identifying at-risk students presented by ryan kuhne educational technology consultant carleton...

Identifying At-risk Students Presented by Ryan Kuhne Educational Technology Consultant Carleton University in Ottawa, Canada

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Agenda What is an At Risk student? 1.What does At Risk mean for your course? 2.How do we identify these Students? Grade related data Engagement related data 3.What can we can do to help? Now For Future Courses carleton.ca/edc/atrisk 7/13/102

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Why do this? It will help students in need! It will help keep students engaged! It will help you think about your course design and assessments! It will give you insight into how your students are interacting with the online portion of your course! It will potentially improve your teaching review scores! It will potentially reduce you DFW rates! Retention It's really easy and does not take much time! 7/13/103

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk "At Risk" simply refers to a student in danger of under-performing academically. What is an "At Risk" student? 7/13/104 At Risk

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk7/13/105

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Academic Analytics Student Data Instructional Grades Assessments Assignments Participation LMS Engagement Data Time online First Access # Online Sessions Discussions read/posted Mail Files Viewed MyGrades views Other Audience Response Systems Where do they sit Institutional Entry Information Demographics High school ePortfolio Previous Instructional Records Past grades Year of Study Program Info Teaching Eval. Support Services Accessed Library Help Desk Counseling 7/13/107 Interactions Student Content Student Instructor Student Student Student Interface

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Chart from Using Analytics to Intervene with Underperforming College Students EDUCAUSE Learning Initiative, Annual Conference Kunnen, Eric J. and John Fritz 2010Using Analytics to Intervene with Underperforming College Students 7/13/108 CMS and other technologies (real time) CMS and other technologies (real time) SIS data (historic) SIS data (historic) Other data Specific and customizable interventions Prediction

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Retention Institutional Signals by Perdue and Sungard sungardhe.com/signals on NBC Nightly News story sungardhe.com/signalsNBC Nightly News story Starfish Retention Solutions starfishsolutions.com Alabama State, Seton Hall, U of Chicago, Cincinnati, Pittsburgh Bb World 08 - http://www.viddler.com/explore/starfish/videos/1/ starfishsolutions.comhttp://www.viddler.com/explore/starfish/videos/1/ Less than sixty percent of undergraduates now graduate within six years. The result is lost revenue, lost potential, and lost dreams. Increasingly, campuses are being held accountable for their graduation ratesand their drop-out rates. What Faculty Members Need to Know About Retention: A Magna White Paper What Faculty Members Need to Know About Retention 7/13/109

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Starfish 7/13/1010 Chart from Starfish Corporate OvervieW.pdfStarfish Corporate OvervieW.pdf Identify, Track, Retain - Engage, Motivate, Graduate Connects students, instructors, counselors and data

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Categorizing "At Risk" students? High-risk (Red) students Medium-risk (Yellow) students Low-risk (Green) students Predictive modeling and historical data suggests that students who are more engaged and have higher marks early on in the semester will continue to be high achieving (Green) and unengaged students with low or missing grades early in the semester are much more likely to end up "At Risk" (Red). 7/13/1011

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk High-risk (Red) Students Traits Frequently absent from class Rare-low WebCT use Participation (in-class/online) is non existent or extremely low Consistent low or failing grades Work not handed in or of poor quality At risk of failing course (cumulative grade of D+ or lower) 7/13/1012 Photo by otubo otubo

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Medium-risk (Yellow) Students Traits Irregular attendance patterns Low-average WebCT use Participation (in-class/online) is low-average Consistently low or erratic grades Work is below average quality Minor risk of failing (cumulative grade between C+ and C-) 7/13/1013 Photo by LatenteLatente

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Low-risk (Green) Students Traits Regularly attends classes Average-high WebCT use Participation (in-class/online) is average-high Consistent above average or high grades Work is above average quality No visible risk of failure (cumulative grade of B- or higher) 7/13/1014 Photo by wodiwodi

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk What is an "At Risk" student? 7/13/1015

