Use of Data to Craft Interventions

Several students emphasized the importance of institutions being transparent with how their data are being used. These students touched on multiple aspects of data transparency, including the desire for clear information from the institution on the breadth of data being collected, how those data are being used, who has access to their data, and when data collection and use will end. A student shared their frustration with not knowing where to have their data-related questions answered: “I really don't know how my school will use my data after I graduate. And that's something I've thought about, but like, who do I ask? No one really helps tell you as a student.”

Clear policies and early communications are especially relevant for students who are on campus and confused about the parameters of tracking or monitoring technologies during COVID-19. One student explained that her friend was suspended from campus for violating social distancing protocols as reported through social media monitoring, but that neither of them were aware they were breaking rules. That student also shared how “there’s no appeal process,” adding that the monitoring “puts a lot of us that are on scholarships and stuff in a really weird space, because we have to choose between our privacy and finishing our degree on time and having the funding for that.” Some students agreed that they would trade some aspects of their privacy in order to be on campus during the pandemic, as long their institutions clearly outlined the terms and conditions of data use and the options available to them. Students said being transparent about data use, policy, and monitoring up front can ensure that they can make informed choices and have a shared awareness about expectations.

When sharing reflections at the end of the focus group, one student reiterated the need for transparency between institutions and their students:

When I'm thinking about all these different things [discussed], I'm like, wow, there's a lot of different ways in which [my institution] uses my data. And I think the biggest thing that needs to happen is transparency and just trying to be as transparent as possible, and how students should be able to explain how [their institution] is using their data. Because I wasn't able to do that and that's not right.

The need for clear communication with students about how their data is used has been emphasized in other studies as well. A report by New America highlighted the power of predictive analytics in increasing student success and the potential this tool has to make positive change for students in higher education. But the report notes that this use of data comes with the responsibility of ensuring that findings are appropriately communicated.¹ Students are interested in knowing what data their institution collects about them, how data are used, and policies related to data protection. Transparency here can empower students to make informed choices and even encourage active engagement about ways in which they would like their data to be used to improve their campus experiences.

Students thought academic interventions were generally helpful as long as the messenger was considered appropriate and trained to provide support. One student said proactive outreach around academic support “would really be helpful because they just don't notice if you're struggling unless you say so first. And I feel like maybe some people are struggling with reaching out and saying, ‘I need help.’”

But students wanted the person who conducted the outreach to be at an appropriate level and in an appropriate role. While students thought advisers or faculty reaching out was helpful, they did not think other students should reach out with assistance or have access to their academic performance. One student recounted a personal experience of this happening. She described it as “very uncomfortable because they passed on my test grade to…student tutors. And so she called me randomly…And I'm like, ‘Who are you? How do you know I failed my Calc 2 exam?’ I have questions. I did not enjoy it…It was just not appropriate.” Another worked as a class teaching assistant and had seen issues with students' grades and passed that along to the professor, because “I wasn't going to reach out to that student because I felt as though that was very intrusive.”

Some were also concerned about alerts going to people who were too high up in the administration and might affect the students’ future. As one student put it, “I wouldn't want [my academic performance data] to be sent to our dean, because that would compromise my reputation. And I'd want it to be sent to someone that I trust, like my advisor, or even my instructor.” Others disagreed and thought that having someone higher up in the administration reach out was better. Colleges could consider conducting focus groups or surveying students to see what types of messengers they are most comfortable with, given how that messenger affects the reception of the message. A NASPA report, 5 Things Student Affairs Professionals Should Know About Managing Email Communication with Students, highlights key considerations about sharing relevant information with students in a timely manner, ways to collect actionable data, and the consequences of misaligned communication efforts.²

Students also wanted to ensure that the messenger was trained to have difficult conversations with students. And a couple of them said that they would prefer personalized, data-informed messages to come from administrators who are sensitive to the impact of challenges outside the classroom that may be impacting a student’s academic performance. One student explained that they would prefer outreach to come from administrators trained in crisis response or trauma-informed approaches. Another student suggested that awareness of existing support resources and training on how to connect students to these resources when needed should be a baseline expectation for all faculty and professors. Colleges should think about the types of training they provide to faculty and staff charged with providing proactive support to students. It is particularly important that these types of interventions are trauma-informed.

Many students felt strongly that colleges should treat them as adults and had negative reactions to what they saw as school overreach in trying to get students to do the right thing. This response was consistent for many types of college outreach, from health protocols with COVID to other support services. As one student put it, “I think the job of the university is more support over surveillance…They’re here…to support the students…not for surveillance or not to be like, ‘Oh, you can't do this, or you can't do that,’ because we're all adults.” Another responded to the idea of intrusive advising this way: “we're all kind of adults. We can help ourselves; we don't need our location data and all this information being used…I think that's just an overstep.”

The idea of contacting parents to report COVID-19 violations received particularly negative reactions. “Reaching out to parents feels like a big no-no to me, because we're all adults. And that's a little like, tattle-taling, which is really bad,” said one student. Another added, “It's very strange to me that parents are being contacted about COVID now. Because…you shouldn't know about this at all. Your child is a full-grown adult over the age of 18. Why are your parents being involved?…I have a lot of issues with that. They're over the age of 18. But why are we still treating them like kids?” Colleges should consider the balance between respecting student autonomy and providing a community of support by involving parents. Surveys and focus groups with students can help institutions establish where the line is between helpful and paternalistic.