Faculty Usage

Course Enrollment and Guided Pathways

At North Arkansas College Department Chairs and Program Directors, themselves faculty, utilize the ZogoTech system to monitor declared majors; course enrollment; success, completion, and withdrawal rates; retention; and credential completion. As part of the college’s guided pathways work, ZogoTech is utilized to determine whether students within a particular program are enrolled in the recommended course sequence (or MAP). At the same time, reviewing the declared program/degree and other enrollment for students taking a certain course (e.g., Networking Fundamentals) can help to ensure students avoid taking unnecessary courses.

Program Review

At Piedmont Technical College (South Carolina), Deans, program managers, and program faculty use ZogoTech to measure the health of their programs. ZogoTech enables program administrators and faculty to not only look at a series of key performance indicators (KPIs), but to then drill into the data further, asking “why?” This in-depth review resulted in one program being eliminated; changes to course sequencing and pre-requisites; outreach targeting program students not enrolled in program courses in their first semester; and identification of “gatekeeper’ courses, with subsequent monitoring of program student performance in those courses.

Faculty and program administrators at Richard J. Daley College, one of the City Colleges of Chicago, use ZogoTech (branded as OpenBook throughout the City Colleges District) to monitor trends in enrollment, course outcomes, and degree/certificate completion. Significant enrollment increases in the Physical Sciences could be traced back to data-driven decisions around course scheduling and enrollment projections. Drilling into the data further using ZogoTech/OpenBook led faculty and administrators to revise course offerings in order to reduce the time to degree, particularly in the Associate in Science, where the number of awards had historically been low.

 

Assessment of Student Learning

Faculty in the Math Department at Southwest Texas Junior College established a set of Student Learning Outcomes for College Algebra, which they measured using a common final exam. By incorporating the results into the ZogoTech system, faculty were able to connect aggregate student performance to course grades, retention, and other measures of success. These data revealed a disconnect between final course grade and performance on the common final, as well as markedly lower scores across the board on a single SLO that, it turned out, faculty were often unable to cover in the semester due to time restraints. Faculty continued to review these outcomes over time, digging into the data deeper to look at faculty type and other potential gaps as part of a process of continuous improvement.

Across the seven colleges in the City Colleges of Chicago District, faculty-driven assessment committees utilize the ZogoTech platform (known internally as OpenBook) to analyze data related to student learning. These committees further facilitate faculty inquiry throughout the colleges and foster data-informed decisions, collaborating as needed with their institution’s Institutional Research departments to answer more complex questions. At Harold Washington College, for example, the committee administered an assessment designed to measure student learning and attitudes about the sciences that they subsequently cross-referenced against data on course enrollment and performance in the OpenBook system. These results revealed that classes in the sciences improved results on the assessment and positively affected attitudes toward the sciences generally.

More Examples from City Colleges of Chicago