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk So what can instructors do? Its as easy as 1, 2, 3 1.What does At Risk mean for your course? 2.How do we identify these Students? 3.What can you do to help? 7/13/1016

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 1. What does "At Risk mean for your course? 1.What do you consider a failing grade for this course? Institutional/Program 2.For the course, does at risk mean that the student is presently failing, or close to failing. 3.Will the student have enough opportunity to improve their grade after our initial contact? 4.What support are you willing to provide? 7/13/1017

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 2. How do we identify these Students? Grade Related Data Engagement Data 7/13/1018 Engagement Data Time online First Access # Online Sessions Discussions read/posted Mail Files Viewed MyGrades views Grades Assessments Assignments Participation

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 2. How do we identify these Students? Grade Related Data What assessments are done to date? Are there any lab or tutorial grades? Do you have any participation or attendance grades? Sort the gradebook columns to see who is doing poorly. Set up a couple course check points (calculated column). Figure out the formula for final course grade if the class were to end today. We will look at an example in a few slides. 7/13/1019

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk7/13/1020 2. How do we identify these Students? Engagement Data

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Engagement Data Tracking / Metrics / Analytics 7/13/1021 You are able to export the report data and import it back to the gradebook to use in identifying At Risk students.

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Engagement Data The New Diagnostics - Oct. 30, 2009 Inside Higher Ed Rio Salado Collage Have devised a predictive modeling system that they believe to be 70% accurate afterh the first week of classThe New Diagnostics - Oct. 30, 2009 Inside Higher Ed Early identification of at-risk students using a personal response system The order in which students registered their devices was an accurate predictor of final student grades. (Griff & Matter 2008)Early identification of at-risk students using a personal response system "Hits" (not "Discussion Posts") predict student success in online courses General LMS activity can be used to identify at risk students, as early as two weeks from the beginning of the course. Research with a broader range of course subjects and a larger number of courses is needed to substantiate a general claim. (Ramos & Yudko 2008)"Hits" (not "Discussion Posts") predict student success in online courses Mining LMS data to develop an early warning system for educators The number of forum postings, mail sent, and assessments completed function as significantly predictive variables of student final grades. Findings suggest that for the purposes of monitoring student activity and achievement, predictive models must be developed at the course level. (Macfadyen & Dawson 2009)Mining LMS data to develop an early warning system for educators 7/13/1023

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk SNAPP Social Networks Adapting Pedagogical Practice research.uow.edu.au/learningnetworks/seeing/snapp 7/13/1024

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 3. What can we do to help? 7/13/1025 Olive branch

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 3. Helping Your Current Courses Hands Off Use selective release based on grades to show at risk students extra resources in the course. Over communicate dates, deadlines and resources. 5 tips to over communicating without seeming obvious in targeting at-risk students 5 tips to over communicating without seeming obvious in targeting at-risk students Encourage students to check the course more frequently. Put links to tutoring and other support services in the course. Hands On Email the students to let them know how they are doing in the course compared to their classmates (offer help). Make yourself available for questions and extra help. Meet with the students to talk about why they are not engaged with the course. 5 goals you should strive for in your meeting. 5 goals you should strive for in your meeting. 7/13/1026

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 3. Helping Your Future Courses Design your course to have assessment spread out through the term and early on in the term so it is easier for students to track their progress and have a chance to correct. Build in course check points at several points throughout the term and make students aware of them. Over communicate Place info/links in syllabus and online Your office hours Your availability to meet Discipline specific resources Where to get help on campus Setup peer study sessions 7/13/1028

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk EX 1 A 2 nd Year Psychology course 1.What does At Risk mean for your course? Below 60% / D+ or lower 2.Identify the At Risk students Make a Check Point calculated column in the Gradebook The final grade is calculated as such: 40 % - 12 Weekly Tests (best 10 out of 12) 20 % - 4 Assignments 40 % - Final Exam 5 Quizzes (take best 4 of 5) and 1 Assignment are completed Separate students into groups Nothing handed in, Currently failing (below 50%), D students (between 50%-60%) See sample image on next slide 3.Contact the students offering help See sample emails 7/13/1029

