First-Gen Course Equity Dashboards

EVC Office Author

11/21/2023 Added

23 Plays

Description

First Generation Nebraska workshop presented by Chad Brassil, Faculty Director of Undergraduate Analytics.

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[00:00:07.560]I'm gonna start with a little bit of intro framing slides,
[00:00:10.890]and then we're gonna go more workshop style.
[00:00:13.920]So if you have a computer, you can bring it up,
[00:00:16.290]and it's far more interesting for you
[00:00:18.540]to look at your own data when we're talking about this
[00:00:20.820]than for you to look at my data,
[00:00:22.470]'cause that makes it, it makes it yours.
[00:00:27.000]Okay.
[00:00:30.660]The big idea, and this has already been covered,
[00:00:33.300]but I just want to like set this out
[00:00:35.370]so we're heading in the same space,
[00:00:36.960]is that all students should have the opportunity
[00:00:38.610]for success, and that should be inclusive success, right?
[00:00:42.390]Inclusive of all the students.
[00:00:43.350]And clearly in this context, we're focusing on first gen.
[00:00:47.160]But I'm gonna, much of what I'm gonna talk about
[00:00:50.430]is applicable to all of our diversity metrics.
[00:00:53.490]I'll highlight the first gen diversity metric.
[00:00:55.830]And we can even start to look at
[00:00:57.090]how those metrics interact a little bit
[00:00:59.250]in some of the later dashboards.
[00:01:03.300]I'm, let me introduce myself, that's that back here.
[00:01:06.360]My name's Chad Brassil.
[00:01:07.193]I'm the Faculty Director of Undergraduate Analytics.
[00:01:09.780]That's a title I've had for about three years now.
[00:01:12.360]I'm also a Faculty in the School of Biological Sciences,
[00:01:15.390]and have had that title for more like 17 years.
[00:01:18.720]So I'm in the classroom doing this stuff,
[00:01:21.720]happen to have a skillset of being able to wrangle data
[00:01:23.940]and present data and interact with faculty.
[00:01:26.310]And so, I'm bringing all that together
[00:01:27.990]to try to connect faculty to data, interestingly,
[00:01:33.180]in a way that may seem a little bit removed,
[00:01:36.000]but I love that I follow this panel
[00:01:37.650]'cause when I see data, I think of these stories,
[00:01:40.800]and so I'm hoping we can get there.
[00:01:42.990]And what I see, what we're about to do,
[00:01:46.980]is look at equity data within our own classes
[00:01:50.250]and within say our groups of classes
[00:01:52.080]that we might be involved in.
[00:01:54.660]I see two big purposes,
[00:01:57.300]and I say this 'cause if you come up with something else
[00:02:00.120]or you think I'm wrong,
[00:02:00.953]like feed this back to me at the end.
[00:02:03.510]One, I think looking at this data
[00:02:05.460]compels us to do something.
[00:02:08.790]We can have lots of intentions
[00:02:10.110]and it could actually exaggerate equity gaps, et cetera.
[00:02:12.360]So keep both of those in mind.
[00:02:13.860]The other thing that I wanna say
[00:02:15.300]is that I have created space
[00:02:17.010]through conversations with faculty,
[00:02:19.361]from individual faculty all the way up
[00:02:21.570]through conversations in EVC's office
[00:02:23.490]and conversations with the Faculty Senate,
[00:02:25.050]so on the EVC's website, which you can get to
[00:02:28.500]with this go.unl.edu/undergraduateanalytics,
[00:02:31.980]the top is this utility and scope statement.
[00:02:34.590]It's a little longer than here,
[00:02:35.730]but I've reduced this to say
[00:02:38.460]that the point of these analytics
[00:02:41.370]is to help us understand what's happening,
[00:02:43.590]to bring resources.
[00:02:45.390]It shouldn't be used to not rehire contingent faculty
[00:02:49.890]or to sort of,
[00:02:51.360]it's not intended to be a punitive way for instructors.
[00:02:54.090]And having this statement gives us some space as instructors
[00:02:58.320]to point to that if we feel like that's happening.
[00:03:00.390]So it's an attempt to create some safe space.
[00:03:02.250]And the bottom statement there
[00:03:03.570]is really, I think, important.
[00:03:06.720]An administrator or middle administration or a chair
[00:03:09.660]may think, okay, now I've got a metric on DFW rates,
[00:03:12.300]so I don't have to think so hard.
[00:03:13.260]I just look at DFW rates
[00:03:14.370]and that tells me who's good and who's bad.
[00:03:16.500]This, we're expanding the complexity
[00:03:18.810]of what we think about, not reducing that.
[00:03:21.390]I like to say that sort of
[00:03:24.810]for all sorts of institutional structural reasons,
[00:03:28.350]we often have our biggest equity gaps
[00:03:29.940]at our introductory classes.
[00:03:31.440]We often put our best instructors
[00:03:32.820]at our introductory classes 'cause we know they're good
[00:03:34.680]and they can rise to the challenge.
[00:03:36.390]So if you look back at your department,
[00:03:37.620]you'll probably see a strong correlation
[00:03:39.030]between high DFW rates and your best instructors.
[00:03:41.460]That doesn't mean they're not doing great work,
[00:03:43.680]which is some of the framing we'll get to here in a minute.
[00:03:45.660]We've already talked about equity,
[00:03:47.400]so I'm not gonna spend a lot of time on this,
[00:03:49.050]but equity versus equality,
[00:03:51.870]that students come to our classes
[00:03:54.540]with differential background and experiences.
[00:03:56.820]We want to understand that
[00:03:59.100]and think about how we can provide the scaffolding
[00:04:01.980]to get all of our students to be able to see over the fence.
[00:04:04.890]This is another analogy that an instructor,
[00:04:07.530]a faculty passed to me.
[00:04:08.820]There's, all these images are imperfect.
[00:04:12.570]So take what you will to think about that equity mindset.
[00:04:20.280]This is underscored in, just a couple weeks ago,
[00:04:22.980]the New York Times had this article about SAT scores
[00:04:29.490]and how those breakdown along the parent income index.
[00:04:35.220]So along that bottom, we have the 20 percentile breakdowns
[00:04:38.760]of the income.
[00:04:40.800]And you can see the massive differences
[00:04:42.720]in the percentage of students who score high on the SAT.
[00:04:47.160]It goes from 2.4% from the bottom economics
[00:04:50.070]to 17% for the top 20%.
[00:04:52.590]Expand this into the top 1% and the top .1%
[00:04:55.170]and it just blows up, right?
[00:04:56.820]So we know this, there's hard data
[00:04:59.250]that background influences a whole lot
[00:05:02.460]of how students show up into our classes,
[00:05:04.080]including first gen.
[00:05:06.570]All right, I'm gonna pause
[00:05:07.403]and spend a little bit more time here framing,
[00:05:08.760]'cause this is some of the data that we're gonna look at.
[00:05:10.620]It's gonna look exactly like this.
[00:05:12.630]So on our x-axis, we're gonna start in many of these
[00:05:16.200]by looking at the DFW rates.
[00:05:17.640]This the percentage of students in a class,
[00:05:20.100]and much of this work we're gonna be looking at
[00:05:21.600]is at the class level, because courses,
[00:05:24.360]it was what feeds into ultimately retention rates
[00:05:27.090]and graduation rates that are highlighted in that book,
[00:05:28.830]but it's the action point
[00:05:29.970]where instructors are sitting at the course.
