Data, Cognitive Science and Bespoke Education€¦ · 0% 10% 20% 30% 40% 50% 60% 70% 13 14 15 16 17 18 Prepare for Credit Model ACT Math Subscores System-wide Math Completion for

Dr. Tristan Denley Executive Vice Chancellor for Academic Affairs

and Chief Academic Officer

University System of [email protected]

Twitter: @TDenley

Data, Cognitive Science

and Bespoke Education

Creating Clear Degree Pathways

to Success

WHAT DATA SAYS ABOUT THE

PATHWAYS

The Graduate Transcript Graph



ENGLISH

MATH

10,000 USG

Students

2,500 who

either

completed their

first credit

bearing math

and/or writing

class or

completed

neither during

their first

academic year

0%

10%

20%

30%

40%

50%

60%

70%

13 14 15 16 17 18

Prepare for Credit Model

ACT Math Subscores

System-wide Math Completion for students

beginning in Developmental Mathematics

0%

10%

20%

30%

40%

50%

60%

70%

13 14 15 16 17 18 19

Prepare for Credit Model Direct Credit

ACT Math Subscores

10 Standard

Deviations

System-wide Math Completion for students

beginning in Developmental Mathematics

2.7% 3.8%6.8%

11.5%

19.7%

25.6%

13.1% 12.3%

33%

39%

46%

55%

63%

70%

49%

55%

0%

20%

40%

60%

80%

<14 14 15 16 17 18 No ACT Total

ACT Math Subscore

Pre-requisite Model AY 2012-13 Co-requisite Model AY 2015-16

Completion of Gateway Math by ACT Sub-scoreCommunity College Pre-requisite Model vs. Co-requisite Model

11%9%

14% 15%

21%

30%

40%

36%38%

20%19%

25% 25%

29%31%

36% 35%

51%

33%

29%

61%

56%59%

62% 61%63%

69%67%

76%

63%

0%

20%

40%

60%

80%

<14 14 15 16 17 18 19 20 21 Total

ACT Math Subscore

2013 Traditional LS 2015-17 Foundations 2015-17 Corequisite

System Comparison of Success in Gateway Math Classes

46%

40%42%

45%48%

62%60%

65%

45%42%

45% 43%

48%52%

44%

49%

64%

42%

70%

77%74% 75%

77% 78%75% 76%

74%

0%

20%

40%

60%

80%

100%

12 13 14 15 16 17 18 19 Total

ACT Writing Subscore

2013 Traditional LS 2015-17 Foundations 2015-17 Corequisite

System Comparison of Success in Gateway English Classes

19%

7%

13% 13%

19%

23%

41%

34%

44%

17%18%

21%23%

26%28% 27%

30%

0% 0%

26%

60%

52%

56%

62%

58%

63%

67%

72%

75%

61%

0%

20%

40%

60%

80%

<14 14 15 16 17 18 19 20 21 Total

ACT Math Sub-score

2013 Traditional DevEd 2015-17 Foundations 2015-17 Corequisite

African American Students

USG System-wide Comparison of Success in Gateway Math Classes

Productive Academic Mindset

Believe they are capable of learning the

material…

Feel connected to their institution

and that they belong…

Perceived purpose of coursework

Confidence interacting with Faculty and Staff

GRIT and Perseverance

Applied

Technology

Social

SciencesEducation

Health

Professions

STEM

Humanities

Arts

Business

Technology

Nature

Life

CreativeCulture

Leadership

Service

The effect of course enrollments in the first year

on graduation rates

48%

67%

74%

0% 20% 40% 60% 80%

6 yr Graduation Rates

1st yr - Did not attempt 9hrs in focus area

1st yr - Attempted 9hrs in focus area

1st yr - Earned 9hrs in focus area

M⍺𝜏h P⍺𝜏hω⍺ys

nexus degrees

18 Credit Hours + 42 Hour General Education Core

Including:

6 Hours of Experiential Learning

12 Hours at 3000+ Level

Curriculum designed in partnership with a major industry

with faculty designing to those specifications

nexus degrees approved

22

Post-production FilmCybersecurity in Financial Technology

Block-chain Machine Learning and Block-chain Data Analysis

USG Momentum Year

Making a purposeful program choice

Attempting the first 30 hours of a Clear Pathway

Attempting 9 hours in Academic Focus

Complete initial English and M⍺𝜏h

Creating a productive Academic Mindset

Momentum

Summits

Momentum

Summits

Co-

Requisite

Academies

Momentum

Summits

Co-

Requisite

Academies

Advising

Summit

Co-

Requisite

Academies

Advising

Summit

Faculty

Learning

Communities

At Scale

Momentum

Summits

Co-

Requisite

Academies

Advising

Summit

Faculty

Learning

Communities

At Scale

Momentum

Summits


and Chief Academic OfficerUniversity System of Georgia

[email protected]: @TDenley


and Chief Academic Officer

University System of [email protected]