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk EX 1 A 2 nd Year Psychology course 7/13/1030

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk EX 1 A 2 nd Year Psychology course 7/13/1031

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Nothing Handed in Dear Student, I am very concerned about your lack of participation in Course Name. To date, you have not handed in any of the course assignments or taken any of the quizzes. As a result you are currently failing the course and have lost ??% of the term marks available to you. It's important that you take an active role in your own success and if you need help, please do not be afraid to ask. The University and I care about your success. I encourage you take advantage of the Student Academic Success Centre (SASC). You can receive help with academic improvement planning, study skills workshops, Peer Assisted Study Sessions (PASS), and writing tutorials. Also this course has a PASS facilitator assigned to it. The PASS program has proven to help students learn and meets Date time and location of PASS Session. You can of course visit me during my office hours, (Date and Time of Office Hours or make an appointment if you have a conflict) and we can discuss how to improve your performance. If you attempted to drop this course earlier in the term, it's important that you follow-up on Carleton Central to ensure this course no longer appears in your schedule because you are still registered in this course. Please consider taking an active role in improving your academic performance. Let me know if there is anything I can do to help you.Student Academic Success Centre Peer Assisted Study Sessions Best, 7/13/1032

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Have below an F or below 50% Dear Student, I am concerned that you may be experiencing difficulty in Course Name, as you are currently failing the course with an average of less than 50% on your course assessments. It's important that you take an active role in your own success and if you need extra help, do not be afraid to ask. There is still time for you to improve your grades, and by doing so, I know you will succeed. The University and I care about your success. I encourage you take advantage of the Student Academic Success Centre (SASC). You can receive help with academic improvement planning, study skills workshops, Peer Assisted Study Sessions (PASS), and writing tutorials. Also this course has a PASS facilitator assigned to it. The PASS program has proven to help students learn and meets Date time and location of PASS Session. You can of course visit me during my office hours, (Date and Time of Office Hours or make an appointment if you have a conflict) and we can discuss how to improve your performance. Please consider taking an active role in improving your academic performance. Let me know if there is anything I can do to help you. Best, Student Academic Success CentrePeer Assisted Study Sessions 7/13/1033

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Have D- to D+ or 50%-60% Dear Student, I am concerned that you may be experiencing difficulty in Course Name, as you are currently in the D grade range with an average between 50% and 60% on your course assessments. It's important that you take an active role in your own success and if you need extra help, do not be afraid to ask. There is still time for you to improve your grades, and by doing so, I know you will succeed. The University and I care about your success. I encourage you take advantage of the Student Academic Success Centre (SASC). You can receive help with academic improvement planning, study skills workshops, Peer Assisted Study Sessions (PASS), and writing tutorials. Also this course has a PASS facilitator assigned to it. The PASS program has proven to help students learn and meets Date time and location of PASS Session. You can of course visit me during my office hours, (Date and Time of Office Hours or make an appointment if you have a conflict) and we can discuss how to improve your performance. Please consider taking an active role in improving your academic performance. Let me know if there is anything I can do to help you. Best, Student Academic Success CentrePeer Assisted Study Sessions 7/13/1034

