Method and system for distribution of university student degree completion data
11410258 · 2022-08-09
Assignee
Inventors
- Jeff Gold (Long Beach, CA, US)
- Desdemona Cardoza (Los Angeles, CA, US)
- Roy Stripling (Long Beach, CA, US)
Cpc classification
G06Q50/2053
PHYSICS
International classification
G06F16/25
PHYSICS
G06F16/28
PHYSICS
G06F16/958
PHYSICS
Abstract
The invention is directed to a system and method for collection, distribution and delivery of university student enrollment, progress, and degree completion data, media content, and other data to campus students, faculty, users, employees, and external stakeholders, and more particularly to an integrated distribution system and method that obtains data from multiple sources into a single database, extracts and validates relevant data from the multiple sources and removes legacy formatting and non-essential information, provides user-centric reports, and distributes graphic media from one or more filtered special-purpose user-centric reports that is published to user display devices.
Claims
1. A computer-implemented system for providing reports on student progress towards completion of an undergraduate degree, comprising: a database computer having programming instructions saved to memory and executable by a first processor that (i) detect a format of incoming heterogeneous external raw data, (ii) extract, clean, convert and validate the heterogeneous external raw data into a plurality of selected university (SU) data having a target data structure, and (iii) store the SU data in a relational database, wherein converting the heterogeneous external raw data comprises mapping the heterogeneous external raw data, extracting the mapped data, coding the extracted mapped data and validating the coded extracted mapped data using the programming instructions in a data decoupling module of the database computer; a remote raw data feed computer in communication with the database computer, the remote raw data feed computer having programming instructions saved to memory and executable by a second processor that receives, stores, and transmits raw data from multiple sources, said multiple sources comprising a university academic data (AD) source comprising student level input variable (SLIV) data, said SLIV data comprising 527 variables per student, a university financial aid data (FAD) source comprising financial aid student level input variable (FA-SLIV) data, said FA-SLIV data comprising 115 variables per student, a university education advisory board (EAB) data source comprising education advisory board student level input variable (EAB-SLIV) data, said EAB-SLIV data comprising 44 variables per student, a national student clearinghouse (NSC) data source comprising national student clearinghouse student level input variable (NSC-SLIV) data, said NSC-SLIV data comprising 32 variables per student, a state employment development department (SEDD) data source comprising state employment development department student level input variable (SEDD-SLIV) data, said SEDD-SLIV data comprising 10 variables per student, a national survey for student engagement (NSSE) data source comprising national survey for student engagement student level input variable (NSSE-SLIV) data, said NSSE-SLIV data comprising 113 variables per student, a cooperative institutional research program-freshman survey (CIRP-FS) data source comprising cooperative institutional research program-freshman survey student level input variable (CIRPFS-SLIV) data, said CIRPFS-SLIV data comprising 52 variables per student, a major cross-reference mapping (MAJ) data source comprising MAJ data, said MAJ data comprising a first 3 variables per student, a department cross-reference mapping (DEPT) data source comprising DEPT data, said DEPT data comprising a second 3 variables per student, and an IPEDS national peers (PEERS) data source comprising IPEDS national peers campus level input variable (PEERS-CLIV) data, said PEERS-CLIV data comprising 2159 variables per campus, wherein the database computer is configured to generate the SU data from selections of the raw data comprising: a selection of the SLIV data comprising 101 of the 527 variables per student, a selection of the FAD-SLIV data comprising 2 of the 115 variables per student, a selection of the NSC-SLIV data comprising 7 of the 32 variables per student, a selection of the MAJ data comprising the first 3 variables per student, a selection of the DEPT data comprising the second 3 variables per student, and a selection of the PEERS-CLIV data comprising 12 of the 2159 variables per campus, wherein the programming instructions on the database computer comprise a university dashboard data module configured to generate from the SU data a first output of student level input variables comprising 108 variables per student and a second output of 18 variables per campus, wherein the raw data is selected from the group consisting of: university student enrollment data, university student progress data, university student degree completion data, university campus data, university student biographical data, university course data, university faculty data, state-wide university student statistics data, national university student statistics data, university student test data, university student financial data, university student high school and/or community college data, university student enrollment data, university student attendance data, university student retention data, and combined forms of group university student data; wherein the SU data comprises variables selected from the group consisting of: campus assigned student ID, campus code, campus GPA, citizenship code, concentration code, university race/ethnicity reporting category, cumulative campus pre-collegiate units attempted, cumulative campus state-supported units attempted, cumulative campus units earned, degree level code, degree objective code, employee identification number, English proficiency status, enrollment status, entry level mathematics proficiency status, ethnic code (old), fathers' parent/guardian education code, Federal Pell grant award, high school GPA, Hispanic/Latino ethnic category, Hispanic/Latino status, institution origin code, IPEDS race/ethnicity reporting category, major code, mathematics/quantitative reasoning placement status, matriculation period, matriculation type, mother's parent/guardian education code, social security number, term code, term units attempted—lower division, term units attempted—pre-collegiate, term units attempted—upper division, total GPA, total units earned, transfer units earned, year, campus ID, course abbreviation, course number, course suffix, course section, course section credit units, grade, course title, course level, course section credit units—modified, campus_ID, cohort_group, cohort_type, DEG_campus, DEG_concentration_code, DEG_term, DEG_totGPA, DEG_totunitsearned, DEG_transGPA, DEG_transunitsearned, DEG_year, DEG_major_degree_code, ethnicity, empl_ID, enroll_status, first_gen_status, gender, IPEDS_race_ethnicity, maj_opt_conc_emph, major_code, math_qr_placement_status, Pell_status, remediated, remediation_status, student_level, term_units_att_total, URM_status, yr1_retention_samecampus, yr2_retention_samecampus, yr3_retention_samecampus, yr4_retention_samecampus, yr5_retention_samecampus, yr6_retention_samecampus, yr7_retention_samecampus, yrterm, cohort, major, precollunits, studentlevel, totunits, udunits, requester return field, college name, 2-year/4-year, enrollment begin, enrollment end, graduated?, and graduation date; wherein the system further includes a database management system configured to (i) define, create, query, update, and administer the relational database, (ii) generate a specific data set from a combination of the variables from the relational database, (iii) interrogate the specific data set and run selected transformational mathematical models on the specific data set, (iv) generate display outputs, (v) evaluate the display outputs against an audience for which the display output is intended, the audience being selected from a student, a faculty, a campus administrator, and an external stakeholder, and (vi) finalize the display output; wherein the system further includes a plurality of user devices in communication with the database computer, the plurality of user devices selected from a smartphone, a desktop, laptop, a tablet, and a remote display device, the plurality of user devices comprising a plurality of student devices, a plurality of faculty devices, a plurality of campus devices, and a plurality of external stakeholder devices, each of the plurality of user devices comprising program instructions executable by a third processor and configured to generate a plurality of dashboard displays using the display output and the SU data having the target data structure, wherein the plurality of dashboard displays comprise a graduation progress dashboard, a faculty dashboard, a campus tracking dashboard, and an equity gaps dashboard, said program instructions executable by the third processor in each of the plurality of user devices retrieve the SU data from the relational database and/or the display output from the database management system and graphically display a graph, chart, or selection menu in one of the plurality of dashboard displays on a corresponding one of the plurality of user devices, wherein the graph, the chart and the selection menu include at least some of the SU data and the display output, wherein the programming instructions executable by the first processor in the database computer allow the campus devices and the faculty devices to display a colorimetric display of progress towards graduation, student_level-based prediction graphs, charts and selection menus for progress towards graduation, contributing factors graphs, charts and selection menus comprising variables relating to a cohort year, a term, a campus, a student level, a student type, and a student identifier, departing students academic and background characteristics graphs, charts and selection menus, full units load graphs, charts and selection menus, student background vs. time to degree graphs, charts and selection menus, academic behaviors graphs, charts and selection menus, first junior status achievement graphs, charts and selection menus, and post-junior status graphs, charts and selection menus, wherein the programming instructions executable by the first processor in the database computer allow the campus devices to further display course passage rates graphs, charts and selection menus, course and GPA equity gap graphs, charts and selection menus, first post-graduate enrollment graphs, charts and selection menus, student populations graphs, charts and selection menus, historical graduation rate graphs, charts and selection menus, equity gaps graphs, charts and selection menus, high school and community college feeder schools graphs, charts and selection menus, equity gap by campus graphs, charts and selection menus, and GPA equity gap by course graphs, charts and selection menus, wherein the programming instructions executable by the first processor in the database computer allow the faculty devices to further display student type graphs, charts and selection menus, progress rate graphs, charts and selection menus, majors view graphs, charts and selection menus, course struggle graphs, charts and selection menus, GPA equity gap graphs, charts and selection menus, second junior status achievement graphs, charts and selection menus, academic outcomes graphs, charts and selection menus, student departure graphs, charts and selection menus, and second post-graduate enrollment graphs, charts and selection menus, wherein the programming instructions executable by the first processor in the database computer allow the external stakeholder devices to display state-wide peer comparison graphs, charts and selection menus, national peer comparison graphs, charts and selection menus, in-state high school graphs, charts and selection menus, in-state church partners graphs, charts and selection menus, and in-state community college graphs, charts and selection menus, wherein the system further includes a web server in communication with the database computer and with the plurality of user devices, said web server having programming instructions saved to memory and executable by a fourth processor that access a central node of the relational database and that (i) generate or manage and (ii) store access statistics, logging, searching, user account registration and maintenance, user profiles, multi-layer access control restrictions, workflow triggers and actions, multi-level menus, support for multiple sites, multi-user access for content creation and editing, and authentication, wherein the student devices have access to the system based on a student sign-in and are limited to student menus, student displays, and student data formatted for student reports, the plurality of faculty devices have access to the system based on faculty sign-in and are limited to faculty menus, faculty displays, and faculty data formatted for faculty reports, and the plurality of campus devices have access to the system based on campus sign-in and are limited to campus menus, campus displays, and campus data formatted for campus reports.
2. The computer-implemented system of claim 1, further comprising a network operation center (NOC) configured with computer programming instructions executable by a fifth processor to: (i) retrieve the SU data from the relational database, (ii) transmit the SU data to the plurality of user devices, and (iii) monitor and control receipt of the raw data from the multiple sources, manage the relational database, and monitor and control data decoupling and output selection, device detection feedback, and output data source distribution to the plurality of user devices.
3. The computer-implemented system of claim 2, further comprising: a user smart phone device registered with the NOC, where the user smart phone device has a university mobile application installed thereon, the university mobile application contains user specific travel data, the user smart phone device includes a geolocating function selected from one or more of GPS, WiFi, cellular LTE and/or LTE advanced, Bluetooth, Satellite and near-field communication (NFC), said university mobile application configured to generate a graphical enrollment, progress, and graduation completion aid by combining the user specific data with the selected university data in the relational database using computer program instructions in the NOC to generate re-aggregated filtered device-modified special purpose selected university data; said NOC configured to transmit the graphical enrollment, progress, and graduation completion aid to the user smart phone device, wherein the NOC is configured with computer programming instructions to transmit the graphical graduation, progress, and graduation completion aid to the user smart phone device, said NOC configured with computer programming instructions to monitoring and controlling the data sources, relational database management, data decoupling and output selection, device detection feedback, output data source distribution, and updating the re-aggregated filtered device-modified special purpose output data and graphical graduation, progress, and graduation completion aid, and said university mobile application configured to provide a selected university data user interface (UI) to a display on the user smart phone device, said user smart phone device connected to a centralized data collection node, said user interface comprising: a UI data sources region configured to display links to periodically-provided university data sources selected from the group consisting of a university data source and a media data source; a UI system management region configured to display system management tools for centralized management and distribution of university content media, at least one additional UI region configured to display information relating to the at least one additional UI region, wherein the at least one additional UI region is selected from a UI manage relational database region, a UI manage remote display region, a UI manage customer/user mobile devices region, a UI emergency management region, a UI archive region, a UI manage network region, a UI generate reports region, a UI communication region, a UI alert region, and a UI system parameters region.
4. The computer-implemented system of claim 3, wherein the NOC registers the user smart phone device by sending a notification, triggered by a geolocation feature in the university mobile application indicating the user smart phone device is at the university, wherein the notification is selected from the group consisting of: an automated text message from the user smart phone device to a pre-set list of mobile numbers or emails selected by the user in the university mobile application; an arrival notification sent to the NOC; and an arrival notification sent to the university.
5. The computer-implemented system of claim 3, configured to generate and send an alert to the user smart phone device by measuring the user enrollment, progress, and graduation completion information, calculating the enrollment, progress, and graduation completion and a target, calculating a user rate of enrollment, progress, and graduation completion based on actual enrollment, progress, and graduation completion information, calculating a time to graduation completion, comparing the time to graduation completion to target time data (TTD) for the student to reach graduation completion, generating an enrollment, progress, and graduation completion report when the user is not on schedule to reach graduation completion in a timely manner, sending the enrollment, progress, and graduation completion report and a graphic alert to the NOC, to the university, and to the user to notify the user and the university that the user is not on schedule to graduate on time.
6. The computer-implemented system of claim 5, wherein the graphic alert includes one or more alerts selected from a color change to the graphic, a sound alert, and a recorded message.
7. The computer-implemented system of claim 6, wherein the graphic alert is the color change to the graphic, and the color change to the graphic is in direct relation to difference in time between the calculated time to graduation completion and the TTD.
8. The computer-implemented system of claim 1, further comprising a plurality of programmable interfaces that provide different ones of the modules to different ones of plurality of user devices, based upon the user device that is accessing the computer-implemented system.
9. The computer-implemented system of claim 8, further comprising an application programming interface (API) architecture that defines the plurality of programmable interfaces.
10. The computer-implemented system of claim 1, wherein the database management system is further configured to assess a strength of a match between the display output and the audience, and finalize the display output when one of the display outputs is a strong match for the intended audience.
11. The computer-implemented system of claim 1, wherein the database management system is further configured to (i) define the relational database by creating, modifying and removing definitions that organize the raw data, and (ii) administer the relational database by registering and monitoring users, enforcing data security, monitoring performance, maintaining data integrity, dealing with concurrency control, and recovering corrupted information.
12. The computer-implemented system of claim 1, wherein the graphs, charts, and selection menus to be displayed on the campus devices, the faculty devices and the external stakeholder devices are module-specific graphs, charts, and selection menus, and the programming instructions executable by the first processor in the database computer retrieve module-specific SU data from the relational database, perform calculations and/or functions using the module-specific SU data, and transmit instructions to the campus devices, the faculty devices and the external stakeholder to display the module-specific graphs, charts, and selection menus.
