Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

This paper showcases the incorporation of how we are using data to make evidence-informed decisions about our University Explorations (UE) general education courses. Our student outcomes assessment approach was built around a six-step process for engaging stakeholders in using evidence to inform decision making. While there is no easy answer to the dilemma of using data to make evidence-informed decisions, we would like to offer this framework that has guided our work in all parts of assessment within our program. This process which engages faculty, staff, and administration throughout the entire assessment cycle is critical in using evidence to enhance student learning. We also describe how we have supported the use of data to make evidence-informed decisions by incorporating dashboards into this framework to improve utilization of data to draw conclusions and insights that lead to action. We highlight the ways we have used data from our courses and student learning to select courses for redesign, monitor student learning, and assist faculty in completing our embedded assessments. Each of these processes is driven by our use of data to make better decisions about where to allocate our time and resources. In one example, the lead instructional designer, senior course data analyst and chair met yearly to review course data using a process that ensures all departments have an opportunity to redesign under-performing courses. Recommendations from these meetings lead to changes in the course that enhance student learning and respond to instructors’ and students’ needs.