success issue in their college/department. Data Champions have developed into leaders in discussions of student success, pushing colleagues in their departments and colleges to make data-informed decisions at all levels, from pedagogy to curriculum to advising. In this presentation, we will share the overall structure and learning outcomes for the Data Champions program, the inquiry-based approach we used for the data tools training, a sampling of the types of projects Data Champions are pursuing, and examples of how we have engaged Data Champions in larger university conversations about student success.
11:20 AM - 11:50 AM
Kris Krishnan, Bakersfield, Assistant Vice President, Institutional Research, Planning & Assessment, email@example.com, Vikash Lakhani, Bakersfield, Assistant Vice President for Student Success, firstname.lastname@example.org, Vernon Harper, Bakersfield, Associate Vice President for Academic Programs, email@example.com
CSUB Graduation Initiative: Using Analytics for Informed Decision-Making
Through the 2025 Graduation Initiative, California State University, Bakersfield (CSUB) is committed to examining the systemic, long-term changes that must occur to improve graduation rates. The Initiative seeks to improve awareness of student issues and to increase the speed with which the university can intervene to support student success. As part of this effort, CSUB has established a Graduation Initiative Taskforce to examine and design strategies to clarify degree requirements, promote early intervention programs, reduce barriers to student progression, and aid students to successfully navigate their curriculum. Business Intelligence (BI) analytics has helped CSUB address student success and accountability while better fulfilling its academic mission. In this presentation, an intervention solution for the university using Tableau dashboard is discussed. In order to ensure lasting cultural change, this intervention solution was conceived and implemented alongside two major strategic changes that occurred at the university. The university successfully completed its Quarter to Semester conversion and redesigned its General Education curriculum. The dashboards were developed to allow staff and advisors the opportunity to employ the power of analytics to determine which students may face academic difficulty, allowing interventions to help them succeed. The dashboards extract student grades, enrolled units, past academic history, and other student parameters from various academic systems. The system itself is explained in detail, along with retention and performance outcomes realized since its implementation. Each completion strategy or initiative has been developed with careful consideration as to the evaluation and assessment of its intended purpose, goal, or outcome.
11:50 AM - 12:50 PM
Lunch, Networking, Optional Vendor Table Presentations
12:50 PM - 1:20 PM
Sunny Moon, Fullerton, Director, Institutional Research and Analytical Studies, firstname.lastname@example.org, Joe Luzzi, Fullerton, Senior Director, Enterprise Applications, email@example.com, Rosy Nguyen, Fullerton, Scheduling Office Lead, firstname.lastname@example.org
Dashboards as Innovative Tools for Utilizing Actionable Data and Evidence-Based Practices
Graduation Initiative 2025 at Cal State Fullerton, advances culture shifts on campus to utilize actionable data and technical tools for informed decision-making. Effective data visualization in meaningful way is a critical element for evidence-based decision and culture shift on campus. We would like to share three visualization tools including Student Success Dashboard, Course Enrollment Management Dashboard, and Degree Progress Dashboard. The Student Success Dashboard illuminates educational planning information for each student, such as units earned, degree requirements, and applying for graduation. Because the dashboard contains detailed student information, which saves advising time, we can focus more on quality advisement, counseling, and coaching students. The dashboard will effectively be utilized by faculty, advisors, and administrators to achieve our goals with marked improvement by 2025. Course Enrollment Management Dashboard provides departments with course demand data on waitlisted and under-enrolled courses. Additional reports show seats filled by section level, course registration patterns and enrollments by admit type and academic level. This dashboard provides clear picture of enrollment status so that each department can decide whether they need to add more sections responsive to students’ demand. Recently, Degree Progress Dashboard has been developed to leverage data from the campus degree audit system (u.achieve by College Source) to provide advising staff with information on progress toward degree for specific student populations or cohort groups. The Cal State Fullerton TDA (Titan Degree Audit) in text format is converted to tabular visualization so that advisors can efficiently interpret the degree audit and requirements for better advising.
1:20 PM - 1:50 PM
Qiana Wallace, San Bernardino, Assistant Dean, Office of Undergraduate Studies, email@example.com, Akira Kanatsu, San Bernardino, Research Analyst, Office of Institutional Research, firstname.lastname@example.org, Tanner Carollo, San Bernardino, Assistant Director, Office of Institutional Research, email@example.com, James Graham, San Bernardino, Coordinator, Supplemental Instruction, firstname.lastname@example.org
Empowering Student Support Programs Through Data Analytics: A Collaborative Approach at CSUSB
In Fall 2016, Undergraduate Studies (UGS) at California State University, San Bernardino aligned Supplemental Instruction (SI), an academic support program, using the research-based, University of Missouri, Kansas City model which focuses on supporting “high risk” courses, not necessarily “high risk” students. Using SI participation data, UGS collaborated with the Office of Institutional Research (IR) to construct a data dashboard to compare course outcomes between SI and non-SI participants. The dashboard was shared with administrators, department chairs, and faculty to facilitate data-informed dialogue and to address program critiques. Since participation is voluntary, one of the critiques was a possible selection bias. In response, IR conducted matched sample analyses to compare SI and non-SI participants. Results indicated that SI participants had higher average grades than non-SI participants after matching them on demographics, high school and college GPAs, PELL status, full-time status, and course repeat status. This result was summarized in an infographic and used to further facilitate discussions on campus. Additional analyses indicated that SI participation declined in the second half of the term, but students who attended in the second half earned more As and Bs than Cs and DFWIs. In response to this data, UGS used Participatory Action Research (James, Slater, and Buckham, 2011) to design a low cost, co-constructed intervention in Winter 2017. The development of the program, as well as the results from fall 2016 and winter 2017 SI data, will be presented.
