Michael P. Kurilla has extensive experience developing educational programs and providing student support services. He currently works as a Program Specialist at West Virginia University, where he develops continuing education programs, advises over 220 pharmacists annually, and helped transition management to an online system. Previously, he was a Graduate Assistant where he launched multiple leadership programs, achieved high graduation and satisfaction rates, and established strategic partnerships. He is skilled in program management, advising, partnership development, and using technology to improve processes and learner outcomes.
Viewpoints is a project that aims to simplify the course design process and put learners at the center. They create reflective tools to help staff design courses from the learner's perspective. Their tools will ask questions about learners and use the responses to provide prompts and feedback to help plan better course documents. This focuses on key issues like understanding the student cohort to tailor courses to today's learners. The output can then be used to inform course redesign or revalidation and to provide information to students.
This document is a resume for Michael P. Kurilla highlighting his experience in program management and student services. It summarizes his career working in continuing education program development at West Virginia University, where he advises pharmacists, develops programming, and oversees operations. It also outlines his previous role establishing a leadership institute at California University of Pennsylvania, where he managed a high school leadership camp and advised undergraduate students. The resume demonstrates over a decade of experience in educational programming, student advising, and operational leadership.
The document outlines 10 essential elements for a new vision of high school called Forecast 3.0 compared to a traditional school model. Forecast 3.0 envisions schools that: 1) ensure students master core knowledge and skills through performance-based assessments and digital portfolios; 2) facilitate engaged learning through collaboration and community resources; and 3) support public-private partnerships and social innovations to expand learning opportunities for students.
The document is a resume for Michael P. Kurilla, who has extensive experience in program management and student services in higher education. He has overseen continuing education programs for pharmacists, developed a leadership institute, and advised undergraduate students. His skills include program development, student advising, partnership building, and online learning system administration. He seeks a position where he can provide leadership and support high quality educational programs and student success.
Rafi Musher, CEO of Stax, said, "Consistent with Stax's work in education, there are considerable opportunities for technology to help educators, and we often find that usage and satisfaction increase over time." Paul Edwards, who leads Stax's ed-tech work, said, "We see clear adoption patterns emerge based on flexibility in procurement at the school level versus district level, the local drive to measure improved outcomes, and the budget cycle."
TeachBoost is using this research to inform their product development and customer engagement roadmaps. DeRoner added, "Teacher quality directly affects student success, so we're doing everything we can to support educator growth and elevate the teaching profession."
Preparing Students for Success Every Step of the Way - TACAC PresentationNaviance
The document discusses challenges facing students in preparing for their educational and career paths. It notes that while many students aspire to attend college, fewer actually enroll or complete a degree. It also addresses how student engagement declines from elementary to high school. The document advocates starting with student strengths and interests to increase engagement. It presents data showing how increased engagement can boost achievement and hopes. It introduces Naviance as a tool to help students explore careers and colleges, discover their strengths, and develop academic plans to connect their learning to life opportunities after graduation.
Michael P. Kurilla has extensive experience developing educational programs and providing student support services. He currently works as a Program Specialist at West Virginia University, where he develops continuing education programs, advises over 220 pharmacists annually, and helped transition management to an online system. Previously, he was a Graduate Assistant where he launched multiple leadership programs, achieved high graduation and satisfaction rates, and established strategic partnerships. He is skilled in program management, advising, partnership development, and using technology to improve processes and learner outcomes.
Viewpoints is a project that aims to simplify the course design process and put learners at the center. They create reflective tools to help staff design courses from the learner's perspective. Their tools will ask questions about learners and use the responses to provide prompts and feedback to help plan better course documents. This focuses on key issues like understanding the student cohort to tailor courses to today's learners. The output can then be used to inform course redesign or revalidation and to provide information to students.
This document is a resume for Michael P. Kurilla highlighting his experience in program management and student services. It summarizes his career working in continuing education program development at West Virginia University, where he advises pharmacists, develops programming, and oversees operations. It also outlines his previous role establishing a leadership institute at California University of Pennsylvania, where he managed a high school leadership camp and advised undergraduate students. The resume demonstrates over a decade of experience in educational programming, student advising, and operational leadership.
The document outlines 10 essential elements for a new vision of high school called Forecast 3.0 compared to a traditional school model. Forecast 3.0 envisions schools that: 1) ensure students master core knowledge and skills through performance-based assessments and digital portfolios; 2) facilitate engaged learning through collaboration and community resources; and 3) support public-private partnerships and social innovations to expand learning opportunities for students.
The document is a resume for Michael P. Kurilla, who has extensive experience in program management and student services in higher education. He has overseen continuing education programs for pharmacists, developed a leadership institute, and advised undergraduate students. His skills include program development, student advising, partnership building, and online learning system administration. He seeks a position where he can provide leadership and support high quality educational programs and student success.
Rafi Musher, CEO of Stax, said, "Consistent with Stax's work in education, there are considerable opportunities for technology to help educators, and we often find that usage and satisfaction increase over time." Paul Edwards, who leads Stax's ed-tech work, said, "We see clear adoption patterns emerge based on flexibility in procurement at the school level versus district level, the local drive to measure improved outcomes, and the budget cycle."
TeachBoost is using this research to inform their product development and customer engagement roadmaps. DeRoner added, "Teacher quality directly affects student success, so we're doing everything we can to support educator growth and elevate the teaching profession."