13. A non-transitory computer readable medium having computer program instructions embodied therewith for providing media content to a plurality of displays in a computer-implemented system for providing reports on student progress towards completion of an undergraduate degree, the computer program instructions executable by a first processor, wherein said computer program instructions, when executed by the first processor: monitor and control a centralized data collection node of a network operation center (NOC) that includes a computer with a second processor linked to computer memory, receive raw data from multiple sources into the centralized data collection node, wherein the raw data comprises university student enrollment data, university student progress data, university student degree completion data, university campus data, university student biographical data, university course data, university faculty data, state-wide university student statistics data, national university student statistics data, university student test data, university student financial data, university student high school and/or community college data, university student attendance data, university student retention data, and combined forms of group university student data; detect a format of incoming heterogeneous external raw data, extract, clean, convert and validate the heterogeneous external raw data into a plurality of selected university (SU) data having a target data structure, and store the SU data in a relational database, wherein converting the heterogeneous external raw data comprises mapping the heterogeneous external raw data, extracting the mapped data, coding the extracted mapped data and validating the coded extracted mapped data using programming instructions in a data decoupling module of a database computer; generate selected university (SU) data by selecting from the raw data: A selection of university academic data (AD) comprising student level input variable (SLIV) data comprising 101 of 527 possible variables per student, a selection of university financial aid (FAD) SLIV data comprising 2 of 115 possible variables per student, a selection of national student clearinghouse (NSC) SLIV data comprising 7 of 32 possible variables per student, a selection of major cross-reference mapping (MAJ) data comprising a first 3 variables per student, a selection of department cross-reference mapping (DEPT) data comprising a second 3 variables per student, and a selection of IPEDS national peers campus level input variable (PEERS-CLIV) data, said PEERS-CLIV data comprising 12 of 2159 possible variables per campus, store the selected university data in a relational database, transmit the selected university data from the relational database to a plurality of remote display devices, wherein the plurality of display devices comprise a plurality of student devices, a plurality of faculty devices, a plurality of campus devices, and a plurality of external stakeholder devices, generate a plurality of dashboard displays using the selected university data, monitor and control receipt of the raw data, data decoupling and output selection, device detection feedback, output data source distribution to the plurality of display devices, and updating of output data sources for the plurality of display devices, manage the relational database, and provide a user interface to a university display connected to the centralized data collection node, said user interface comprising: a data sources region that displays links to the selected university data; a system management region that displays system management tools for centralized management and distribution of the selected university data, and at least one additional region selected from a manage relational database region, a manage remote display region, a manage customer/user mobile devices region, an archive region, a manage network region, a generate reports region, a communication region, an alert region, and a system parameters region that displays information relating to the at least one additional region, wherein the selected university data comprises variables selected from the group consisting of: campus assigned student ID, campus code, campus GPA, citizenship code, concentration code, university race/ethnicity reporting category, cumulative campus pre-collegiate units attempted, cumulative campus state-supported units attempted, cumulative campus units earned, degree level code, degree objective code, employee identification number, English proficiency status, enrollment status, entry level mathematics proficiency status, ethnic code (old), fathers' parent/guardian education code, Federal Pell grant award, high school GPA, Hispanic/Latino ethnic category, Hispanic/Latino status, institution origin code, IPEDS race/ethnicity reporting category, major code, mathematics/quantitative reasoning placement status, matriculation period, matriculation type, mother's parent/guardian education code, social security number, term code, term units attempted—lower division, term units attempted—pre-collegiate, term units attempted—upper division, total GPA, total units earned, transfer units earned, year, campus ID, course abbreviation, course number, course suffix, course section, course section credit units, grade, course title, course level, course section credit units—modified, campus_ID, cohort_group, cohort_type, DEG_campus, DEG_concentration_code, DEG_term, DEG_totGPA, DEG_totunitsearned, DEG_transGPA, DEG_transunitsearned, DEG_year, DEG_major_degree_code, ethnicity, empl_ID, enroll_status, first_gen_status, gender, IPEDS_race_ethnicity, maj_opt_conc_emph, major_code, math_qr_placement_status, Pell_status, remediated, remediation_status, student_level, term_units_att_total, URM_status, yr1_retention_samecampus, yr2_retention_samecampus, yr3_retention_samecampus, yr4_retention_samecampus, yr5_retention_samecampus, yr6_retention_samecampus, yr7_retention_samecampus, yrterm, cohort, major, precollunits, studentlevel, totunits, udunits, requester return field, college name, 2-year/4-year, enrollment begin, enrollment end, graduated?, and graduation date; the dashboard displays comprise a graduation progress dashboard, a faculty dashboard, a campus tracking dashboard, and an equity gaps dashboard, the dashboard displays comprise one or more of a graph, a chart and a selection menu, the program instructions allow (i) the campus devices and the faculty devices to display a colorimetric display of progress towards graduation, student_level-based prediction graphs, charts and selection menus for progress towards graduation, contributing factors graphs, charts and selection menus comprising variables relating to a cohort year, a term, a campus, a student level, a student type, and a student identifier, departing students academic and background characteristics graphs, charts and selection menus, full units load graphs, charts and selection menus, student background vs. time to degree graphs, charts and selection menus, academic behaviors graphs, charts and selection menus, first junior status achievement graphs, charts and selection menus, and post-junior status graphs, charts and selection menus, (ii) the campus devices to further display course passage rates graphs, charts and selection menus, course and GPA equity gap graphs, charts and selection menus, first post-graduate enrollment graphs, charts and selection menus, student populations graphs, charts and selection menus, historical graduation rate graphs, charts and selection menus, equity gaps graphs, charts and selection menus, high school and community college feeder schools graphs, charts and selection menus, equity gap by campus graphs, charts and selection menus, and GPA equity gap by course graphs, charts and selection menus, (iii) the faculty devices to further display student type graphs, charts and selection menus, progress rate graphs, charts and selection menus, majors view graphs, charts and selection menus, course struggle graphs, charts and selection menus, GPA equity gap graphs, charts and selection menus, second junior status achievement graphs, charts and selection menus, academic outcomes graphs, charts and selection menus, student departure graphs, charts and selection menus, and second post-graduate enrollment graphs, charts and selection menus, and (iv) the external stakeholder devices to display state-wide peer comparison graphs, chart and selection menus, national peer comparison graphs, charts and selection menus, in-state high school graphs, charts and selection menus, in-state church partners graphs, charts and selection menus, and in-state community college graphs, charts and selection menus, and the student devices have access to the relational database based on a student sign-in and are limited to student menus, student displays, and student data formatted for student reports, the plurality of faculty devices have access to the relational database based on faculty sign-in and are limited to faculty menus, faculty displays, and faculty data formatted for faculty reports, and the plurality of campus devices have access to the relational database based on campus sign-in and are limited to campus menus, campus displays, and campus data formatted for campus reports.
14. The non-transitory computer readable medium of claim 13, wherein the computer program instructions further detect a type of display of the plurality of displays, wherein the type of display comprises one or more from the group consisting of a smartphone, a tablet, a laptop, and a desktop computer, and use an application programming interface (API) specific for each type of device to receive device-modified special purpose output selected university data.
15. The non-transitory computer readable medium of claim 13, wherein the computer program instructions further: use a web server connected to the Internet to access and communicate with the centralized data collection node, wherein the web server has a data storage device, a connection to the Internet, and a messaging gateway; use at least one remote access module that is connected to the centralized data collection node to communicate with the web server via the messaging gateway; and use an Internet device connected to the Internet to allow a user of the university display to communicate with the web server and remotely access and control the centralized data collection node via the web server.
16. The non-transitory computer readable medium of claim 13, wherein the selected university data is directly received from a university and includes data formatted as received from the university or a proxy.
17. The non-transitory computer readable medium of claim 13, wherein said computer program instructions further provide remote access to the NOC and settings of a remote multi-user enrollment, progress, and degree completion display system via the Internet, use a web server connected to the Internet to access the NOC and the remote multi-user enrollment, progress, and degree completion display system, wherein the web server has a data storage device, a connection to the Internet, and a messaging gateway to communicate with the NOC and the remote multi-user enrollment, progress, and degree completion display system; use at least one remote access module that is connected to the NOC and the remote multi-user enrollment, progress, and degree completion display system, the remote access module having a digital interface coupled to the NOC and the remote multi-user enrollment, progress, and degree completion display system and a communications module, to communicate with the web server via the messaging gateway; and use an internet device connected to the Internet to communicate with the web server and remotely access and control the NOC and the remote multi-user enrollment, progress, and degree completion display system via the web server.
18. The non-transitory computer readable medium of claim 13, wherein the computer program instructions comprise a university dashboard data module configured to generate from the SU data a first output of student level input variables comprising 108 variables per student and a second output of 18 variables per campus, and the multiple sources comprise: an AD source comprising SLIV data, said SLIV data comprising the 527 variables per student, an FAD data source comprising the FAD SLIV data, said FAD SLIV data comprising the 115 variables per student, a university education advisory board (EAB) data source comprising education advisory board student level input variable (EAB-SLIV) data, said EAB-SLIV data comprising 44 variables per student, an NSC data source comprising the NSC-SLIV data, said NSC-SLIV data comprising 32 variables per student, a state employment development department (SEDD) data source comprising state employment development department student level input variable (SEDD-SLIV) data, said SEDD-SLIV data comprising 10 variables per student, a national survey for student engagement (NSSE) data source comprising national survey for student engagement student level input variable (NSSE-SLIV) data, said NSSE-SLIV data comprising 113 variables per student, a cooperative institutional research program-freshman survey (CIRP-FS) data source comprising cooperative institutional research program-freshman survey student level input variable (CIRPFS-SLIV) data, said CIRPFS-SLIV data comprising 52 variables per student, an MAJ data source comprising the MAJ data, a DEPT data source comprising the DEPT data, and an IPEDS national peers data source comprising the PEERS-CLIV data, said PEERS-CLIV data comprising the 2159 variables per campus.
19. The non-transitory computer readable medium of claim 13, wherein the computer program instructions, when executed by the first processor, further (i) define, create, query, update, and administer the relational database, (ii) generate a specific data set from a combination of the variables from the relational database, (iii) interrogate the specific data set and run selected transformational mathematical models on the specific data set, (iv) generate display outputs, (v) evaluate the display outputs against an audience for which the display output is intended, the audience being selected from a student, a faculty, a campus administrator, and an external stakeholder, and (vi) finalize the display output.
Description
BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF DRAWING
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
(13)
(14)
(15)
(16)
(17)
(18)
(19)
(20)
(21)
(22)
(23)
(24)
(25)
(26)
(27)
(28)
(29)
(30)
(31)
(32)
(33)
(34)
(35)
(36)
(37)
(38)
(39)
(40)
(41)
(42)
(43)
(44)
(45)
DETAILED DESCRIPTION OF THE INVENTION
(46) The invention is directed to a system and method for collection, distribution and delivery of university student enrollment, progress, and degree completion data, media content, and other data to campus students, faculty, users, employees, and vendors, and more particularly to an integrated distribution system and method that obtains data from multiple sources into a single database, extracts and validates relevant data from the multiple sources and removes legacy formatting and non-essential information, provides user-centric reports, and distributes graphic media from one or more filtered special-purpose user-centric reports that is published to user display devices.
(47) Important features of the invention include:
(48) 1. Integrated Data-Discourse, module 1
(49) 2. Integrated Data-Discourse, module 2
(50) 3. Tool-tip embedded data visualizations
(51) 4. Method for identifying predictive early academic behaviors
(52) 5. Method for identifying trends over 5 year period
(53) 6. Methods for identifying key (academic) variables that distinguish those making a target from those just missing it
(54) 7. Method for identifying key (academic) indicators of 6-year graduation success via hierarchical logistic regression models and presenting the findings via a “what if” interactive tool.
(55) 8. Methods for applying Propensity Score Matching to select peer comparison group to facilitate assessment of specific programs.
(56) 9. Methods applying Structural Equation Modeling to identify students with intersecting characteristics that may require different types of support in higher ed setting.
(57) The present invention will now be described more fully with reference to the accompanying drawings, in which several embodiments of the invention are shown. This invention may, however, be embodied in various forms and should not be construed as being limited to the embodiments set forth herein. Rather, these embodiments are provided so that this disclosure will be thorough and complete, and will fully convey the scope of the invention to those skilled in the art.
(58) It will be appreciated that the present disclosure may be embodied as methods, systems, or computer program products. Accordingly, the present inventive concepts disclosed herein may take the form of a hardware embodiment, a software embodiment or an embodiment combining software and hardware aspects. Furthermore, the present inventive concepts disclosed herein may take the form of a computer program product on a computer readable storage medium having non-transitory computer usable program code embodied in the medium. Any suitable computer readable medium may be utilized including hard disks, CD-ROMs, optical storage devices, flash memories, or magnetic storage devices.
(59) Computer program code or software programs that are operated upon or for carrying out operations according to the teachings of the invention may be written in a high level programming language such as C, C++, JAVA®, Smalltalk, JavaScript®, Visual Basic®, TSQL, Python, Ruby, Perl, use of .NET™ Framework, Visual Studio® or in various other programming languages. Software programs may also be written directly in a native assembler language for a target processor. A native assembler program uses instruction mnemonic representations of machine level binary instructions. Program code or computer readable medium as used herein refers to code whose format is understandable by a processor. Software embodiments of the disclosure do not depend upon their implementation with a particular programming language.
(60) The embodiments herein and the various features and advantageous details thereof are explained more fully with reference to the non-limiting embodiments that are illustrated in the accompanying drawings and detailed in the following description. Descriptions of well-known components and processing techniques are omitted so as to not unnecessarily obscure the embodiments herein. The examples used herein are intended merely to facilitate an understanding of ways in which the embodiments herein may be practiced and to further enable those of skill in the art to practice the embodiments herein. Accordingly, the examples should not be construed as limiting the scope of the embodiments herein.
(61) Rather, these embodiments are provided so that this disclosure will be thorough and complete, and will fully convey the scope of the invention to those skilled in the art. Like numbers refer to like elements throughout. As used herein the term “and/or” includes any and all combinations of one or more of the associated listed items.
(62) The terminology used herein is for the purpose of describing particular embodiments only and is not intended to limit the full scope of the invention. As used herein, the singular forms “a”, “an” and “the” are intended to include the plural forms as well, unless the context clearly indicates otherwise. It will be further understood that the terms “comprises” and/or “comprising,” when used in this specification, specify the presence of stated features, integers, steps, operations, elements, and/or components, but do not preclude the presence or addition of one or more other features, integers, steps, operations, elements, components, and/or groups thereof.
(63) Unless defined otherwise, all technical and scientific terms used herein have the same meanings as commonly understood by one of ordinary skill in the art. Nothing in this disclosure is to be construed as an admission that the embodiments described in this disclosure are not entitled to antedate such disclosure by virtue of prior invention. As used in this document, the term “comprising” means “including, but not limited to.”
(64) Many modifications and variations can be made without departing from its spirit and scope, as will be apparent to those skilled in the art. Functionally equivalent methods and apparatuses within the scope of the disclosure, in addition to those enumerated herein, will be apparent to those skilled in the art from the foregoing descriptions. Such modifications and variations are intended to fall within the scope of the appended claims. The present disclosure is to be limited only by the terms of the appended claims, along with the full scope of equivalents to which such claims are entitled. It is to be understood that this disclosure is not limited to particular methods, reagents, compounds, compositions or biological systems, which can, of course, vary. It is also to be understood that the terminology used herein is for the purpose of describing particular embodiments only, and is not intended to be limiting.
(65) With respect to the use of substantially any plural and/or singular terms herein, those having skill in the art can translate from the plural to the singular and/or from the singular to the plural as is appropriate to the context and/or application. The various singular/plural permutations may be expressly set forth herein for sake of clarity.
(66) It will be understood by those within the art that, in general, terms used herein, and especially in the appended claims (e.g., bodies of the appended claims) are generally intended as “open” terms (e.g., the term “including” should be interpreted as “including but not limited to,” the term “having” should be interpreted as “having at least,” the term “includes” should be interpreted as “includes but is not limited to,” etc.). It will be further understood by those within the art that virtually any disjunctive word and/or phrase presenting two or more alternative terms, whether in the description, claims, or drawings, should be understood to contemplate the possibilities of including one of the terms, either of the terms, or both terms. For example, the phrase “A or B” will be understood to include the possibilities of “A” or “B” or “A and B.”
(67) In addition, where features or aspects of the disclosure are described in terms of Markush groups, those skilled in the art will recognize that the disclosure is also thereby described in terms of any individual member or subgroup of members of the Markush group.
(68) As will be understood by one skilled in the art, for any and all purposes, such as in terms of providing a written description, all ranges disclosed herein also encompass any and all possible subranges and combinations of subranges thereof. Any listed range can be easily recognized as sufficiently describing and enabling the same range being broken down into at least equal subparts. As will be understood by one skilled in the art, a range includes each individual member.
(69) OVERVIEW
(70) Campus-specific data sources to close equity gaps include data on inclusiveness initiatives, campus space information, programming information, and staff information relating to support of URM students and first-generation students, counselor number and type data, parents and family data, professional mentoring data, leadership data and professional opportunities data for URM students and first-generation students.
