Using course-level data in a spirit of inquiry: Addressing enrollment, equity, and student success
Date TBD (Postponed from March 27)
Time: TBD (Duration - 1 hour)
Registration for this event is required by date TBD.
Eric M. D. Baer, Highline College
Andrea Bair, Delta College
Sean Tvelia, Suffolk County Community College
Heather Macdonald, William & Mary
Course-level data, including enrollment and success rates disaggregated by demographic factors, can provide insights into areas needing attention, identify opportunities for developing more inclusive teaching practices, and used to evaluate the effectiveness of innovations. In this interactive webinar, we will present examples of using data to investigate questions related to participation and success of different populations of students. We will then explore, with participants, strategies for addressing issues raised by the data (e.g. enrollment concerns, courses that are barriers for students). We will also share how we have worked with our institutional research offices and maintain student privacy. This data-centered approach can be useful in considering how to attract students to geoscience and help them thrive, particularly those from groups underrepresented in the geosciences.
- Introduce student participation and success data that are commonly available at the course level and how to access these data.
- Explore examples that use data to identify areas of concern, set goals and evaluate the effectiveness of the strategies used.
- Consider strategies for attracting students to your courses and helping them thrive
- Support 2YC Students
- Develop Students' Science Identity
- Increase the Diversity of Your Graduates
- Eddy, S. L., & Hogan, K. A. (2014).Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?
- Schinske J., Perkins, H., Snyder, A., and Wyer, M. (2016).Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class. CBE - Life Sciences Education 15 (3).