[00:05:31.920]So we're gonna look into the course,
[00:05:33.690]the percent that received a D, an F,
[00:05:35.580]or withdrew from the class.
[00:05:36.600]That's what we mean by DFW percent.
[00:05:39.660]And then, there's some metric that we're separating this on,
[00:05:43.710]I'm highlighting here first generation
[00:05:45.510]and what I call continuing generation,
[00:05:47.310]or non-first gen generation students,
[00:05:50.384]and then those dots will tell you
[00:05:52.260]what fraction of the students, so in this case,
[00:05:54.240]our first gen students have a higher DFW percent,
[00:05:57.240]as its been illustrated here.
[00:05:58.440]The size of that dot is the number of students
[00:06:01.380]in that disaggregation.
[00:06:03.000]So representing here,
[00:06:04.380]we generally have more continuing generation students
[00:06:06.570]at the University of Nebraska.
[00:06:07.620]And then, I'm often drawing some kind of rectangle
[00:06:10.890]to highlight that difference.
[00:06:12.237]And that's what you might call the equity gap
[00:06:14.370]or the equity difference.
[00:06:16.863]So you can visually see that across these graphs.
[00:06:20.790]Okay.
[00:06:21.990]If we talk from an equity standpoint, students, we say,
[00:06:25.350]and that's what students are coming to our class with
[00:06:27.120]or arriving at the university,
[00:06:28.320]with differential preparation, and we don't really know it.
[00:06:32.490]We could look at SAT, but an SAT differential
[00:06:35.220]doesn't say how they're gonna perform differently
[00:06:36.960]in intro chemistry or intro biology.
[00:06:40.380]So it is, we could talk about this for a long time,
[00:06:43.920]but I think trust me right now to say
[00:06:45.930]we don't really know what the equity is
[00:06:48.570]before they come to our class,
[00:06:49.650]or what it would be in sort of
[00:06:50.520]a hypothetical rolling out of our class.
[00:06:54.030]It could be that we're expanding the equity gap
[00:06:57.450]and it's bigger than it might have been.
[00:06:59.637]And that can be unintentional, something to keep in mind.
[00:07:03.630]It could be that we get an expansion of those equity gaps,
[00:07:05.730]and it's hard to see there,
[00:07:06.900]but those dots are further apart.
[00:07:08.910]That's what I'm trying to show you there.
[00:07:10.320]The pink bar is a bigger pink bar.
[00:07:12.300]It could be that we maintain them,
[00:07:13.740]that we're just passing on what those equity gaps are
[00:07:17.100]and they still exist, we haven't exaggerated them.
[00:07:19.380]And then I ask, we should be asking ourselves,
[00:07:20.910]well, could we be doing better?
[00:07:22.080]Could we be more than just a filter of passing on?
[00:07:24.900]That's a challenge, I think, that some faculty absorb
[00:07:27.720]that okay, yes, could we be better?
[00:07:29.870]It could be that we're reducing those gaps,
[00:07:32.250]and that can take effort to reduce those gaps.
[00:07:35.880]It could be that we have eliminated those gaps,
[00:07:38.037]and that would, I say, take tremendous informed intention.
[00:07:41.130]And it's aspirational that we want to eliminate those gaps,
[00:07:44.010]but we, I put this up here
[00:07:45.630]so that we can kind of internalize or pause for a minute
[00:07:48.270]and recognize that we could see anything and have no idea
[00:07:52.650]are we expanding or maintaining or reducing,
[00:07:54.510]'cause we, that thing in the beginning is unknown.
[00:07:57.630]It could be that it would be a whole lot worse
[00:07:59.250]if it wasn't for all the great things we're already doing,
[00:08:01.410]but maybe we can take it further.
[00:08:02.850]So we just have to kind of move forward
[00:08:05.160]with this space of uncertainty.
[00:08:07.050]And then as a group of faculty, I think the solution
[00:08:09.360]is to really find learning communities of other faculty
[00:08:12.690]or build those in your spaces of other faculty
[00:08:14.670]that are gonna engage in this conversation,
[00:08:16.590]support each other in trying to find solutions
[00:08:18.390]to these gaps.
[00:08:20.550]What does have a lot of utility is change over time.
[00:08:24.930]And this is one of the big ideas I pointed out of this
[00:08:27.936]is that you can try something
[00:08:28.800]and then go back sometime later.
[00:08:32.010]This is actually a real example
[00:08:34.860]from somebody who was doing some first gen,
[00:08:37.680]intentional first gen work.
[00:08:40.330]I hadn't looked at this data yet, I pulled up the data,
[00:08:41.820]and for about four semesters,
[00:08:43.260]they've been doing some intentional first gen work,
[00:08:45.090]and the phenomenal reduction in equity gaps.
[00:08:48.840]So keep that in mind.
[00:08:51.930]All right, and then I'll touch on two things
[00:08:53.310]that talked about I think a little bit briefly,
[00:08:55.890]or many of us in this room already have in our mind,
[00:08:58.050]but I'm also giving you a little preview
[00:09:00.810]of a presentation I could bring to your department
[00:09:03.120]if you want me to give this to your faculty, et cetera
[00:09:04.920]where spend a little bit more time on some of these ideas,
[00:09:07.560]if not everybody in the room has thought about these ideas.
[00:09:12.060]There's lots of institutions that are reluctant to roll out
[00:09:15.630]or have not rolled out a bunch of the tools that we have
[00:09:18.600]because if you get a group of faculty together
[00:09:20.910]and we talk about what might go wrong,
[00:09:23.280]we pretty quickly come to the idea
[00:09:24.600]that instructors or faculty are gonna have deficit thinking,
[00:09:27.120]that they're gonna look at these gaps and say,
[00:09:29.040]that gap exists because the students can't do it.
[00:09:31.800]And so, if we stop it 'cause they can't,
[00:09:33.870]we're really in that deficit mindset.
[00:09:35.430]We wanna not be engaged in deficit thinking.
[00:09:38.550]I'm gonna mix some analogies here
[00:09:41.730]'cause I'm gonna contrast it with a growth mindset,
[00:09:44.250]which is this idea that the students
[00:09:46.380]can become better learners,
[00:09:48.180]and we can help them become better learners,
[00:09:50.310]and that the students bring strengths.
[00:09:53.430]So if I set these apart across from each other,
[00:09:55.680]deficit thinking and growth mindset
[00:09:57.660]connect us to those arrows.
[00:09:59.700]My sense is that if you have a deficit thinking,
[00:10:02.610]or an instructor's moving in with a deficit thinking,
[00:10:04.530]the most they're getting to is maintaining.
[00:10:06.780]They're like most aspirational goal would be
[00:10:09.840]not to expand gaps, but we'll just pass them on.
[00:10:12.390]And I think if we can get ourselves
[00:10:13.650]into that growth mindset,
[00:10:15.540]we're thinking about transforming instead of filters,
[00:10:19.770]we're a transformer as an educator,
[00:10:21.360]and now we're thinking about
[00:10:22.950]can we reduce or eliminate those,
[00:10:24.510]that those are the higher things that we're aspiring to.
