Implementing Data-Driven Strategies to Improve Course Performance
A Case Study at the University of Houston
DOI:
https://doi.org/10.18060/28667Keywords:
Course redesign, DWIF, Performance Gaps, CompletionAbstract
One approach the University of Houston (UH) has taken toward reaching its graduation rate goal is implementing strategies to improve course performance. Course grades impact GPA, and the literature consistently shows a strong positive relationship between GPA and likelihood of persistence and degree completion. In 2021, UH launched an initiative to improve student performance in gateway courses through faculty professional development and strategic course redesign. Redesign efforts focused on general education courses with high enrollment, high DWIF rates, and gaps in course DWIF rates across student populations. Redesign elements included more time engaging with course material in a meaningful way, new assignments, and amnesty opportunities. This case study highlights three courses which started with DWIF rates of 41% to 49%. After implementing course redesign strategies unique to each course, DWIF rates decreased by nine to 35 percentage points and performance gaps were improved for students from historically underrepresented groups. Course redesign strategies were analyzed in the context of Ryan and Deci’s (2000) self-determination theory of human motivation. Lessons learned included using disaggregated data to create urgency and accountability, focusing on students’ academic and non-academic needs, and remembering there is no one-size-fits-all method for course redesign.
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