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Sample Email Dear Student, I are concerned that you may be experiencing difficulty in this course. I want you to succeed and there is still lots of time in the semester to improve your grade by doing the following things: Attend or watch all tutorials. Attempt the problems yourself. Read the relevant parts of the text as they are assigned. Do all the problems as they are assigned. When you realize that there is something you do not understand, get help ASAP from a friend, a TA, or from me. Attend PASS sessions if you can schedule them. These are known to improve students grades dramatically. Come and see me during Office hours ###### I know that university can be very challenging and in my experience, students seeking support at this early point in the term have a much better chance of successfully completing their courses. There is help available and the following resources can get you back on track; At the Student Academic Success Centre you can receive help in the following areas:Student Academic Success Centre a) Academic Improvement Planning, a step-by-step guide to put you on the pathway of improving your academic performance. b) Learning Support Services, which include workshops on study skills, writing tutorials, group study space, tutor referrals and more. c) Peer Assisted Study Sessions, a study group program that's focused on this course. Students meet together to go over concepts, course material, etc. d) Writing Tutorial Services provides assistance in the area of academic writing. e) Advising Centre is available for you to go over the requirements for their major, make changes and get support.Academic Improvement PlanningLearning Support ServicesPeer Assisted Study SessionsWriting Tutorial ServicesAdvising Centre The Ecumenical Chaplaincy is here to provide religious support, counselling, one-on-one support, study groups, meditation and more.Ecumenical Chaplaincy The Health and Counselling Service is a multidisciplinary service providing medical services, counselling services, and health promotion.Health and Counselling Service Do not give up! You can go on to do well in Course Name if you put in the effort. Best, 7/13/1035

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk EX 2 A 2 nd Year Environmental Science course 1.What does At Risk mean for your course? Below 60% / D+ or lower The final grade is calculated as such: 25% - Midterm 50% - Final Exam 15% - Assignment 10% - Online Quizzes (Best 4 out of 5) 2.Identify the At Risk students Make a Check Point calculated column in the Gradebook After first 3 weeks 2 Quizzes have been completed Use tracking data to see who has not logged in to the course site yet Separate students into groups Nothing handed in, Mix of Poor Grades and Missing Assessments (between 20%-60%) See sample image on next slide 3.Contact the students offering help See sample emails 7/13/1036

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Take aways. You have the power to change the life of a student The New Diagnostics - Oct. 30, 2009 Inside Higher Ed at-risk students generally took that information as either a motivational kick in the rear or were prompted to quickly drop the class -- and were grateful in any case. A double-blind study conducted during the first two years of the Purdue's program, called Signals, revealed that 67 percent of students who learned they were in the middle- or high-risk categories were able to improve their grades." 7/13/1038

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk Please provide feedback for this session by emailing [email protected]. [email protected] The title of this session is: Identifying At-risk Students carleton.ca/edc/atrisk Presented by Ryan Kuhne [email protected] Educational Technology Consultant Carleton University in Ottawa, Canada 7/13/1039

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 5 tips to over communicate, without seeming obvious in targeting at-risk students 1.Re-establish your/TA office hours. Send out an email to all students as a reminder. 2.In preparation for midterm or final exams, invite the students to submit topics for you to emphasize. Let them help you create the review day that focuses on their needs. 3.Consider incorporating technology into your teaching style. Start a blog, or a wiki as a way to interact with students outside of the classroom in a medium that they know best. Contact the Educational Development Centre for tips and one-on-one training on technologies. 4.Offer optional homework or practice exam questions that will help students get an understanding of what to expect. 5.Consider allowing students a re-write option for one assignment in an effort to improve a grade, using your feedback as a guideline. Most students, regardless of standing, would appreciate a second crack at it. 7/13/1040

Ryan Kuhne from Carleton University Identifying At-risk Students carleton.ca/edc/atrisk 5 goals you should strive for in this meeting 1.Establish yourself as someone who not only cares about their success, but is available to help them along the way. 2.Try to identify the source of the problem. Is the student struggling to comprehend material, or is it a problem outside of the classroom? 3.Have the student work out a plan of action. Don't force something down their throat, let them create a plan that is feasible and realistic to them. Help by providing perspective on what assignments are left, their weight, expectations, etc.This is a great tool to help students set some goals based on their grades. Grading Tool. 4.Be informative. Provide them with some referrals to other areas around campus that may be able to help. Counselling? Writing services? Mentoring? Find out how Carleton can help them. 5.Remind them that you're here. Encourage them to come back or contact you whenever they need help with course material. Show them a hand that they can reach out for if they need (metaphorically speaking...) 7/13/1041

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