[00:10:26.820]And the last little mixing of analogies I'll play on here
[00:10:30.330]is that when I say growth mindset,
[00:10:32.550]I don't mean that we need to teach our students
[00:10:36.630]to have growth mindsets,
[00:10:37.463]it's that we should have growth mindsets about our students
[00:10:39.990]and that we should have growth mindsets about ourselves
[00:10:42.000]and the structures that we exist in.
[00:10:44.010]There's been, in the last seven years or so,
[00:10:46.680]a lot of shift to thinking about
[00:10:51.450]not how we can change the students
[00:10:53.310]to be more successful in our classes,
[00:10:54.900]but how can we change ourselves and our structures
[00:10:57.210]and our classes and our pedagogies
[00:10:58.860]to enable the students to be more successful.
[00:11:00.510]So think about that change for yourself.
[00:11:03.930]Okay, that's all my framing,
[00:11:05.760]and I went through that really quick
[00:11:06.990]'cause we could do an all-day workshop on this,
[00:11:09.240]and then we could spend lots of support time
[00:11:11.730]and really build that up.
[00:11:12.630]In fact, I have done multi-month workshops
[00:11:15.030]with groups of instructors
[00:11:16.080]where we have spent a lot of time on those things.
[00:11:18.570]Fortunately, we all have limited bandwidth.
[00:11:19.950]So we're now gonna jump in
[00:11:21.450]because I want you to see these dashboards
[00:11:23.970]that I'm super excited about.
[00:11:26.070]Oh, and I failed to give you the roadmap,
[00:11:31.440]and I'm gonna pick on Dave because I know him.
[00:11:34.200]Can you pass those out to everybody?
[00:11:36.090]I'll keep one.
[00:11:37.230]All right, so Dave's gonna bring around
[00:11:38.850]a little roadmap that'll help you keep track
[00:11:42.630]of some of these resources that I'm gonna give you.
[00:11:44.580]There are so many,
[00:11:46.410]I was just talking about this with Sydney today,
[00:11:47.940]there's so many of these dashboards
[00:11:50.430]and data things out there that it can be confusing.
[00:11:56.370]In about January last year,
[00:11:59.190]we launched what's called Course Insights
[00:12:01.710]on the left hand side of Canvas.
[00:12:05.070]Our IT gurus put this together.
[00:12:08.040]And in that, its populated a bunch of tiles.
[00:12:11.220]Two of these tiles are tiles that I, they're my babies,
[00:12:14.580]and I'm gonna talk first about this one
[00:12:16.410]called Diversity Info.
[00:12:17.790]So this is where you can follow along.
[00:12:19.260]If you have a computer, pull it up, go into a Canvas course,
[00:12:22.170]either a current Canvas course this semester
[00:12:24.390]or in the last couple years.
[00:12:26.460]This should work.
[00:12:29.040]If you don't have a computer in front of you
[00:12:31.557]and the person next to you has a computer,
[00:12:33.690]you might invite them to lean in
[00:12:35.340]and look to see what's happening.
[00:12:36.540]I'll try to bring up some of this as well on here.
[00:12:39.480]So Course Insights by default is turned on in every class.
[00:12:43.260]You might have turned it off at some point,
[00:12:45.030]so I don't know what this is,
[00:12:45.870]so you might have to go turn it on
[00:12:48.420]if you have disabled it in your course.
[00:12:50.670]By default, it sits at the bottom.
[00:12:52.080]I've moved it up here at the top
[00:12:53.100]'cause I think it's amazing, but it's, scroll to the bottom.
[00:12:57.390]I'll come around and check to see who still needs
[00:13:00.960]to get to this, but I'm gonna move to the next slide here
[00:13:03.395]before we talk about that.
[00:13:04.228]So my first thing I'm gonna ask instructors to think about,
[00:13:07.710]or I would like to ask instructors to think about
[00:13:09.450]when they move into this space,
[00:13:10.710]is to just acknowledge the diversity in your class
[00:13:14.010]and think about that.
[00:13:15.480]And then, we as an institution, CTT,
[00:13:18.377]and the conversation I had with Sydney this morning,
[00:13:20.250]just thinking about, well then, what are the,
[00:13:22.980]what do you do with that
[00:13:24.540]when you find something or discover something?
[00:13:26.850]We're still developing that.
[00:13:27.810]So also, send us your case studies
[00:13:29.430]if you find any of this useful.
[00:13:31.380]So this should be what your dashboard looks like.
[00:13:37.020]Okay, so here's your troubleshooting tutorial.
[00:13:39.810]If it doesn't work, log into the VPN, you'll get this.
[00:13:44.250]It's a little bit small, so look at your own.
[00:13:46.860]Mouse over has stuff.
[00:13:48.360]And here's my questions to get you to think about this.
[00:13:52.170]Okay, so what do you see when you,
[00:13:53.280]I know the answer to these,
[00:13:55.170]but it's more interesting when you think about it.
[00:13:56.817]and I know we're all on the same page.
[00:13:58.170]So I will say we're gonna ask somebody at this table.
[00:14:00.420]Does somebody else have it up?
[00:14:01.253]Yes.
[00:14:02.086]What's provided when you mouse over a box?
[00:14:03.240]What do you see?
[00:14:04.920]I see like the number and the percent that it is.
[00:14:09.151]Yes. Like the count.
[00:14:10.410]The number of students. Mm-hmm.
[00:14:12.090]Although, I'll pause a little bit on this first one
[00:14:13.860]because I think this is valuable to appreciate,
[00:14:17.130]under race and ethnicity, that's,
[00:14:19.530]it's not the percent of students,
[00:14:21.330]it's the percent of identities.
[00:14:24.480]Ah.
[00:14:25.313]And I've got some text down here to describe
[00:14:26.490]so that the fine print will tell you.
[00:14:28.200]So for example, I know this is the case,
[00:14:30.060]that this one student selected Native American,
[00:14:34.080]but they also selected something else.
[00:14:36.090]And so, if we traditionally look at this
[00:14:39.000]and we lump students
[00:14:40.800]that have selected more than one identity
[00:14:42.690]and we box 'em into two or more,
[00:14:44.070]so I'm still telling you there are 26 students
[00:14:45.810]in this class, in my class,
[00:14:47.490]that have two or more identities, but up above,
[00:14:51.090]if a student's listed two identities, it's listed twice,
[00:14:54.150]'cause the point of this is not a precise quantification
[00:14:56.430]of students, it is to understand the diversity in there,
[00:15:00.240]right?
[00:15:01.350]So, and so, beautifully, when I did this,
[00:15:03.490]I was like, oh my goodness,
[00:15:04.770]there was a native student in the class.
[00:15:06.000]No idea, right?
[00:15:07.380]That's the whole point of this.
[00:15:08.760]Also in this, you'll notice if there is a single student,
[00:15:11.180]I'm showing you that box.
[00:15:13.170]That's gonna change as we move down the path.
[00:15:14.940]But this is just showing you singly the diversity
[00:15:17.520]in that category.
[00:15:18.353]So we can do that.
[00:15:19.186]We haven't revealed any identity about that student.
[00:15:21.600]I'm not telling you who that student is,
[00:15:22.677]I'm just telling you there is somebody in that class
[00:15:24.480]to be aware of.
[00:15:27.090]Additional metrics.
[00:15:27.990]Anybody click on an additional metric?
[00:15:31.950]So over here.
[00:15:36.990]Yeah, rural urban, I just heard somebody say.