(71) Data Processing
(72) Aggregating data from multiple data sources requires the data from each data source is processed. Processing as defined herein includes the validation, sorting, summarization, aggregation, analysis, reporting, and classification. Validation as used herein is the process of ensuring that the periodically provided data sources and the special purpose output data sources are without errors and are accurate. Sorting as defined herein arranges periodically-provided data sources into sets and sequences. Summarization as defined herein distills periodically-provided data sources into pre-selected main categories, and can use tagging as a method to modify periodically-provided data sources and create the special purpose output data sources. Aggregation as defined herein is the combining of the tagged, distilled, sorted, and validated data into new groups. Analysis as defined herein is the combined process of collecting, organizing, analyzing, interpreting, and presenting the data. Reporting as defined herein is the creation of a summary of the processed data, the special purpose output data sources. Classification as defined herein is the separating of the periodically-provided data sources and the special purpose output data sources into various categories.
(73) Source Formats & Transmission
(74) As will be appreciated by a person of ordinary skill in the art, the multi-user enrollment, progress, and degree completion (MU-EPDCC) system also functions as a clearinghouse for media content received from multiple providers as digital packets of streaming content, pre-recorded content, or static content. In preferred aspects, the content is HTML, CSS, JavaScript, PNG, and JSON encoded depending on the type of content. Physical delivery of the content to displays and user equipment is contemplated to be via wired and wireless technologies, including but not limited to Ethernet, coaxial cable, twisted pair copper cabling, POTS, WiFi, Ultra-Wide Band, 3G, 4G, LTE, LTE Advanced, Bluetooth, Satellite bands, and NFC. Those of ordinary skill in the art will appreciate that various communication protocols for data transfer may be used such as TCP/IP (Transmission Control Protocol/Internet Protocol) protocols (TCP, FTP and UDP). The specific protocols chosen will depend upon the design requirements for a given system. Encryption and decryption techniques are contemplated for protecting the distribution and access of the media and data streams.
(75) In preferred aspects, the periodically-provided data sources include XX
(76) Database
(77) As defined herein the collection of data in the database is managed by a database management system to allow the definition, creation, querying, updating, and administration of the database. Well known systems that support relational and post-relational models include MySQL, PostgreSQL, MS-SQL Server, Oracle, Sybase, IBM DB2, and XML db systems such as NoSQL, NewSQL.
(78) Existing DBMSs provide various functions for managing a database and its data which can be classified into four main functions:
(79) Data definition—Creation, modification and removal of definitions that define the organization of the data.
(80) Update—Insertion, modification, and deletion of the actual data.
(81) Retrieval—Providing information in a form directly usable or for further processing by other applications. The retrieved data may be made available in a form basically the same as it is stored in the database or in a new form obtained by altering or combining existing data from the database.
(82) Administration—Registering and monitoring users, enforcing data security, monitoring performance, maintaining data integrity, dealing with concurrency control, and recovering information that has been corrupted by some event such as an unexpected system failure.
(83) DATA SOURCES—RAW DATA
(84) The data herein includes campus data, student biographical data, university course data, faculty data, State student statistics data, National student statistics data, Student test data, student financial data, student high school and/or community college data, student enrollment data, student attendance data, student retention data, and combined forms of group data. Data filtering and selection is an important feature of the present invention. Accordingly, there is a list of (1) the possible data available from the data sources, and (2) the data that is selected and filtered and which is used in the database to generate the student success dashboard of the present invention.
(85) As a non-limiting example, the following is a list of the 603 possible global data variables available from the data sources used in the invention.
(86) TABLE-US-00001 Global Data sources: Academic Talent Increase/Bump Accommodation Status Accommodation Status Date Added Authorization Adjusted Eligibility Index Adjusted High School GPA Adjusted Transfer GPA Admission Basis Code Admission Status Admission Status Date Application Receipt Date Artistic Talent Increase/Bump ADT (Associate Degree For Transfers) Completion Verification Status Birth Date Cal Grant Award Cal State Apply ID (CASID) California Community College Control Number California Promise Program Status Campus Assigned Student ID Campus Code Campus GPA Center Code Citizenship Code Classification of Instructional Programs (CIP) Code College Preparatory Electives College Preparatory English College Preparatory Foreign Language College Preparatory Laboratory Science College Preparatory Mathematics College Preparatory Mathematics and Quantitative Reasoning For Placement Considerations College Preparatory Social Sciences College Preparatory U.S. History and Govt. College Preparatory Visual and Performing Arts Competency Determination Concentration Code Country of Citizenship Credential Action Credential Class Credential Emphasis Credential Status Credential and Subject Matter Waiver Objective University Race/Ethnicity Reporting Category Cumulative Campus Pre-Collegiate Units Attempted Cumulative Campus State-Supported Units Attempted Cumulative Campus Units Earned Degree Conferral Code Degree Held Code Degree Level Code Degree Objective Code Degree Program Delivery Type Dependent Family Size Dependent Income Code Disabled Student Services Program Service Disabled Student Services Verified Disability EAP English Language Arts Score EAP English Language Arts Status EAP Mathematics Score EAP Mathematics Status Early Start English Early Start Mathematics Educational Opportunity Program Status Eligibility Index Employee Identification Number English Proficiency Status Enrollment Status Entry Level Mathematics Administration Date Entry Level Mathematics Proficiency Status Entry Level Mathematics Total Score Ethnic Code (Old) Exception Admission Code Father's Parent/Guardian #2 Education Code Federal Pell Grant Award Federal Work Study Award Foster Youth Increase/Bump GE-Breadth Critical Thinking Course Completion Status GE-Breadth English Composition Course Completion Status GE-Breadth Math/Quantitative Reasoning Course Completion Status GE-Breadth Oral Communications Course Completion Status Gender Expression Code Gender Identity Code High School GPA High School Graduation Year High School Math GPA High School Math GPA For Placement Considerations High School Transcript Status Hispanic/Latino Ethnic Category Hispanic/Latino Status Immigration Year Impacted Major Independent Family Size Independent Income Code Institution Origin Code IPEDS Race/Ethnicity Reporting Category Issuance Date Local Area Status Major Code Mathematics/Quantitative Reasoning Placement Status Matriculation Period Matriculation Type Military Increase/Bump Mother's Parent/Guardian #1 Education Code Multiple Major Degree Flag Multiple Race Category Option Suffix Code Other Increase/Bump Place-Bound Increase/Bump Race Code 1 Race Code 2 Race Code 3 Race Code 4 Race Code 5 Race Status Registered Nurse Code Residence Code Residence Status SAT Score Type Section Score for Redesigned SAT Reasoning Test Sex Code Sexual Orientation Code Social Security Number Special Programs Code (Chancellor's Office use only) Start Date (CalStateTEACH) State University Fee Waiver State University Grant Award Statewide Student Identifier (SSID) Student First Name Student Last Name Student Level Code Student Middle Name Student Name (Discontinued from Fall 2011) Student Name Suffix Student Standing Code Term Code Term Units Attempted — Graduate Division Term Units Attempted — Graduate Division —Special Session Courses Term Units Attempted — Lower Division Term Units Attempted — Lower Division —Special Session Courses Term Units Attempted - Pre-Collegiate Term Units Attempted —Upper Division Term Units Attempted —Upper Division —Special Session Courses Test Scores for ACT Test Scores for ACT Writing (Provisional) Test Scores for Enhanced ACT Writing Test Scores for English Language Proficiency Test (ELPT) Test Scores for EPT Test Score for Redesigned SAT Reasoning Test Test Scores for SAT (SAT Reasoning Test) Test Scores for SAT Writing Section (Provisional) Test Scores for TOEFL Total GPA Total Units Earned Transfer GPA TMC (Transfer Model Curriculum) Number Transfer Units Earned U.S. Current Military Status U.S. Military Dependent Status U.S. Military Status Written Communication Placement Status Year SSN EMPLID CAMPUS ID Year Term Code Campus Code Course Abbreviation Course Number Course Suffix Course Section Course Section Credit Units Grade Course Title Course Level* SSN_Neutralized* EMPLID_Neutralized* Course Section Credit Units- Modified* ACT_Comp ACT_English ACT_Math ACT_Reading ACT_Science ACT_Scores ACT_Writing ADT_EARNED AGE_DERV AGE_GROUP_DERV Added_Authorization Adm_Basis Admission_Basis_Code_New Birth_Date Birth_Day Birth_Month Birth_Year CAS_ID CA_Promise_Prog_Status CCC_Control_Number CCSS_Units_Attempted CIP_Code CP_Electives CP_English CP_FL CP_Lab_Sci CP_Math CP_Social_Science CP_US_HistGov CP_VPA CST_Start_Date University_Race_Cat CUA_Pre_Collegiate CY Calgrant_Status Campus_Code Campus_GPA Campus_ID Citizenship_Code Cohort_Duplicate_Flag Cohort_Group Cohort_Type CollYearDesc Country_Code Cred_Sub_Waiver_Obj Credential_Emphasis Credential_Status Cum_Campus_Units_Earned DEG_ADT_Completion_Status DEG_AdmBasis DEG_Admission_Basis_Code_New DEG_BirthDate DEG_BirthDay DEG_BirthMonth DEG_BirthYear DEG_CA_Promise_Prog_Status DEG_CCC_Control_Number DEG_CIPCode DEG_UniversityRaceCat DEG_Campus DEG_CampusGPA DEG_Campus_ID DEG_CitizenCode DEG_Concentration_Code DEG_Conf_Code DEG_CountryCode DEG_County DEG_Cum_Campus_Units_Earned DEG_Deg_Prog_Delivery_Type DEG_Degree_Held DEG_DisciplineDiv DEG_EMPL_ID DEG_EthCode DEG_ExpAdmCode DEG_Gender_Expression_Code DEG_Gender_ID_Code DEG_HSGRDYR DEG_HispLatinoCat DEG_HispLatinoStatus DEG_IOC DEG_IPEDSRaceCat DEG_InstType DEG_MRCat DEG_MatPeriod DEG_OptSuffix DEG_RESCODE DEG_RESStatus DEG_SSN DEG_STEM DEG_SchCode DEG_Sex DEG_Sex_Orientation_Code DEG_TMC_Number DEG_Term DEG_TotGPA DEG_TotUnitsEarned DEG_TransGPA DEG_TransUnitsEarned DEG_USMiliStatus DEG_US_Curr_Military_Status DEG_US_Military_Dependent_Status DEG_YRTERM DEG_Year DSSPROG DSSVD Deg_Deg_Level_Code Deg_DegreeCode Deg_Major_Degree_Code Deg_Prog_Delivery_Type Degree_Held Degree_Obj_Code Disc_Division EAP_English EAP_English_LA_Score EAP_Math EAP_Math_Score ELIGIBLE_ENROLL ELM_Adm_Date ELM_Adm_Day ELM_Adm_Month ELM_Adm_Year ELM_Algebra ELM_Dates ELM_First_Total ELM_Geometry ELM_Prof_Status ELM_Total ELPT EOP_Status EPT_Composition EPT_Essay EPT_Prof_Status EPT_Reading EPT_Scores EPT_Total ERSR_RACE ERSX_Flag ETHCSRDE ETHNICITY Early_Start_English Early_Start_Math Empl_ID Eng_Flag Enroll_Status Enroll_Status_S Enrolled_1_yr_later Ethnic_Code Except_Adm_Code FALL FT_PT_Status Fee_Waiver First_Gen_Status GENDER GE_Critical_Thinking GE_English_Comp GE_Mathematics GE_Oral_Comm Gender_Expression_Code Gender_ID_Code HS_GPA HS_Grad_Year Hisp_Latino_Eth_Cat Hisp_Latino_St IPEDS_RE IPEDS_Race_Cat IPEDS_Race_Ethnicity_DERV Immigration_Year Inst_Code Inst_Origin Inst_State Inst_Type K_YEAR Maj_Opt_Conc_Emph Major_Code Major_Spec Mat_Period Math_Flag Math_QR_Placement_Status Matriculation_Type Mult_Major_Degree Mult_Race_Cat NEW_CONCORDED_EI NEW_FULLCONCORD_EI NEW_SAT_EI OLD_CONCORDED_EI OTH_Campus OTH_Campus_ID OTH_DEG_Deg_Level_Code OTH_DEG_Major_Degree_Code OTH_Empl_ID OTH_SSN OTH_YRTERM Option_Suffix Pell_Status RACECOMB RD_SAT_CONVERTED RD_SAT_Comp RD_SAT_Comp_CONCORD RD_SAT_Comp_FULLCONCORD RD_SAT_EBRW RD_SAT_Math RD_SAT_Math_Sub_Test RD_SAT_Reading_Sub_Test RD_Writing_Sub_Test Registered_Nurse Remediated Remediation_Status Remediation_Status_HSExit Res_Code Res_Status SAT_CONVERTED SAT_Comp SAT_Comp_CONCORD SAT_EBRW_DERV SAT_EI SAT_Math SAT_Math_DERV SAT_Score_Type SAT_Scores SAT_Verbal SAT_Writing SSN STEM Sex_Code Sex_Orientation_Code Special_Programs Statewide_Student_ID Student_Level Student_Standing TMC_Number TOEFL_Score TUA_Pre_Collegiate Term Term_Units_Att_Total Test_Indicator_EEE Total_GPA Total_TUA_Summer Total_Units_Att_G Total_Units_Att_LD Total_Units_Att_UD Total_Units_Earned Trans_Units_Earned Transfer_GPA URM_Status US_Curr_Military_Status US_Military_Dependent_Status US_Military_Status VALID_SAT_TREND VALID_SAT_TREND_CONCORD WC_Placement_Status YR10_GRAD_ANYCAMPUS YR10_GRAD_OTHCAMPUS YR10_GRAD_SAMECAMPUS YR10_GRAD_STEMDISCIP YR10_RETENTION_ANYCAMPUS YR10_RETENTION_OTHCAMPUS YR10_RETENTION_SAMECAMPUS YR10_RETENTION_STEMDISCIP YR1_GRAD_ANYCAMPUS YR1_GRAD_OTHCAMPUS YR1_GRAD_SAMECAMPUS YR1_GRAD_STEMDISCIP YR1_RETENTION_ANYCAMPUS YR1_RETENTION_OTHCAMPUS YR1_RETENTION_SAMECAMPUS YR1_RETENTION_STEMDISCIP YR2_GRAD_ANYCAMPUS YR2_GRAD_OTHCAMPUS YR2_GRAD_SAMECAMPUS YR2_GRAD_STEMDISCIP YR2_RETENTION_ANYCAMPUS YR2_RETENTION_OTHCAMPUS YR2_RETENTION_SAMECAMPUS YR2_RETENTION_STEMDISCIP YR3_GRAD_ANYCAMPUS YR3_GRAD_OTHCAMPUS YR3_GRAD_SAMECAMPUS YR3_GRAD_STEMDISCIP YR3_RETENTION_ANYCAMPUS YR3_RETENTION_OTHCAMPUS YR3_RETENTION_SAMECAMPUS YR3_RETENTION_STEMDISCIP YR4_GRAD_ANYCAMPUS YR4_GRAD_OTHCAMPUS YR4_GRAD_SAMECAMPUS YR4_GRAD_STEMDISCIP YR4_RETENTION_ANYCAMPUS YR4_RETENTION_OTHCAMPUS YR4_RETENTION_SAMECAMPUS YR4_RETENTION_STEMDISCIP YR5_GRAD_ANYCAMPUS YR5_GRAD_OTHCAMPUS YR5_GRAD_SAMECAMPUS YR5_GRAD_STEMDISCIP YR5_RETENTION_ANYCAMPUS YR5_RETENTION_OTHCAMPUS YR5_RETENTION_SAMECAMPUS YR5_RETENTION_STEMDISCIP YR6_GRAD_ANYCAMPUS YR6_GRAD_OTHCAMPUS YR6_GRAD_SAMECAMPUS YR6_GRAD_STEMDISCIP YR6_RETENTION_ANYCAMPUS YR6_RETENTION_OTHCAMPUS YR6_RETENTION_SAMECAMPUS YR6_RETENTION_STEMDISCIP YR7_GRAD_ANYCAMPUS YR7_GRAD_OTHCAMPUS YR7_GRAD_SAMECAMPUS YR7_GRAD_STEMDISCIP YR7_RETENTION_ANYCAMPUS YR7_RETENTION_OTHCAMPUS YR7_RETENTION_SAMECAMPUS YR7_RETENTION_STEMDISCIP YR8_GRAD_ANYCAMPUS YR8_GRAD_OTHCAMPUS YR8_GRAD_SAMECAMPUS YR8_GRAD_STEMDISCIP YR8_RETENTION_ANYCAMPUS YR8_RETENTION_OTHCAMPUS YR8_RETENTION_SAMECAMPUS YR8_RETENTION_STEMDISCIP YR9_GRAD_ANYCAMPUS YR9_GRAD_OTHCAMPUS YR9_GRAD_SAMECAMPUS YR9_GRAD_STEMDISCIP YR9_RETENTION_ANYCAMPUS YR9_RETENTION_OTHCAMPUS YR9_RETENTION_SAMECAMPUS YR9_RETENTION_STEMDISCIP YRTERM Year combprof campus cohort gradunits Idunits major precollunits ssn studentlevel totunits udunits yrterm academic_standing_cd grade_id institution_id academic_period academic_start_dt academic_end_dt missed_rule_reason_id institution_id student_id term_id course_id course_ref_no registration_status_cd campus_id college_id department_id attempted_credits earned_credits gradable_ind final_grade_id transfers_course_ind repeat_ind registered_ind attendance_id appointment_id student_id staff_id meeting_type appointment_type location scheduled_duration appointment_reason scheduled_date scheduled_hour_of_day report_filed dropin student_attended cancelled no_show message_id delivery_method student_id staff_id message_created_dt First Name Middle Initial Last Name Name Suffix Requester Return Field Record Found Y/N Search Date College Code/Branch College Name College State 2-year / 4-year Public / Private Enrollment Begin Enrollment End Enrollment Status Class Level Enrollment Major 1 Enrollment CIP 1 Enrollment Major 2 Enrollment CIP 2 Graduated? Graduation Date Degree Title Degree Major 1 Degree CIP 1 Degree Major 2 Degree CIP 2 Degree Major 3 Degree CIP 3 Degree Major 4 Degree CIP 4 College Sequence
(87) DATA SOURCE—SELECTED UNIVERSITY DATA
(88) From the global data set, the data that is selected and filtered is used in the database to generate the student success dashboard of the present invention.