Preparing Students for Success Every Step of the Way - TACAC PresentationNaviance
The document discusses challenges facing students in preparing for their educational and career paths. It notes that while many students aspire to attend college, fewer actually enroll or complete a degree. It also addresses how student engagement declines from elementary to high school. The document advocates starting with student strengths and interests to increase engagement. It presents data showing how increased engagement can boost achievement and hopes. It introduces Naviance as a tool to help students explore careers and colleges, discover their strengths, and develop academic plans to connect their learning to life opportunities after graduation.
Morton district 201 online learning environmentbtuzon
The document discusses how Morton West, an urban school district, can create an online program to provide education for its students who have been expelled, suffer from major illnesses, or are homebound. It recommends that an online program include teacher ownership in course creation and evaluation, adherence to the school's mission of creating lifelong learners, department collaboration on cross-curricular courses, student-focused assessments of process and product, clear and measurable evaluation criteria, ongoing assessment of student work, support for students needing extra help, and continuous evaluation and improvement of the assessment system.
This document summarizes a workshop about using checklists as formative assessment tools. It introduces the speaker, Izabella Warner, and her background. The document then discusses how checklists can be used to guide student learning by highlighting course milestones, organizing content into categories, and including due dates. Checklists in learning management systems can be set up to only reveal subsequent items once tasks are completed, and can prevent assignment submission until the checklist is completed. Checklists provide students with a visual guide of what needs to be accomplished to finish a course and help with planning study activities. They also allow instructors to monitor student and group progress and provide feedback on instructional design.
Michael P. Kurilla is an experienced program management and student services specialist seeking a new opportunity. He has over 10 years of experience developing educational programming, advising students, and ensuring high retention and completion rates. Some of his key accomplishments include leading a successful transition to online continuing education management, achieving over 90% retention rates across multiple partnerships, and overseeing programming that resulted in 99.4% learner completion. He is skilled in areas such as program development, advising, partnership building, and using data to improve outcomes.
Michael P. Kurilla is an experienced program management and student services specialist seeking a new opportunity. He has over 10 years of experience developing educational programming, advising students, and managing multiple tasks under deadlines. Currently he is responsible for developing continuing education programs at West Virginia University, where he achieved a 72% increase in office efficiency by transitioning to an online learning system. He is eager to contribute his experience and focus on student engagement and success.
University of North Georgia - 2015 Fall Summit Analytic CatalyticsCivitas Learning
View the slides from our partner Analytic Catalytics presentations -- our five-minute, TED-style talks where partners shared more about student success initiatives at their institutions, as well as success stories on turning insight into action with Illume.
Viewpoints is a project at the University of Ulster that aims to simplify the course design process and help educators design courses with learners at the center. They have created reflective tools to help staff think about course development from the student perspective. Viewpoints can help with any part of course design from modules to new courses. Their tools ask questions about learners and provide prompts to help plan better course documents that are tailored to today's students.
The document discusses North Carolina's development of Home Base, an integrated instructional solution comprising several digital tools including OpenClass, an online collaboration and course management platform. OpenClass allows teachers to upload multimedia assignments, create collaborative spaces for students, and collect/organize student work. It is envisioned that teachers will use OpenClass for activities like uploading a video for analysis, having students write and share responses, and providing feedback through threaded discussions. OpenClass will provide collaboration among students and flexible course management through a single sign-on within the PowerSchool system. The statewide rollout of OpenClass will occur in waves based on district interest.
The Student Affairs Assessment & Research office was developed to demonstrate effective Student Affairs practices and programming. It facilitates strategic planning and assessment for the Division of Student Affairs to align with university goals. The office develops assessment processes and plans, creates reporting processes for evaluations, and facilitates professional development opportunities regarding assessment best practices. It aims to share research findings on student outcomes annually. The Director, Renée Delgado-Riley, focuses on research to support student academic success and manages grant programs.
The American School Counselor Association collaborated to create a National Model for School Counseling Programs to align counseling programs with educational reforms emphasizing student achievement and success. The model addresses historical problems in counseling programs like lack of identity, involvement in reforms, and inconsistent roles. It moves programs from an entitlement focus on efforts to a performance focus on goals, objectives, outcomes and responsiveness to change based on data-driven decisions and student results.
The document provides guidelines for developing online courses. It discusses ensuring that courses have clear and measurable outcomes aligned with real-world skills. It also addresses ensuring appropriate interaction, assessment, technologies, and resources. Courses should be regularly evaluated and improved, and faculty should receive training and support.
How Student Data and Analytics can be used to Target Intervention and Improve...Kelly Rennie
Presentation delivered by John Gledhill at EUNIS 2015, showing how student analytics can be used to help universities better target intervention strategies at those students most in need and how to improve outcomes for students.
An Introduction to Naviance: Connecting Learning and LifeDaniel Obregon
Millions of students rely on Naviance at the middle and high school level to advance their college and career planning. What do higher education institutions need to know and how can they partner with Naviance to help students make informed decisions about their post-secondary education?
Presented at Enrollment Management Conference for ELCA Colleges & Universities.
How kloodle can help students/teachers/managementPhillip Hayes
Kloodle is a social network that allows students, teachers, and employers to connect. It helps students build profiles showcasing their skills and achievements to apply for jobs and opportunities. Teachers can monitor student profiles to provide feedback and track work experience. Employers can create uniform approaches to skills assessment. New features will allow parent logins and improved analytics.
