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Faculty adoption of learning analytics is critical to advancing a data-informed culture in higher education. Faculty care deeply about their students and want to make the most of the limited instructional time they have with them. Until recently, it has been difficult for faculty to gauge the broad range of student backgrounds and abilities in their classes. Meanwhile, post-secondary institutions are rapidly adopting the use of analytical data to enhance learning, retention, and graduation rates. This chapter encompasses both theory and practice. In this multiple-case study we discuss the efforts of a Learning Analytics Research Collaborative at research intensive schools in the Bay View Alliance, a networked improvement community designed to address teaching cultures in higher education. The schools in this study share the common goal of providing analytical data to faculty for the improvement of student success at the course, program, and university levels. Our premise is that a data-informed culture can only be sustained in higher education when faculty engage in, and value scholarly inquiry about their own students, courses, and programs using institutional data. We describe our programs and collaboration within the Cycle of Progress for Sustainable Change Framework, and its relationship to five Complex Adaptive System principles. |
