Identifying At-risk Students Presented by Ryan Kuhne
Educational Technology Consultant Carleton University in Ottawa,
Canada
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Agenda What is an At Risk student?
1.What does At Risk mean for your course? 2.How do we identify
these Students? Grade related data Engagement related data 3.What
can we can do to help? Now For Future Courses
carleton.ca/edc/atrisk 7/13/102
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Why do this? It will help students
in need! It will help keep students engaged! It will help you think
about your course design and assessments! It will give you insight
into how your students are interacting with the online portion of
your course! It will potentially improve your teaching review
scores! It will potentially reduce you DFW rates! Retention It's
really easy and does not take much time! 7/13/103
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk "At Risk" simply refers to a
student in danger of under-performing academically. What is an "At
Risk" student? 7/13/104 At Risk
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk7/13/105
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk7/13/106
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Academic Analytics Student Data
Instructional Grades Assessments Assignments Participation LMS
Engagement Data Time online First Access # Online Sessions
Discussions read/posted Mail Files Viewed MyGrades views Other
Audience Response Systems Where do they sit Institutional Entry
Information Demographics High school ePortfolio Previous
Instructional Records Past grades Year of Study Program Info
Teaching Eval. Support Services Accessed Library Help Desk
Counseling 7/13/107 Interactions Student Content Student Instructor
Student Student Student Interface
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Chart from Using Analytics to
Intervene with Underperforming College Students EDUCAUSE Learning
Initiative, Annual Conference Kunnen, Eric J. and John Fritz
2010Using Analytics to Intervene with Underperforming College
Students 7/13/108 CMS and other technologies (real time) CMS and
other technologies (real time) SIS data (historic) SIS data
(historic) Other data Specific and customizable interventions
Prediction
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Retention Institutional Signals by
Perdue and Sungard sungardhe.com/signals on NBC Nightly News story
sungardhe.com/signalsNBC Nightly News story Starfish Retention
Solutions starfishsolutions.com Alabama State, Seton Hall, U of
Chicago, Cincinnati, Pittsburgh Bb World 08 -
http://www.viddler.com/explore/starfish/videos/1/
starfishsolutions.comhttp://www.viddler.com/explore/starfish/videos/1/
Less than sixty percent of undergraduates now graduate within six
years. The result is lost revenue, lost potential, and lost dreams.
Increasingly, campuses are being held accountable for their
graduation ratesand their drop-out rates. What Faculty Members Need
to Know About Retention: A Magna White Paper What Faculty Members
Need to Know About Retention 7/13/109
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Starfish 7/13/1010 Chart from
Starfish Corporate OvervieW.pdfStarfish Corporate OvervieW.pdf
Identify, Track, Retain - Engage, Motivate, Graduate Connects
students, instructors, counselors and data
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Categorizing "At Risk" students?
High-risk (Red) students Medium-risk (Yellow) students Low-risk
(Green) students Predictive modeling and historical data suggests
that students who are more engaged and have higher marks early on
in the semester will continue to be high achieving (Green) and
unengaged students with low or missing grades early in the semester
are much more likely to end up "At Risk" (Red). 7/13/1011
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk High-risk (Red) Students Traits
Frequently absent from class Rare-low WebCT use Participation
(in-class/online) is non existent or extremely low Consistent low
or failing grades Work not handed in or of poor quality At risk of
failing course (cumulative grade of D+ or lower) 7/13/1012 Photo by
otubo otubo
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Medium-risk (Yellow) Students
Traits Irregular attendance patterns Low-average WebCT use
Participation (in-class/online) is low-average Consistently low or
erratic grades Work is below average quality Minor risk of failing
(cumulative grade between C+ and C-) 7/13/1013 Photo by
LatenteLatente
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Low-risk (Green) Students Traits
Regularly attends classes Average-high WebCT use Participation
(in-class/online) is average-high Consistent above average or high
grades Work is above average quality No visible risk of failure
(cumulative grade of B- or higher) 7/13/1014 Photo by wodiwodi
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk What is an "At Risk" student?
7/13/1015
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk So what can instructors do? Its as
easy as 1, 2, 3 1.What does At Risk mean for your course? 2.How do
we identify these Students? 3.What can you do to help?
