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The Caring College
At Victor Valley College’s All College Day, IEBC President Brad Phillips gave the keynote address and conducted the World Café workshop on “The Caring College,” a new approach to student engagement.
Achieving the Dream (ATD) Data and Analytics Summit
Brad Phillips of IEBC and Don Woods of Odessa College, Texas, co-presented Why it’s Better to Lead Than Lag: How Leading Indicators Can Drive Institutional Change at the ATD Plenary Session. The presentation focused on the leading indicators that were used to drive change at award-winning Odessa College. The summit was at the University of Maryland. Also, the very popular IEBC workshop, “Telling Your Story with Data” was presented by Brad Phillips.
Learning Days at Delta College in Michigan
IEBC’s Brad Phillips gave the keynote address at Delta College’s Learning Days all-staff convocation. He introduced Bright Spots and praised the college’s wonderful reception and dedicated and caring faculty, staff and administrators
IEBC Newsletter – July 2018
July 2018 – Bright Spots: High Impact Results for Students and Fiscal Stability
IEBC Newsletter – June 2018
June 2018 – The Unprecedented IEBC Investment in Your Success
When transcript typos stand in the way of college
A commentary in EdSource by IEBC Senior Director of IT and Analytics John Watson sheds light on an interrupted pathway. Minding the small and ordinary can make an extraordinary difference for students. California’s public university systems — the University of California and the California State University — have identified high school course requirements (known as A-G) for admission to their universities. The A-G course list is designed to ensure students learn and can apply specific knowledge and experiences needed for more advanced post-secondary study. But between high school and college systems, simple errors can block the desired seamless highway. An estimated 10 percent of the students who graduate having completed California’s A-G course requirements can be denied admission when a course they (and their school) thought met A-G requirements does not. This means that each year 15,000 to 20,000 graduates are potentially affected; and that number has increased each year for the...
Finding it hard to go ‘All In’?
Read "The Problems and Promise of Bringing Educational Interventions to Scale” by Brad Phillips in Medium. Going all-in sounds exciting in poker but not for most educational institutions. Few are willing to bet big on going to scale with interventions, even if these interventions are research-based and have shown promise in improving student outcomes. So why is it so difficult to go all-in in education? Educators are, by their very nature, conservative and do not like change. There is an old anecdote in education. It starts off by asking …of all the world’s major systems, such as government, technology, religion, medicine and education, which systems have experienced the least amount of change over time? The reality is education and religion have changed the least. While one can argue online education has changed the system, it’s really only the technology to deliver education that has changed — like adding a train down the middle of the same highway. Another barrier to change is...
National Alliance of Concurrent Enrollment Partnerships (NACEP)
Feedback from a participant in this NACEP Midwest Conference where IEBC Vice President Jordan Horowitz presented on Leading and Lagging Indicators: “The BEST part of the program was Jordan Horowitz. WOW. He was fascinating. Absolutely fantastic and probably one of THE best conference sessions I’ve ever attended. He held my attention even though the session was about a dry subject and taught me new, critical things. He also gave me great information to follow up on.” You can view the presentation here. From the American Education Research Association (AERA) announcements: Webinar on Data-informed Leadership In partnership with the Institute for Educational Leadership, Jordan Horowitz, Vice President of the Institute for Evidence-Based Change conducted a webinar based on IEBC’s data use model. “Data-informed leadership” focused on “Improving student success by doing more with less.”
Data Use Principles for Education Leaders
In our recent book from Harvard Education Press, Creating a Data-Informed Culture in Community Colleges: A New Model for Educators, my colleague Brad Phillips and I present a data use model for student success grounded in the latest research on how people and organizations process information. Educators have focused on increasing data literacy for a few decades now, with little movement on the needle for increasing student success. We argue that, with so many advances in understanding human neuroscience, judgment and decision-making, and organizational habits, educational institutions should capitalize on what we have learned about our ability to present information in ways that will maximize its use.
Data Use Principles for Education Leaders in Education Policy Fellowship Program (EPFP) Alumni Blog
Data Use Principles for Education Leaders by Jordan Horowitz in Education Policy Fellowship Program (EPFP) Alumni Blog.