1:50 PM - 2:20 PM
College-Wide Goals for Graduation Initiative 2025 and Data-Driven Decision Making at Cal State Fullerton
Since system-wide Graduation Initiative 2025 launched and ambitious campus goal were provided, various key decisions have been made based on actionable data and evidences at Cal State Fullerton. Comprehensive approach has been discussed in Council of Deans meeting on how this ambitious goal will be shared across colleges. After a collaborative effort, college-level and departmental-level graduation rate targets were established. The purpose of applying differential graduation rate goals to each department and each college was to account for differences in graduation rates across programs (e.g., high-unit majors in the arts and STEM fields) and to account for ceiling effects (e.g., programs that already have high graduation rates). Programs with higher graduation rates than the overall university average were provided smaller growth rates and programs with graduation rates less than the university average were provided larger growth rates. First-Time Freshmen cohorts are assigned to the corresponding colleges based on their majors at the exit time including graduation or inter-college migration. The cohort students who did not persist into the successful graduation were assigned to their last known colleges. Analysis findings indicate that more than 86% of first-time freshmen no longer change their majors after 5th semester, and it is a reasonable and practical approach to assign the exit college being accountable for their own students. This methodology providing differential graduation rate goals can reduce cross-college gaps and increase accountability of colleges for their own students.
2:20 PM - 2:30 PM
2:30 PM - 3:00 PM
Elizabeth Adams, Northridge, AVP, Student Success, email@example.com
Summer in the Valley: Will Completion Grants Work to Improve 2 and 4 year Rates?
By far the biggest “ask” CSUN did with its GI 2025 budget was for money to offer first time freshmen (from the Fall 2013 cohort) and first time transfers (from the Fall 2015 cohort) completion grants for Summer 2017. We asked for (and received) $1.1M to allow students to enroll in our self-support summer and graduate in summer term rather than Fall 2017 or Spring 2018. We knew that about 1200 students graduated in 2.5 or 4.5 years. Targeting half that number, we sought the money to offer 600 students grants for six units. After working through over 5000 degree progress reports in the Fall of 2016, we found identifying the candidates very difficult. Despite this challenge, that effort did allow us to clear up a number of potential graduation problems and help students graduate in a more timely way. Ultimately, we invited all the students from those two cohorts who could possibly qualify to apply for the grants. We allowed them to ask for up to 13 units of enrollment this summer. We contacted over 6000 students and have had 900 express interest. This presentation will outline our processes, the challenges we encountered, and the preliminary data on the students who will receive the grants. In addition, I will address the “opportunity gap” challenge with this effort. We suspect that the beneficiaries are more likely to be traditionally served students. Are we driving up the gap while driving up the 4 and 2 year rates?
3:00 PM - 3:30 PM
GI 2025 - Rolling Up!
It probably goes without saying, but if every college could meet the university-level 2025 goals, we wouldn't need college goals. Each CSU campus is now having very rich conversations about the challenges and opportunities that influence the selection of college goals, and maybe even department goals within colleges. But what about the next analytic step? Here's a scenario: the university goal is 38%. College A is quite sure that 42% is achievable for their students. College B makes a convincing case that 32% is their limit. Will the colleges, collectively, produce enough graduates to meet the university goal? The only answer from these facts alone is "maybe." At Cal Poly Pomona, we have started our conversations with the thought processes and tools that let us answer this question affirmatively for our initial goals, based on assumptions about future cohorts. We are set to test and update our assumptions, and our goals, as the future becomes our reality. This presentation will share our analytical model, reflect on its use in setting the college goals, and invite your valuable insight on potential bumps on the road to the graduating classes of 2025.
3:30 PM - 4:00 PM
Terry Rizzo, San Bernardino, Interim Associate Vice President and Dean of Undergraduate Studies, firstname.lastname@example.org, Alysson Satterlund, San Bernardino, Associate Vice President and Dean of Students, email@example.com
Coyote First STEP, an Experimental Data-informed Early Start Program at CSUSB
Join Dr. Terry Rizzo, Interim Associate Vice President and Dean of Undergraduate Studies and Dr. Alysson Satterlund, Associate Vice President and Dean of Students in sharing how data informs Coyote First STEP, an experimental Early Start Program at CSUSB. First implemented in 2015, Coyote First STEP is a summer residential program designed to provide both academic instruction and co-curricular experiences for those students in need of developmental math as indicated by their Entry Level Mathematics (ELM) scores as well as an immersion in University Life that includes a residential experience, transition programming for families and students, and social activities. Satisfying Executive Order 1048, which mandates that all students who do not demonstrate proficiency in English or math participate in an Early Start Program in order to matriculate in the fall, the program is based primarily on CSUSB’s successful Intensive Mathematics Program (IMP). Results indicate that students who participated in CFS 2015 attempted and passed more college-level units and were more likely to attempt and pass their GE math requirement during their first year than their non-CFS peers. Initial analysis from last summer’s program indicated that of the 1,415 CFS 2016 participants enrolled for fall 2016, 838 (59%) were made GE math-ready for fall quarter and another 455 (32%) reduced their remediation requirements by one level.
Thank you to all attendees and our sponsors!