[00:15:38.580]So click here, there's a bunch of things.
[00:15:40.620]I literally, like yesterday, added some more.
[00:15:43.200]What I like about this,
[00:15:44.130]I can continue to add diversity metrics
[00:15:46.140]that we think is important.
[00:15:47.580]So rural urban, this came from a faculty saying,
[00:15:49.740]hey, I would like to write this NSF grant
[00:15:51.420]about supporting rural and urban students.
[00:15:53.400]Can we start entering that into our metrics?
[00:15:55.200]So this uses some USDA data based on the zip code
[00:15:58.410]and commuter information.
[00:16:00.000]So if you live in a low-density zip code
[00:16:03.030]just outside of Lincoln,
[00:16:03.960]but everybody in that zip code commutes to Lincoln,
[00:16:06.000]that's still considered part of Lincoln.
[00:16:07.290]It's a commuter-based description of rural and urban.
[00:16:10.500]And so, in this particular class,
[00:16:12.240]25% of the students were classified as rural.
[00:16:15.930]So it gives you a sense of all the ways
[00:16:19.410]which your students are different.
[00:16:21.390]Oh, I'm gonna go back to this.
[00:16:23.610]No, I still have it here.
[00:16:24.630]So when you switch from proportional to categorical,
[00:16:28.320]what happens when you do that?
[00:16:29.460]See if somebody can describe,
[00:16:30.293]pass the mic to somebody else on your table.
[00:16:34.230]Jenny, you wanna take this one?
[00:16:36.359]I'll try.
[00:16:37.650]Describe what do you see when I select categorical?
[00:16:44.340]Yeah, I can't see that that well.
[00:16:47.190]Well, on yours- Okay.
[00:16:48.680]So what do you get when you get to categorical?
[00:16:52.282]Gotta restart, update.
[00:16:53.520]Hmm.
[00:16:54.640](laughter)
[00:16:55.473]Problems with technology.
[00:16:56.640]Oh, I've been there, moments ago.
[00:16:58.243](laughter)
[00:16:59.370]So for like race and ethnicity, it takes,
[00:17:02.400]instead of proportional, it takes each one that I have,
[00:17:07.081]so I have four, and it just breaks 'em out evenly.
[00:17:09.840]Yeah.
[00:17:10.964]And then it just gives you a count,
[00:17:11.797]and it just says one or more.
[00:17:13.230]So why, how would might you think about that
[00:17:15.450]as an instructor?
[00:17:16.283]It's a leading question,
[00:17:17.190]but I'm interested to see what your reaction is.
[00:17:19.620]What's the utility?
[00:17:20.453]Why did I program that into here?
[00:17:26.460]In my mind, I'm hoping that we can have
[00:17:29.550]that this is a mindset.
[00:17:31.470]I wanna teach equally to all of those boxes.
[00:17:35.611]Unfortunately, this thing,
[00:17:38.070]I actually wanted this to be the default,
[00:17:39.390]but I realized nobody will understand what we're looking at.
[00:17:41.700]This, you look at that and it just reinforces,
[00:17:43.770]we're a predominantly white institution,
[00:17:45.360]and you start thinking,
[00:17:46.193]all right, I'll teach to the white students.
[00:17:47.490]Yeah, can you teach equally to all the boxes of students?
[00:17:51.150]So categorical just allows you to kind of play that game
[00:17:54.300]and say, I wanna look at it this way
[00:17:55.740]and teach equally to that box and that box
[00:17:57.948]and that box and that box.
[00:17:59.460]That's the vision.
[00:18:00.293]We'll see if this works.
[00:18:02.610]But a lot of this is built with those little like ways
[00:18:05.430]that we might engage in it.
[00:18:08.010]I like to say that I created this,
[00:18:10.650]well before I was engaged in this work,
[00:18:12.030]when I would imagine a future class,
[00:18:14.190]you're thinking, okay, what am I gonna teach?
[00:18:15.630]How am I gonna teach it?
[00:18:16.463]In my mind, that student is a white male,
[00:18:21.510]continuing generation, 3.9, urban student, right?
[00:18:26.130]Me, it was, I'm imagining myself sitting there.
[00:18:28.560]So this allows us all to think about our future classes
[00:18:31.560]or a class we're engaged in
[00:18:32.730]and understand how the diversity of the students,
[00:18:36.480]exactly what this panel of students was talking about,
[00:18:38.583]that they wanna be thought of as individuals.
[00:18:40.560]Now, I'm not, I've amalgamated you into a box,
[00:18:43.500]but I'm hoping through your like experience in the classroom
[00:18:46.680]and this, you're able to see the people
[00:18:49.170]behind these boxes and numbers.
[00:18:51.710]Brigita, yeah?
[00:18:52.801]Can you talk a little bit about how,
[00:18:54.150]what the neighborhood index is?
[00:18:55.860]Oh yeah, can we talk about the neighborhood index?
[00:18:57.690]I love this one, and let me just say it's in development.
[00:19:00.210]So this is going to be revised in the next month or two
[00:19:04.380]with better data on the backend,
[00:19:06.450]and we're gonna develop a description.
[00:19:08.370]I was just in a conversation with Sydney this morning
[00:19:10.080]about we need a description on here.
[00:19:11.250]So, and I don't know what the perfect description is,
[00:19:12.680]so I'm gonna try it out, so here we go.
[00:19:14.400]Neighborhood index is the neighborhood
[00:19:17.160]from which that student grew up,
[00:19:18.780]or at least technically,
[00:19:19.860]it's the neighborhood from which they applied.
[00:19:22.920]Right now, it is the zip code from which they applied.
[00:19:26.460]What I will be moving to is the census tract,
[00:19:31.260]which is a smaller-scale space that the census designs,
[00:19:35.130]it's a little more demographically homogenous,
[00:19:37.290]whereas the zip code is about mail delivery.
[00:19:40.380]And then, that information
[00:19:43.410]is fed into the child opportunity index
[00:19:46.200]that takes about 30 metrics on economic opportunity,
[00:19:50.550]education opportunity,
[00:19:51.630]things like are there parks in the area,
[00:19:53.520]how many kids go to preschool in that area,
[00:19:55.140]how many people have graduate degree,
[00:19:57.480]or undergraduate degrees in that neighborhood,
[00:20:00.390]all of those things that they think
[00:20:01.980]will help provide opportunity to children.
[00:20:04.320]Those are then ranked from one to a hundred
[00:20:06.780]across the country, and high opportunity
[00:20:09.360]means that, in this case, oh, let me switch to proportional
[00:20:13.680]'cause it's a little more informative if you go to there,
[00:20:16.650]so very high opportunity, so 50% of the students
[00:20:20.040]in this class came from the top 20% of neighborhoods,
[00:20:24.660]and then the next one is the next 60 to 80%
[00:20:27.390]of neighborhoods, and then the mid to low is 60,
[00:20:30.780]the bottom 60%, so I've got 20, 20, and 60%.
[00:20:34.410]I had to lump all those bottom ones
[00:20:35.790]because as is typical in higher ed,
[00:20:37.470]we skew towards the higher socioeconomics.
[00:20:42.240]The point of this that I put it in
[00:20:44.340]is so that an instructor might think about,
[00:20:49.230]they might be resistant to looking at first gen gaps
[00:20:53.070]or race gaps, but if you see that the score the students got
[00:20:58.080]in your exam is a letter grade difference
[00:21:00.690]based on the neighborhood in which that kid grew up,
[00:21:03.210]maybe that resonates with you, right?