This document provides product information for Malwarebytes Anti-Malware for Business, Malwarebytes Anti-Exploit for Business, and the Malwarebytes Management Console. It describes the features and benefits of each product, including layered endpoint protection against malware, exploits, and malicious websites. Hardware, software, and operating system requirements are also listed for each product.
Este documento contiene una lista de personas con su tipo de documento de identidad, nombres y apellidos. En total se enumeran 154 registros con la información básica de identificación de cada persona.
Community support specialist perfomance appraisal 2tonychoper6404
This document contains information about performance evaluation forms and methods for evaluating community support specialists. It includes a sample job performance evaluation form with sections for reviewing performance factors, employee strengths and accomplishments, performance areas needing improvement, and signatures. It also provides examples of performance review phrases for evaluating different skills and examples of the top 12 methods for performance appraisal, such as management by objectives, critical incident method, and 360 degree feedback. The goal of the document is to provide useful resources for conducting job performance evaluations of community support specialists.
Morton district 201 online learning environmentbtuzon
The document discusses how Morton West, an urban school district, can create an online program to provide education for its students who have been expelled, suffer from major illnesses, or are homebound. It recommends that an online program include teacher ownership in course creation and evaluation, adherence to the school's mission of creating lifelong learners, department collaboration on cross-curricular courses, student-focused assessments of process and product, clear and measurable evaluation criteria, ongoing assessment of student work, support for students needing extra help, and continuous evaluation and improvement of the assessment system.
This document summarizes a workshop about using checklists as formative assessment tools. It introduces the speaker, Izabella Warner, and her background. The document then discusses how checklists can be used to guide student learning by highlighting course milestones, organizing content into categories, and including due dates. Checklists in learning management systems can be set up to only reveal subsequent items once tasks are completed, and can prevent assignment submission until the checklist is completed. Checklists provide students with a visual guide of what needs to be accomplished to finish a course and help with planning study activities. They also allow instructors to monitor student and group progress and provide feedback on instructional design.
Michael P. Kurilla is an experienced program management and student services specialist seeking a new opportunity. He has over 10 years of experience developing educational programming, advising students, and ensuring high retention and completion rates. Some of his key accomplishments include leading a successful transition to online continuing education management, achieving over 90% retention rates across multiple partnerships, and overseeing programming that resulted in 99.4% learner completion. He is skilled in areas such as program development, advising, partnership building, and using data to improve outcomes.
Michael P. Kurilla is an experienced program management and student services specialist seeking a new opportunity. He has over 10 years of experience developing educational programming, advising students, and managing multiple tasks under deadlines. Currently he is responsible for developing continuing education programs at West Virginia University, where he achieved a 72% increase in office efficiency by transitioning to an online learning system. He is eager to contribute his experience and focus on student engagement and success.
University of North Georgia - 2015 Fall Summit Analytic CatalyticsCivitas Learning
View the slides from our partner Analytic Catalytics presentations -- our five-minute, TED-style talks where partners shared more about student success initiatives at their institutions, as well as success stories on turning insight into action with Illume.
Viewpoints is a project at the University of Ulster that aims to simplify the course design process and help educators design courses with learners at the center. They have created reflective tools to help staff think about course development from the student perspective. Viewpoints can help with any part of course design from modules to new courses. Their tools ask questions about learners and provide prompts to help plan better course documents that are tailored to today's students.
The document discusses North Carolina's development of Home Base, an integrated instructional solution comprising several digital tools including OpenClass, an online collaboration and course management platform. OpenClass allows teachers to upload multimedia assignments, create collaborative spaces for students, and collect/organize student work. It is envisioned that teachers will use OpenClass for activities like uploading a video for analysis, having students write and share responses, and providing feedback through threaded discussions. OpenClass will provide collaboration among students and flexible course management through a single sign-on within the PowerSchool system. The statewide rollout of OpenClass will occur in waves based on district interest.
The Student Affairs Assessment & Research office was developed to demonstrate effective Student Affairs practices and programming. It facilitates strategic planning and assessment for the Division of Student Affairs to align with university goals. The office develops assessment processes and plans, creates reporting processes for evaluations, and facilitates professional development opportunities regarding assessment best practices. It aims to share research findings on student outcomes annually. The Director, Renée Delgado-Riley, focuses on research to support student academic success and manages grant programs.
The American School Counselor Association collaborated to create a National Model for School Counseling Programs to align counseling programs with educational reforms emphasizing student achievement and success. The model addresses historical problems in counseling programs like lack of identity, involvement in reforms, and inconsistent roles. It moves programs from an entitlement focus on efforts to a performance focus on goals, objectives, outcomes and responsiveness to change based on data-driven decisions and student results.
The document provides guidelines for developing online courses. It discusses ensuring that courses have clear and measurable outcomes aligned with real-world skills. It also addresses ensuring appropriate interaction, assessment, technologies, and resources. Courses should be regularly evaluated and improved, and faculty should receive training and support.
How Student Data and Analytics can be used to Target Intervention and Improve...Kelly Rennie
Presentation delivered by John Gledhill at EUNIS 2015, showing how student analytics can be used to help universities better target intervention strategies at those students most in need and how to improve outcomes for students.
An Introduction to Naviance: Connecting Learning and LifeDaniel Obregon
Millions of students rely on Naviance at the middle and high school level to advance their college and career planning. What do higher education institutions need to know and how can they partner with Naviance to help students make informed decisions about their post-secondary education?
Presented at Enrollment Management Conference for ELCA Colleges & Universities.