7/13/1016
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 1. What does "At Risk mean for your
course? 1.What do you consider a failing grade for this course?
Institutional/Program 2.For the course, does at risk mean that the
student is presently failing, or close to failing. 3.Will the
student have enough opportunity to improve their grade after our
initial contact? 4.What support are you willing to provide?
7/13/1017
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 2. How do we identify these
Students? Grade Related Data Engagement Data 7/13/1018 Engagement
Data Time online First Access # Online Sessions Discussions
read/posted Mail Files Viewed MyGrades views Grades Assessments
Assignments Participation
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 2. How do we identify these
Students? Grade Related Data What assessments are done to date? Are
there any lab or tutorial grades? Do you have any participation or
attendance grades? Sort the gradebook columns to see who is doing
poorly. Set up a couple course check points (calculated column).
Figure out the formula for final course grade if the class were to
end today. We will look at an example in a few slides.
7/13/1019
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk7/13/1020 2. How do we identify
these Students? Engagement Data
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Engagement Data Tracking / Metrics
/ Analytics 7/13/1021 You are able to export the report data and
import it back to the gradebook to use in identifying At Risk
students.
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk7/13/1022
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Engagement Data The New Diagnostics
- Oct. 30, 2009 Inside Higher Ed Rio Salado Collage Have devised a
predictive modeling system that they believe to be 70% accurate
afterh the first week of classThe New Diagnostics - Oct. 30, 2009
Inside Higher Ed Early identification of at-risk students using a
personal response system The order in which students registered
their devices was an accurate predictor of final student grades.
(Griff & Matter 2008)Early identification of at-risk students
using a personal response system "Hits" (not "Discussion Posts")
predict student success in online courses General LMS activity can
be used to identify at risk students, as early as two weeks from
the beginning of the course. Research with a broader range of
course subjects and a larger number of courses is needed to
substantiate a general claim. (Ramos & Yudko 2008)"Hits" (not
"Discussion Posts") predict student success in online courses
Mining LMS data to develop an early warning system for educators
The number of forum postings, mail sent, and assessments completed
function as significantly predictive variables of student final
grades. Findings suggest that for the purposes of monitoring
student activity and achievement, predictive models must be
developed at the course level. (Macfadyen & Dawson 2009)Mining
LMS data to develop an early warning system for educators
7/13/1023
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk SNAPP Social Networks Adapting
Pedagogical Practice
research.uow.edu.au/learningnetworks/seeing/snapp 7/13/1024
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 3. What can we do to help?
7/13/1025 Olive branch
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 3. Helping Your Current Courses
Hands Off Use selective release based on grades to show at risk
students extra resources in the course. Over communicate dates,
deadlines and resources. 5 tips to over communicating without
seeming obvious in targeting at-risk students 5 tips to over
communicating without seeming obvious in targeting at-risk students
Encourage students to check the course more frequently. Put links
to tutoring and other support services in the course. Hands On
Email the students to let them know how they are doing in the
course compared to their classmates (offer help). Make yourself
available for questions and extra help. Meet with the students to
talk about why they are not engaged with the course. 5 goals you
should strive for in your meeting. 5 goals you should strive for in
your meeting. 7/13/1026
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk7/13/1027
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 3. Helping Your Future Courses
Design your course to have assessment spread out through the term
and early on in the term so it is easier for students to track
their progress and have a chance to correct. Build in course check
points at several points throughout the term and make students
aware of them. Over communicate Place info/links in syllabus and
online Your office hours Your availability to meet Discipline
specific resources Where to get help on campus Setup peer study
sessions 7/13/1028
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk EX 1 A 2 nd Year Psychology course
1.What does At Risk mean for your course? Below 60% / D+ or lower
2.Identify the At Risk students Make a Check Point calculated
column in the Gradebook The final grade is calculated as such: 40 %
- 12 Weekly Tests (best 10 out of 12) 20 % - 4 Assignments 40 % -
Final Exam 5 Quizzes (take best 4 of 5) and 1 Assignment are
completed Separate students into groups Nothing handed in,
Currently failing (below 50%), D students (between 50%-60%) See
sample image on next slide 3.Contact the students offering help See
sample emails 7/13/1029
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk EX 1 A 2 nd Year Psychology course
7/13/1030
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk EX 1 A 2 nd Year Psychology course
7/13/1031
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Nothing Handed in Dear Student, I
am very concerned about your lack of participation in Course Name.