[00:21:05.190]So it's an attempt to really think, that's all of these,
[00:21:07.380]is a diverse way of thinking about diversity.
[00:21:12.330]It also, well, there's lots of reasons to do that.
[00:21:14.917]All right, I'm gonna move, you have a follow up?
[00:21:17.310]You definitely do as a sociologist,
[00:21:18.690]so let's follow up afterwards
[00:21:19.965](laughter)
[00:21:20.798]'cause you can't help yourself,
[00:21:22.170]but let me go to,
[00:21:25.950]I'm gonna point out two things more quickly.
[00:21:29.100]Well, maybe we'll spend more time on the next one.
[00:21:30.540]So I'm gonna go back to Course Insights
[00:21:32.940]and I'm going to go down to this bottom one
[00:21:35.190]that right now sits below the fold.
[00:21:36.600]It's the seventh, so you may have to scroll down to it,
[00:21:38.550]called Performance Equity.
[00:21:40.380]This is the sister dashboard to Diversity Info.
[00:21:43.770]It's gonna take many of those same metrics.
[00:21:45.240]Sometimes they're refolded a little bit.
[00:21:46.950]So in race and ethnicity,
[00:21:47.910]we're gonna roll them into underrepresented
[00:21:49.680]and represented race and ethnicity
[00:21:51.360]so that we can, are able to show you everything
[00:21:54.480]without de-identifying students.
[00:21:57.630]And hopefully this will load,
[00:21:59.820]and this is going to take assignments within your course
[00:22:04.770]and disaggregate the average assignment grade
[00:22:08.183]by the metric of your choice.
[00:22:11.370]So it's hard to see here.
[00:22:12.810]It's a small screen.
[00:22:13.650]Hopefully you can see it better on your screen.
[00:22:15.210]And this particular course, I'm gonna switch to first gen
[00:22:19.277]'cause we see some bigger gaps there.
[00:22:24.131]All right, so it's hard to see up here,
[00:22:25.140]but I'll say this bottom one is exams.
[00:22:27.240]The default is assignment groups.
[00:22:29.250]If you organize your class in assignment groups,
[00:22:31.140]this will be useful to you.
[00:22:32.340]And if you look up here, even if you could read those words,
[00:22:34.470]they're not super useful.
[00:22:35.760]It's more useful to see how they're arranged on your class.
[00:22:38.640]I'll switch over to here to show you, do do do do do do,
[00:22:42.870]okay, it looks something like this.
[00:22:45.242]When it is assignment groups,
[00:22:47.130]it'll be your assignment groups.
[00:22:48.120]If you don't use assignment groups,
[00:22:49.260]you can switch over to assignments,
[00:22:50.550]or if you use modules, you can switch to modules.
[00:22:52.320]So you'll organize this how it's viewable
[00:22:54.180]for your class, or an instructor.
[00:22:55.860]And then, these will be meaningful things to you.
[00:22:58.200]So this course has an assignment group called exams.
[00:23:01.260]So we can look at exams and we can see, in this case,
[00:23:04.680]there was, there's 10 things listed there as exams.
[00:23:07.110]If you mouse over it, it'll give you the average grade for,
[00:23:09.860]in this case, underrepresented and represented,
[00:23:12.000]or you can do first gen and continuing gen.
[00:23:14.010]So you can look into your course,
[00:23:17.010]disaggregate your grades based on first gen, continuing gen
[00:23:21.270]almost real time,
[00:23:22.103]about a 36-hour delay for a current course,
[00:23:25.170]or you can go back and look at past courses.
[00:23:27.360]We have loaded information in here for three years
[00:23:30.480]and the ongoing semester.
[00:23:32.010]So you can look back retrospectively,
[00:23:35.130]or you can be checking out what's happening
[00:23:36.930]for an exam that you just gave, or a set of exams.
[00:23:38.850]You can bundle your exams or break them out.
[00:23:47.700]Am I allowed to out myself here?
[00:23:50.040]Oh yeah, this is, we love each other here.
[00:23:52.860]I'm just gonna declare that.
[00:23:53.970]I'm gonna declare it a safe space,
[00:23:56.190]because I do this all the time,
[00:23:57.690]like my stuff does not look great.
[00:23:59.100]So go ahead.
[00:24:00.090]So, and he knows
[00:24:02.640]that I'm a sociologist of education,
[00:24:04.800]like I'm the worst audience for this kind of seminar.
[00:24:07.996](laughter)
[00:24:10.470]Oh, let's get you a mic
[00:24:11.582]so I don't have to repeat what you say.
[00:24:17.220]So in this hypothetical course of mine
[00:24:19.230]that I just pulled up,
[00:24:23.400]I find myself validated because what it shows
[00:24:25.860]is that in standard assessments,
[00:24:28.050]you have the standard gap between first gen and continuing.
[00:24:33.630]And in all of the others that reward effort,
[00:24:38.280]what in high school they would've called formative,
[00:24:41.520]which we know in real life is 80% of the job is being there,
[00:24:44.730]showing up, the things that reward effort,
[00:24:48.090]I have the reverse gap.
[00:24:49.980]So that tells me I should be changing the weighting of these
[00:24:55.140]from, right now it's about 10 plus 20 plus 9,
[00:25:00.000]32% of my grade is effort based and the other, whatever,
[00:25:04.950]two thirds are assessment based.
[00:25:06.990]I should be making this 50/50 and my gap would go away.
[00:25:09.990]Yeah, so this is great insight
[00:25:14.820]that I'm finding is instructor, course specific.
[00:25:19.980]And I think this is the answers
[00:25:21.570]to many of these equity gaps,
[00:25:22.740]that there's not gonna be one thing that we all need to do.
[00:25:26.070]If that was, we probably would've figured it out
[00:25:28.020]and we probably would be doing it,
[00:25:29.467]and we wouldn't have this national issue.
[00:25:31.200]I mean, we match what's happening nationally.
[00:25:33.540]But I will say, I know I have colleagues
[00:25:35.670]at other institutions who do this kind of stuff
[00:25:37.320]and there are institutions that quake at the knees
[00:25:40.230]about looking at this data, about talking at it.
[00:25:42.420]We are well positioned to do something about first gen
[00:25:46.050]because all the stuff that you heard about today,
[00:25:48.690]having that, getting the data in your hands,
[00:25:50.670]allowing an individual instructor to go through
[00:25:53.160]and figure out what's the narrative,
[00:25:54.420]what's the story that I think is happening here?
[00:25:56.760]And then my thought is you then try it,
[00:25:59.550]see what happens over time.
[00:26:01.170]It's like, this is working.
[00:26:02.280]Or find the people,
[00:26:03.330]our colleagues who are doing great stuff,
[00:26:05.040]and learn from them.
[00:26:07.110]That's the vision, the big idea.
[00:26:10.770]Anybody else have a story, or oh wait, I wanna pop,
[00:26:13.140]I wanna get Sydney's thoughts here
[00:26:14.400]'cause she thinks a little across courses,
[00:26:16.050]which is interesting.
[00:26:17.400]So I love that you brought that up
[00:26:19.140]in terms of the different types of assignments.