How kloodle can help students/teachers/managementPhillip Hayes
Kloodle is a social network that allows students, teachers, and employers to connect. It helps students build profiles showcasing their skills and achievements to apply for jobs and opportunities. Teachers can monitor student profiles to provide feedback and track work experience. Employers can create uniform approaches to skills assessment. New features will allow parent logins and improved analytics.
This document provides product information for Malwarebytes Anti-Malware for Business, Malwarebytes Anti-Exploit for Business, and the Malwarebytes Management Console. It describes the features and benefits of each product, including layered endpoint protection against malware, exploits, and malicious websites. Hardware, software, and operating system requirements are also listed for each product.
Este documento contiene una lista de personas con su tipo de documento de identidad, nombres y apellidos. En total se enumeran 154 registros con la información básica de identificación de cada persona.
Community support specialist perfomance appraisal 2tonychoper6404
This document contains information about performance evaluation forms and methods for evaluating community support specialists. It includes a sample job performance evaluation form with sections for reviewing performance factors, employee strengths and accomplishments, performance areas needing improvement, and signatures. It also provides examples of performance review phrases for evaluating different skills and examples of the top 12 methods for performance appraisal, such as management by objectives, critical incident method, and 360 degree feedback. The goal of the document is to provide useful resources for conducting job performance evaluations of community support specialists.
This Java program prints "hello world" to the screen. It contains a main method that uses System.out.println to display the message. The class name, Helloworld, must start with a capital letter according to Java naming conventions.
This document contains information about performance evaluation forms and methods for evaluating an accounts receivable supervisor. It includes a sample performance evaluation form with rating scales for evaluating an employee's performance on various factors. It also lists the top 12 methods for performance appraisal, such as management by objectives, critical incident method, behaviorally anchored rating scales, and 360-degree feedback. Sample phrases for performance reviews on attributes like attitude, decision-making, and problem-solving skills are also provided.
Library media specialist perfomance appraisal 2tonychoper6404
This document provides information and resources for evaluating the job performance of a library media specialist. It includes a 4-page sample performance evaluation form that rates employees on factors such as administration, knowledge, communication, teamwork, and customer service. It also gives examples of positive and negative phrases to use in evaluations for attributes like attitude, creativity, decision-making, and problem-solving skills. Finally, it outlines the top 12 methods for performance appraisal, such as management by objectives, critical incident reporting, and 360-degree feedback. The overall document serves as a guide for libraries to structure, conduct, and document performance reviews for their media specialists.
The document discusses a CEIA SDM project at Dubai Airports to network passenger and staff security screening metal detectors in various airport areas and integrate them with a server for data collection and reporting. It outlines the scope of work including networking devices, configuring ports and settings, renaming devices, and making all devices online to generate reports on passenger counts, alarm counts, and random alarm statistics. It then lists the project motivators and some CEIA metal detector models before showing screenshots of online status monitors and a priority-based SDM progress report.
This document discusses the difficulties faced by independent music venues compared to corporately owned venues, using Suki10c in Birmingham as a case study. It finds that as an independent venue, Suki10c and its owner David Whittall face significant challenges around start-up costs, debt, licensing fees, and noise abatement orders from the local council. These financial and regulatory pressures are harder for independent venues to withstand than corporate chains, threatening their survival and cultural contribution to the local music scene.
This thesis investigates how the structural stability of an RNA template strand affects the rate of nonenzymatic template-directed primer extension in the RNA world hypothesis. The author designs RNA template sequences and correlates their predicted structural stability to experimental rates of primer extension. The results show that more structurally stable template sequences have lower rates of extension. This poses a problem for the RNA world, as stable sequences could not replicate. However, the author proposes that some sequences could be "asymmetric", where one strand is unstable and acts as a good template, while its complement is stable and could function as a ribozyme. This solves the replication problem by allowing both unstable templates and stable ribozymes to exist.
The document summarizes discussions from the 15th Annual ELFA/IMN Investors Conference about developing strategies in an uncertain economic environment. There was a theme of uncertainty due to geopolitical issues like terrorism, the US election, and China's economic transition. Panelists discussed increasing costs of funds, a sluggish ABS market, and the need to develop strategies to deal with uncertainty and rising interest rates. However, others expressed optimism in the industry's resilience and ability to grow steadily despite challenges. New entrants in areas like marketplace lending and alternative financing were noted as ways the industry is adapting to changes.
To heal from an affair, both partners must be open and willing to work through intense emotions like anger, betrayal, and grief. The hurt partner needs to freely express their pain, while the unfaithful partner listens without being defensive, validates the hurt felt, and gives a sincere apology that shows understanding. Rebuilding trust is a long process that requires transparency, tangible trust-building actions, and acknowledging that the hurt partner may periodically reopen discussions as they process the trauma of the betrayal. Professional help can aid recovery if issues resurface over time.
This was my first report in my Global Marketing class. The article is about globalization, its history and where is it heading. Globalization is quite a nebulous concept. But we are all experiencing it since the beginning of civilization. The difference now is that it is happening at a faster and more accelerating rate.
