Using Data to Transform Student Success
Scott R. Furlong (SUNY Oswego) and Kristin Croyle (SUNY Oswego)
This case study examines SUNY Oswego’s participation in the American Association of State Colleges and Universities’ Student Success Equity Intensive (AASCU SSEI). This project aims to enhance student success through data-driven decision-making. By leveraging multi-layered
data collection—including institutional surveys, student focus groups, and academic performance analyses—the university identified key barriers to student engagement and success, particularly in academic performance, financial literacy, and belongingness. This data informed approach led to targeted interventions, including faculty development for inclusive teaching methods, peer tutoring in high-failure courses, financial literacy mentorship programs, and a reexamination of financial aid strategies to promote equity. During this process, the university’s application for a U.S. Department of Education Title III grant was approved, providing funding to support these initiatives. This study highlights the effectiveness of integrating institutional data with student experiences to drive meaningful change in higher education.
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Note from the authors
SUNY Oswego participated in the American Association of State Colleges and Universities Student Success Equity Intensive (AASCU SSEI) project to deeply understand our students’ experience through multi-layered data collection and analysis, a strong leadership team to reflect on that data and propose initiatives, and a U.S. Department of Education grant to support those initiatives. This short paper describes that process, focusing primarily on the data collection components.
