framing question over the last two decades research has taught us a lot about what supports higher...
TRANSCRIPT
Framing Question
Over the last two decades research has taught us a lot about what supports
higher levels of student success and yet the pace of change has remained slow.
Gregory Stoup, RP Group
Why?
We have to do a better job at making data real and useful
to practitioners in their place of practice
1,000 ftPerspective
100 ftPerspective
On the Ground
Traditional Leadership
PractitionersMiddle Managers
The data needs to be properly scaffholded and engage folks at their place of practice
Provide direction to institutional
goals Coordination & Alignment
Innovation at the point of student
contact
On the ground data is usually very nuance-rich, context
specific and just messy
… and it doesn’t easily aggregate up to yield measures with strong directional value
Basic Skills Student
Successful Transfer
Learning Community
Program level assessment
Basic Skills Student
Successful Transfer
Learning Community
Practitioners are faced with a lot of nuance
Sequence of course material
Synthesis of course content
Work group oversight
Counseling supportLinkages to library
Coordination between faculty & counselors Timeliness of
feedback on progress
Classroom technology
Examples in lesson plan
Protocols for making group assignments
Exceptional Average Weak
Experimentation
There are often no clear solutions to questions that are context specific
When it comes to improving performance in the classroom
enlightened trial and error trumps strategy-guided actions
Gregory M Stoup, RP Group Gregory Stoup, RP Group
Desired Outcome
Starting Point
Informed classroom innovation does not always yield shortest-path solutions
Process of inquiry
• Not a search for an absolute truth rather a tool for making better-informed decisions.
Domain of possible solutions to the
question at hand
Answer the questions that eliminate dead end solutions
Acting in the face of ambiguity
What to do when you reach the limits of your research and yet still face multiple choices in how to proceed ?
Trust your intuition & chose !
“Learning emerges from an ongoing conversation about things that matter with both passion and discipline”
- Parker PalmerThe Courage to Teach
If you want to learn you have to take part in the conversation
Learning is founded on evidence and inquiry
The Role of Dialogue
Acknowledge the limits of data and the importance of experience
Data rarely enter a vacuum and suddenly illuminate a hidden truth that triggers action.
Data join the narrative that experts have developed through years of observation & practice.
The narrative explains and reacts to the data and the two coevolve to shed new light on the issues we study.
Communication Tools
1 Year
Years to Completion Profiles
2 Years 3 Years 4 Years 5 Years 6 Years0%
10%
20%
30%
40%
2006/07 to 2010/11
2007/08 to 2010/11
2003/04 to 2008/09
Percentage of first-time degree seeking students with a high school degree but no post-secondary degree and having completed at least 12 units
2005/06 to 2010/11
2004/05 to 2009/10
Math 811 Math 110
Math 111 Math 112 Math 122 Math 123
Math 120
ELEMENTARY ALGEBRA INTERMEDIATE ALGEBRA
100
PRE - ALGEBRA
59 21
TRANSFER LEVEL
10
100Math 811
259 25 9 5
Given 100 students starting in Pre-Algebra, how many will reach transfer level math?
Pass % = 58.6%
Pass % = 58.6%
Pass % = 35.8%
Pass % = 42.1% Pass % = 37.9% Pass % = 49.7% Pass % = 53.9%
Pass % = 55.0%
Longest Pathway (6 course sequence)
Shortest Pathway (4 course sequence)
Technical note: Simulation results based entirely on individual course success rates (assuming no retakes). Gregory Stoup, RP Group
Quick Summary
• Match the data to one’s place of practice
• Reflective dialogue
• Experimentation
• Communication toolsGregory Stoup, RP Group
Getting the most out of data means
Let’s Discuss
Gregory Stoup, RP Group
Achieving the Dream/Developmental Education Initiative State Policy Meeting
Thank You
State Policy Infrastructure for Faculty Engagement & Innovation Diffusion
Gregory M. StoupRP Group