Ezequiel enjoys drawing and sees it contributing to his personal and professional development in several ways. Drawing helps improve his creativity and allows him to perceive the world from different perspectives. It also serves as an escape from reality and helps liberate unconscious thoughts. When drawing, he does not focus on outcomes, allowing him to be sincere and find self-expression. Ezequiel then presents three drawings that provide a critical and satirical view of the political situation in Venezuela. The drawings depict themes of corruption, repression, and Venezuela slowly opening its eyes to its situation. Drawing helps Ezequiel develop his values and vision for who he wants to become. It also aids in organizing his thoughts and evaluating options in an effective way
This document provides a summary of qualifications and work experience for Christopher Scott Monette. It summarizes his experience as a Contract Administrator for the Defense Contract Management Agency since 2010, where he has administered contracts, provided payment support, led teams, and specialized in contract negotiations. It also lists his education in Business Administration from Western Michigan University and previous roles in client services, business development, account coordination, and technical recruiting.
UrbanCode Deploy is a web application that automates application deployment to address congestion problems. It manages the full application delivery process, including installing executables, migrating data, deploying vendor applications and middleware, and promoting applications across environments from development to production. UrbanCode Deploy provides a tamper-proof artifact repository for versioned application binaries and configurations to enable automated, repeatable deployments with zero downtime using techniques like blue-green deployment.
Dorjän S. Scott is a seasoned technical communicator with over 10 years of experience in technical writing, documentation standards, training, and support. They have worked in various roles such as a technical writer, web developer, marketing support specialist, and user interface developer for CardinalCommerce Corporation where they implemented standardized documentation processes and developed technical documentation. They also own a small technical support business providing hardware, software, and network support for local businesses and organizations.
This document summarizes a presentation by Sarita E. Brown from Excelencia in Education at an AAC&U conference on using data to support student success. The presentation outlines why focusing on Latino student success is important given population trends, and describes Excelencia's initiatives to identify evidence-based practices that increase Latino student success in higher education. These include engaging underserved students, integrating support services, facilitating transfers, and involving students in learning. The initiatives aim to increase Latino participation and completion rates through institutional commitment and using data to inform improvements.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshows.
Driving student outcomes and success: What’s next for the retention pilot pro...LearningandTeaching
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
The document discusses using data to assess various academic support programs aimed at traditionally underrepresented students at Georgia Tech. It outlines challenges in obtaining and analyzing enrollment, grade, and other institutional data. The goal is to evaluate programs like summer bridge courses, peer mentoring, and tutoring to determine their impact on student achievement, retention, and development in order to improve offerings and student outcomes. Metrics like GPA, course performance, and graduation/retention rates are examined. Data is obtained from the admissions, registrar, and institutional research offices and analyzed using tools like Excel, Access, and SASS to guide programming decisions.
The document outlines criteria for evaluating topics related to an educational program across a range of points from 3 points to 0 points. For the topic of "Access/Diversity", a program would receive the highest score of 3 points if the population included a full range of minorities, females, and first-generation students and was representative of at least 75% of the region. It would receive 0 points if the population did not include diversity and was not representative of less than 25% of the region. Similar criteria are outlined for other topics like "Excellence/Quality", "Effective use of industry mentorship", and "Application of current learning theory and tools".
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
The document proposes updates to Central Connecticut State University's early intervention program to improve student success and retention. It recommends implementing a new StudentPRO system to provide students with self-assessments and notifications about their academic progress. Faculty would use the system to flag at-risk students, who would then be required to meet with an advisor ("PRO") to develop a success plan connecting them with campus resources and support services. The proposal aims to increase collaboration between faculty, staff and administrators to better engage and support students through an early intervention program.
James Wiley (Eduventures) and Gerald DiGusto (Motivis Learning) examine the challenges many institutions face while improving student outcomes and exploring enterprise technologies such as Learning Relationship Management systems (LRM).
This document discusses the implementation of a data-driven school (DDS) system in the United States to address problems with existing school systems. It describes how a school district collected student data, had stakeholders analyze the data to develop goals, aligned programs and designed interventions based on gaps identified. The district was then able to monitor student performance, attendance and provide tailored classroom instruction. The system helped the district nearly close achievement gaps between white and minority students. Implementing a similar DDS system could help address issues in Bangladeshi schools like scheduling and university selection.
The document provides guidance for schools implementing blended and online learning programs through iLearnNYC. It discusses important considerations for planning such as defining goals, selecting leadership and teachers, choosing instructional models, and ensuring adequate infrastructure and support. The document also covers scheduling, selecting online content, purchasing licenses, and setting students and teachers up for success in the new programs.
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
The document discusses best practices for assessing student learning outcomes at the institutional level. It outlines a six-step process for faculty to work through to identify, prioritize, define, map, measure, and analyze learning outcomes. Key aspects of good assessment include using results to inform decisions, having a focus on important goals, active stakeholder participation, communicating results widely, and ensuring results are used fairly and ethically. Regional accrediting bodies outline five principles for institutions around defining learning missions, documenting student learning against standards, compiling evidence from multiple sources, and involving stakeholders in the assessment process.
Initial IdentificationWhen you hear the word college, you mighsamirapdcosden
The document discusses a project at Macomb Community College that aims to increase the number and types of classes offered to students in both online and in-person formats. It provides details on the stakeholders involved, including students, professors, and administrators. It also outlines the goals of providing more flexible scheduling options and real-world learning experiences to better prepare students for their careers. A work breakdown structure is presented as a framework to organize the tasks required to implement an online enrollment system to support these goals.
