This kick-off meeting went over the community principles, some use cases and visualizations, and upcoming training sessions and community resources.

1. STUDENT ACTIVITY HUB COMMUNITY
OCTOBER 25, 2017
Vince Kellen, Presenter
Brett Pollak, Presenter
Sarah Parnell, Presenter

2. INTRODUCTION
Vince Kellen

3. ANALYTICS COMMUNITY OF PRACTICE PRINCIPLES
• Be safe and secure. Respect the acceptable use of information policies and guidelines the university has in place. Treat private student and
university information appropriately.
• Be collegial. University data is a community asset and a community of people steward the data. Use and share the data with the best interests of
the university community and our students in mind. Since parts of our data analysis environment is designed to allow for greater transparency,
analysis will potentially be able to see other unit data. While we will make private to a unit what absolutely needs to be private, the way the
university runs its business often involves multiple colleges and units at the same time. Don't use your access to take unfair advantage of another
unit.
• Help improve data quality. If you see data that doesn't appear to be correct, let someone know. The data and information system management
teams can work with local units on any data entry and data management processes that might need to be changed to improve data quality.
• Be open-minded and inquisitive. Data can be represented in multiple ways at the same time. While the analytic teams are taking great care to
enable multiple views of the data to support the community, you might have a valid and unique perspective. In time, we can accommodate more
ways of looking at the same data while not interfering with other views or taxonomies. The analytics teams and the community can educate
users of the data how to use and interpret data.
• Value individual uniqueness. Students progress at different rates. The university has a responsibility to understand structural and educational
issues that may be impeding their progress and use data and analytics to guide us in supporting them toward greater success. All of our students
are talented, but some have had different pre-college opportunities than others.
• Share. The main benefit from open analytics is the power of a community of analysts learning from each other rather than a few select
individuals hoarding knowledge or access. As the community improves its knowledge and skill with the data, the university can improve
accordingly.

4. ROADMAP
Brett Pollak

7. SAH: USE CASES
If a student takes Class A but not Class B will they be able to pass Class C?
How does prior course-work impact success in future courses?
How does ACT/SAT and High School GPA impact student success in college?
When a student changes majors, where do they go? Breakdown by college.
How long does it take a student to graduate from UC San Diego as Undergraduate?
As UG + Grad?
As Grad only?
What classes have the most retakes?
What majors have the most retakes?
What impact do retakes have on time-to degree? For what kind of students? For what kind of
classes?

8. SAH: USE CASES
What majors take the longest time to graduate?
What colleges take the longest time to graduate?
What ethnicities take the longest time to graduate?
What subpopulations are having the most difficulty graduating on time?
Are there any indicators (grades) that a student is going to leave UC San Diego?
Does Number of Units enrolled impact student grades?
How can UC San Diego help students graduate faster?
What classes most frequently have a waitlist? Due to room size?
 Add to our list of use cases

9. SAH: PHASE 1 SCOPE (FALL ‘17)
• 10 years worth of data update nightly (to start)
• Data sourced from ISIS (mainframe)
• Data cleanup at source system
• Planning for additional data feeds from VAC and RedRock
• Implement access control
• Access through Tableau and Cognos reporting tools
• Integrate Information Governance Catalog (IGC)
• Bring in beta test users
• Beginning with Registrar, IR, Engineering, Biological Sciences, Physical
Sciences
• Plan transition from legacy student reporting systems
• Plan rollout and communication activities

10. SAH: PHASE 1 SCOPE – AROUND 220 FIELDS

11. SAH: PHASE 1 SCOPE (FALL ‘17)
Demographics
Residency, SAT/ACT Test Scores, Academic Status, Aid, etc.
Enrollment
Classes, Departments, Grades, Colleges, Instructors, etc.
Major/Minors
Degrees, Programs, etc.
Retention
Cohort, Progression, etc.

12. SAH ORGANIZATIONAL IMPLICATIONS
Data
• Limited need to manage data locally
• New classes of data can be easily added. Existing views added to, new views created
• Data quality must be fixed at the source. No inline, manual corrections!
• We want your data!
What broader access means to you…
• Local academic units can more easily construct their own analyses
• Analytics objects can be community sourced. Dashboards can be shared via Cognos
or Tableau Server
• Designate someone in your department to be proficient in analytical tools

13. SAH: ACCESS CONTROL
• All faculty and staff will have access to non-identifiable data
• Leveraging existing security groups for access to identifiable student data
per Registrar
• Roles_StudentData_Sec
Access to student level (P2/P3) data that does not contain “highly
sensitive” information. At this time ethnicity falls into that category
• Roles_StudentData_ResC
Access to all data, including “highly sensitive” information (P4)