[00:26:21.300]So there's a fellow, Thomas Guskey,
[00:26:23.700]who works a lot in K through 12
[00:26:26.010]that makes the case for three different types of grades,
[00:26:29.910]really that look at process, progress, and performance.
[00:26:35.160]We tend to lump all those into one big thing.
[00:26:38.800]Yeah. And that ruins
[00:26:40.710]what we understand from our class in many respects
[00:26:43.200]because we could very well see a student that gets an A,
[00:26:48.150]but they came in with that,
[00:26:50.250]they didn't do anything in that class.
[00:26:53.610]Or we might have a student that makes a ton of progress,
[00:26:59.280]but because it's heavily weighted towards performance,
[00:27:02.370]they still have a C.
[00:27:04.350]And so, in looking at these groups,
[00:27:06.560]and this is a particular display that I really love
[00:27:09.780]because it allows you to look in here
[00:27:12.120]and look at your students and say,
[00:27:15.570]they're doing the homework,
[00:27:17.010]they're showing up for these other things that represent,
[00:27:21.570]doing the process, they're making progress.
[00:27:26.700]Where they're struggling is with the exams.
[00:27:29.520]Is there something wrong with my high-stakes exams?
[00:27:33.480]In this case, they're weighted heavily.
[00:27:36.480]If you were to change the weighting,
[00:27:37.800]you might find some of those students that ace exams,
[00:27:42.450]one of my children was a superb exam taker
[00:27:46.230]and therefore didn't do a lot of homework,
[00:27:48.180]and would've benefited from doing it. (chuckles)
[00:27:51.480]But, so it can inform some of the strategies that you use
[00:27:55.860]and where you focus your energy
[00:27:57.720]because you might have students
[00:27:59.100]that suffer extreme test anxiety
[00:28:01.200]or maybe the questions need a second look.
[00:28:05.010]And it may not- Things like that.
[00:28:06.180]Be exams for your particular class.
[00:28:08.425]Correct. In my class,
[00:28:09.840]I thought it was gonna develop at exams
[00:28:11.880]and I realized I had an equity gap
[00:28:13.860]up in what I call this journaling, which was just,
[00:28:17.100]a full credit, you turn it in, you get the full credit.
[00:28:19.380]And I was seeing my equity gaps developing there,
[00:28:21.210]and I realized, oh, I need to engage students,
[00:28:23.130]that first week, I'm losing somebody the first week
[00:28:25.230]and that's trickling all the way through.
[00:28:26.490]So I think this gives space for instructors
[00:28:28.560]to start to develop a narrative
[00:28:29.880]and dissect what they think might be happening.
[00:28:32.010]As part of that, I'll point out the missing assignments
[00:28:35.040]is that thing up there, you can click,
[00:28:36.570]and it will say remove zeros.
[00:28:39.030]Right now, this is the average.
[00:28:40.710]And a lot of times when students don't turn in things,
[00:28:42.630]you give them zeros.
[00:28:43.590]So this will take all those zeros and get rid of them,
[00:28:45.480]so you can start to ask that question,
[00:28:47.130]is it that they're not getting things turned in
[00:28:50.430]or maybe I'm still seeing equity gaps
[00:28:53.820]even when it is about assignment completion issues.
[00:28:57.330]So it's an attempt to allow you to start to separate that.
[00:29:00.000]'Cause this information,
[00:29:01.599]well, you could offer a survey to your students
[00:29:03.960]and ask them to self-identify various diversity metrics.
[00:29:06.900]Otherwise, that information you don't know
[00:29:09.960]and it's divorced from anything else you can do in Canvas.
[00:29:11.820]So this gives you a way to look at equity gaps specifically
[00:29:14.490]deep within your class.
[00:29:16.205](indistinct), did you have something you wanted to-
[00:29:17.880]Yeah, I just thought it was interesting,
[00:29:20.100]I was looking at my own data and I'm seeing like a big gap
[00:29:23.010]between who's choosing to exercise
[00:29:24.990]the optional extra credit assignment and who's not.
[00:29:27.990]Yes.
[00:29:28.823]So thinking about ways
[00:29:30.270]to like structure your course, just, yeah, I,
[00:29:34.890]that was surprising.
[00:29:35.910]I would never have gotten this insight
[00:29:37.500]just from observing who's turning stuff in.
[00:29:40.830]Yeah, interesting.
[00:29:43.020]The extra credit's
[00:29:44.880]always privileged the privileged.
[00:29:46.530]Yeah. Who don't have to work,
[00:29:47.730]who don't have to take care of parents, et cetera.
[00:29:50.160]Yeah, there's a, we can chat more afterwards,
[00:29:52.530]there's a study contract strategy I use
[00:29:54.450]that is available specifically to the struggling students,
[00:29:57.480]and I started developing that
[00:29:58.430]in a reaction to this privilege of extra credit.
[00:30:00.843]Like I don't need my A minus students
[00:30:03.420]all using extra credit, I want my D students
[00:30:05.760]to have some life rafts.
[00:30:08.190]So there's various strategies you can do
[00:30:09.870]to try to figure that out.
[00:30:11.970]If you really are thinking partly extra credit
[00:30:13.890]is helping people to rescue grades,
[00:30:15.990]there's other approaches.
[00:30:19.230]I think I have time to pause.
[00:30:20.310]Anybody else have a, like an insight right now
[00:30:21.960]that they're seeing?
[00:30:23.880]Otherwise, I can show you a couple other ways
[00:30:26.130]to scale these same kinds of questions.
[00:30:29.970]One of the things, let's see, do do do do do,
[00:30:34.140]well yeah, I'll just state it,
[00:30:36.000]I don't have a great visualization.
[00:30:38.070]In any of these metrics,
[00:30:41.340]in all, there needs to be at least five students
[00:30:44.820]in all the boxes for me to disaggregate it
[00:30:49.530]and show you the boxes.
[00:30:52.590]So to take first gen and continuing gen students,
[00:30:55.560]I need to have at least five first gen students
[00:30:57.300]and five continuing gen students.
[00:30:58.530]If it was a 15-person class
[00:31:01.331]and they were all continuing generation students,
[00:31:06.450]and then I just said,
[00:31:07.283]okay, well there's not five in this box,
[00:31:08.580]I'll show you that they're all continuing gen students,
[00:31:10.470]now by deduction you know,
[00:31:12.270]oh, they're all continuing gen students.
[00:31:13.700]So I don't disaggregate it at all.
[00:31:15.810]That constrains a little bit in the way that I set this up.
[00:31:17.820]So race and ethnicity,
[00:31:19.710]I have to take our race and ethnicity boxes that are,
[00:31:25.800]that don't have many students in them
[00:31:27.120]and bundle them together,
[00:31:29.100]so they're borrowing statistical power from each other,
[00:31:32.310]so that we can see it.
[00:31:33.143]That's why in race and ethnicity in this view,
[00:31:34.500]you're not gonna see all the categories,
[00:31:36.210]you're just gonna see represented,
[00:31:37.470]which is white, Asian, unknown, international students,
[00:31:42.270]because they're represented in our graduating populations,
[00:31:44.910]similar to our undergraduate community,
[00:31:48.330]and then underrepresented, Black, native, Hispanic,
[00:31:53.160]because they're underrepresented
[00:31:54.170]in our graduating population
[00:31:55.920]relative to their proportion in our population.