STUDENT ENGAGEMENT MONITORING IN ONLINE LEARNING ENVIRONMENT USING FACE DETEC...IRJET Journal
This document discusses a proposed system to monitor student engagement in online learning environments using face detection. The system would use face recognition and head pose estimation to authenticate that students are present and attentive during online lectures. Student engagement is important for learning outcomes, but more difficult to monitor online compared to in-person. The proposed system would collect data on attention, emotions, and activities to provide insights on class and student engagement levels. This could help instructors evaluate their teaching methods and identify students who may need extra support. The document outlines the implementation of this system using tools like the DAiSEE dataset for emotion detection and analyzing head pose to estimate attentiveness. It also provides examples of what the instructor dashboard and student interfaces may look like.
This presentation, presented by Ellen Wagner and Howard Bell at the ASU+GSV Conference in May 2017, outlines the need for supports when it comes to student success.
CollegeSPARC presentation for colleges and universities. Ramnik Singh
CollegeSPARC is a platform that helps colleges in improving student retention, provides insights on student engagement and improves on-time graduation.
We are a Boston based company working closely with colleges based in the United States. Feel free to reach out to ramnik.singh@excelsoftcorp.com
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include using data to provide feedback, prevent over-reliance on standardized tests, and allow schools to be more responsive. Potential disadvantages include misuse of data, teaching to tests, and lack of flexibility.
3. The future of data-driven instruction is depicted as embracing interim assessments and using data in real-time to diagnose student and teacher performance and target interventions accordingly. Administrative use of data for monitoring and accountability
1. The document discusses the history and evolution of data-driven instruction in education. It traces how educators shifted from relying solely on annual test scores and adherence to methods/materials to using real-time data to modify instruction.
2. Both advantages and disadvantages of data-driven instruction are presented. The advantages include tailoring instruction to student needs, holding schools accountable, and targeting resources. Disadvantages include over-reliance on testing and "teaching to the test."
3. The future of data-driven instruction is depicted as widespread use of interim assessments to monitor student and teacher progress and target interventions in a timely manner. Administrators will also use data to evaluate programs and resource allocation.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
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220711130100 udita Chakraborty Aims and objectives of national policy on inf...
IMS Global S3 Greenville College
1. Desire2Learn Student Success System
Guiding Student Success
Using Predictive Analytics to Help Drive the Path to Graduation
Rhonda Gregory
Director of Instructional Technology
Adjunct Instructor
Greenville College
8. As a Christian liberal arts college, we are committed to
transforming lives, so we want to do whatever we can to help our
students be successful in their courses, stay in their program, and
complete their degree. The Insights Student Success System is
part of that commitment.
14. We gained critical understanding of predictive analytics, student behaviors in
the learning environment, and course design, and we gained valuable insights
into our existing procedures for at-risk interventions.
15. We were able to use the live predictions and study the tool configuration in even
deeper detail all while gaining valuable faculty feedback about the accuracy of the
predictions. Again, the process so far has been a very manageable and has
provided a meaningful experience that we feel empowers us to use real and
relevant data.
16. 16
However, one professor was amazed at the information available. He said that if he
would have seen the information in the first few weeks of the class (instead of week 11 or
12 when he first saw the information); he would have realized that one particular student
coming to class was not otherwise engaged in the course. Because that professor doesn’t
use a lot of graded assessment opportunities, he wasn’t seeing the lack of engagement
just in the gradebook. He did see the lack of engagement in the Learning Environment
based on the S3 reports.
17. There are no specific student advisers at Greenville. Instead, faculty wear dual
hats of teaching and advising. However, there is also a Student Success Office at
Greenville who have access to the Student Success System to look for trends
They are our biggest proponents of accessing more data to facilitate success.
18. Valuable insights into procedures for at-risk interventions and learning
environment usage patterns
Faculty immediately saw value in the rich visualizations - particularly the Course
Timeline and Risk Quadrant
19. 19
Baseline Retention and S3 Impact Study
Building out historical data in the LMS
Gathering baseline data from the registrar’s office along with key data points
from the D2L LE
Map gains in retention figures pre- and post-implementation
20. 20
“The unique visualizations in the Insights
Student Success System give us an incredibly
different viewpoint on how
our students our trending – much more than we
can do in our own minds.”
Rick Tanski,
Principal
Academy Online High School
Academy School District 20
Learner Progression and Achievement
Mapping Colorado and Common Core Standards to LE
Competencies , Learning Objectives and Grades Tool
New perspectives on establishing, tracking, measuring
and monitoring learner success
Roll-out to all 25 sections at AOHS
21. 21
“The most important ingredient is that we believed in the Student Success System –
both in its approach to individualize the predictive model for each course and, then,
what it could for our student’s success. We dedicated ourselves to this effort because
of the incredible collaboration with the development team.”
Lorna Wong,
Director, Learning Technology Development
Office of Learning & Information Technology
University of Wisconsin-Madison
23. Initial Deployment
Course simulations and model creation
Develop confidence in predictive modeling
Initial training of staff and faculty
Tweaking, Training and Development
Additional courses and faculty onboard
Developing and documenting best practices
Adoption and engagement with the learning environment
24. Initial Deployment
Course simulations and model creation
Develop confidence in predictive modeling
Initial training of staff and faculty
Tweaking, Training and Development
Additional courses and faculty onboard
Developing and documenting best practices
Adoption and engagement with the learning environment
Next steps for student success
Administrative and procedural reform
Folding into everyday teaching and learning
Initiate student interventions
25. Uses predictive analytics to deliver a real-time, personalized academic progress and mentoring tool
Early guidance that assists students while they are in-flight within their courses
Identify academically at-risk, disengaged or isolated students within the first critical weeks of
semester start
Taps into the data you already have on-site at your campuses
Insights ™ Student Success
System
26. Desire2Learn Student Success System
Guiding Student Success
Using Predictive Analytics to Help Drive the Path to Graduation
Rhonda Gregory
Director of Instructional Technology
Greenville College
Editor's Notes
TY & Good afternoon. My pleasure to be here to share a little bit about the early adoption experience of Desire2Learn’s Student Success System at Greenville College. I’ll also share about the process Greenville has gone through, and is still going through today, to utilize predictive analytics in order to improve student success rates at our institution.
