One College’s Experience: Exposing Inequities Caused by Pre-Matriculation Credit Earning Policies�Using Inclusive Curriculum Analytics to Identify Barriers, Measure Outcome Disparities, and Close Achievement Gaps�Victoria Goodrich, Leo McWilliams, G. Alex Ambrose
CONTEXT & PROBLEM IDENTIFICATION
• The College of Engineering (CoE), like others nationally, has a one-size fits all curriculum.
• Through AP credit, ~60% of ND Engineering students are ahead of schedule in required calculus classes. On schedule students are now the minority in their gateway courses.
• ND follows national AP trends that show Black and Hispanic/Latino students are underrepresented in the group which receives a 5 on calculus exams.
INTERNAL CASE STUDY
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• Group Analysis: Find the greatest common factor (gender, race, preparation) in the achievement gap.
• Pathway Analysis: Scanned 1st-8th semesters → Narrowed to 1st-3rd semesters → Identified 3rd semester → Focused on specific courses
• Pre-/Co-requisite Analysis: Physics 2 standard placement in 3rd semester forces a class composition where ~40% are concurrently taking Calc 3; for a course that requires Calc 3 skills. Even though Calc 3 is not a perquisite for Physics 2 it assumes competence.
EXTERNAL IMPLICATIONS & RECOMMENDATIONS
• Build a Campus Learning Analytics Infrastructure. Collect and connect data.� ○Team: Partner with the College, Center for Teaching � & Learning, IR, and IT
○ Access: Create an Institutional Umbrella IRB with� University-wide data governance and security policies
○ Data Analysis: Link admissions and registrar data for � historical and live analysis.
• Find any underserved groups.
• Identify the root causes - institutional system issues vs. student preparation issues.
• Reform the curriculum and policies if needed
○ Institutional AP policy and Program curriculum
○ Cohort Grouping Based on Placement, Targeted � Academic Advising, & Inclusive Course Design
○ Inclusive Pedagogy & Student-level interventions
• Repeat as necessary.
https://tinyurl.com/NDposterAACU
Problem: Figure shows a GPA gap exists based on AP credit earned in Calculus.
Question: Why does the gap persist? �How do CoE policies play a role?
Aim: Find the curriculum “pain points” in program pathway & the group with the greatest GPA gap.�Result: Figures show Calc placement is greatest factor in 3rd semester Physics 2 grade distribution
Future Work: Case for data-driven inclusive course design and curriculum interventions with impact analysis of program pathways
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