Donald M. Norris – President Strategic Initiatives, Inc.

Linda Baer – Senior Program Officer, The Bill & Melinda Gates Foundation

We have utilized our conversations with representatives of leading institutional analytics practitioners and vendors to develop some preliminary insights on the state of organizational capacity for analytics in higher education.  The focus has been on how to optimize student success and institutional productivity...

Donald M. Norris –President, Strategic Initiatives, Inc.
Linda Baer – Senior Program Officer, The Bill & Melinda Gates Foundation

The success of learners in achieving their objectives can be enhanced by a wide range of complementary initiatives and actions.  These include both established practices and those emerging, new developments with comparable promise. All of these are being practiced in some form or fashion by leading institutions t...

Donald M. Norris

The big buzz in Anaheim is echoing the buzz that started in Redmond and has been amplified in the blogosphere and The Chronicle of Higher Education for a week or more.  Next Generation Learning Challenges has arrived... 

Gary Rice - University of Alaska , Anchorage

Dr. Gary Rice and his colleagues have developed a Student Learning Success Model which is designed to address the limitations of the traditional approach to student success metrics.  Dr. Rice is keen for researchers and practitioners to review their site, and engage Dr. Rice and his team in discussions about ways this model is better than the traditional student success tracking currently being used.

Since 2008, Mt. Hood Community College has been working as an external beta-test institution for the UAA model.  As was discussed at the AACC retreat in Washington, D.C. a few weeks ago, it is clear that we need better tools and models for tracking and intervention in student success.

Kim Pearce and Jeff Grann, Office of Assessment & Institutional Research, Capella University - 1st National Action Analytics Symposium

This presentation describes how Capella University developed the intellectual and technical infrastructure to deeply embed analytics in its offerings and experiences.  This involves defining, measuring, and providing comprehensive feedback on student learning and developmental outcomes and progress, using competence-focused templates and rubrics that are a fundamental part of every course.  Course competencies and criteria are reported on and managed. The presentation goes on the report on Capella’s aspirations for transparency on outcomes and competences, which it plans to share with the profession to elevate the level of faculty performance in defining and developing competences in students.