So, what about guiding student success? It’s a very noble proposition and one that is at the heart of every educator I know. It’s what we live and breathe every moment of every day.
As a Christian liberal arts college, we are committed to transforming lives and we want to do whatever we can to help students be successful in their courses, stay in their program, and complete their degree. That’s not very different from what each of you want for your students, and not different from what the other early adopter sites wanted either.
So why is this so important now? What is driving the discourse around student success? Why are we looking for new tools and technologies like predictive analytics to help drive the path to graduation?
Are traditional methods not enough – perhaps even outdated - in the 21st century? Are the needs of our leaners changing so much that it requires a new success paradigm?
To get an understanding of the answers to some of these questions, we need to get at the root of the change driver.
The end goal for all education institutions is to deliver skilled quality graduates into the workforce. College- and career-ready learners if you will.
In fact, the economic future of our nation is rooted in the academic future of our children.
. . . but this is what we are seeing. . .our retention, achievement, and completion rates are at a staggering low and we have one of the most remediated populations in history.
Only 1/2 of all learners who enter higher education will ever graduate.
1/2 of 1st year students are in some form of remediation.
Roughly 1/4 of high students will not move on to higher education.
**Nat’l avg. appx. 72% of freshmen retain to their sophomore year in college.
We have done so much in the last six decades to get students to that front door (i.e. GI Bill, Civil Rights Act, Higher Education Act, etc.) – but we have to stop them from walking back out that door.
So why are we in this predicament? What has brought us to this point?
The situation is compounded by the complex student demographic that exists on campuses across the nation.
Educators today are presented with one of the most diverse student demographics ever known due to the highest numbers of students from lower socio-economic backgrounds, financial aid recipients, first generation learners, adult learners, etc. This situation leads to some of the most complex learning needs in history.
It is a student population in need of complex and sustainable help, guidance, and support – amidst crushing budget constraints, landmark funding reforms, and dwindling faculty resources.
One of the things GC prides itself on is its deep sense of community on campus.
We understand the need to cultivate an environment where our learners can thrive in all areas of their lives: spiritually, mentally, and physically.
It is our goal to utilize the best practical technological strategies available to us in order to help create that type of environment for a student’s education.
Predictive analytics is one of those tools that we, like many institutions of higher learning, are turning to in order to help.
In this 21st century learning landscape, how can we identify and guide the most fragile, at-risk learners?
Recall national freshmen retention rate - approximately 72%?
In ‘12-13 Gardner Inst. Study: GC’s freshman retention rate was just shy of 70%.
This was concerning to us for a number of reasons, and we believe that this failure to retain and later graduate students is a problem that we can help improve if we can identify those students at risk early, and intervene appropriately.
The facts and results of our year-long self-study presented us with a huge challenge and an opportunity to improve:
--Improve the academic future of our students
--Improve our retention, achievement, and completion rates
while continuing to deliver quality education to our students on an ever shrinking budget.
One of the resulting initiatives of our YR-long study w/Gardner led us to the Insights product of Desire2Learn, where we knew existing data in our LMS could help us create the conditions for success.
We felt this crossroads offered an opportunity - one that we would allow us to forge new paths and create new possibilities for where innovation and technology could be implemented to improve student success.
It is an opportunity to build a culture around completion.
There’s never been a better time to use the volume of data that institutions already have on their campuses to provide faculty, students, and student success professionals with the tools & technology they need to drive learner success and deliver college- and career-ready learners into the workforce.
It is time for a fresh approach. Using predictive modeling in combination with dynamic and interactive data visualizations, we at GC, like the other early adopter schools Mid-American Christian and UWS - are beginning to transform our data into powerful insights on key learning trends in their organizations - guiding instructors to quickly identify which learners are academically disengaged or at-risk and that the time is right to take prescriptive action.
To help us create a learning environment where our learners can thrive from freshman year to graduation, we decided to start with a specific plan by focusing on high-enrollment freshman level classes. We are focused on identifying at-risk freshmen earlier in the semester than we had done in the past using traditional methods.
We are using existing learning data deep in the LMS (student grades and engagement information) to help identify which students are potentially at risk for dropping out, withdrawing, or failing altogether.
Using predictive analytics affords us a new perspective on our learners’ progress and success. These insights are also helping us to integrate faculty input into the overall institutional retention effort and other institutional policies.
After some initial tweaking and adjustments during our pilot term, what we saw was remarkable. We gained critical understanding of predictive analytics, student behaviors in the learning environment, and course design, and we gained valuable insights into our existing procedures for at-risk interventions.
During this time, we chose not to initiate any student interventions based on the predictive models because we were still in the phase of learning how to interpret that information accurately.
Even so, early feedback from our faculty indicated that for those Instructors with 50 or more students in a class, a tool that allows them to see students at risk sooner than they normally could identify is particularly exciting!