(89) As a non-limiting example, the following is a list of 101 variables that comprise the selected global data available from the (603 variables) data sources used in the invention.
(90) TABLE-US-00002 Used in our system (condensed list) Campus Assigned Student ID Campus Code Campus GPA Citizenship Code Concentration Code University Race/Ethnicity Reporting Category Cumulative Campus Pre-Collegiate Units Attempted Cumulative Campus State-Supported Units Attempted Cumulative Campus Units Earned Degree Level Code Degree Objective Code Employee Identification Number English Proficiency Status Enrollment Status Entry Level Mathematics Proficiency Status Ethnic Code (Old) Father's Parent/Guardian #2 Education Code Federal Pell Grant Award High School GPA Hispanic/Latino Ethnic Category Hispanic/Latino Status Institution Origin Code IPEDS Race/Ethnicity Reporting Category Major Code Mathematics/Quantitative Reasoning Placement Status Matriculation Period Matriculation Type Mother's Parent/Guardian #1 Education Code Social Security Number Term Code Term Units Attempted — Lower Division Term Units Attempted - Pre-Collegiate Term Units Attempted — Upper Division Total GPA Total Units Earned Transfer Units Earned Year EMPLID CAMPUS ID Course Abbreviation Course Number Course Suffix Course Section Course Section Credit Units Grade Course Title Course Level* EMPLID_Neutralized* Course Section Credit Units-Modified* Campus_ID Cohort_Group Cohort_Type DEG_Campus DEG_Concentration_Code DEG_Term DEG_TotGPA DEG_TotUnitsEarned DEG_TransGPA DEG_TransUnitsEarned DEG_YRTERM DEG_Year Deg_Major_Degree_Code ERSX_Flag ETHNICITY Empl_ID Enroll_Status First_Gen_Status GENDER IPEDS_Race_Ethnicity_DERV Maj_Opt_Conc_Emph Major_Code Math_QR_Placement_Status Pell_Status Remediated Remediation_Status Student_Level Term_Units_Att_Total URM_Status YR1_RETENTION_SAMECAMPUS YR2_RETENTION_SAMECAMPUS YR3_RETENTION_SAMECAMPUS YR4_RETENTION_SAMECAMPUS YR5_RETENTION_SAMECAMPUS YR6_RETENTION_SAMECAMPUS YR7_RETENTION_SAMECAMPUS YRTERM campus cohort Idunits major precollunits studentlevel totunits udunits Requester Return Field College Name 2-year / 4-year Enrollment Begin Enrollment End Graduated? Graduation Date
(91) Application Programming Interfaces (APIs)
(92) In a preferred aspect, the invention uses an application programming interface (API) architecture to define the programmable interfaces through which the multi-user enrollment, progress, and degree completion display system interacts with applications that use its assets. This allows the programmable interfaces to provide different sets of services to different application serving different types of consumers. The API disclosed herein uses custom library code in order to provide reusable modules that are determined based upon the user interface that is accessing the library. These precoded modules allow application-specific access to the database that contains the periodically-provided data sources from multiple university systems that has been converted into the device-modified special purpose output data source for distribution to university displays and user equipment.
(93) In a preferred aspect, the API architecture includes an end user component that interacts with a client applications component where the client applications component connects to and leverages a core API infrastructure. In one preferred embodiment of the invention, the core API infrastructure includes a security layer that interfaces with a caching layer, a representation layer connected to the caching layer, an orchestration layer between the representation layer and the API implementation layer, and a backend layer interfacing with the API implementation layer.
(94) Digital Displays
(95) As defined herein, digital display refers to the use of computer screens to display still and moving media having different information scheduled at various times and capable of being updated remotely. Examples of computer screens include projectors, LCD and LED monitors, touch screens, touch screen overlays, multi-touch screens, kiosks, plasma screens, window films, and equivalent technology. The output feed received from the multi-user enrollment, progress, and degree completion display system can be presented on the computer screens using standard presentation graphics software. Examples of presentation graphics software includes Microsoft PowerPoint, OpenOffice and LibreOffice presentation software, MS Media player, built-in media players, media player software and equipment from existing vendors, and interactive media players.
(96) University Remote Access System detail
(97) A remote access and control system enabling a university to remotely access a remote multi-user enrollment, progress, and degree completion display system. Access system provides the university with one or more ways to connect to and to communicate with web server running a computer program to send commands to and receive information from remote multi-user enrollment, progress, and degree completion display system through a remote access module. Each remote access module can control one or more remote multi-user enrollment, progress, and degree completion display system at each location.
(98) The university can register, setup notifications, and or access and control at least one remote multi-user enrollment, progress, and degree completion display system via access system. University specific login and configuration information, including remote multi-user enrollment, progress, and degree completion display system locations, and detailed instruction information about each system, including optional notifications, can be stored as university data. The university data can be stored on Web Server, typically via data storage element as a university profile. The university profile can be stored in a variety of data structures such as in one or more relational databases stored on data storage element, or some other compatible computer storage media accessible by web server. Once registered, a university can remotely access remote multi-user enrollment, progress, and degree completion display system in multiple locations by connecting to web server. The university can connect to web server by one of several different connect methods, such as via the Internet or through a telephone system.
(99) Connection to web server through the Internet can be accomplished in several ways. a university can connect to web server using a personal computer (“PC”), including an IBM compatible machine, such as those using an INTEL, AMD, or similar processor as well as by computers running another operating system (“OS”), such as an APPLE compatible OS. Any suitable PC or terminal can also connect to the internet by a wireless network such as an IEEE 802.11 type WiFi or 802.15/16 WiMax connection or a hardwired local area connection (“LAN”). Other suitable connections can be made by the university using an internet enabled cell phone with web browser connecting to the Internet through a cellular network or a PDA with cellular, wireless, or wired access to the Internet.
(100) A university can also connect to web server(s) from the telephone network. The university can also use a cell phone to connect to telephone network via wireless cellular connection.
(101) Web server can communicate with a plurality of remote multi-user enrollment, progress, and degree completion display systems at one or more locations via messaging gateway. Messaging gateway can communicate with wireless system via the internet or by a direct connection such as by Ethernet. Wireless system can then connect with a communications module associated with a particular remote multi-user enrollment, progress, and degree completion display system.
(102) Registration: Before using system, a university typically registers for the remote access service. A university inputs information into the system during registration to build a university profile. The university profile can include a username, user role/affiliation access code, location information, system information, and information on the various remote multi-user enrollment, progress, and degree completion display systems. Where notifications are used, the profile can further include notifications tables.
(103) Interaction via the Web: Once registered, the university can login from any web browser, anywhere there is access to the World Wide Web (“web”), typically through the Internet. First, the consumer does a login to web server. On successful login to web server, in step B, the user gains access to the remote multi-user enrollment, progress, and degree completion system. In step C, the user can request the current status and settings for any system at the remote location. The status and settings are then returned for the equipment at that location and those settings are displayed on one or more web pages for user viewing in step D. In step E, the user can optionally adjust the settings. In step F, the user logs out or otherwise disconnects from web server.
(104) Notifications: It can be desirable for remote multi-user enrollment, progress, and degree completion display systems to notify concerned or responsible parties of system status, system events, alarms, trips, and various other failures. These notifications can be routine, as in a periodic status update of readings and settings. A routine notification is typically something that does not require immediate attention or action. Or, a notification can be urgent. An urgent notification generally requires immediate attention.
(105) Remote access module constantly monitors the state of the university's remote multi-user enrollment, progress, and degree completion display system. A routine or urgent notification can be detected by remote access module. Remote access module can send the notification to web server using communications module, a 2-way paging module in one embodiment, communicating via communications network to messaging gateway. Messaging gateway sends the notification to web server. Web server determines if the notification is routine or urgent and then can consult a notification table to determine which access methods should be invoked to deliver the notification to one or more designation recipients including, but not limited to, the university, or one or more alternate contacts. Web server can use an email protocol to send a notification by an email service, to a text pager via a text pager network, or to directly send an email to an email address via a network such as the Internet.
(106) In a specific example, a user's Smart Phone is registered to the arriving university system as the user arrives on-campus.
Definitions
(107) Examples of preferred embodiments of the invention include the following details and features.
Example—Graphic Dashboards
(108) Student Success Dashboards
(109) Internal data dashboards to serve as a central resource to assist each campus in identifying and dislodging barriers to student success for its students. These dashboards contain data for all campuses, and can be found at a password protected site.
(110) The dashboards provide the university community with a set of analytical tools that go beyond descriptive statistics and apply methods such as predictive modeling to give new insights into factors that affect student progress toward a degree. Using the dashboards, campus leaders can monitor on-track indicators and better understand which milestones students are failing to reach and why they are not being reached. Ultimately, this analytical tool can also help campuses design interventions or policy changes to increase student success and gauge the impact of their interventions.
(111) There are four main data dashboards:
(112) Graduation Initiative Dashboard—This dashboard supports administrators, faculty and staff in tracking their campus progress toward meeting their Graduation Initiative goals. The dashboard includes linear trajectories for all six goals and provides an assessment of progress made to date.
(113) Faculty Dashboard—Faculty play a critical role in fostering student success in, and out, of the classroom. This dashboard supports faculty in gaining a better understanding of the backgrounds and academic patterns of students. It includes analyses of student progress to degree, identification of low-success courses and courses with large equity gaps, and analyses of students who leave without earning a degree.
(114) University by the Numbers Dashboard—This dashboard facilitates a deeper understanding of the backgrounds and academic patterns of currently enrolled and recently graduated students. The dashboard includes an analysis of how university student populations are changing, how many students are taking a full-load of classes (15 units per term) and how university campus graduation rates compare to national peers.
(115) Equity Gaps Dashboard—The recently developed equity gap dashboard highlights inequitable outcomes in short- and long-term student outcomes while identifying actions that will help close equity gaps on campuses and system wide. It includes predictive models and innovative visualizations that underscore the imperative to ensure that all students are given equitable opportunities to succeed.
DRAWINGS
(116) Referring now to the drawings,
(117)
(118)
(119)
(120)
(121)
(122)
(123)
(124)
(125)
(126) And
(127) Finally,
(128) Referring now to
(129)
(130)
(131)
(132)
(133) IF: Actual graduation rate is more than 3% points lower than interim goal THEN Red; Actual graduation rate is between 3% points and 1% point lower than interim goal THEN Yellow; or Actual graduation rate is more than 1% point below the interim goal THEN Green.
(134) The indicator/color is output to a selected page within the dashboard to provide a Red-Yellow-Blue Progress towards Graduation Initiative Goal Assessment.
(135) Referring now to
(136)
(137)
(138)
(139) For calculating Freshman 4-year,
(140) For calculating Freshmen 6-Year Grad Goal,
(141) For calculating Transfer 2-Year Grad Goal,
(142) For calculating Transfer 4-Year Grad Goal,
(143)
(Total # of students) is divided by (the total # of student enrolls) to obtain % of each student's timely advancement status
(144)
(145)
(146)
(147) Next, a Linear regression is performed with X=years, Y=graduation rates to yield a Best model estimate of grad rate 1 for years with no grad rate.
(148)
(149) Similarly, a Linear regression is performed with X=year, Y=graduation rates to yield a Best model estimates grad rate 2 for years with no grad rate.
(150)
(Grad Goal−Grad Rate 2)/(Grad Rate 1−Grad Rate 2) to obtain % of needed student's timely advance status in order to achieve goal 315.
(151) Difference
(152)
(% of each student's timely advancement status 313)−(% of needed student's timely advance status in order to achieve goal 315).
(153) Referring now to
(154)
(155)
(156) (i) a Sum dfw grades divided by total of enrolled students 405 to yield an Average unit load (1st year) (AUL) variable 406;
(157) (ii) a sum course units divided by the total 407 to yield a % with non-passing grades (1st year) (NPG %) variable 408;
(158) (iii) a Sum of repeat courses divided by the total courses taken 409 to yield a % repeating courses (1st year) (RC %) variable 410;
(159) (iv) a sum of major switches divided by the total of enrolled students 411 to yield a % switching majors (1st year)(SW %) variable 412;
(160) (v) a sum of college switches/total of enrolled students 413 to yield a % switching colleges (1st year)(SC %) variable 414; and,
(161) (vi) a sum of students attempting 30 units in their first year/total of enrolled students 415 to yield a % taking a full-load (1st year) (FL %) variable 416.
(162) For all of the calculations, the calculations are made according to a group within campus, a student type, and a cohort in year 1.
(163)
(164)
(165)
(166) In a non-limiting preferred embodiment, the Leave Variables comprise: Cohort: year, term, campus, student level, student type, Pell status, Gender, URM status, First-generation status Course: section, grades, units, abbreviation, number, major, school Attrition/Graduation: units attempted, year, term, campus National student clearinghouse: college name, date of enrollment, institute type
(167)
(168)
(169) (i) count of students with units and no graduation year/count of students with units and graduation year 506 to yield Output 1] Student attrition (1st year) 507;
(170) (ii) count of students enrolled in another institution/count of students who left within four years 508 to yield Output 2] % of students enrolled at another university 509;
(171) (iii) Count of students who left within 4 years by campus, college, cohort, major 510 to yield Output 3] Majors left at highest rate 511;
(172) (iv)(a) Average number of DFW grades for students who (a) left in year 1 and (b) stayed or graduated within 4 years 512, and
(173) (iv)(b) Count of students who left in year 1 with at least 1 DFW for each course in campus 512 to yield Output 4a] Comparison DFW grades in Year 1 for students who left and stayed 513; and
(174) (v) Total number of students who left within 4 years, disaggregated by sub-group (Pell, URM, First-generation status, gender) 514 to yield Output 5] URM And Non-URM Students Differed Most In Attrition Rates 515.