[00:32:00.210]The other thing that can,
[00:32:01.740]so we can get around that sometimes
[00:32:04.140]if we consistently teach small-enrollment classes
[00:32:06.180]by bundling across courses.
[00:32:08.190]But I can't bundle across courses necessarily with that view
[00:32:11.790]because you may change the name of your assignments
[00:32:15.690]or all the stuff that happens when you repopulate a class.
[00:32:18.180]But we can bundle across classes at the letter grade level.
[00:32:21.300]So at the bottom of that page that you're looking at,
[00:32:23.520]there is a link, go.unl.edu/gradeequity.
[00:32:26.820]You can just click on that link, or you can go to this,
[00:32:30.060]and now we're gonna leave Canvas and go straight to Tableau.
[00:32:35.430]You were actually looking at Tableau
[00:32:36.840]inside of a Canvas wrapper,
[00:32:38.310]but now you're gonna, we're gonna go straight to Tableau
[00:32:40.680]because now we're gonna leave the context
[00:32:42.060]of that particular class,
[00:32:43.200]the beauty of the Canvas thing is it knows who you are,
[00:32:44.940]it knows what class we're talking about, and pop right in.
[00:32:47.580]We'll go into this thing and it'll know who you are,
[00:32:50.670]'cause you're gonna have to sign in,
[00:32:51.503]but it doesn't know what class.
[00:32:52.680]But that's great 'cause you wanna look across courses.
[00:32:55.080]So you're gonna get something like this,
[00:32:56.340]although at first, it's gonna be blank.
[00:33:05.250]Oh, yeah, yep, sorry,
[00:33:08.760]go.unl.edu/gradeequity, and there's a double E in there.
[00:33:14.280]Grade equity squished together.
[00:33:18.930]You can also, as you get in there,
[00:33:20.250]you'll see you can also navigate to it.
[00:33:22.020]But that is just an easy to use,
[00:33:25.380]oh sorry, I'm gonna get here.
[00:33:26.430]Okay, so if I go here,
[00:33:30.330]and now, I bet I can make this bigger.
[00:33:34.680]Reconnect.
[00:33:40.350]Okay, it's blank, and I put it here in blue
[00:33:42.990]to tell you choose a course, right?
[00:33:44.700]So I'm gonna choose LIFE 121.
[00:33:48.032]It's a course I've taught,
[00:33:48.865]that you should see courses that you are teaching.
[00:33:50.400]In this case, it's registrar-based information.
[00:33:53.370]The previous one was
[00:33:54.330]if you've been added as a teacher onto a Canvas class,
[00:33:56.550]you will see it as well.
[00:33:58.860]And then you get something like this.
[00:34:01.140]These are the semesters I have taught this class.
[00:34:03.540]And here's an example.
[00:34:04.620]Fall 2018, when I disaggregate by race and ethnicity,
[00:34:08.370]it's listing it as brown, it's listing it as aggregated.
[00:34:11.610]Let me make this a little bit smaller so you can see.
[00:34:14.010]Well, it's listing it as aggregated,
[00:34:15.930]it's not separating it, because I didn't have
[00:34:17.490]at least five students in each of these boxes.
[00:34:19.470]So what I like about this one up here, combined semesters,
[00:34:22.410]I can click this a couple times
[00:34:24.600]and it'll smush semesters together, and now you're borrowing
[00:34:27.810]from those patterns across semesters.
[00:34:30.120]So if you teach a small-enrollment class,
[00:34:32.160]you can still get patterns by summing semesters together
[00:34:35.490]using this.
[00:34:36.323]And then you'll see on the bottom here,
[00:34:38.130]it is, it says Fall 2019 to Summer 2020.
[00:34:41.157]And I mouse over that,
[00:34:41.990]it tells me those are two semesters combined
[00:34:45.570]so that I can get, so that I have enough data
[00:34:47.831]to remove the noise, in one case,
[00:34:50.490]or to give me enough information
[00:34:52.860]so that I can disaggregate it for you.
[00:34:56.430]Otherwise similar, right?
[00:34:57.630]So you might be looking, you're building a narrative
[00:34:59.700]about what happens in an individual class,
[00:35:01.470]and now you can look to see what are those patterns
[00:35:03.240]across time in your courses.
[00:35:06.270]Five minutes left, the most exciting minutes
[00:35:09.510]of the entire moment we have entered.
[00:35:14.820]And at the end, there'll be a giant whale
[00:35:16.320]that'll rise up in the air and splash down
[00:35:17.850]and we'll all get wet.
[00:35:20.610]Any questions on this?
[00:35:21.720]I'll just pause.
[00:35:24.150]And this is on your, yeah, the map that I hold,
[00:35:27.812]I know too, we've,
[00:35:29.310]Course Insights is what we were in before.
[00:35:31.230]Now we're moving into, we started with Performance Equity,
[00:35:34.650]what I call our Course Equity Suite,
[00:35:36.570]which are three things that are designed to scale
[00:35:40.770]across questions, across, sorry, administrative units.
[00:35:45.150]Let me go back to here to show you this.
[00:35:47.970]So, the Course Equity Suite starts with,
[00:35:51.390]at the smallest scale, the finest scale,
[00:35:53.160]what you were looking at in individual assignments
[00:35:55.110]within your class,
[00:35:55.943]being able to look at equity questions there
[00:35:57.690]by a variety of metrics.
[00:35:59.550]Not all the metrics are there.
[00:36:00.930]I don't, for example, think I have,
[00:36:03.750]well, I may have in that one
[00:36:04.740]the neighborhood index we talked about.
[00:36:06.300]But eventually, these metrics will be propagated
[00:36:08.310]across the different dashboards.
[00:36:11.340]It takes a lot of coding to make it happen
[00:36:12.537]and it takes me time.
[00:36:14.280]This Grade Equity for instructors in the middle
[00:36:16.020]is the one we just looked at.
[00:36:17.010]That allows in individual structure.
[00:36:18.630]Similarly, a private portal to look at what's happening
[00:36:20.790]in their courses across semesters.
[00:36:24.210]The last one I'll talk about
[00:36:25.320]is called Grade Equity for Administrators.
[00:36:27.450]And by administrators, I mean this pretty broadly.
[00:36:29.550]I mean anybody beyond you.
[00:36:32.490]It could be a dean, a chair,
[00:36:34.650]it could be a curriculum committee,
[00:36:36.000]it could be an individual instructor.
[00:36:37.830]I believe if you were at least on the registration list
[00:36:41.040]that I was sent earlier, I've added you all,
[00:36:42.690]so you should all be able
[00:36:43.590]to see this Grade Equity for Administrators.
[00:36:47.880]It's in Tableau.
[00:36:49.110]I'll tell you, you can navigate it
[00:36:50.220]to the thread that I put up there,
[00:36:51.840]Undergraduate Analytics, Community.
[00:36:53.870]In the community, there's a bunch of stuff.
[00:36:55.440]That's what I've added you to.
[00:36:56.340]You're all now part of the Undergraduate Analytics Community
[00:36:58.950]and Grade Equity for Administrators Comparison.
[00:37:01.110]There's also a shortcut, go.unl, and that stuff,
[00:37:04.530]minus the shortcut, is written on your,
[00:37:06.990]on the third part here in the handout that I gave you,
[00:37:10.110]Grade Equity for Administrators.
[00:37:11.730]This one is phenomenally powerful.