Prior to using S3 with the initial group of 18 courses in the fall of 2013, we chose 5 similar courses and ran simulations using data from previous terms.
One of the challenges we’ve faced is the absence of a rich historical data set for these courses, as we have just now been using the D2L Learning Environment for our 2nd full academic year.
Frequency of course offerings
A majority (59%) of classes have fewer than 20 students
The predictions get better as more data is available, and we are on the lower edge of that scale right now.
Initial tweaking and adjustments to our environment was common for all adopters. You want S3 to mirror your academic infrastructure.
One of our goals was to have faculty feel comfortable and confident using S3.
We have been able to begin to demonstrate the advantages of the S3 and the LE itself to faculty through consistent and targeted faculty development.
Faculty are able to make sense of the data through straightforward visualizations, such as the risk quadrant plot and course timeline present here.
Click through to show Quote/story
The promise of predictive analytics to deliver early indicators of academic struggle is driving new opportunities for our faculty to understand the engagement, performance, and achievement of our students.
As a small, private institution, GC prioritizes delivering opportunities for students to engage actively with faculty.
The student-faculty ratio at GC is 14:1, no full-time advisors – faculty serve this role.
I should be clear that during this first semester, we were not using the system for the purpose of actually monitoring student performance.
We were focused on training the faculty about using the platform and for tweaking the model based on the data being gathered.
It was important for us all to figure out how best to use the information and for understanding what the predictions meant.
This was also an opportunity for the faculty to take the information that S3 was telling them and compare it with what they were actually seeing in the classroom.
Since there are fewer of the high enrollment freshmen classes scheduled in the spring term, we currently have 12 classes with S3 deployed.
The spring list is our first full-term roll-out of the tool, and it involves additional faculty training. In total, over the first two semesters, twenty faculty members have been involved in the project.
All of our S3 classes so far are F2F & use D2L as a supplement.
Wide variety of usage patterns among faculty
With the deployment and training work going on, we have also begun to develop a set of best practices for using and engaging with the learning environment.
We plan to roll out S3 to some online courses and additional high-enrollment introductory type classes as we continue to grow our course database and LMS usage.
Metrics – gathering info from our SIS & the D2L LE to study as roll-out continues next year
One goal is to determine what changes in retention have happened since deployment, which will be an ongoing cycle of assessment data (HLC connection)
Procedural change: using predictions to check for student progress on a systematic basis – every third Friday of the month.
This check, done by our Student Success office, will provide feedback about student progress to initiate conversations with faculty and struggling students.
The insights we are gaining from the implementation of D2L’s Student Success System are helping us make more informed decisions about intervention strategies with individual students.
Not just for Higher Education – one of the early adopters was a K-12 school in Colorado. Rick and Mike could not make the trek to New Orleans but you can see how S3 is having incredible impact in understanding learner progression and achievement.
Using the grades target to demonstrate learner progression and achievement in a whole light. The grades book is just one optic or perspective. Here we can see how Rick Tanksi and Michael Arsenault are mapping those standards and demonstrating success.
The first early adopter was University of Wisconsin System. They continue using S3 to this day and will speak next.
Sociogram snapshot – of a course discussion in a course in May 2013
See 3 distinct groups of learner communities. See 6 distinct learners (red dots) who are at risk and a few more on the way.
To bring this all together & recap our path…At GC we are still in the process of leveraging this innovative technology to improve our situation and the experience of our students.
GC Early Adopter Phase One-FA13 The roll-out of simulations and model creation was very simple to deploy.
A) Created (5) simulations on already completed courses: gave us a better feeling for the best way to configure our models for current courses.
B) Created predictive models on 18 targeted courses already in progress & trained 14 faculty.
C) Studied the tool - gained valuable faculty feedback about accuracy & usefulness.
D) Choice not to initiate any student interventions
GC Early Adopter Phase Two-SP14
A) Deployed to 12 freshman F2F courses.
B) Continuing our faculty development efforts (tool & intervention plans).
C) Developing best practices for LE & S3 usage for future faculty training.
D) Developing standard procedures for student success office.
GC Phase 3/Next Steps
A) Continuation of best practices & procedural development – and hopefully implementation!
B) Increase faculty buy-in. We are looking for more in-depth adoption on a day-to-day teaching & learning practical level.
C) Continue to work w/D2L on tool reform & excited about possibilities to potentially track students from one course to another.
D) Initiate student interventions as needed and begin to improve student success & retention!
The data accumulating in your learning environment and in the enterprise systems on your campus is a valuable asset.
The day-to-day learner--instructor interactions define the very essence of an engaged learning experience.
S3 – read slide lines 1-4 as they come in
By tapping into that rich historical narrative, you can learn a tremendous amount about the learning experience at your institution and discover simple, yet focused opportunities that improve the learning experience.
Focused on a way to use existing learning data to help identify which students are potentially at risk for dropping out, withdrawing, or failing altogether, predictive analytics technology can dive deep into key achievement, engagement and completion data and to deliver an unprecedented view of learner progress and success.
Using the Insights Student Success System predictive modeling in combination with dynamic and interactive data visualizations, Greenville College, Mid-American Christian and UWS are beginning to transform their data into powerful insights on key learning trends in their organizations - guiding instructors to quickly identify which learners are academically disengaged or at-risk and that the time is right to take prescriptive action.
While it is still early days, the promise of predictive analytics to deliver earlier indicators of academic struggle than traditional methods, is driving new opportunities to understand engagement, performance, and achievement within higher education institutions.