To date, you have not handed in any of the course assignments or
taken any of the quizzes. As a result you are currently failing the
course and have lost ??% of the term marks available to you. It's
important that you take an active role in your own success and if
you need help, please do not be afraid to ask. The University and I
care about your success. I encourage you take advantage of the
Student Academic Success Centre (SASC). You can receive help with
academic improvement planning, study skills workshops, Peer
Assisted Study Sessions (PASS), and writing tutorials. Also this
course has a PASS facilitator assigned to it. The PASS program has
proven to help students learn and meets Date time and location of
PASS Session. You can of course visit me during my office hours,
(Date and Time of Office Hours or make an appointment if you have a
conflict) and we can discuss how to improve your performance. If
you attempted to drop this course earlier in the term, it's
important that you follow-up on Carleton Central to ensure this
course no longer appears in your schedule because you are still
registered in this course. Please consider taking an active role in
improving your academic performance. Let me know if there is
anything I can do to help you.Student Academic Success Centre Peer
Assisted Study Sessions Best, 7/13/1032
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Have below an F or below 50% Dear
Student, I am concerned that you may be experiencing difficulty in
Course Name, as you are currently failing the course with an
average of less than 50% on your course assessments. It's important
that you take an active role in your own success and if you need
extra help, do not be afraid to ask. There is still time for you to
improve your grades, and by doing so, I know you will succeed. The
University and I care about your success. I encourage you take
advantage of the Student Academic Success Centre (SASC). You can
receive help with academic improvement planning, study skills
workshops, Peer Assisted Study Sessions (PASS), and writing
tutorials. Also this course has a PASS facilitator assigned to it.
The PASS program has proven to help students learn and meets Date
time and location of PASS Session. You can of course visit me
during my office hours, (Date and Time of Office Hours or make an
appointment if you have a conflict) and we can discuss how to
improve your performance. Please consider taking an active role in
improving your academic performance. Let me know if there is
anything I can do to help you. Best, Student Academic Success
CentrePeer Assisted Study Sessions 7/13/1033
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Have D- to D+ or 50%-60% Dear
Student, I am concerned that you may be experiencing difficulty in
Course Name, as you are currently in the D grade range with an
average between 50% and 60% on your course assessments. It's
important that you take an active role in your own success and if
you need extra help, do not be afraid to ask. There is still time
for you to improve your grades, and by doing so, I know you will
succeed. The University and I care about your success. I encourage
you take advantage of the Student Academic Success Centre (SASC).
You can receive help with academic improvement planning, study
skills workshops, Peer Assisted Study Sessions (PASS), and writing
tutorials. Also this course has a PASS facilitator assigned to it.