(175) Calculations (i) thru (v) are then subjected to a Ranking Analysis 516 to identify Enrollment year with highest attrition rate Top 5 majors with highest attrition rates, and Top 5 courses with highest attrition rates.
(176)
(177)
(178)
(179)
(180) For all undergraduate courses each year—term, a calculation is performed by college for the following: % of DFW Grades 606, Impact 607, and Division Type 608.
(181) The % of DFW Grades calculation 606 comprises for each unique course (course abbreviation, course number), calculate the total number of students who receive a DFW grade (specifically: “D+” “D” “D−” “F” “NC”—no credit, “IC”—incomplete, “WU”—unauthorized withdrawal) then dividing by the total number of students enrolled in the course.
(182) The Impact calculation 607 comprises the Total number of students who receive a DFW grade.
(183) And the Division Type calculation 608 comprises General Education, Lower Division, Upper Division, Sub-baccalaureate courses determined by course number and varies by campus
(184)
(185) All courses for each year-term 609 displayed by: X— % of DFW Grades Y— Enrollment.
(186) And the Top 10 courses with the largest impact 610 (filtered by DFW Rate>15% and enrollment>=10) are highlighted.
(187)
(188)
(189)
(190)
(191) Grade files include Course abbreviation, course number, course section, and grade variables. Enrollment File includes Ethnicity, and Pell recipient variables. Application Files include Parent #1 Education, and Parent #2 Education variables.
(192) Gap Type module 708 includes Underrepresented Minority, Pell, First Generation Students, and Gender variables.
(193) Underrepresented Minority (URM) comprise Students who identify as African American, Latino/a, or American Indian are classified as URM. All other students are classified as Non-URM.
(194) Pell comprise Students who received the Pell grant at entry are classified as Pell students. Those who did not receive the Pell grant at entry are classified as Non-Pell.
(195) First Generation Students comprise Students whose parents highest education level were both high school or lower are classified as First-Gen. All others were classified as Not First Generation.
(196) Gender comprises Students are classified as Male or Female.
(197) Combining the variables module 707 with the GapType module 708 and calculating for all undergraduate courses each year—term, the following Gaps by GPA 709 by college, and equity measure.
(198) The Gaps by GPA module 709 comprises calculations where, for each subgroup within each gap type, the average GPA was calculated by first converting the grades into GPA, summing the GPA, then dividing the total GPA by the number of the students in each equity measure. The Gaps were calculated by taking the average GPA from students who were classified as a specific equity measure (URM, Pell, First Gen, Gender—Female) and students who were classified as a non-equity measure (Non-URM, Non-Pell, Not First Gen, Gender—Male).
(199) Display module 710 provides display data and programming to show the Top 10 courses based on user selection options of: Largest Achievement Gap, Smallest Achievement Gap, Largest Enrollment, and Largest Gap & Highest Enrollment.
(200)
(201)
(202)
(203)
(204) Filter module 806 the filter on students who graduate 3 years before current year. Filtering uses the variable based on graduation date.
(205) Post-Bacc module 807 determines Students who enrolled in a post-bacc program, using the variables where: NSC file shows student record of enrolled in a college after graduations University enrollment file shows record student enrolled as a post-baccalaureate.
(206) Gap Type module 808 receives data from enrolled variables 805, graduation date filter 806, and Post-Bacc variables 807. Gap Type module 808 includes Underrepresented Minority, Pell, and First Generation Students.
(207) Underrepresented Minority (URM) comprise Students who identify as African American, Latino/a, or American Indian are classified as URM. All other students are classified as Non-URM.
(208) Pell comprise Students who received the Pell grant at entry are classified as Pell students. Those who did not receive the Pell grant at entry are classified as Non-Pell.
(209) First Generation Students comprise Students whose parents highest education level were both high school or lower are classified as First-Gen. All others were classified as Not First Gen.
(210) User Selection Gap Type module 809 allows a user to select from URM/Non-URM, Pell/Non-Pell, and First Gen/Not First Gen.
(211) Post-graduate module 810 provides a calculation of the % of graduated students who've enrolled in postgraduate program by calculating the Total number of students who have enrolled in a post-bacc program divided by the total number of students who graduated.
(212) Post-Bacc Majors module 811 then calculates, for students enrolled in post-bacc, the top 5 majors student received their undergraduate degree in.
(213) Post-Bacc College module 812 then determines the top 5 colleges when student enroll in a post baccalaureate program.
(214) Display module 813 then sends data and programming instructions to display by: Count: total number of students for each major and for each university attended, and Percent: total count divided by number of students enrolled who enrolled in a post-back program.
(215)
(216)
(217)
(218)
(219)
(220) For the SUB-POPULATION COUNT module, for all (∀=FORALL) Campus, Student Type, Gender, Cohort, Ethnicity, and Gap Type, sum (Σ) student sub-populations, where campus is defined as any of the possible campuses of a University system, or as the University System as a whole, where Student Type is defined as All Undergraduates, First-Time Freshmen, or First-Time Transfer Students, where Gender is defined as Both Male and Female, Male only, or Female only, where Cohort is defined as any year from 2005 forward, where Ethnicity is defined as American Indian, Asian, Black/African-American, Hispanic/Latino, White, and Other, and Gap Type is defined using variables of (i) Underrepresented Minority (URM), (ii) Pell grant recipients, and (iii) First Generation Students.
(221) As for URM, Students who identify as African American, Latino/a, or American Indian are classified as URM. All other students are classified as Non-URM.
(222) As for Pell, Students who received the Pell grant at entry are classified as Pell students. Those who did not receive the Pell grant at entry are classified as Non-Pell.
(223) As for First Generation Students, Students whose parents highest education level were both high school or lower are classified as First-Gen. All others were classified as Not First Gen.
(224) For the TOTAL POPULATION COUNT module, calculate for all (∀=FORALL) Campus, Student Type, Gender, Cohort, and GAP INTERSECTION. Campus, Student Type, Gender, and Cohort are defined as above, where campus is defined as any of the possible campuses of a University system, or as the University System as a whole, where Student Type is defined as All Undergraduates, First-Time Freshmen, or First-Time Transfer Students, where Gender is defined as Both Male and Female, Male only, or Female only, and where Cohort is defined as any year from 2005 forward.
(225) Gap Intersection is defined as URM only, Pell only, First Gen only, URM+First Gen, URM+Pell, FirstGen+Pell, and URM+Pell+FirstGen, where URM is defined as American Indian, Asian, Black/African-American, Hispanic/Latino.
(226)
(227)
(228)
(229)
(230)
(231)
(232) Student data is defined as including year, term, campus, student level, Race/ethnicity, Pell status, Gender, URM status, First-generation status, race/ethnicity, parent/guardian education, and citizenship code.
(233) Graduation is defined as including year, term, and campus.
(234)
(235) Underrepresented Minority (URM) Gap defines: Group A (URM) as Students who identify as African American, Latino/a, or American Indian and are US Citizens are classified as URM, and Group B (Non-URM) as All other students.
(236) Pell Gap defines: Group A (Pell) as Students who received the Pell grant at entry, and Group B (Not Pell) as All other students.
(237) First Generation Student Gap defines: Group A (1st Generation) as Students for whom both parents' highest education level is high school or lower, and Group B (Not 1st Generation) as Either parent's education code was “4-Year College Graduate” or “Postgraduate”. Excluded from this definition are students whose parents attended college but did not graduate, and students whose parental education status is unknown.
(238) Gender Gap defines: Group A (Male) as Students who identify as male on their University application form, and Group B (Female) as Students who identify as female on their University application form.
(239) After classification, SUB-GROUPS module 1007 calculates the count of students in sub-groups.
(240) Forall, ∀, Campus, student type, gap sub-group, and year of entry, the number of students is determined.
(241) Campus is defined as any of the University system campuses or the University System as a whole
(242) Student Type is defined as First-Time Freshmen, or First-Time Transfer Students
(243) Gap Sub-Groups are defined as specified in the “Gap Sub-Group Box” in this figure.
(244) Year of Entry is defined as 1st year of enrollment at a CSU campus
(245) PERSISTING module 1008 provides where Forall, ∀, Campus, student type, gap sub-group, year of entry, and Persisting N years, the number of students Persisting N years is determined, where Persisting N years is defined as “1” if a student was enrolled in the fall term N-years after their first enrollment, or had graduated in a prior term, or else it is defined as “0”.
(246) GRADUATING module 1009 provides where Forall, ∀, Campus, student type, gap sub-group, year of entry, and Graduating within N years, the number of students graduating within N years is determined where graduating within N years is defined as “1” if a student had graduated in or before the fall-term N years after their first enrollment.
(247) PERCENTAGE PERSISTING module 1010 provides where Forall, ∀, Campus, student type, gap sub-group, year of entry, and Persisting N years, the number of students Persisting N years is determined as a ratio of the count of students in sub-groups.
(248) PERCENTAGE GRADUATING module 1011 provides where Forall, ∀, Campus, student type, gap sub-group, year of entry, and Graduating within N years, the percentage of students Graduating N years is determined as ratio of the number of students in subgroups.
(249)
(250)
(251)
(252) Student data is defined as year, term, campus, student level, Race/ethnicity, Pell status, Gender, URM status, First-generation status, race/ethnicity, parent/guardian education, citizenship code.
(253) Graduating data is defined as year, term, campus.
(254) GAP SUB_GROUP module 1106 classifies students into Gap Subgroups using URM Gap, Pell Gap, First Generation Gap, and Gender Gap.
(255) Underrepresented Minority (URM) Gap is defined as:
(256) Group A (URM) is defined as Students who identify as African American, Latino/a, or American Indian and are US Citizens are classified as URM; Group B (Non-URM) is defined as All other students.
(257) Pell Gap:
(258) Group A (Pell) is defined as Students who received the Pell grant at entry; Group B (Not Pell) is defined as All other students.
(259) First Generation Student Gap is defined as:
(260) Group A (1st Generation) is defined as Students for whom both parents' highest education level is high school or lower;
(261) Group B (Not 1st Generation) is defined as Either parent's education code was “4-Year College Graduate” or “Postgraduate”
(262) Excluded is defined as students whose parents attended college but did not graduate, students whose parental education status is unknown
(263) Gender Gap is defined as:
(264) Group A (Male) is defined as Students who identify as male on their CSU application form; Group B (Female) is defined as Students who identify as female on their CSU application form.
(265) Subgroup A-B Count module 1107 calculates the count of students in Sub-group A and Sub-group B. Module 1107 provides where Forall, ∀, Campus, student type, gap, and year of entry, a count of students in Subgroup A and Subgroup B is determined where campus is defined as any of the campuses or the System as a whole, Student Type is defined as First-Time Freshmen, or First-Time Transfer Students, and Year of Entry is defined as 1st year of enrollment at a campus.
(266) SubGroup A-B Persisting module 1108 calculates the count of students persisting in Sub-Group A and Subgroup B. Module 1108 provides where Forall, ∀, Campus, student type, gap, and year of entry, and Persisting N years, a count of students persisting N years in Subgroup A and Subgroup B is determined where Persisting N years is defined as 1, if a student was enrolled in the fall-term N years after their first enrollment, or had graduated in a prior term, else 0.
(267) Percentage Persisting module 1109 calculates, where Forall, ∀, Campus, student type, gap, and year of entry, and Persisting N years, the percentage of students in Subgroup A and Subgroup B as a ratio of the count of students persisting in Subgroup A to the count of students in Subgroup A, and a ratio of the count of students persisting in Subgroup B to the count of students in Subgroup B.
(268) Persistence Gap module 1110 calculates, where Forall, ∀, Campus, student type, year of entry, and Persisting N years, the present of students persisting in subgroup a and in subgroup B.
(269) Count Graduating A-B module 1111 calculates the count of students graduating in subgroup A and in subgroup B, where Forall, ∀, Campus, student type, gap subgroup A, year of entry, and Graduating in N years, the sum of students graduating within N years for subgroup A and for subgroup B, where if graduating within N years is defined as 1 if a student had graduated in or before the fall term N years after their first enrollment.
(270) Percent Graduating module 1112 calculates the percentage of students graduating in subgroup A and subgroup B, where Forall, ∀, Campus, student type, year of entry, and graduating within N years, the ratio of the count of students graduating to the count of the students in subgroup A is determined, and the ratio of the count of students graduating to the count of students in subgroup B is determined.
(271) Graduation Gap 1113 then calculates, where Forall, ∀, Campus, student type, year of entry, and graduating in N years, the percentage of students graduating in subgroup A is subtracted from the percentage of students graduating in subgroup B.
(272)
(273)
(274)
(275)
(276) Gap subgroup module 1209 classifies students into Gap Subgroups using URM Gap, Pell Gap, and Gender Gap.
(277) Underrepresented Minority (URM) Gap is defined as:
(278) Group A (URM) is defined as Students who identify as African American, Latino/a, or American Indian and are US Citizens are classified as URM; Group B (Non-URM) is defined as All other students.
(279) Pell Gap:
(280) Group A (Pell) is defined as Students who received the Pell grant at entry; Group B (Not Pell) is defined as All other students.
(281) Gender Gap is defined as:
(282) Group A (Male) is defined as Students who identify as male on their CSU application form; Group B (Female) is defined as Students who identify as female on their CSU application form.
(283) Count by Enrollment Type module 1210 then calculates, where Forall, ∀, Campus, years to graduate value, Gender, URM status, Pell status, and Year-Term, the total # of students for the following values grouped by years to graduate, gender, urm status, pell grant status, and campus type, where campus is defined as any of the campuses or the System as a whole, where Years to Graduate is defined as 4 or fewer, 5 years, 6 years, more than 6 years, where Gender is defined as male or female, where URM status is defined as URM or Non-URM, where Pell status is defined as Pell or Not Pell, and where Enrollment Types are defined as: Full Load (15+ units) Full time (12-14 units) Part Time (1-11 units) Stopout (0 units) Graduated.
(284) Count Per Year-term module 1211 then provides, where Forall, ∀, Campus, years to graduate value, Gender, URM status, Pell status, and Year-Term, the sum of students where campus is defined as any of the campuses or the System as a whole, where Years to Graduate is defined as 4 or fewer, 5 years, 6 years, more than 6 years,
(285) Finally, in Percent by Enrollment module 1212, where Forall, ∀, Campus, years to graduate value, Gender, URM status, Pell status, and Year-Term, the ratio of the count of students enrolled by type to the count of students is determined.
(286)
(287)
(288)
(289)
(290) Gap subgroup module 1306 classifies students into Gap Subgroups using URM Gap, Pell Gap, and Gender Gap.
(291) Underrepresented Minority (URM) Gap is defined as:
(292) Group A (URM) is defined as Students who identify as African American, Latino/a, or American Indian and are US Citizens are classified as URM; Group B (Non-URM) is defined as All other students.
(293) Pell Gap:
(294) Group A (Pell) is defined as Students who received the Pell grant at entry; Group B (Not Pell) is defined as All other students.
(295) Gender Gap is defined as:
(296) Group A (Male) is defined as Students who identify as male on their CSU application form; Group B (Female) is defined as Students who identify as female on their CSU application form.
(297) Count by Enrollment Type module 1308 then calculates, where Forall, ∀, Campus, years to graduate value within the last 3 years, Gender, URM status, Pell status, and Year-Term, the total # of students for the following values grouped by years to graduate, gender, urm status, pell grant status, and campus type, where campus is defined as any of the campuses or the System as a whole, where Years to Graduate is defined as 4 or fewer, 5 years, 6 years, more than 6 years, where Gender is defined as male or female, where URM status is defined as URM or Non-URM, where Pell status is defined as Pell or Not Pell.
(298) Then, in the Graduating in Last 3 Years module 1309, where Forall, ∀, Campus and Year-Term, the sum is calculated for total students, male students, female students, URM students, non-URM students, Pell students, and not-Pell students.