Twitter: @TDenley

Momentum Metrics

6%

37%

41%

66%

0% 18% 35% 53% 70%


1st yr - Did not pass English or Math

1st yr - Passed both English and Math

English and M⍺𝜏h

1st yr - Passed English

1st yr - Passed Math

4%

23%

19%

52%

0% 10% 20% 30% 40% 50% 60% 70%


1st yr - Did not pass English or Math

1st yr - Passed both English and Math

English and M⍺𝜏h

1st yr - Passed English

1st yr - Passed Math

34%

Complete

Both

40%

Complete

Neither

A State College


ENGLISH

MATH

Catapult

Classes

Impact of Student Enrollment

37%

13%

-12%

-48%

-56%

-79%

-53%

-26%

0%

26%

53%

A B C D F

Impact on Graduation Rate

0%

8%

15%

23%

30%

38%

A B C D F

Course Grade Distribution

ENGL 1101 - English Composition I

37%

13%

-12%

-48%

-56%

-79%

-53%

-26%

0%

26%

53%

A B C D F

Impact on Graduation Rate

0%

8%

15%

23%

30%

38%

A B C D F

Course Grade Distribution

ENGL 1101 - English Composition I



Imp

act fro

m D

ee

pe

nin

g L

ea

rnin

g


Imp

act fro

m D

ee

pe

nin

g L

ea

rnin

g


Imp

act fro

m D

ee

pe

nin

g L

ea

rnin

g

Campus-wide Catapult Course

English Composition I

American Government

General Psychology College Algebra

Productive Academic Mindset

Believe they are capable of learning the

material…

Feel connected to their institution

and that they belong…

Perceived purpose of coursework

Confidence interacting with Faculty and Staff

GRIT and Perseverance

30%

37%

44%

51%

58%

65%

72%

79%

86%

93%

100%

16-19 20-25 26-29 above 30

System-wide success rates in Freshman Mathematics Classes

ACT Mathematics Subscores

“What I learn in my math classes will be

useful in my future.”

AG

RE

E

DIS

AG

RE

E

AG

RE

E

AG

RE

E

AG

RE

E

DIS

AG

RE

E

DIS

AG

RE

E

DIS

AG

RE

E

50%

55%

60%

65%

70%

75%

80%


“What I

learn in

Math will

be useful in

my career”

“What I

learn in

Math

will not

be useful in

my career”

“What I

learn in

Math

will not

be useful in

my future”

“What I

learn in

Math

will not

be useful to

me at all”


0%

10%

20%

30%

40%

A B C D F

“What I learn in Math will be useful in my career”

“What I learn in Math will not be useful in my career”

“What I learn in Math will not be useful in my future”

“What I learn in Math will not be useful to me at all”


0%

10%

20%

30%

40%

A B C D F






0%

10%

20%

30%

40%

A B C D F






0%

10%

20%

30%

40%

A B C D F





0%

10%

20%

30%

40%

50%

60%

70%

80%

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

ACT Score

0-6 hours 7-11 hours 12-14 15+ hours

State University 6year Graduation Rates based on hours enrolled in First Semester

13

% 22%

43%54%

State University 6year Graduation Rates based on hours enrolled in First Semester

9%

15%

26% 35

%

State College 6year Graduation Rates based on hours enrolled in First Semester

0%

10%

20%

30%

40%

50%

60%

70%

80%

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

ACT Score

Research

Universities

+2%

Comprehensive

Universities

State

Universities

State

Colleges

+9% +10% +6%

The IMPACT of moving from 12-14 hours to 15 hours in the first semester

0%

10%

20%

30%

40%

50%

60%

70%

80%

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

ACT Score

Research

Universities

+2%

Comprehensive

Universities

State

Universities

State

Colleges

Research

Universities

Comprehensive

Universities

State

Universities

State

Colleges

+9% +10% +6%

+5% +18% +18% +14%

The IMPACT of moving from 12-14 hours to 15 hours in the first semester

The IMPACT of moving from 24 hours to 30 hours in the first year


and Chief Academic OfficerUniversity System of Georgia

[email protected]: @TDenley

Documents

Data, Cognitive Science and Bespoke Education€¦ · 0% 10% 20% 30% 40% 50% 60% 70% 13 14 15 16 17 18 Prepare for Credit Model ACT Math Subscores System-wide Math Completion for