The PASS program has proven to help students learn and meets Date
time and location of PASS Session. You can of course visit me
during my office hours, (Date and Time of Office Hours or make an
appointment if you have a conflict) and we can discuss how to
improve your performance. Please consider taking an active role in
improving your academic performance. Let me know if there is
anything I can do to help you. Best, Student Academic Success
CentrePeer Assisted Study Sessions 7/13/1034
Slide 35
Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Sample Email Dear Student, I are
concerned that you may be experiencing difficulty in this course. I
want you to succeed and there is still lots of time in the semester
to improve your grade by doing the following things: Attend or
watch all tutorials. Attempt the problems yourself. Read the
relevant parts of the text as they are assigned. Do all the
problems as they are assigned. When you realize that there is
something you do not understand, get help ASAP from a friend, a TA,
or from me. Attend PASS sessions if you can schedule them. These
are known to improve students grades dramatically. Come and see me
during Office hours ###### I know that university can be very
challenging and in my experience, students seeking support at this
early point in the term have a much better chance of successfully
completing their courses. There is help available and the following
resources can get you back on track; At the Student Academic
Success Centre you can receive help in the following areas:Student
Academic Success Centre a) Academic Improvement Planning, a
step-by-step guide to put you on the pathway of improving your
academic performance. b) Learning Support Services, which include
workshops on study skills, writing tutorials, group study space,
tutor referrals and more. c) Peer Assisted Study Sessions, a study
group program that's focused on this course. Students meet together
to go over concepts, course material, etc. d) Writing Tutorial
Services provides assistance in the area of academic writing. e)
Advising Centre is available for you to go over the requirements
for their major, make changes and get support.Academic Improvement
PlanningLearning Support ServicesPeer Assisted Study
SessionsWriting Tutorial ServicesAdvising Centre The Ecumenical
Chaplaincy is here to provide religious support, counselling,
one-on-one support, study groups, meditation and more.Ecumenical
Chaplaincy The Health and Counselling Service is a
multidisciplinary service providing medical services, counselling
services, and health promotion.Health and Counselling Service Do
not give up! You can go on to do well in Course Name if you put in
the effort. Best, 7/13/1035
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk EX 2 A 2 nd Year Environmental
Science course 1.What does At Risk mean for your course? Below 60%
/ D+ or lower The final grade is calculated as such: 25% - Midterm
50% - Final Exam 15% - Assignment 10% - Online Quizzes (Best 4 out
of 5) 2.Identify the At Risk students Make a Check Point calculated
column in the Gradebook After first 3 weeks 2 Quizzes have been
completed Use tracking data to see who has not logged in to the
course site yet Separate students into groups Nothing handed in,
Mix of Poor Grades and Missing Assessments (between 20%-60%) See
sample image on next slide 3.Contact the students offering help See
sample emails 7/13/1036
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk7/13/1037
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Take aways. You have the power to
change the life of a student The New Diagnostics - Oct. 30, 2009
Inside Higher Ed at-risk students generally took that information
as either a motivational kick in the rear or were prompted to
quickly drop the class -- and were grateful in any case. A
double-blind study conducted during the first two years of the
Purdue's program, called Signals, revealed that 67 percent of
students who learned they were in the middle- or high-risk
categories were able to improve their grades." 7/13/1038
Slide 39
Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk Please provide feedback for this
session by emailing [email protected].
[email protected] The title of this session is:
Identifying At-risk Students carleton.ca/edc/atrisk Presented by
Ryan Kuhne [email protected] Educational Technology Consultant
Carleton University in Ottawa, Canada 7/13/1039
Slide 40
Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 5 tips to over communicate, without
seeming obvious in targeting at-risk students 1.Re-establish
your/TA office hours. Send out an email to all students as a
reminder. 2.In preparation for midterm or final exams, invite the
students to submit topics for you to emphasize. Let them help you
create the review day that focuses on their needs. 3.Consider
incorporating technology into your teaching style. Start a blog, or
a wiki as a way to interact with students outside of the classroom
in a medium that they know best. Contact the Educational
Development Centre for tips and one-on-one training on
technologies. 4.Offer optional homework or practice exam questions
that will help students get an understanding of what to expect.
5.Consider allowing students a re-write option for one assignment
in an effort to improve a grade, using your feedback as a
guideline. Most students, regardless of standing, would appreciate
a second crack at it. 7/13/1040
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Ryan Kuhne from Carleton University Identifying At-risk
Students carleton.ca/edc/atrisk 5 goals you should strive for in
this meeting 1.Establish yourself as someone who not only cares
about their success, but is available to help them along the way.
2.Try to identify the source of the problem. Is the student
struggling to comprehend material, or is it a problem outside of
the classroom? 3.Have the student work out a plan of action. Don't
force something down their throat, let them create a plan that is
feasible and realistic to them. Help by providing perspective on
what assignments are left, their weight, expectations, etc.This is
a great tool to help students set some goals based on their grades.
Grading Tool. 4.Be informative. Provide them with some referrals to
other areas around campus that may be able to help. Counselling?
Writing services? Mentoring? Find out how Carleton can help them.
5.Remind them that you're here. Encourage them to come back or
contact you whenever they need help with course material. Show them
a hand that they can reach out for if they need (metaphorically
speaking...) 7/13/1041