(299) Finally, in Percentage Graduate in Last 3 Years module 1310, output of module 1308 and 1309 are combined to provide, where Forall, ∀, Campus, a series of ratios are provided, including the count of student graduating in 4 years (category) to the count of all students graduating with the category.
(300)
(301)
(302)
(303) GAP SUB_GROUP module 1405 classifies students into Gap Subgroups using URM Gap, Pell Gap, First Generation Gap, and Gender Gap.
(304) Underrepresented Minority (URM) Gap is defined as:
(305) Group A (URM) is defined as Students who identify as African American, Latino/a, or American Indian and are US Citizens are classified as URM; Group B (Non-URM) is defined as All other students.
(306) Pell Gap:
(307) Group A (Pell) is defined as Students who received the Pell grant at entry; Group B (Not Pell) is defined as All other students.
(308) First Generation Student Gap is defined as:
(309) Group A (1st Generation) is defined as Students for whom both parents' highest education level is high school or lower;
(310) Group B (Not 1st Generation) is defined as Either parent's education code was “4-Year College Graduate” or “Postgraduate”.
(311) Excluded is defined as students whose parents attended college but did not graduate, students whose parental education status is unknown.
(312)
(313) Module 1407 provides, where Forall, ∀, Campus, Student Type, Gap Subgroup, and Year of entry, the sum of students, students in subgroup A, and subgroup B, where campus is defined as any of the campuses or the System as a whole, where Student Type is defined as First-Time Freshmen, or First-Time Transfer Students, where Gap Sub-Groups are defined as specified in the “Gap Sub-Group Box” in this figure, and where Year of Entry is defined as 1st year of enrollment at a campus.
(314) Count Graduating A-B module 1408 calculates the count of students graduating, where Forall, ∀, Campus, student type, gap subgroup, year of entry, and Graduating in N years, the sum of students graduating within N years, where if graduating within N years is defined as 1 if a student had graduated in or before the fall term N years after their first enrollment.
(315) Percent Graduating module 1409 calculates the percentage of students graduating in subgroup A and subgroup B and in total, where Forall, ∀, Campus, student type, year of entry, and graduating within N years, the ratio of the count of students graduating to the count of the students in subgroup A is determined, and the ratio of the count of students graduating to the count of students in subgroup B is determined, the ratio of the count of students graduating to the count of students is determined.
(316) Graduation Gap 1412 then calculates, where Forall, ∀, Campus, student type, year of entry, and graduating in N years, the percentage of students graduating in subgroup A is subtracted from the percentage of students graduating in subgroup B.
(317)
(318)
(319)
(320)
(321) CRO National Peers Methodology
(322) CRO applies an algorithm comparing the chosen school to all other public and private not-for-profit institutions in the CRO database. Each comparison receives a “similarity score”, ranging from 0 (least similar) to 1000 (identical), based on how similar the two schools are in terms of 12 institutional and student characteristics
(323) Module 1506, where Forall, ∀, Campus, year of entry, the sum of students is calculated where campus is defined as any of the campuses, and year of entry is defined as 1st year of enrollment at the university.
(324) Module 1507, where Forall, ∀, Campus, student type, year of entry, and graduating within N years, the sum of students graduating within N years is calculated, where graduating within N years is defined as “1” if a student had graduated in or before the fall term N year after their first enrollment.
(325) Module 1508 then determines a campus graduation rate, where Forall, ∀, Campus, year of entry, a ratio is calculated for the total # of students graduating to the count of students.
(326) Module 1509 then Displays distribution of graduation rate for University campus and it's national peers.
(327)
(328)
(329)
(330)
(331) GAP SUB_GROUP module 1607 classifies students into Gap Subgroups using URM Gap, Pell Gap, First Generation Gap, and Gender Gap.
(332) Underrepresented Minority (URM) Gap is defined as:
(333) Group A (URM) is defined as Students who identify as African American, Latino/a, or American Indian and are US Citizens are classified as URM; Group B (Non-URM) is defined as All other students.
(334) Pell Gap:
(335) Group A (Pell) is defined as Students who received the Pell grant at entry; Group B (Not Pell) is defined as All other students.
(336) First Generation Student Gap is defined as:
(337) Group A (1st Generation) is defined as Students for whom both parents' highest education level is high school or lower;
(338) Group B (Not 1st Generation) is defined as Either parent's education code was “4-Year College Graduate” or “Postgraduate”.
(339) Excluded is defined as students whose parents attended college but did not graduate, students whose parental education status is unknown.
(340) Gender is defined on the entry submitted in the student application form.
(341) Module 1608 provides, where Forall, ∀, Campus, Student Type, Year of entry, and Gender, the sum of students, where campus is defined as any of the campuses or the System as a whole, where Student Type is defined as First-Time Freshmen, or First-Time Transfer Students, where Year of Entry is defined as 1st year of enrollment at a campus, and wherein gender is defined as male or female.
(342) Module 1609 provides, where Forall, ∀, Campus, Student Type, Year of entry, student type, and Gender, the sum of students GPA divided by the count of students.
(343) Module 1610 provides, where Forall, ∀, Campus, Student Type, Year of entry, Gender, and persisting N years, the sum of students persisting N years.
(344) Module 1611 provides, where Forall, ∀, Campus, Student Type, Year of entry, Gender, and Persisting N years, the count of students persisting divided by the count of students.
(345) Module 1612 then provides the percentage of students taking a full load in their first year, by dividing the count of student taking a full unit load in their first years by the count of students enrolled and multiplying the result by 100, where a full unit load is defined as attempted 30 semester units or 45 quarter units in their first year.
(346)
(347)
(348)
(349)
(350) Module 1707 shows how to classify students into gap subgroups. All gaps are defined as dichotomous groups. Under represented minority URM gap comprises Group A who are students who identify as African-American, Latino, or American Indian, and are US citizens, and Group B non-URM is comprised of all other students. Pell gap is divided into group A and group B. Group A are students who received the Pell grant at entry. Group B are all other students. First generation student gap comprises group A students for whom both parents highest education level is high school or lower, or group B where either parents education code was four year college graduate or postgraduate. Excluded from this group are students whose parents attended college but did not graduate, and students whose parental education status is unknown.
(351) Module 1708 receives the output from 1707 and provides the count of students in subgroup a and subgroup b. For all campus, student type, gap, and year of entry, the Sum of the students in subgroup a, and the Sum of students in subgroup B, is calculated, where campus is defined as any of the campuses or the system as a whole, where students type is defined as first time freshman or first time transfer students, and where year of entry is defined as first year of enrollment at a campus.
(352) Module 1709 receives the output from 1707 and provides the Count of students graduating in subgroup a and subgroup b. For all campus, student type, gap subgroup a, year of entry, and graduating within N years, the Sum of the students graduating within N years in subgroup a, and the Sum of students graduating within N years in subgroup B, is calculated, where graduating within N years is defined as 1 if a student had graduated in or before the fall term N years after their first enrollment.
(353) Module 1710 provides the percent of students graduating in subgroup a and subgroup b. For all campus, student type, year of entry, and graduating within N years, the number of students graduating as a ratio of the Number of students in subgroup a, and the number of students graduating as a ratio of the number of students in subgroup b, is calculated.
(354) Module 1711 then takes the output from module 1710 to calculate a graduation gap rate. For all campus, student type, year of entry, and graduating within N years, the percentage of students graduating in sub group B is subtracted from the percentage of students graduating in sub group a.
(355) Module 1712 is then able to provide the number of group a students needed to close the gap. For all campus, student type, year of entry, and graduating within N years, the graduation gap rate is multiplied by the number of students in subgroup a.
(356) Module 1713 then calculates the Total students needed to reduce the equity gap to 0 for each major at entry, which is delivered to module 1711 Close the gap, which also receives input from module 1710.
(357)
(358)
(359)
(360)
(361) Module 1808 shows how to classify students into gap subgroups. All gaps are defined as dichotomous groups. Under represented minority URM gap comprises Group A who are students who identify as African-American, Latino, or American Indian, and are US citizens, and Group B non-URM is comprised of all other students. Pell gap is divided into group A and group B. Group A are students who received the Pell grant at entry. Group B are all other students. Gender gap comprises group A students who identify as male, or group B who identify as female.
(362) Derived variables module 1809 receives input from module 1807 and generates: Full-load status: student enrolled in a total of 60 (semester) or 90 (quarter) units; Sophomore status: completed a total of 60 or 90 units from a semester or quarter campus; Campus GPA>2.5: campus GPA greater than or equal to 2.5; Number of non-passing grades: The total number of D, F, WU, NC, or IC grades a student received; Graduation: An Nth-year graduation value was calculated for each student in the data set who had a graduation date, by calculating the number of academic years between the term/year of entry and the term/year of graduation; and Participation: For each early academic behavior variable, participation rates were calculated separately for the sub-populations.
(363) Trends in academic behaviors module 1810 receives output from module 1809, and then For each gap type, calculates: the percentage of academic behaviors exhibited in first two years of enrollment; and the percentage point difference in academic behaviors between earliest time point and most recent time point.
(364) Module 1811 provides SEM Analysis and Model specification to receive the output from module 1809 and generate multiple predictive outputs. The SEM model was set up as a multi-group model using a Latent Class framework with known classes. The model used Robust Maximum Likelihood estimation with specifications as a mixture model using Monte Carlo Integration. The model was run with all demographic variables predicting the variance in the early academic indicators followed by academic variables predicting the outcome. Likelihood ratios were allowed to be freely estimated.
(365) Module 1812, within module 1810 generates Demographic controls selected from: Gender, Proficiency at entry, URM status, Pell status, First generation status, and high school GPA.
(366) Module 1813 receives output from 1812 and calculates Early academic behaviors, including: Total DFW grades, Full-load status, Sophomore status, and Campus GPA.
(367) Module 1814 then receives output from module 1813 and generates a 6-yr graduation outcome.
(368) In module 1815, the entire SEM module 1810 then outputs to provide Early academic indicator results, including: Percent difference for selected gap type, and the Graduation rate difference and percent difference for selected gap type. Note that the number of non-passing grades are converted into a binary outcome when displaying.
(369)
(370)
(371)
(372)
(373) Module 1908 shows how to classify students into gap subgroups. All gaps are defined as dichotomous groups. Under represented minority URM gap comprises Group A who are students who identify as African-American, Latino, or American Indian, and are US citizens, and Group B non-URM is comprised of all other students. Pell gap is divided into group A and group B. Group A are students who received the Pell grant at entry. Group B are all other students.
(374) Module 1909 then provides derived variables from the combined received output from 1907 and 1908 by calculating for each data set: Attaining junior status in N years: to earn junior status in N years, student must be enrolled as a junior on the first term of their (N+1) year; and Graduation: An Nth-year graduation value was calculated for each student in the data set who had a graduation date, by calculating the number of academic years between the term/year of entry and the term/year of graduation.
(375) Module 1910 then provides the number of students in subgroup a and subgroup b, by adding up the students in subgroup a and adding the students in subgroup b for all campus, gap, and year of entry, where campus is defined as any of the campuses or the system as a whole, and year of entry is defined as the first year of enrollment at a campus.
(376) Module 1911 then calculates the number of students earning junior status in subgroup a and subgroup b. For all campus, gap, and year of entry, the module adds up the number of students in sub group a earning junior status within N years, and adds up the number of students in sub group b earning junior status within N years, where N is 2, 3, or 4-years.
(377) Module 1912 then calculate the percentage of students earning junior status in subgroup a and subgroup b. For all campus, gap, and year of entry, the module calculates the ratio of the Count of students earning junior status in subgroup a to the count of students in subgroup a, and the module calculates the ratio of the Count of students earning junior status in subgroup b to the count of students in subgroup b.
(378) Module 1913 then provides the gap rate for students earning junior status. For all campus, gap, and year of entry, and graduating within N years, the module subtracts the percentage of students graduating in subgroup b from the percentage of students graduating in sub group a.
(379) Module 1914 is then able to provide the number of group a students needed to close the gap. For all campus, student type, year of entry, and earning Jr. status within N years, the Earning Jr. status gap rate is multiplied by the number of students in subgroup a.
(380)
(381)
(382)
(383)
(384) Module 2008 shows how to classify students into gap subgroups. All gaps are defined as dichotomous groups. Under represented minority URM gap comprises Group A who are students who identify as African-American, Latino, or American Indian, and are US citizens, and Group B non-URM is comprised of all other students. Pell gap is divided into group A and group B. Group A are students who received the Pell grant at entry. Group B are all other students.
(385) Module 2009 Derived variables then receives the output from 2007 and 2008 to generate: (1) Graduation within the next n-years: For a student to graduate within the next N-th year, they must graduate on or before their (N*4)-th term; and (2) Academic behaviors comprising: Full Load: A student who takes an average of 15 units per term; Major Switch: A student whose major is different from the time they achieve junior status to the time the receive their degree; College Switch: A student whose switches into a major that falls under a different college than their former major; Summer Enrollment: A student who enrolls in the Summer term; Repeated Courses: Number of courses a student repeats; and Lower Division Courses: Number of lower division course a student takes.
(386) Module 2010 Analysis then receives the output from Module 2009 to provide the number of students in subgroup a and subgroup b, by adding up the students in subgroup a and adding the students in subgroup b for all campus, gap, and year of entry, where campus is defined as any of the campuses or the system as a whole.
(387) Module 2011 then calculates the number of students earning junior status in subgroup a and subgroup b who graduate within N years. For all campus, gap, and year of entry, the module adds up the number of students in sub group a earning junior status graduating within N years, and adds up the number of students in sub group b earning junior status graduating within N years, where N is 2, 3, or 4-years.
(388) Module 2012 then calculate the percentage of graduating students earning junior status in subgroup a and subgroup b. For all campus, gap, and year of entry, the module calculates the ratio of the Count of students earning junior status in subgroup a to the count of students in subgroup a, and the module calculates the ratio of the Count of students earning junior status in subgroup b to the count of students in subgroup b.
(389) Module 2013 then provides the gap rate for graduating students earning junior status. For all campus, gap, and year of entry, and graduating within N years, the module subtracts the percentage of students graduating in subgroup b from the percentage of students graduating in sub group a.
(390) Module 2014 is then able to provide the number of group a students needed to close the gap. For all campus, student type, year of entry, and calculating Juniors graduating within N years+1 for subgroup a.
(391) Module 2015 then provides a+1 additional term analysis, for each Academic Behavior variable and for all Gap Sub-Group A students within the campus/college/year selected. The module performs these functions: Calculate mean variable value and divide it by the campus/college/year's standard deviation for the variable; Standardize the values of each variable by subtracting the mean value for all students within the selected inputs from the value for the selected subgroup A and dividing it by the campus/college/year's standard deviation; and Calculate the difference between each subgroup, sorting them by magnitude, and selecting the top three variables with the largest standardized difference to display.
(392)
(393)
(394)
(395)
(396) Module 2110 Gap type variables receives output from 2109 and generates: First-generation status; URM status; Pell status; Gender; and Race/ethnicity.
(397) Module 2111 Gaps by GPA, then calculates, Forall, ∀, undergraduate courses each year-term, the variables are calculated by college, department, and equity measure.
(398) Modules 2112/2113 and modules 2114/2115 provide, For each subgroup within each gap type, the average GPA was calculated by first converting the grades into GPA, summing the GPA, then dividing the total GPA by the number of the students in each equity measure.
(399) Module 2118 Gap was calculated by taking the average GPA from students who were classified as a specific gap type in 2116 and 2117 URM, Pell, First Gen, Gender, Female.
(400) Module 2120/2121 the calculates Gaps by Ethnicity and Gender, calculates for URM gap type choice, average GPA is calculated for each ethnicity: White, Asian, Black, and Latino/a. to obtain in module 2122 the ethnicity/race GPA average.
(401) Module 2119 then receives the output from 2118 and provides that Top 10 courses are displayed based on user selection options of: Largest Achievement Gap; Smallest Achievement Gap; Largest Enrollment; and Largest Gap & Highest Enrollment.
