Implementing a Comprehensive Learner Record to Capture Student Success and Achievements

Concurrent Session 2

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Brief Abstract

This presentation shares the strategies and processes used in the University System of Maryland and, more specifically, at the University of Maryland, Baltimore County (UMBC) to participate in a Lumina-funded national project to develop pilots for the Comprehensive Learner Record (CLR) in partnership with the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA (Student Affairs Administrators in Higher Education).

Presenters

Dr. Sherri N. Braxton is the Senior Director of Instructional Technology at UMBC where she is responsible for leading the Division of Information Technology’s (DoIT) strategy for end-user support of instructional technologies including online, hybrid, and traditional, “face-to-face” technologies. With over 20 years of experience in traditional classroom instruction and adult education strategies grounded in instructional design models, she also possesses over 17 years of experience using learning technologies in higher education settings, including the design and facilitation of online and hybrid courses. Dr. Braxton is a dynamic presenter known for her ability to engage audiences and capture their attention, even for highly complex topics. She collaborates with her staff to devise learning opportunities delivered in multiple modes that meet the varied and shifting needs of both UMBC faculty and students. Dr. Braxton is also the DoIT representative on the University System of Maryland (USM) Academic Transformation Advisory Council, a group spearheaded by the William E. Kirwan Center for Academic Innovation. Dr. Braxton has crafted a national presence through her participation in educational technology associations like EDUCAUSE, the Online Learning Consortium (OLC), and the IMS Global Learning Consortium; in addition to presenting at national, regional, and local conferences, she serves as a proposal reviewer, constituent group leader, leadership institute faculty, and both task force leader and working group participant. Dr. Braxton earned a Doctor of Science in Computer Science with Minors in Educational Leadership and Management Science from the George Washington University. She also holds a Master of Science in Computer Science with a Math Minor from North Carolina State University and a Bachelor of Science degree in Mathematics with a minor in Computer Science from Wake Forest University.
Dr. Penniston has been involved with online and blended learning in different capacities, including as a student, instructor, builder, and administrator, for the past decade. He has extensive experience with quantitative, qualitative, and mixed methods designs. He provides consultation to faculty and staff on working with institutional data, gathering data, and conducting data analyses. Dr. Penniston also evaluates DoIT outcomes and survey feedback to inform empirically based best practices, spearheads and administers screencasting use at the university, collaborates on institutional predictive analytics projects, and supports faculty course hybridization in alignment with Quality Matters Standards.

Extended Abstract

This presentation will provide an overview of the University of Maryland, Baltimore County's (UMBC) efforts to create and pilot a Comprehensive Learner Record.

The University System of Maryland (USM) has been invited to partner with the American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA (Student Affairs Administrators in Higher Education) to participate in their Lumina-funded national project to develop pilots for the Comprehensive Learner Record (CLR).  Participating USM institutions assembled small interdisciplinary teams made up of representatives from Academic Affairs, Student Affairs, Registrar, and Information Technology to brainstorm together on how this next-generation digital transcript might help them to meet their institutional goals. These teams are responsible for leading their campuses through the process of implementing a CLR to pilot at their institutions.

What is the Comprehensive Learner Record?

The goal of the Comprehensive Learner Record is to capture a student’s complete picture of learning, from the earliest stages of planning to their achievements and competencies.

“The Comprehensive Learner Record standard (formerly called Extended Transcript) is a new generation of secure, verifiable digital records for learners that contain all nature of learning experiences and achievements including courses, competencies, skills, co-curricular achievements, prior learning, internships, and experiential learning (IMS Global).”

For a quick overview, EDUCAUSE recently published a “7 Things You Should Know About the CLR.

The IMS Global Consortium in partnership with IMS members are collaborating on designing this next-generation digital transcript that provides relevant and verifiable information to institutions and employers. UMUC was one of early adopters and did a pilot among business students using the CLR.

“The outcome is an example of a modern, web-friendly learner record, structured yet flexible enough to meet the needs of learners, registrars, and employers. The vision for the learner record is transformative in its potential, beyond providing relevant student competencies and skills (IMS Global).”

Based on IMS Global's work in digital credentials, the Comprehensive Learner Record closely follows developing guidance from AACRAO (registrars) and NASPA (student affairs), while leveraging the Open Badges standard and those of the W3C. The vision for the Comprehensive Learner Record is a secure, student-centered digital record that is future-ready and future-proof.

Model of Comprehensive Learner Record

 

(https://www.imsglobal.org/initiative/advancing-digital-credentials-and-competency-based-learning#clr)

Why use a Comprehensive Learner Record?

A CLR has many functional applications for addressing whole-student needs, including providing portability, ownership, and validation of learner experiences (e.g., badging), identifying potential risk behavioral patterns, refining and scaling interventions for remediation associated with these trajectories, and improving alumni relations through more granular and personalized messaging.

This education session will describe the process followed within the USM to kick-off this initiative; educate key stakeholders at the institution; assemble institutional teams; conduct the three CLR workshops led by AACRAO and NASPA; scope, design and implement the pilot CLR; and assess/evaluate the resulting CLR at UMBC.

Our session will engage participants using interactive polls throughout the presentation. We will use a variety of interactive polls (e.g., multiple selections, rankings) to gain insights into what attending institutions are doing in these domains and to identify additional roadblocks, concerns, best practices, and effective strategies both experienced and implemented by participants.

 

Additionally, we will use PowerPoint slides and handouts to share our learning outcomes; present key points; and offer templates and tools for attendees to use at their own institutions.

OUTCOMES
By the end of this session, participants will be able to:
  1. Describe the purpose and function of the CLR.

  2. Identify best practices for initiating and coordination the creation of a CLR.

  3. Identify the potential use cases for the CLR.

  4. Determine next steps for building a diverse team of stakeholders at their institution.

  5. Align CLR work with their institution mission and vision as it relates to student success.

SELECTED REFERENCES
  1. From AACRAO, Comprehensive Student Records Fact Sheet

  2. From IMS Global Consortium, Comprehensive Learning Record: Summary

  3. From EDUCAUSE/ELI, Seven Things You Should Know about the Comprehensive Learner Record