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SUPPORTING ONLINE INSTRUCTIONAL IMPROVEMENT USING DASHBOARDS & TARGETED INTERVENTIONS
Carmen “Lizy” Lamboy-Naughton, Ed.D.
Celeste Campbell, Ed.D.
Kimberly Cowan, M.A.
CARD SORT
ACTIVITY 2
LEARNING OUTCOMES
After participating in this session, participants will be able to:
Identify the instructor performance data you currently gather and determine which additional metrics would help you make better decisions about faculty support and interventions
Analyze how to best leverage technology to access the aforementioned instructor performance metrics
Evaluate your institution’s faculty support and intervention system
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WHO IS
ASHFORD?
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FACULTY PROFILE
• Full-time professionals
• Vast experience in their fields
• Master’s or doctorally-prepared
• Geographically diverse
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COURSE REQUIREMENTS
END OF COURSE SURVEY RESULTS
INSTRUCTIONAL QUALITY REVIEW
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COURSE REQUIREMENTS
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9
10
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College of Education FSDA Score Average
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0.00%
1.00%
2.00%
3.00%
4.00%
5.00%
6.00%
7.00%
8.00%
9.00%
10.00%
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/22
/20
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3/2
/20
14
6/1
0/2
01
4
9/1
8/2
01
4
12
/27
/20
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4/6
/20
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7/1
5/2
01
5
10
/23
/20
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Struggling Instructor per start Percentage Improvement
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END OF COURSE SURVEY RESULTS
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End of course survey results
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2014 College of Education Student Satisfaction
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Instructional Quality Review
Instructional Quality Review
Discussion Grading & Feedback:
• The instructor consistently shared a few sentences of summary feedback and pasted the completed discussion board scoring rubric in the grading window. These practices help students know what they did well that they should continue and communicate what should be improved in the future.
• In week one of the primary reviewed course, the instructor provided detailed and actionable feedback, such as:
Reviewer’s Notes
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INSTRUCTIONAL QUALITY REVIEW
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INSTRUCTIONAL QUALITY REVIEW
Areas of Strength Dr. XXXX shares her extensive professional experience and
expertise throughout her classroom, especially in her discussion responses. This benefits her students by building a bridge between theory and the actual classroom.
Dr. XXXX’s warmth comes through in her written responses and especially in her audio introduction. She might consider additional ways to increase her social presence.
Areas of Opportunity • Dr. XXXX has demonstrated her willingness and ability to
provide high quality discussion responses, however she needs to consistently meet at least the minimum requirement of 6 responses per thread. Even more responses are appreciated.
• On a similar note, Dr. XXXX can foster her students’ critical thinking by more consistently posing questions in discussions. See additional details in Reviewer’s Notes.
Professional goal(s) for coming year (reviewer and instructor develop collaboratively): I will consistently respond to at least 6 students in every discussion. Additionally, to foster critical thinking, I will ask open-ended, purposeful questions in my discussion responses.
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FSDA Score 30% IQR (50%)
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FSDA Score IQR Score
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“The strength of the team is each individual member. The strength of each member is the team.”
– Phil Jackson
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Guiding Principles
Transparency
Respect
Clarity
Integrity
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Guiding Principles
Use the power of data as a flashlight,
not as a hammer
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FACULTY SUPPORT AND DEVELOPMENT
SUPPORT SYSTEMS
Strategic monitoring
Nudges (email or phone call)
College escalation
Monthly reporting
Targeted 1st and 2nd course support
(proactive)
Faculty Development, Webinars,
CETL sessions, Faculty Focus
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COLLEGE-LEVEL
SUPPORT SYSTEMS
Mentoring
IQRs
Walkthroughs
Sustaining improvement monitoring
2nd course support collaboration
with FSDA
Piloting 1st course support snapshot
collaboration with FSDA
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UNIVERSITY-LEVEL
SUPPORT SYSTEMS
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LEARNING OUTCOMES
After participating in this session, participants will be able to:
Identify the instructor performance data you currently gather and determine which additional metrics would help you make better decisions about faculty support and interventions
Analyze how to best leverage technology to access the aforementioned instructor performance metrics
Evaluate your institution’s faculty support and intervention system
38
SUPPORTING ONLINE INSTRUCTIONAL IMPROVEMENT USING DASHBOARDS & TARGETED INTERVENTIONS
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