Grinnell College is combining learning analytics with human-intelligence networks to increase student retention and completion. Social and psychological factors linked to learning data help predict a student's success.
BiographyIn his role as Associate Vice President for Analytics Support and Institutional Research, Randy Stiles supports teaching and learning outcomes assessment, enrollment management, and other administrative program analyses, all of which are part of the continuous strategic thinking, planning and action at Grinnell College. Prior to this appointment, Randy served as Special Advisor for the President, Analytics and Vice President for Information Management at Colorado College with responsibilities for both IT Services and Institutional Research. He has also served as a tenured faculty member at the U.S. Air Force Academy where he taught courses in aeronautics and led the Academy's Center for Educational Excellence. Randy has authored numerous papers and articles on both technical matters and pedagogy and is co-author of a book on aircraft design.
Randy's service to EDUCAUSE includes conference presentations and workshops, several ECAR papers and pre-publication reviews of ECAR studies, consulting for the Core Data Survey revision, and participation in the Working Group for the Redesign of the EDUCAUSE Core Data Service. He has also served as chair of the Consortium of Liberal Arts Colleges and is an experienced peer-reviewer and team leader for the Higher Learning Commission of the North Central Association of Colleges and Schools.
Randy is an American Council on Education Fellow and holds B.S and M.S. degrees in aeronautical and astronautical engineering from the University of Illinois, an M.B.A. from Northeastern University and a Ph.D. in aeronautical engineering from Purdue University. He enjoys racquet sports of all kinds and is an aspiring watercolor artist.
Undergraduate retention and completion rates are the subject of national interest, and questions of cost, value, and quality remain the focus of public debate. Colleges and universities have long relied on human-intelligence networks made up of faculty, professional advisors, other administrators, and students themselves to find the best balance of challenge and support for individualized learning and to monitor student progress.
The U.S. Air Force Academy and Colorado College, a small, private liberal arts institution, collaborated on a physics course on aircraft design with students from both institutions participating.