1. Data Challenge
• I have several data challenges in my area:
• Retrieving data in a timely manner
• Getting permission from different entities on campus to retrieve
data
• Ensuring the proper stakeholders are vetting so the process can
be streamline
• Once I receive the data then we need to analyze the data
• This comes with it’s own set of challenges
• Why our students are not succeeding in certain courses
• Why the retention rate is not at the peak level compared to other
ethnicities
• What makes a successful GT student

2. Student Achievement
• OMED: Educational Services is the unit charged by Georgia
Tech with the retention, development, and performance of
the complete student learner who is traditionally
underrepresented: African American, Hispanic, Native
American, and Multi-Racial.
• And through Assessment, I can be certain my department is
achieving the mission of department and improving in areas
where needed

3. Assessment of Program
• Peer-mentoring program
• Assess the level of participation and their academic achievement
&compare them to non-participates
• Summer bridge program
• Assess the academic achievement of students that participates &
compare to non-participants
• Academic Support
• Assess the academic achievement of students that are tutored in
our lab

4. Impact on Summer bridge
program
School Process
• What we need to
improve
• What we need to
revise
• What we need to
modify
• Are we benchmarking
and if so how do we
compare
• Recruit more or less
students in particular
majors
Student Outcomes
• With the proper assessment
we are able to take a holistic
approach
• This will help us make better
choices for our programming
• Which will help with
student retentions,
performance, and overall
student development

5. Team Coach Program
Team Coach –
Offers support of
Upperclassmen to
1st year
students
Participants
Non-Participants

6. Impact on various programs –
Peer Mentoring
Peer-Mentoring
• DATA is the vital component of
our programs
• School process
• This is how we know our
programs are successful
• What we need to
improve
• What we need to
revise
• What we need to
modify
• Are we benchmarking
and if so how do we
compare
Peer-Mentoring
• Student Outcomes
• With the proper assessment
we are able to take a holistic
approach
• This will help us make better
choices for our programming
• Which will help with
student retentions,
performance, and overall
student development

7. Signature – Summer Bridge
Program
• Academic Performance from 2003 – 2012
• Comparing Non-Challenge students vs Challenge
Students

8. Challenge vs Non-Challenge

9. Impact on Academic Support
program
School Process
• What we need to
improve
• What we need to revise
• What we need to modify
• Are we benchmarking
and if so how do we
compare
• Recruit more or less
students in particular
majors
Student Outcomes
• With the proper
assessment we are able
to take a holistic
approach
• This will help us make
better choices for our
programming
• Which will help with
student retentions,
performance, and overall
student development

10. Academic Support
URM tutor
visits
18%
URM general
study
34%
URM
pc/printer
13%
URM student
staff
16%
URM
independent
study group#
1%
URM other
18%
Fall
Overall URM Academic Support Visits (4015 total)
2.61
3 3.02
2.71
2.98
3.1
2.3
2.4
2.5
2.6
2.7
2.8
2.9
3
3.1
3.2
Black Hispanic Multi-Racial
Fall URM GPA per overall participation
non-participants
participants

11. Steps
• I take an analysis of the GPAs from the fall semester:
• And compared them to the GPAs of the following spring semester
• Also, I look at the courses our students had academic challenges
– and offered supplement assistance

12. Student Achievement
It is my responsibility, as Director to make sure
that I am providing all the tools and resources
necessary for the academic achievement of 1st
year students
If students are not achieving academically I need
to re-assess my programs to find out why; where
are we missing the mark, etc.

13. Data Trends
I noticed our students did not always out-
perform other minority students
• This is problematic since we make the case
that If you attend our programs “you should
outperform”
• The question becomes what happens during
those years why did we over perform in most
but not in ALL???

14. Stakeholders- Data Steward
Responsibilities
Admission Office
http://www.admission.gatech.edu/life-
tech/class-profile
Admitted Students
Applied Students
All pertain data relating to the applicant
Registrar’s Office
http://www.registrar.gatech.edu/
Midterm Grades
Semester Grades
Transcripts (student’s profile)
Institute Research & Planning (IRP)
http://www.irp.gatech.edu/
The overall population of the institute –
The population based on gender,
ethnicity, college, geographic location.
Grades based on ethnicity –
IRP is responsible for data resources to
support the strategic planning and policy-
making processes at Georgia Tech.