[00:37:15.514]It's gonna open kind of boring.
[00:37:20.340]Well, it's gonna open, it's gonna, it's this,
[00:37:22.110]it's a stat that's actually in the handout,
[00:37:23.760]which is, what are,
[00:37:28.500]what's happening at the entire university.
[00:37:30.120]All right, so I'll get into here,
[00:37:31.830]I'll show you this in a minute or two,
[00:37:33.090]and then you can just play with this
[00:37:35.010]for the next semester or two
[00:37:37.260]and come back to me with more questions
[00:37:39.090]and invites to present at your department
[00:37:41.190]or one-on-one meetings with you or groups of faculty.
[00:37:44.820]So it starts with showing me the whole university.
[00:37:47.130]It starts with race and ethnicity, that's its default.
[00:37:49.050]I'm gonna switch over here to generation.
[00:37:52.830]And I'll point out at the top,
[00:37:54.030]we have a number of, like four academic years here.
[00:37:58.380]I can move this slider
[00:37:59.610]to change the number of academic years that I'm looking at.
[00:38:02.520]I can mouse over here to say, okay, here is my DFW rate
[00:38:06.480]for continuing generation students of 9%,
[00:38:09.150]and that's 75% of the students,
[00:38:11.160]there's a lot of information in that tool tip,
[00:38:13.260]versus the 24% for first gen students.
[00:38:16.243]I have my mouse over the box, it's gonna tell me
[00:38:18.180]that gap in a subtraction to percentile points.
[00:38:21.510]It's gonna tell me what that is in terms of a ratio.
[00:38:23.880]So it's 1.67% higher DFW rates for my first gen students.
[00:38:29.070]It's gonna tell me how many students
[00:38:30.420]are sitting there, or enrollments.
[00:38:32.580]So enrollments, I mean, if a student had a DFW
[00:38:34.950]in multiple classes, that's multiple enrollments.
[00:38:37.350]And this is summed across like four years.
[00:38:39.270]But in four years, there are 8,600 students in that gap.
[00:38:43.830]All that is relevant because we can scroll over here
[00:38:46.200]and say, oh, I would like to look at,
[00:38:49.470]well colleges or subjects.
[00:38:51.630]So it'll show us all the subjects across the university,
[00:38:54.660]taking all the courses in those subjects
[00:38:56.160]across these years and summing them up.
[00:38:59.880]You could select just the subjects within your college.
[00:39:02.280]You could go and select individual subjects,
[00:39:03.810]say a peer subject that you wanna look at.
[00:39:08.520]You can then go right here, sort by,
[00:39:13.350]right now, this is subject by alphabetical,
[00:39:15.120]but I can say, show me the subjects
[00:39:17.190]with the biggest gap as an additive gap,
[00:39:19.950]and it'll sort them through here.
[00:39:22.440]We wanna keep in mind like noise, small-enrollment subjects,
[00:39:25.860]like the ones that are at the top here
[00:39:27.360]just don't have many students, but here's math,
[00:39:29.070]and we know this, and math is working really hard on it.
[00:39:30.930]That's our number one large-enrollment subject
[00:39:33.480]with equity gaps.
[00:39:34.830]So kudos to math for putting in the hard work,
[00:39:37.230]continuing to put in the hard work.
[00:39:38.490]But that might help you think about,
[00:39:40.610]in a curriculum committee,
[00:39:41.970]what are the courses that we really wanna
[00:39:44.520]bring those resources to to figure out,
[00:39:46.470]or task say a set of instructors
[00:39:48.420]who have these private portals to say,
[00:39:49.800]hey, five instructors in our MATH 101,
[00:39:53.069]can you guys get together, look in these portals
[00:39:55.830]where you can see your own stuff
[00:39:57.150]and start brainstorming what we can do?
[00:39:58.980]But hopefully, these tools allow you
[00:40:00.300]to pass that information back and forth
[00:40:01.830]'cause it's the same metrics
[00:40:03.120]with the same coding and the same coloring.
[00:40:05.460]Yep?
[00:40:06.750]Oh, question.
[00:40:08.460]On the mic.
[00:40:11.190]At the start,
[00:40:12.023]you laid out some sort of a philosophy
[00:40:16.500]that we need to use to, as we look at this.
[00:40:18.771]Yeah.
[00:40:19.604]Is there, maybe you already have this,
[00:40:22.230]is there like a short, like half,
[00:40:25.170]I'm imagining if I'm sitting with a curriculum committee,
[00:40:27.870]I would wanna have a conversation about,
[00:40:31.080]we're gonna look at some data, we're gonna wanna poke at it,
[00:40:35.100]but like higher-level discussions
[00:40:37.020]of like fair, good use of this data.
[00:40:39.694]Yeah.
[00:40:40.527]What stance we need to bring in.
[00:40:41.940]I just, yeah, I'm a little concerned
[00:40:44.460]about like making sure we're disarming it
[00:40:47.460]before we engage in dialogue about it.
[00:40:50.040]So I would appreciate if there was maybe just like a,
[00:40:53.730]here's like a bullet list of,
[00:40:55.380]so what would you suggest we highlight
[00:40:57.630]in that conversation before we dig in?
[00:40:59.550]Yeah, I'll give you two statements on that.
[00:41:02.760]One, know that the lowest granularity in this data
[00:41:06.570]is an academic year and a course.
[00:41:08.640]So Fall, Spring, Summer for 2022, 2023 in BIOS 101,
[00:41:13.680]that all gets added up.
[00:41:15.000]So, and then, it just says, BIOS 101,
[00:41:17.160]we don't list instructors, et cetera.
[00:41:18.840]Now, sometimes you have some inside information
[00:41:21.450]because you're in the department, you know,
[00:41:22.530]oh, I know that one person teaches that the whole year,
[00:41:24.570]and so, I'm looking at their data.
[00:41:27.810]And so, absolutely that kind of beginning framing.
[00:41:30.600]I don't, at this point, have the best practice
[00:41:33.630]'cause I don't know what it is.
[00:41:36.300]I would say I'd be happy and love to come to a group,
[00:41:39.840]maybe even I'll just take this scenario like,
[00:41:41.970]oh, let's meet before, let's talk about where you think,
[00:41:44.850]like you know that community, and so, let's talk about
[00:41:47.310]where you think the pitfalls might be
[00:41:48.810]or where the mindsets of the different people,
[00:41:50.310]and I may customize a few things to bring it to that.
[00:41:53.100]CTT does this all the time as well
[00:41:55.470]is engage mostly with individual instructors,
[00:41:58.470]but sometimes I know they'd look at with committees
[00:42:00.600]and they're supporting committees.
[00:42:02.010]So I'd say those are the two spaces that we have.
[00:42:05.100]And I do think we still have yet
[00:42:06.930]to invent the best way to do that.
[00:42:09.210]But I am, and maybe I'm sticking my neck out a little bit,
[00:42:13.050]but I'm saying, well let's, but let's go for it.
[00:42:14.940]Let's not just like stand in the corner out of fear,
[00:42:17.490]because these numbers are students,
[00:42:21.120]they're souls that are sitting in the gap.
[00:42:23.580]I don't wanna have students sitting in the gap.
[00:42:25.080]So that's what drives me to just like be bold, be scary,
[00:42:27.990]but let's do it.

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First-Gen Course Equity Dashboards

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