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Gilfus Analytics Launched

Leveraging our history in the development of Learning Management Systems, Gilfus Analytics is an elite team of independent industry experts from the Gilfus Education Group focused on developing strategies for the development of Academic Analytics and eLearning Intelligence in education. The Gilfus Analytics team can develop a strategy around learning analytics for your organization.
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Case Study: Montgomery County Community College

iStrategy - HigherEd Analytics Suite

This case study highlights how iStrategy was able to  help this community college cope with a 35% increase in their student enrollment over the past ten years and manage increasingly complex business challenges and new student success initiatives. 

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Case Study: University of Maryland, Baltimore County

iStrategy - HigherEd Analytics Suite

This case study outlines how iStrategy was able to use their HigherEd Analytics Student Module to "enable a culture of informed decision-making at UMBC, on an everyday operational level and strategic planning level."

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The Second Day of EDUCAUSE: What’s New in Analytics at EDUCAUSE? – Conversations on October 13

Donald M. Norris

We continue our coverage of EDUCAUSE 2010, with more interviews with analytics leaders and experts in the field on the second day of the conference.

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Thirty Years of Academic Review and Approval by State Postsecondary

Robert J. Barak - State Higher Education Executive Officers, October 24, 2006

Program review and approval has been identified as one of the major responsibilities of statewide higher education coordinating and governing boards.  This White Paper analyzes the results of a thirty year study of state level program review and approval.

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What exactly do we want?

List specifics problems you face and what information would resolve the problem.


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The "Summative" Goal of Action Analytics

I'm in St. Paul at the Action Analytics Symposium 2010 thinking about action analytics in terms or purpose.  Shouldn't educators not only monitor internally and continuously improve the practices and the processes that they and their employers use to advance students through the life-long education pipeline, but also try to understand in the aggregate whether those practices and processes at scale are affordable and effective from the perspectiv...
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The "Formative and "Summative" Goals of Action Analytics

You may wish to join and login to the Action Analytics Community. I'm in St. Paul at the Action Analytics Symposium 2010 thinking about the goals of action analytics.  Shouldn't educators not only internally measurably monitor and continuously improve the practices and the processes that they and their employers use to advance students through the life-long education pipeline, but also understand in the aggregate whether those practices and proc...
avatar

The "Formative" and "Summative" Goals of Action Analytics

You may wish to join and login to the Action Analytics Community. I'm in St. Paul at the Action Analytics Symposium 2010 thinking about the goals of action analytics.  Shouldn't educators not only internally measurably monitor and continuously improve the practices and the processes that they and their employers use to advance students through the life-long education pipeline, but also understand in the aggregate whether those practices and proc...
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Data Don't Drive: Building a Practitioner-Driven Culture of Inquiry to Assess Community College Performance

Alicia C. Dowd - Lumina Foundation for Education, December 2005

This report explores the use of benchmarking activities in higher education to assess a college's achievements, shortcomings and environments and to identify strategies for improvement and innovation.  The report attempts to gauge the practical value of these various activities in order to judge their capacity to inform understanding of institutional productivity and effectiveness.