15. Stakeholders- When should
data be shared & used
Admission Office •Once the data is
collected and vetted
•Data is used in the
summer, fall and spring
Registrar’s Office Once the professors
input grades – 2x per
semester
Data is used in the
summer, fall and spring
Institute Research &
Planning (IRP)
Data is collected by the
data steward
Data is used during the
fall & spring semester –
also when an overall
view is needed of the
population

16. How is the Data shared & used
Admission Office Data is only shared when
permission is granted and
there are several layers of
permission – via reports
This helps determine who
was admitted in our target
population, State or
Country, student profile
Registrar’s Office Data is only shared when
permission is granted and
there are several layers of
permission – via reports
This helps us keep track of
academic performance
Institute Research &
Planning (IRP)
Data is only shared when
permission is granted and
there are several layers of
permission-
Our Research manager
uses SASS to pull in data
This report helps to isolate
our target population

17. Integration & Comprehension
Admission Office Integration -
This report helps to
understand the type of
student, geographic
location and their student
profile
Comprehension-
SAT scores can determine
the academic performance
of a student (often)
Registrar’s Office Afford the programmers
the opportunity to view
everyone’s grades
Can view which classes are
students are having
challenging in
Institute Research &
Planning (IRP)
The programmer has a the
entire picture of the
student population
Programmers can view the
number of students in
different majors over the
course of x-number of
years – the number of
students that change
majors, etc…see next slide

18. Fall 2013 GT Enrollment
(byCollege)
3%
8%
65%
5%
10% 9%
Fall 2013 UG Enrollment by College
Architecture
Computing
Engineering
Ivan Allen
Management
Sciences
3%
8%
61%
8%
12%
8%
Fall 2013 UG Black Students
Enrollment
Architecture
Computing
Engineering
Ivan Allen
Management
Sciences
4%
7%
70%
5% 8%
6%
2013 Fall UG Hispanic Student
Enrollment
Architecture
Computing
Engineering
Ivan Allen
Management
Sciences

19. 2005 – 2013 GT Student Enrollment
(***denotes target population)
2005 2006 2007 2008 2009 2010 2011 2012 2013
Black*
1275
(7.2%)
1263
(6.8%)
1237
(6.4%)
1275
(6.4%)
1271
(6.2%) 1202 (5.9%)
1283
(6.1%)
1273
(5.9%)
1289
(6.00%)
Hispanic*
734
(4.1%)
824
(4.4%)
915
(4.7%)
961
(4.8%)
915
(4.4%) 1144 (5.6%)
1232
(5.9%)
1341
(6.2%)
1428
(6.65%)
Multiracial* 161 181 173 174 238 454 490 562 618
Native
American* 40 40 46 46 43 30 31 25 21
Asian 4161 4508 5044 5425 5788 5756 5969 6570 6688
White 11322 11716 11872 12015 12007 11716 11724 11630 11287
Unknown N/A N/A N/A 127 336 172 163 136 121
Pacific Islander N/A N/A N/A N/A N/A N/A 19 20 19
All 17693 18532 19330 20023 20598 20474 20911 21557 21471

20. Outcome of Data
• Our department strategically looked at the classes that our
target population weren’t doing well in and provided extra
support
• We would send targeted emails to our students and make
available tutors that could assist with our efforts
• We noticed that some classes were taught by TA’s so we hired the
TA’s to lead “Concept Classes” these are special sessions to enforce
the material covered in those classes

21. Innovative Practices during
Challenge
Challenge
Calculus I
Or Challenge
Calculus II
Students that
took either
Calculus received
an A their
freshmen Calculus

22. Innovative Practices – Team
Coach
Transfer Students &
Dual Degree students
Pair them with ONLY
transfer students or
dual degree students
Students were able to
connect better with
mentors that totally
understood the
challenges of being a
transfer/dual degree
studen