(402)
(403)
(404)
(405)
(406) Module 2207 then receives output from 2206 and generates, for each year-term, sum count of students with the following variable values: Gender—Female or Male; Ethnicity—White, Asian, Black, LatinX, Native American, Other; Unit Load—Part-time (<12 units), Full-time (12-14 units)—Full-load (15+ units); Student Level—Freshmen, Sophomore, Junior, Senior, Post Bacc., where campus is defined as any of the campuses or the System as a whole, College is defined as each school or college within the campus, Major is defined as major within each college, and Year-term is defined as academic year—academic semester or quarter.
(407) Module 2208 the provides the Count of student total population. For each campus, college, major, and year-term, sum count of students enrolled where campus is defined as any of the campuses or the System as a whole, College is defined as each school or college within the campus, Major is defined as major within each college, and Year-term is defined as academic year—academic semester or quarter.
(408) Module 2209 provides the calculation to Divide total number by total number of students enrolled per year term.
(409) This output is then used to generate a Display comprising:
(410) Module 2210 Enrollment by Gender;
(411) Module 2211 Enrollment by Ethnicity;
(412) Module 2212 Enrollment by Unit Load; and
(413) Module 2213 Enrollment by Student Level.
(414)
(415)
(416)
(417)
(418) Module 2308 then provides the number Dropped Out/Enrolled Status at X year, where dropped out in X years if student record shows no enrollment in the beginning of
(419) their (X+1)-th year; and still enrolled in their Xth year if student record shows enrollment in the beginning of their (X+1)-th year.
(420) Module 2309 provides Major switch status at X year, where if Student has different major if declared major at entry changes in their Xth year; and Student has the same major if declared major at entry is the same in their Xth year.
(421) Module 2310 provides Graduation Status at X year, where a is consider Student Graduated if student has a record in degree file during X year; and Student Graduated Diff Campus if student has no record in University degree file, but shows up in NSC file as graduated in a different college name in Xth year.
(422) Module 2311 provides Total Attempted Units at X year, where Sum of attempted units from matriculation date to the student's Xth year. is calculated ∀ students in campus, college, major, cohort year, and student type, and i is the number of years enrolled and ii=0, where campus is defined as any of the campuses or the System as a whole, College is defined as each school or college within the campus, Major is defined as major within each college, Cohort year is defined as year student first enrolled at a campus, and Student Type is defined as Freshmen entrant or Transfer entrant.
(423) Modules 2308-2311 then output to display module 2312 and to modules 2313 to 2316.
(424) Module 2312 provides a Display the students progress (X=year, Y=total attempted units), and for the last year we have a record for each student, display their status as one of the following: Dropped out, same major; Dropped out, diff. major; Dropped out—Graduated Diff campus, same major; Dropped out—Graduated Diff campus, different major; Graduated, same major; Graduated, different major; and Still Enrolled.
(425) Modules 2313 to 2316 provide a Statistical Summary: Number of enrolled students; 2, 4, 6 year Grad Rate; 1, 2, 3 year Persistence Rates; and Dropout Rate.
(426) Module 2317 is then generated using outputs from module 2313 and 2314 to provide 2, 4, 6 year graduation rates. Module 2318 is then generated using outputs from module 2313 and 2315 to provide 1st-3rd year persistence rates. Module 2319 is then generated using outputs from module 2313 and 2316 to provide dropout rates.
(427)
(428)
(429)
(430)
(431) Then, from module 2407, calculate for First-time Full-time Freshmen graduating over the past three years, to provide module 2408, 2409, 2413, and 2314.
(432) Module 2408 provides List of Students in Major at Entry, ∀ (Forall) students in campus, college, and Major at entry, to Add student major to list if not already present.
(433) Module 2410 then sums from 2408 the number of students in Major at entry.
(434) Module 2409 provides List of Distinct Majors at Graduation ∀ (Forall) students in campus, college, and Major at entry, to Add name of Major at Graduation to list if not already present.
(435) Module 2411 then sums from 2409 the number of students starting in Major at entry and completing in each major at graduation.
(436) Module 2412 the receives the output from 2410 and 2411 to calculate Percent of Students Starting in Major at Entry and Graduating in same or different major, For all (∀) major at graduation, Count Graduating divided by the Count of students in major at Entry.
(437) Module 2413 provides List of Students in Major at Graduation ∀ (Forall) students in campus, college, and Major at graduation, to Add student major to list if not already present.
(438) Module 2415 then sums from 2413 the number of students in the major at entry.
(439) Module 2414 provides List of Distinct Majors at Entry ∀ (Forall) students in campus, college, and Major at graduation, to Add name of Major at Entry to list if not already present.
(440) Module 2416 then sums from 2414 then number of Students Completing in Major at Graduation and starting in each Major at Entry.
(441) Module 2417 the receives the output from 2415 and 2416 to calculate Percent of Students Completing in Major at Graduation and Starting in same or different major, For all (∀) major at entry, Count of Students in Major at Entry divided by the Count of students Completing in major at Graduation and starting in each major at entry.
(442)
(443)
(444)
(445)
(446) Then, for modules 2507, 2508, and 2509, For all undergraduate courses each year-term, calculate the following by college and department: Impact in 2507 by calculating Count of students receiving a DFW grade in a course; Course enrollment in 2508 by calculating Count of students enrolled in a course; and Group Courses by Division Type in 2509 by calculating the General Education, Lower Division, Upper Division, Sub-baccalaureate courses determined by course number (varies by campus).
(447) Module 2510 then provides % of DFW Grades for each unique Course by calculating, For each unique course (course abbreviation, course number), calculate the total number of students who receive a DFW grade (specifically: “D+” “D” “D−” “F” “NC”—no credit, “IC”—incomplete, “WU”—unauthorized withdrawal) then dividing by the total number of students enrolled in the course.
(448) Then, Module 2511 and module 2512, displays are generated, where: Module 2512 All courses for each year-term displayed by: X— % of DFW Grades, Y— Enrollment, and Bubble size; and Module 2511 the Top 10 courses with the largest impact (filtered by DFW Rate>15% and enrollment>=10) are highlighted.
(449)
(450)
(451)
(452)
(453) Module 2609 Gap Type then generates and provides a URM gap, a Pell gap, a 1st Gen gap, a gender Gap, and a race/Ethnicity gap.
(454) The Underrepresented Minority (URM) gaps is calculated as: Students who identify as African American, Latino/a, or American Indian are classified as URM. All other students are classified as Non-URM. The Pell is calculated as: Students who received the Pell grant at entry are classified as Pell students. Those who did not receive the Pell grant at entry are classified as Non-Pell. The First Generation Students gap is calculated as: Students whose parents highest education level were both high school or lower are classified as First-Gen. All others were classified as Not First Gen. The Gender gaps is calculated as Students are classified as Male or Female. The race/ethnicity gap is calculated by Data shown for students who identify as Asian, Black/African-American, Hispanic/Latino, or White.
(455) Modules 2610 to 2618 then calculate Gaps by GPA.
(456) Module 2610 converts grade values into GPA scores. For each subgroup within each gap type, the average GPA was calculated by first converting the grades into GPA, summing the GPA in 2611, 2613, 2619, then dividing the total GPA by the number of the students 2612, 2614, 2620 in each equity measure to obtain a Group A GPA average 2615, Group B GPA average 2616, and race/ethnicity GPA average 2621.
(457) For all undergraduate courses each year-term, calculate the following by college, department, and equity measure.
(458) Module 2617 provides where Group A GPA average 2615, Group B GPA average 2616 are combined to provide a Course GPA Gap by subtracting Group B GPA average from Group A GPA average.
(459) Module 2618 then takes the output from 2617 to provide Top 10 courses in these categories, provides displayed based on user selection options of: Largest Achievement Gap, Smallest Achievement Gap, Largest Enrollment, and Largest Gap & Highest Enrollment.
(460) Module 2621 provides a race/ethnicity GPA average by calculating the ration of Group B GPA sum to the Group B student count.
(461)
(462)
(463)
(464)
(465) Module 2709 generates and provides Derived variables that are calculated for each student in data set. The variable for—Graduated within the next n-years comprises: For a student to graduate within the next N-th year, they must graduate on or before their (N*4)-th term. The variable for academic behaviors comprises: Full Load: A student who takes an average of 15 units per term.; Major Switch: A student whose major is different between the time they earn junior status to the time they graduate; College Switch: A student whose switches into a major that falls under a different college than their former major; Summer Enrollment: A student who enrolls in the Summer term; Repeated Courses: Number of courses a student repeats; Lower Division Courses: Number of lower division course a student takes.
(466) Module 2710 generates and provides a Count of students with junior status, ∀ (forall) campus, college, gap, and year earning junior status.
(467) Module 2711 generates and provides, ∀ (forall) campus, college, student type, and year of entry, a Count of Students with Junior Status who graduate within the next N years.
(468) Module 2712 generates and provides, ∀ (forall) campus, college, student type, and year of entry, a Count of Gap Students Graduating in 1 Additional Term.
(469) Module 2713 then generates and provides, ∀ (forall) campus, college, student type, and year of entry, Graduation Rates of Juniors by calculating the ration of the count of students earning junior status to the count of students.
(470) Module 2714 then generates and provides a +1 additional term analysis. For each Academic Behavior variable and for all students within the campus/college/year selected: Calculate mean variable value and divide it by the campus/college/year's standard deviation for the variable; Standardize the values of each variable by subtracting the mean value for all students within the selected inputs from the value for the students graduating in 1 additional term and dividing it by the campus/college/year's standard deviation; Calculated the difference between each the two groups (graduating in X years and graduating in X years+1 term), sort them by magnitude, and selected the top three variables with the largest standardized difference to display.
(471)
(472)
(473)
(474)
(475) Module 2808 generates and provides Time to Graduation ∀ (forall) campus, college, major, student type, and cohort, and V (graduation date—enrollment date).
(476) Module 2809 generates and provides the Number Graduating within 6, 4, or 2 years, where for all student in Time to Graduation, determine: If student-type is defined as Freshmen, and If (Time to Graduation<6 years), increment Number Freshmen Graduating within 6 years by 1; and If student-type is defined as Freshmen and If (Time to Graduation<4 years), increment Number Freshmen Graduating within 4 years by 1; and If student-type is defined as Transfer, and If (Time to Graduation<4 years), increment Number Transfers Graduating within 4 years by 1; and If student-type is defined as Transfer and If (Time to Graduation<2 years), increment Number Transfers Graduating within 2 years by 1.
(477) Module 2810 generates and provides the Graduation Rate, (for-all) campus, college, major, student type, and cohort, by calculating the ratio of the number graduating within X years by the count of students enrolled, where X=6 or 4 when Student Type=Freshmen, and X=4 or 2 when Student Type=Transfer.
(478) Module 2811 generates and provides the Average Units Earned at Graduation (forall) campus, college, major, student type, and cohort, by calculating the ratio of the sum of student cumulative units earned by the number of students graduating within X years, where X=6 or 4 when Student Type=Freshmen, and X=4 or 2 when Student Type=Transfer.
(479) Module 2812 generates and provides the Average GPA at Graduation (forall) campus, college, major, student type, and cohort, by calculating, forall graduating students, the ratio of student GPA by the number of students graduating within X years, where X=6 or 4 when Student Type=Freshmen, and X=4 or 2 when Student Type=Transfer.
(480) Module 2813 generates and provides the Number Students Persisting to Xth year (forall) campus, college, major, student type, and cohort, where: If student-type=Freshmen, and Then If student has record of enrollment during the first term of their Xth year OR student has graduated before their Xth year, increment Number of Freshmen Persisting to Xth year by 1; and If student-type=Transfer, and Then If student has record of enrollment during the first term of their Xth year OR student has graduated before their Xth year, increment Number of Freshmen persisting to Xth year by 1, Where X=1 through 6, inclusive.
(481) Module 2814 generates and provides the Persistence Rate (forall) campus, college, major, student type, and cohort, by calculating the ratio of the number persisting to the Xth year by the count of students enrolled, Where X=1 through 6, inclusive.
(482)
(483)
(484)
(485)
(486) Module 2906 generates and provides Student attrition by year, for years 1-4, by calculating the ration of count of students with units and no graduation year by the count of students with units and graduation year (×100).
(487) Module 2916 receives the output from 2906 and generates and provides a Ranking Student Attrition by year for each campus, college, and major.
(488) Module 2906 and 2907 calculate, respectively, Using NSC, total # of students who left and who: Did not re-enroll at another college, Enrolled at a 4-yr college, or Enrolled at a 2-yr college, and the Total # of students who've left in 1, 2, 3, and 4 years.
(489) Module 2917 then generates and provides from 2907 and 2908, the % of students enrolled at another university.
(490) Module 2909 then generates and provides a count of students who left within 4 years of 1st enrolling, by campus, college, and major.
(491) Module 2918 the receives the output from 2909 and generates for display the Top 5 majors ranked by count of students leaving before graduating.
(492) Module 2910 then generates and provides a Count DFW: Leaving by calculating the Count of DFW grades received by students leaving in year 1, where DFW grades: “D+” “D” “D−” “F” “NC”—no credit, “IC”—incomplete, “WU”—unauthorized withdrawal.
(493) Module 2911 then generates and provides a Total Count: Leaving by calculating the Count of student leaving in year 1.
(494) Module 2919 the receives the output from 2910 and 2911 and generates for display the Average number of DFW grades for students leaving in year 1.
(495) Module 2912 then generates and provides a Count DFW: Persisting by calculating the Count of DFW grades received by students graduating or persisting at least 4 years where DFW grades: “D+” “D” “D−” “F” “NC”—no credit, “IC”—incomplete, “WU” unauthorized withdrawal.
(496) Module 2913 then generates and provides a Total Count: Persisting by calculating the count of student graduating or persisting at least 4 years.
(497) Module 2920 the receives the output from 2912 and 2913 and generates for display the Average number of DFW grades for students persisting.
(498) Module 2914 then generates and provides a Course DFW Count—Leaving by calculating, For each course, count of student leaving in year 1 who earned a DFW grade in that course.
(499) Module 2921 the receives the output from 2914 and generates for display the Top 5 courses ranked by count of students who left in year 1 and earned DFW grade in a given course.
(500) Module 2915 then generates and provides a Demographics of Students Who Leave Without Graduating by calculating the Count of students who left within 4 years disaggregated by sub-group (Pell grant recipient, 1st Generation student, Underrepresented Minority status, Gender.
(501) Module 2922 the receives the output from 2915 and generates for display the Ranking of top demographic leaving without graduating.
(502)
(503)
(504)
(505)
(506) Module 3007 provides Gap Types: Underrepresented Minority (URM)—Students who identify as African American, Latino/a, or American Indian are classified as URM. All other students are classified as Non-URM; Pell—Students who received the Pell grant at entry are classified as Pell students. Those who did not receive the Pell grant at entry are classified as Non-Pell; First Generation Students—Students whose parents highest education level were both high school or lower are classified as First-Gen. All others were classified as Not First Gen.
(507) Module 3008 provides Filter on students who graduated 4-6 years from current year based on graduation date.
(508) Module 3009 then generates and provides a Group A Postgraduate Count by calculating the Count of Group A students in postgraduate program.
(509) Module 3010 then generates and provides a Count of Group A graduates.
(510) Module 3011 then receives output from 3009 and 3010 and generates and provides for display a % Group A in postgraduate program.
(511) Module 3012 then generates and provides a Group B Postgraduate Count
(512) Module 3013 then generates and provides a Count of Group B graduates.
(513) Module 3014 then receives output from 3012 and 3013 and then generates and provides a % Group B in postgraduate program.
(514) Module 3015 then generates and provides a Postgraduate Count.
(515) Module 3016 then generates and provides a Count of Univ. graduates.
(516) Module 3017 then generates and provides, For Univ. System, rank of top 5 CSU campuses by count sent to postgraduate programs.
(517) Module 3018 then generates and provides, (For each campus) Rank of top 5 majors by count sent to postgraduate programs.
