The Promise and Peril of Analytics

Nuclear power. Cloning. Social media. Space mining. Unchartered waters of  social-scientific innovation often come heralded with great promise, just as the unknown depths often hide potential peril. It seems the evolutionary heart of our species is to learn, to grow, and to explore - to accept the risk of peril in order to gain the opportunity of promise. Some ships sink, others land on new shores. So it goes.

And so it goes with analytics in higher education (see Analytics 101). There is great promise and great peril in these waters. As captains of these high seas, we must hew true to our internal compass while balancing boldness with humility.

“My concern about using data in higher education has to do with the loss of intellectual curiosity. As we meet budgets and metrics for four-year graduation rates, I’m afraid we’ll optimize and track students and become training programs rather than fertile grounds of investigation and exploration," cautions Marc Hoit, Vice Chancellor for Information Technology at North Carolina State University.

If an analytics tool makes it very clear that a student has a very low probability of succeeding in higher level math courses yet it is that student's unwavering dream to become an Engineer, what is the responsible action of faculty and staff at an open access community college?

The promise of analytics: proactive data-based needs assessments that are timely and granular; a focus on data variables of greatest impact within complicated multivariable reality; expanding reach of faculty and staff through increased efficiencies in needs assessment; organizational decisions attuned to the needs of students; assessment of student deficits for intervention as well as student strengths for development; greater persistence and completion rates of students; and personalized learning experiences.

The peril of analytics: limiting access in the name of success; treating students as data points to optimize within organizational objectives; self-fulling prophesy of statistical prediction; losing touch with the art of teaching and advising students; compounding errors within complicated data sets/algorithms; and limiting the freedom and self-discovery of higher education.

The Persistence and Completion Committee at CCD will be facilitating conversations around the campus in order to draw out the values and principles to guide implementation of analytics tools at the college. One positive starting point to these conversations is The Asilomar Convention for Learning Research in Higher Education.

 How can we leverage the promise of analytics in higher education while remaining clear-eyed about the perils?

Guadalajara

We dream of travel; most people do, anyway.  Why?  Why is it that we want to take a step and voyage into a new world, culture, or dream?  Is it that we have a vision of another place being better?  Student’s that travel from other lands to live here in Colorado get to experience a new and different world.  Is it better?  Do they miss home?  Is this place what they thought it would be?

While I was in college I spent a semester in Guadalajara, Mexico.  Up until that point, I had not really spent much time out of United States, much less Colorado.  I spoke Spanish from text books, not real life. I definitely knew how to order a beer and say hello but I could not hold a clear conversation. Honestly, I struggled to acclimate to a new culture and daily life.  I missed some of the conveniences from the United States like drinking water out of the faucet or knowing that when using your tooth brush in the morning that the cockroaches did not feast on it while you slept.  However, there were new conveniences in Mexico that I began to appreciate, like dropping off laundry at the Lavanderia and picking it up in two days, cleaned and folded, for less than $3.00!!

My Senora traveled with us to a beach where locals frequented.  We got there by a very old school bus, baby blue and most likely missing struts and shocks. We stayed in a hotel that was not fancy and if there is an electrical code in Mexico, our lodging was definitely not up to code.  I imagined as I fell asleep in the twin bed I shared with my back to my dear friend, that my only hope was that we were not sharing the twin with the squirrel size cockroaches that we just jumped over on the uneven sidewalk outside.   It is not even fair to discuss the restrooms situation so I will not give detail to that aspect; however, as we sat on the beach and watched twenty kids playing and laughing hysterically as their parents watched and discussed life, you couldn’t help but admire the calmness, laughter and the moment of connection.    

Upon my return to the United States I had the unexpected struggle getting back into my old life.  The exposure to another world created a frustration in me when looking at, dare I say entitlements, from Americans’.   I wrestled with trying to understand why we do not have more gratitude for our blessings.  I did know now how grateful I was for the material gifts I experience as an American but was somewhat disillusioned by how whether the material rewards made us happy.  Every experience in my traveling was different, and therefore scary; yet when I reflect on my “globe-trotting” I feel so lucky to have been in another world for four months.  I learned the beauty of culture; another’s and my own, and gratitude for my experience and all of my blessings.  It is my intent to encourage students that I work with at the Community College of Denver if given the opportunity to travel, take it. 

Analytics 101

The future of higher education is analytics, and the future is now.

The analytics approach uses student data to proactively assess student needs, thereby producing actionable intelligence. Contrast analytics with the more traditional paradigm of reporting. In the latter, an organization uses data to identify results, such as the percentage of students that graduated within three years. In the analytics approach, on the other hand, an organization uses data to discern the opportunities and challenges facing a particular student at a particular time.

Numerous programs around CCD are already utilizing analytics to increase student success and enhance organizational efficiency (whether said programs realize it or not!). For example, the TRIO Student Support Services (SSS) program quantifies ten data markers to create a persistence score that feeds into a triage model of advising. TRIO SSS is also piloting a course predictor analytic that utilizes a student's previous academic performance in specific courses to discern the relative challenge of a particular course or course set in the upcoming semester.

"Know where to find information and how to use it; that is the key to success," notes a data wonk's proverb often attributed to Albert Einstein.

It is certain that higher education is swimming in an Olympic-sized pool of data. We can run report after report after report about demographics, success rates, enrollment, and much more. The siren call of analytics is search these data for variables with high explanatory and predictive power, as deciphered by contemporary social science and statistical methodologies. These data variables shine light on the path to increased student success and organizational efficiency.

Guided by data and research experts at the Higher Learning Commission, the Persistence and Completion Committee (PCC) at CCD is diligently swimming through that Olympic-sized pool of data in search of the most impactful variables of student success. Toward this end, the PCC is carrying out a social scientific inquiry using historical data from Institutional Research; student surveys of new, exiting, and graduating students; a meta-analysis of program level data from across the institution; and a qualitative analysis of anecdotal data accrued through the wisdom and experience of faculty and staff practitioners.

Identifying the impactful data variables at CCD is but the first step. Future directions include determining and implementing the information technology solutions to aggregate the data variables and process the statistical algorithms required by multivariate analyses. Then it will be onto creating intuitive and accessible analytics tools for implementation by faculty and staff practitioners.

The process will be both easier and more difficult than it sounds. Much like the game of chess, it is not that difficult to get down the basics, but the perfection of the craft will take much experimentation and learning as an institution.

The future of higher education is analytics, and the future is now.