Three Case Studies to Consider

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A Journal Article from Civitas Learning by Dr. Mark David Milliron, Laura Malcolm and David Kil

RPA Journal | Research & Practice in Assessment has published (Volume 9: Winter 2014) to collaboratively address the question, “What is the role of big data and learning analytics in higher education assessment?” Civitas Learning Chief Learning Officer and Co-Founder Mark David Milliron collaborated with Vice President of Product Laura Malcolm and Chief Data Scientist David Kil to contribute an article to this issue.

Read the Article See Results archive
Insight and Action Analytics: Three Case Studies To Consider

Civitas Learning was conceived as a community of practice, bringing together forward–thinking leaders from diverse higher education institutions to leverage insight and action analytics in their ongoing efforts to help students learn well and finish strong. We define insight and action analytics as drawing, federating, and analyzing data from different sources (e.g., ERP, LMS, CRM) at a given institution to produce deep predictive flow models of student progression and completion coupled with applications (apps) that take these data and bring them to advisors, students, faculty, and administrators in highly consumable/useable ways. Through three case studies, this article provides a closer look at this iterative work unfolding in diverse institutions, addressing diverse student success challenges, and achieving significant positive results on student progression. The article underscores a key finding: there is not a one-size-fits-all predictive model for higher education institutions. We conclude with a discussion of key findings from these cases and observations to inform future work.

David Kil“We present three cases in an effort to show how this iterative work unfolds in diverse institutions, approaching diverse student success challenges, and to underscore a key finding: There is not a one–size– fits–all predictive model for higher education institutions. Each institution has its own predictive student flow, and leaders, teachers, and advisors need to understand and engage their student success strategies in the context of their own students, policies and practices.” – David Kil