23. CHALLENGE – DATA
IN ORDER TO IDENTIFY,
PURPOSE AND DESCRIBE
OUR DATA; THESE ARE
TOOLS WE USE
TEAM COACH – DATA
IN ORDER TO IDENTIFY,
PURPOSE AND DESCRIBE
OUR DATA; THESE ARE
TOOLS WE USE
ACADEMIC SUPPORT– DATA
IN ORDER TO IDENTIFY,
PURPOSE AND DESCRIBE OUR
DATA; THESE ARE TOOLS WE
USE
DATA COLLECTION:
WE COLLECT DATA FROM
VARIOUS SOURCES
DURING VARIOUS TIMES
OF THE SEMESTER
DATA COLLECTION:
WE COLLECT DATA FROM
VARIOUS SOURCES
DURING VARIOUS TIMES
OF THE SEMESTER
DATA COLLECTION:
WE COLLECT DATA FROM
VARIOUS SOURCES DURING
VARIOUS TIMES OF THE
SEMESTER
DATA ANALYSIS:
WE EXPORT THE DATA
USING SASS, MICROSOFT
ACCESS AND EXCEL
DATA ANALYSIS:
WE EXPORT THE DATA
USING SASS, MICROSOFT
ACCESS AND EXCEL
DATA ANALYSIS:
WE EXPORT THE DATA USING
SASS, MICROSOFT ACCESS
AND EXCEL
DATA REPORTS:
CHALLENGE REPORTS ARE
SUBMITTED VIA EXCEL
WHICH PAINTS THE
COMPARISON PICTURE
DATA REPORTS:
TEAM COACH REPORTS
ARE COMPILED IN EXCEL,
WORD DOCMENT, AND
ACCESS
DATA REPORTS:
ACADEMIC SUPPORT REPORTS
CONSIST OF GRAPHS AND
VIEWED IN EXCEL

24. Deficits & Merits in our Data
collection
Deficits
• Enrollment file
• File is extremely large
• Most information does not
speak to our target
population
• Grade file
• Grades aren’t posted at the
same time; we need to re-
run the file until all grades
are posted
Merits
• Enrollment File
• We are able to view students
that were admitted vs non-
admitted students
• Often asking the ? Why they
weren’t admitted
• Grade File
• We can view grades from all
students to compare with our
target
• We can view which classes
students have challenges

25. In order to solve the actual Data issues
that are outlined we use the following
tools to assist with the disaggregation of
data
I. Excel makes manipulating of the
exported data easier
II. Assess makes looking at large
amounts of data easier
III. SASS allowing us to import all files
from different sources

26. In order to solve the issues of obtaining
various permissions to our data
I. I task the Research and Review
manager to go and get the data needed
for our programs

27. The stakeholders in my department are the programmers
These are staffers that run the various programs. They are charged
with ensuring that they have the data available to make sound
decisions regarding their programs
If they do not receive their data in a timely fashion then they can not
run their reports, and I will not be able to gauge the critical areas
It is imperative that each programmers understands the importance of
their data, benchmark their programs, meet frequently with the
Research and Review manager to ensure they are receiving accurate
information
It is also imperative that they look for certain trends in their
data- in each data group there are certain trends

28. Over-Arching Goal
• In spite of the data, in spite of the time and effort it takes to
produce the data, export and import the data into various
databases
• The goal is to produce Global Leaders, Critical Thinkers, and
successful students that can speak to the importance of being
engaged with OMED
• Our target population is capable of achieving such successes
but often it is things out of our control that keep them from
succeeding
1. First-Generation Students
2. Connectivity to the GT culture
3. Marginalization
4. Racism & Sexism

29. Engaged OMED Students
OMED Programs & Initiatives
Challenge Summer Bridge
Program
Team Coach/Peer
Mentor/utilized
tutorial services
Tower Award
Recipient
Summer Intern
w/partnering
Company
2nd year CHBE
OMED Programs & Initiatives
OMED Programs & Initiatives
OMED Programs & Initiatives
Challenge
Summer Bridge
Program
Georgia Tech
Fall 2008 –
Aerospace
major
Team
Coach &
Challenge
Counselor
GTBAO-
Unsung Hero
Award
2008-2013
Tower
Award
Recipient
Graduate
School
Challenge Summer
Bridge Program –
utilized tutorial
services
President Scholar-GT
Fall 2012
Tower Award Recipient 2nd year IE
Challenge
Summer
Bridge
Program
Tech
Promise
Scholar
2011
Tower
Award
Recipient
Peer Mentor
& Tutor @
OMED
MSRI-UP
program @
Berekeley
3rd year
MATH