(518) Module 3019 then receives output from 3015 and 3016 to generate and provide a display of the % in postgraduate program.
(519) Module 3020 then receives output from 3019 and generates and provides a display for the university System, rank of top 5 system campuses by percent sent to postgraduate programs.
(520) Module 3021 also receives output from 3019 and generates and provides a display a (For each campus) Rank of top 5 majors by percent sent to postgraduate programs.
(521)
(522)
(523)
(524) Then, for every year for the past 5 years, filter by student who enrolled at the University and came from selected institution.
(525) Module 3104 generates and provides for each quantitative reasoning and written communication course, determine the total # of students in the following college placement: Fulfilled requirement; Placed in course with no supported instruction; Placed in course with supported instruction; Placed in course with supported instruction and in early start program.
(526) Module 3105 generates and provides For each fall term, # of enrolled students at a University campus.
(527) Module 3106 generates and provides the total # of students who enroll in each major at a University campus, and Specify those who come in as declared or undeclared.
(528) Module 3107 generates and provides the total # of student who take a full load (30/45+ units) in their first year.
(529) Module 3108 generates and provides the total # of students who graduate in X, Y, or Z years: HS Dashboard: 4, 5, or 6 years; CC Dashboard: 2, 3, or 4 years.
(530) Module 3109 receives the output from 3103-3107 and performs a calculation to Divide by the total number of students enrolled at University.
(531) Module 3110 provides % of students ready to take GE Coursework without supported instruction.
(532) Module 3111 provides # of enrolled students at a University campus.
(533) Module 3112 provides % of students who have declared a major or enrolled as undeclared.
(534) Module 3113 provides % of students who took a full load.
(535) Module 3114 provides % of students who graduate in 4, 5, and 6 years.
(536) Module 3115 provides Determine Progress over past 5 years:
(537) Module 3116 receives the output from modules 3110-3114 and generates and provides a Linear Regression was fitted for each display using X—Year, Y—Value for each tab. Depending on the R-square and slope, the following trends were determined and displayed: Consistent increase, Consistent decrease, Upward trend, Downward trend, No clear trend; and Trend difficult to determine.
(538)
(539)
(540) Module 3203 provides Get coordinates of church location and aggregate data for all high schools within a 3 mile radius from the church. Methods based off HS Dashboard
(541)
(542) Then, for every year for the past 5 years, filter by student who enrolled at the University and came from selected institution.
(543) Module 3205 provides for each quantitative reasoning and written communication course, determine the total # of students in the following college placement: Fulfilled requirement; Placed in course with no supported instruction; Placed in course with supported instruction; Placed in course with supported instruction and in early start program.
(544) Module 3206 generates and provides for display, For each fall term, # of enrolled students at a University campus
(545) Module 3207 generates and provides for display Take the total # of students who enroll in each major at a University campus. Specify those who come in as declared or undeclared.
(546) Module 3208 generates and provides for display for taking the total # of student who take a full load (30/45+ units) in their first year.
(547) Module 3209 generates and provides for display Take the total # of students who graduate in X, Y, or Z years: HS Dashboard: 4, 5, or 6 years; CC Dashboard: 2, 3, or 4 years
(548) Module 3210 then receives the output from modules 3205-3209 and performs a calculation to Divide by the total number of students enrolled at University.
(549) Module 3211 then receives the output from 3210 and generates and provides for display % of students ready to take GE Coursework without supported instruction.
(550) Module 3212 also receives the output from 3210 and generates and provides for display # of enrolled students at a University campus.
(551) Module 3213 also receives the output from 3210 and generates and provides for display % of students who have declared a major or enrolled as undeclared.
(552) Module 3214 also receives the output from 3210 and generates and provides for display % of students who took a full load.
(553) Module 3215 also receives the output from 3210 and generates and provides for display % of students who graduate in 4, 5, and 6 years.
(554) Module 3216 receives output from modules 3211-3215 and generates and provides for display a determination of Progress over past 5 years. The calculation is performed where Linear Regression was fitted for each display using X—Year, Y—Value for each tab. Depending on the R-square and slope, the following trends were determined and displayed: Consistent increase; Consistent decrease; Upward trend; Downward trend; No clear trend; Trend difficult to determine.
(555)
(556)
(557)
(558) Then, for every year for the past 5 years, filter by student who enrolled at the University and came from selected institution.
(559) Module 3303 generates and provides for display for each quantitative reasoning and written communication course, determine the total # of students in the following college placement: Fulfilled requirement; Placed in course with no supported instruction; Placed in course with supported instruction; Placed in course with supported instruction and in early start program.
(560) Module 3304 generates and provides for display For each fall term, # of enrolled students at a University campus.
(561) Module 3305 generates and calculates the total # of students who enroll in each major at a University campus. Specify those who come in as declared or undeclared.
(562) Module 3306 generates and calculates the total # of student who take a full load (30/45+ units) in their first year.
(563) Module 3307 generates and calculates the total # of students who graduate in X, Y, or Z years: HS Dashboard: 4, 5, or 6 years; CC Dashboard: 2, 3, or 4 years.
(564) Module 3308 then receives the output from modules 3304-3307 and perform a calculation to Divide by the total number of students enrolled at University.
(565) Module 3309 then receives the output from 3308 and generates and provides for display # of enrolled students at a University campus.
(566) Module 3310 also receives the output from 3308 and generates and provides for display % of students who have declared a major or enrolled as undeclared.
(567) Module 3311 also receives the output from 3308 and generates and provides for display % of students who took a full load.
(568) Module 3312 also receives the output from 3308 and generates and provides for display % of students who graduate in 2, 3, 4 years.
(569) Module 3313 then receives the output from modules 3309-3312 and generates and determines Progress over past 5 years using a Linear regression calculation.
(570) Linear Regression was fitted for each display using X—Year, Y—Value for each tab. Depending on the R-square and slope, the following trends were determined and generated for display: Consistent increase; Consistent decrease; Upward trend; Downward trend; No clear trend; Trend difficult to determine.
(571) Referring now to
(572) Referring now to
(573) Referring now to
(574) Referring now to
(575) Referring now to
(576) Referring now to
(577) Referring now to
(578) Referring now to
(579) Referring now to
(580)
(581) In one preferred embodiment, the invention comprises from 2 to 9 student data modules. In another preferred embodiment, the invention comprises from 2 to 5 student modules. In another preferred embodiment, the invention comprises from 3 to 7 student modules. In another preferred embodiment, the invention comprises at least 5 student modules.
(582) In one preferred embodiment, the invention comprises from 2 to 9 campus data modules. In another preferred embodiment, the invention comprises from 2 to 5 campus modules. In another preferred embodiment, the invention comprises from 3 to 7 campus modules. In another preferred embodiment, the invention comprises at least 5 campus modules.
(583) In one preferred embodiment, the invention comprises from 2 to 9 faculty data modules. In another preferred embodiment, the invention comprises from 2 to 5 faculty modules. In another preferred embodiment, the invention comprises from 3 to 7 faculty modules. In another preferred embodiment, the invention comprises at least 5 faculty modules.
(584) In one preferred embodiment, the invention comprises from 2 to 5 external academic-related data modules. In another preferred embodiment, the invention comprises from 3 to 5 academic-related data modules. In another preferred embodiment, the invention comprises at least 2 academic-related data modules.
(585)
(586) The central node may also provide for monitoring and controlling the data sources, database management, data decoupling and output selection, device detection feedback, output data source distribution to a display device, and the updating of output data sources for repurposing a display device.
(587) Data sources are shown feeding into database server to convert external data into extracted, validated, cleaned (removing legacy formatting and non-essential information), report-specific, distribution-ready, and device-coded (EVC-RDD) data. External data sources represent heterogeneous data sources that require specific ontologies to resolve the semantic conflicts inherent in the data sources. Server is used to detect the format of the incoming external data sources, and to extract, clean, convert, and validate, the data into a data structure useable by the inventive system and processes. External data sources as source data will necessarily include variables specific to the originating source, including for example hardware standards (Variable 1, Var1), operating system data handling standards and file handling standards (Variable 2, Var2), and program/application handling standards (Variable 3, Var3).
(588) Raw data server feeds into Reconfigurable Relational Database (RRDB) to achieve data integration processes necessary for the present invention. Data integration processes for periodically taking data from heterogenous sources and loading into one or more target database(s) include the steps of: (1) data mapping; (2) code generation to create and/or update transformation programs to extract and load the target record data; (3) verification, which includes the sub-processes of checking the accuracy of translation, checking the completeness of the translation, and checking to ensure that the loaded data is supported in the new system; and (4) cleaning, which can include the subprocesses of checking with Quality of Data standards, eliminating redundant data, removing obsolete data, and matching the new data structure requirements for the data at the target/destination/DB.
(589) Also contemplated within the scope of the invention, as an alternative or partial process alternative to a Data Integration Conversion program or Master Data Recast program, is the conversion to an intermediate data format such as tab delimited text files or common separated text files with subsequent export to the target format.
(590) Reconfigurable Relational DB uses standard Data Markup Language (DML) database programs includes Sybase, MySQL, DB2, SQL server, and Oracle. It is also contemplated as within the scope of the invention to use a Data Hub and/or a Data Lake approach in place of structured relational data warehouse approaches. Also, data integration is illustrated using a single DB server and a single relational DB. However, in practice, data integration solutions commonly use multiple forms of virtualization, including virtual servers and virtual databases, which are contemplated as within the scope of the invention. The use of adapters, software applications, and recasting to tag or wrap data and data sources provides a solution to the problems arising from heterogeneous sources. Data virtualization and data federalization provide the user the ability to handle data from disparate sources.
(591) The Central Node (NOC) is used by the database administrator. Database tools and utilities within the Network operation center (NOC) allows the administrator to configure and manage the DB. Database parameters may include specifying the path of an input file, adding system identifiers, identifying port numbers for listener servicing, assigning hostname for the DB, user names and passwords, scheduling, mail and notification control, connecting and configuration of networks, servers, and hosts, upgrading software and features, restoring files and database information, library location, virtualization configuration, virtualization management, virtualization information, reporting requirements, and so forth. Additionally, the Network operation center (NOC) provides additional configuration control, including type, size and capability of the computing engine, persistence parameters, encryption, input and output parameters, latency, load balancing, OS support, security, maintenance, billing, autoboot backup take-over in case of failure, and the like.
(592) Remote access includes a secure off-site desktop, laptop, tablet, or smart device that provides an administrator with access to control and manage the Network operation center (NOC).
(593) Virtual Private Network (VPN) is optionally connected in some preferred embodiments to the Network operation center (NOC) to address some of the virtualization needs of the system.
(594) Output from the inventive system is then delivered to external target devices with distribution according to the specific target destination device. In the example of a smartphone, connection is through a cellular network such as the LTE (Long term Evolution) Evolved Packet Core (EPC) and the Evolved UMTS Terrestrial Radio Access Network (E-UTRAN) which uses radio towers to carry allotted signals to the smartphone. In another example contemplated as within the scope of the invention, distributed connection is by way of a wireless router (WiFi) and is used to connect either a smartphone or a WiFi (or Bluetooth or similar) device or tablet. In yet another example contemplated as within the scope of the invention a remote display is connected, by wire or wirelessly, to receive the output data.
(595) In one non-limiting preferred embodiment, these elements are logically and conceptually categorized into five (5) Tiers, namely the Presentation Tier, the Business Tier, the Intergration Tier, the Data Tier, and the Source Provider (Tier).
(596) As a structural overview, Presentation Tier comprises a web server connected to the Internet. The web server is programmed to access the remote multi-user enrollment, progress, and degree completion display system via a Cloud Platform-as-a-Service node.
(597) The Cloud PaaS node is logically located in the Business Tier and is connected to Amazon Web Services S3 (AWS), FireBase, and Degree Completion Stats (DCC-Stats) module. AWS and FireBase are logically located in the Data Tier. Degree Completion Stats (DCC-Stats) module (Server) is logically located in Source Provider Tier. AWS is connected to Windows Server located in Integration Tier. Windows Server is connected to SQL Server logically located in Data Tier, and is connected to facility servers multi-user enrollment, progress, and degree completion display system.
(598) A web server uses an open-source modular content management framework to install, administer, and manage websites. A web server, as a Content Management System (CMS), provides user account registration and maintenance, menu management, RSS feeds, taxonomy, page layout customization, and system administration. A web server may be written in PHP computing language, runs on any computing platform, and supports both web server functions and database storage and configuration.
(599) A web server's features include access statistics and logging, searching, user profiles, multi-layer access control restrictions, workflow triggers and actions, multi-level menus, support for multiple sites, multi-user access for content creation and editing, feature throttling to enhance performance, descriptive URLs, RSS feeds, blogs and forums, and OpenID authentication support. A web server's database functions use PHP data objects to abstract the database, thus avoiding the need to write SQL queries as text strings.
(600) The invention also contemplates, as one alternative, the use of a cloud-based Platform As A Service (PAAS) that provides the system administrator to deploy, run, and manage applications (source code program) written in various computer languages, including Ruby, Node.js, Java, Python, Clojure, Scala, Go, and PHP The cloud-based platform functions can be divided into two buckets: (1) application development and deployment, and (2) runtime operation of the cloud-based platform and post-deployment functions of the application.
(601) AWS S3 is the Amazon Simple Storage Service (S-S-S=S3) part of the Amazon Web Services (AWS) suite of cloud computing services, and provides scalable, large capacity storage and computing without needing to build a physical server farm. AWS itself consists of 9 main product areas that comprises a total of over 70 different services. The nine main product areas include computing, networking, content delivery, storage and content delivery, database, deployment, management, application services, and analytics. AWS S3 services use hypertext transfer protocol (HTTP) as the access protocol for accessing over the web, and use the Representational State Transfer (REST) architecture, Simple Object Access Protocol (SOAP) protocol, and BitTorrent. The REST architecture is the same architecture of the world wide web (WWW) and uses the HTTP communication protocol with HTTP verbs (GET, POST, PUT, DELETE) and Uniform Resource Identifiers (URIs) to identify web resources and interface with external systems. The SOAP protocol specifies the exchange of structured information using the XML Information Set for formatting (envelope, header, body) and application layer protocol HTTP and SMTP to negotiate and transmit information. BitTorrent is a peer-to-peer file sharing communication protocol which spreads transmission and receipt of data over multiple peer client computers called Seeds. BitTorrent is a low-bandwidth way of transmitting large amounts of data by having the user transmit or receive a file that is described in a small torrent descriptor file with the original file broken into equal sized segments, encrypted, and transmitted non-sequentially through a swarm/group/network of connected peer computers. The torrent descriptor file allows correct reassembly of the file at the destination and allows or removes any time requirements or continuity requirements typical of a standard upload or download.
(602) The invention may also use data services product that provides global enrollment, progress, and degree completion data to users. These data elements may include scheduled admission times, estimated graduation times, actual degree completion times, student information, ethnicity information, financial (PELL) information, degree requirements information, course information, admissions information, faculty information, student rate of degree completion information, University-peer group comparative information, student support information and student tracking information, delay calculations, campus information, classroom information, course equipment information, degree completion performance for university's, degree completion on-time percentage, performance/delay index, and degree of lateness probabilities information. In one preferred embodiment, this data is aggregated as an Enrollment, Progress, and Degree Completion Identification Display System (EPDCIDS) as an API in a standardized format via a streaming data source using a simple request/response protocol.
(603) Referring now to
(604) Various of the above-disclosed and other features and functions, or alternatives thereof, may be combined into many other different systems or applications. Various presently unforeseen or unanticipated alternatives, modifications, variations or improvements therein may be subsequently made by those skilled in the art, each of which is also intended to be encompassed by the disclosed embodiments.
(605) Having described embodiments for the invention herein, it is noted that modifications and variations can be made by persons skilled in the art in light of the above teachings. It is therefore to be understood that changes may be made in the particular embodiments of the invention disclosed which are within the scope and spirit of the invention as defined by the appended claims.