14. DATA & ANALYTICS GOVERNANCE COMMITTEE
Alma Palazzo, Assistant Dean, Arts and Humanities
Nieves Rankin, Assistant Dean, Social Sciences
Lin Majors, Director, Business Intelligence, School
of Medicine
Josh Reeves, Director Administration/Advising SIO
Adele Brumfield, Assistance Vice Chancellor for
Enrollment
Christine Hurley, Director, Institutional Research
Laurie Owen, Assistant Vice Chancellor, Research
Tammy Dearie, University Librarian, Geisel Library​
John Bauer, Assistant Dean, Biological Sciences
Farrel Ackerman, Academic Senate Chair (or designate)
Kit Pagliano, Dean Graduate Division
Gabriele Wienhausen, Director, Teaching and Learning
Commons
Becky Petitt, Vice Chancellor, Equity Diversity and
Inclusion
Vince Kellen, ITS
Steve Ross, Academic Affairs
John Moore, Interim Dean, Undergraduate Education
Tana Troke, Assistant Dean, Administration and Finance
at Jacobs School
Robert Rome, Assistant Dean, Physical Sciences

15. STUDENT ACTIVITY HUB TIMELINE
June ‘16
Initial Scope
Definition
October ‘16
Prototype &
Development
February ‘17
Alpha and
POC
May ’17
Beta Release
• SAP onsite
Fall ’17
Pilot
Q1 ’18
General
Availability
Phase 2 Data &
Groupbuilder
• Mobile App
integration
Ongoing
Source data
from new
systems
• Red Rock
• Interfolio
• LMS

16. ACCESS & SECURITY
Per IT Security guidelines, access to SAH will
be available via Cognos and Tableau Server
only
Access will be granted via Active Directory
groups

17. Feedback Location Audience
General questions
Ideas
Looking for advice
Questions about the data
Questions about IGC definitions
Email StudentAnalytics-COP-l@ucsd.edu Community of Practice
Enhancement request
Voting on priority of enhancements
Requests to add new data sources
Voting on priority of adding data
sources
User Voice Governance Committee
BIA to provide level of effort
Issues with BI Tools
Data not matching source data
Request to change source data – will
be escalated to source team
SNOW Ticket via email to busintel@ucsd.edu BIA
FEEDBACK & COMMUNICATION

18. DATA QUALITY & TESTING
IGC
USE CASES
TRAINING
Sarah Parnell

19. DATA QUALITY / TESTING
The BIA and DW teams are currently testing
10 years of UCSD data
• 8 Base Tables + 9 Views = 220 Fields
• Daily meetings with SAP + BIA + DW
• Weekly meetings with SMEs to refine IGC
definitions

20. INFORMATION GOVERNANCE CATALOG (IGC)
Online metadata dictionary for field name, business definition and field lineage from SAH to original
data source

21. EXAMPLES OF
USE CASES

22. USE CASE – COLLEGE REVIEW
You are an analyst working for a specific
college. You have been asked to gather
several lists of students to answer some of
your customer questions.
Assumption 1: Sophomores are students in
IPEDs Cohort 2016
Assumption 2: You are only looking at
students that applied to UCSD with your
college first
What you are looking for:
• List of sophomore students with high High
School GPA but low UCSD GPA
• List of sophomore students with low
%Passed
• List of sophomore students with
Completed Units < 20
• List of all students historically who have
moved to a different UCSD college and
what year they moved during

27. USE CASE – COURSE REVIEW
Your department is reviewing a
course. Several faculty are involved in the
review.
All faculty and department members access
the same SAH dashboard to start their review.
Assumption: You are currently in SP17
What you are looking for:
• Is the course attendance growing?
• Are we offering enough sessions?
• Is class size negatively affecting student
average gpa?

30. USE CASE – STUDENT REVIEW
You are an academic advisor working with
individual students.
From SAH you are able to enter a student
name or ID and see a dashboard of their
performance here at UCSD.
You work with the student to review their
degree plan and help them identify ways to be
successful at UCSD.
What you are looking for:
• Are they successful currently at UCSD?
• Have they been successful in the past in
high school or at UCSD?
• Are they on a positive, negative or neutral
grade point trend?
• Are they on a positive, negative or neutral
Units Completed trend?
• Are they on a positive, negative or neutral
Units Passed trend?
• What grades are they getting in their
courses?

32. DEMO

33. Blink > Student Activity Hub
Cognos Tableau
Enrollment and Demographics Enrollment and Demographics
COMING SOON COMING SOON
Majors Minors and Demographics Majors Minors and Demographics

34. TRAINING

35. TRAINING OPTIONS
Blink
 Online training for both BI tools
 Guidance on which BI tools to use
Pluralsight
 Training on how to create robust data
visualizations
IGC
 Definitions for fields
Tool Specific Training for Analysts
 Kick off training – Dec ‘17
• 2hr Cognos by vendor and BIA
• 2 hr Tableau by vendor and BIA
 Monthly office hours with SAH focus –
Jan ‘18

36. Q & A