Enterprise Solutions
Supporting Student Success
Megan May, Enterprise Academic Software
David Goodrum, Instructional Technology Systems and Services
Lynn Ward, Instructional Technology Systems and Services
Presentation Overview
• General Background
• Four Major Initiatives
• IUPUI Personal Development Plan
• IU Mobility (with special emphasis on
SIS/Oncourse integration)
• FLAGS Early Alert System
• Sakai Open Academic Environment
Empowering People:
Recommendation 10:
Indiana University should develop student-centric IT
applications and systems that can contribute to student
success through support of academics, administrative
tasks, and student life.
Recommendation 14:
Indiana University should provide faculty and instructional
staff with excellent professional development opportunities,
professional support, effective digital tools, and
instructional facilities that can help improve instruction and
learning outcomes.
IU Graduation and Retention Rates by Campus
Graduation Rates of 2004 Full
Time Beginners 2
Persistence to Second Year (All
Beginners and Transfers)1
SE
63.6%
SB
62.7%
NW
65.9%
KO
62.0%
EA
63.4%
IN
70.9%
88.6% BL
SE
SB
NW
KO
EA
IN
BL
0.0%
50.0%
100.0%
0.0%
27.7%
25.5%
21.9%
25.6%
17.8%
34.6%
71.1%
20.0% 40.0% 60.0% 80.0%
1 from
Undergraduate Retention Report, Persistence to Second Year-2009 Cohort,
All Beginners, Vol. 20, No. 1.1
2
from Official Graduation Rates Report, 2004 Full-time Beginners, Vol.19, No. 1
Shared Values in Academic Scholarship
•
Community within academic disciplines
•
Building on the work of others
•
Publishing results
•
Increasingly cross-disciplinary
Shared Values for the Classroom
In Teaching and Learning…
• Moving from didactic teaching to active learning
• Encouraging students to think in the discipline,
with evidence and inquiry
• Building competencies in collaborative and
capstone projects
• Sharing personal interests, activities, portfolios
PERSONAL DEVELOPMENT PLAN
What is a Personal Development Plan?
PDP Implementation
Fall 2008
•
•
Approximately 1250 students completed a paper PDP
Faculty felt that student reflection and evidence was weak; also
concerned that students regarded as busy work and wouldn’t
use in the future
2009-2010
•
•
PDP reconceptualized as an electronic document that students
can revisit and revise over time
Implemented within the Oncourse ePortfolio environment using
the Matrices and Presentations tools
PDP Matrix
Career Goals Prompt
Career Goals
Input Form
Career Goals
Rubric
Completed Presentation
Fall 2010 Results*
• marginally significantly higher fall adjusted semester GPAs (2.89)
compared to nonparticipants (2.79)
•
85% reported 5 or above on a 7-point scale about intent to return to
IUPUI (compared to campus avg of 70.9%
• Students who completed all parts of the PDP, whether paper or online, had significantly better outcomes in the following areas
compared to students who only completed some parts of the PDP:
succeed academically, make a successful transition to IUPUI,
adjust to college life, understand IUPUI’s Principles of
Undergraduate Learning (PULs), feel connected to IUPUI, and feel
able to meet the demands and expectations of college.
* Buyarski, C., Trejullo, D., & Hansen, M. (2011). PDP program evaluation report.
Unpublished manuscript, University College, IUPUI, Indianapolis, IN.
What’s New and Next?
• Expansion to 50 sections (~1200 students) in Fall 2012
• Integration with Academic Planner in SIS
• Joint project with Center for Service and Learning to
integrate the ePDP and service learning in Themed
Learning Communities
• FIPSE funded project to move ePDP beyond the firstyear in Honors, Psychology, Student African-American
Sisterhood
• Pilots on other campuses
• Pilot in Sakai OAE
IU MOBILITY
My Classes Today View for Students
Magic to Mashing Up Data
What’s Next?
• Add ability for instructors to post announcements
• Ability to respond to Messages
• Ability to respond to Forums
• Integration official course grades from SIS
FLAGS EARLY ALERT SYSTEM
IU Flags Early Alert System Goals
Other Goals
• Provide another venue to encourage development of
relationships with student for both faculty and staff
• Elevate the academic culture of the campus
• On-time communication about performance/behavior
ultimately leads to graduates who are more competitive
in the job market
Reports
• Examine data elements from the LMS
• Views at many different levels
• Administrators
• Advisors
• Instructors
• Leverages the IUIE environment
Data Collection - Performance Rosters
Student View of Performance Rosters
SAKAI OPEN ACADEMIC
ENVIRONMENT
Sakai Collaboration
Sakai
Open
Academic
Environment
Sakai OAE Initial Investors
OAE Year 2 Roadmap Goals
• Always engaging and easy to use
• Highly social in an academic context
• Interoperable with other services
• Supporting deep content collaboration &
open content publishing
• Championing the engaged classroom
In short…
OAE extends the Sakai tradition…
• Looking more broadly than standard LMS
functionality
• Emphasizing an ecology of innovation
• By educators for educators
Shared Values for the Classroom
• Moving from didactic teaching to active learning
• Encouraging students to think in the discipline,
with evidence and inquiry
• Building competencies in collaborative and
capstone projects
• Sharing personal interests, activities, portfolios
To engage students academically, OAE
Is Social
Is Personal
Is Remixable…
Is Permeable…
Enable meaningful communities…
“Different than a social network or an academic Facebook
One of the mottos for OAE is everything is content.
“As academics we know that communities cohere
around content.To begin to show students how that happens
“Begin to give students a place where they can have
thicker content and begin to have meaning communities
Around is very important to us.
“The ease in which content is shared […]
The idea that content is freed from the course shell and
meaningful and you could use it as currency.”
Support lifelong learning…
“Every student is an equal part of the network with […]
control over their own work and their own sites.
“Course sites are just one kind of space
within a galaxy of different sorts of interactions.
“From the moment students are admitted
and potentially all their lives
they maintain, build and own that space
that represents them as an intellectual being.”
Support individual intellectual agendas…
“One thing that is crucial to liberal arts education,
it's the students developing the ability
to set and pursue an independent intellectual agenda
rather than one that's given to them.
“So student agency is something we want to foster
in quite a lot of ways.”
CL and OAE working in unison
• Not either or
• Combine the strengths of both
• Integrated
• Embedded