The team used a multilevel mixed effects model. Such models are statistical models of parameters that vary at more than one level. Since each student artifact was evaluated according to the VALUE rubrics for Critical Thinking and Written Communication by faculty members, multiple outcomes are possible.

We began with an exploratory analysis to help us discover if any equity gaps existed in performance among the measured variables. We used descriptive statistics to examine any potential differences and determined if these differences were significant.

Research question: How well are we preparing diverse students to think critically and express ideas via written communication within our identified general education courses?

The data was successfully disaggregated allowing for a more detailed analysis. We found that gaps existed regarding achievement among the General Education courses selected for examination. To ensure widespread understanding, we organized workshops where various faculty groups had the opportunity to review the data and develop action plans to address equity gaps.

The college has received a mini grant to delve further into our examination of equity gaps in student performance and completion at the academic program level. We plan to utilize this more in-depth data to provide direct professional development to support faculty in the use of equitable instructional strategies to engage all learners.