Analytics and Course Redesign Templates
Canvas Analytics is a powerful tool that enables instructors to harness the potential of learning analytics (LA) to improve student engagement and success. By collecting and analyzing data from learner interactions, Canvas Analytics empowers instructors to make data-driven decisions that can significantly improve learning outcomes. This table provides a comprehensive weekly strategy for using Canvas Analytics to identify learning difficulties, lack of engagement, and opportunities to support students, leading to improved learning and teaching practices.
A Practical Guide to Enhancing Student Engagement with Canvas Analytics
The table below provides a comprehensive overview of the various factors that contribute to high DFWI rates and how specific Canvas Analytics features can be used to address each of these factors. The table is organized by category, including academic, institutional, student, psychological, social, and external factors. Each row in the table identifies a specific DFWI factor, the corresponding Canvas Analytics feature that can be used to gain insight into that factor, an explanation of how Canvas helps to address the issue, and suggested intervention strategies.
Category | DFWI Factors | Canvas Analytics Feature | How Canvas Helps Address the Issue | Intervention Strategies |
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Academic | Unpreparedness for College-level Work | Use individual student analytics | Identify students who may be struggling early in the course and provide targeted support. | Offer personalized tutoring sessions |
Academic | Course Difficulty and Design | Analyze course averages against assignment performance | Identify areas of the course that may need refinement or restructuring. | Adjust coursework to align with student outcomes |
Academic | Assessment Methods | View average course grade analytics | Evaluate the effectiveness of assessments and make necessary revisions to ensure fairness and clarity. | Review assessments for fairness and clarity |
Academic | Feedback and Support | Send messages to students using analytics insights | Craft targeted messages to students using analytics insights to provide personalized feedback and support and encourage the use of peer mentoring. | Tailor feedback and offer peer mentoring |
Institutional | Academic Support Services | View and download reports | View and download reports to identify students who may benefit from academic support services, such as tutoring or study groups. | Connect students to tutoring or study groups |
Institutional | Advising and Course Scheduling | View the Online Attendance report | Gain insights into student engagement and inform advising and course scheduling strategies. | Use data to advise on course load and scheduling |
Institutional | Class Size | Compare weekly online activity | Assess engagement levels and adjust course activities as needed. | Analyze engagement to adjust class size |
Institutional | Technology and Resource Access | View weekly online activity analytics | Identify patterns in students’ access. | Address technology needs for equitable access |
Student | Engagement and Motivation | Send messages to all students based on specific criteria | Promote engagement and motivation and encourage the use of peer mentoring. | Encourage peer mentoring for motivation |
Student | Time Management and Study Skills | View analytics for weekly online activity | Gain insights into student time management and study skills and offer workshops or resources on effective study strategies. | Offer workshops on effective study strategies |
Psychological | Anxiety and Stress | Send messages based on course participation | Offer support and resources for managing anxiety and stress, especially for students who show signs of disengagement. | Provide stress management resources |
Psychological | Fixed Mindset | View average grade analytics | Identify students who may benefit from interventions that promote resilience, persistence, and a growth mindset, such as peer mentoring. | Implement peer mentoring to foster growth mindset |
Social | Sense of Belonging | Compare participation analytics | Identify students who may need additional support to feel a sense of belonging in the course, and create opportunities for community-building, such as group projects. | Create group projects to enhance community |
External | Digital Divide | View device usage and online activity patterns | Identify students who may be affected by the digital divide and implement programs to provide access to necessary technology and internet resources. | When available, refer students to loaner programs for Internet and device access. |
The table below offers a structured approach for monitoring student progress, identifying concerns, and implementing targeted support strategies. The table outlines specific data-driven actions and interventions for each day of the week, along with time-saving ideas and helpful resources. By following this practical framework, instructors can create a more responsive, personalized, and engaging learning experience for their students.
Day of the Week | Data-Driven Actions and Interventions | Time-Saving Ideas | Helpful Resources and Guides |
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Monday Review Past Week Activity |
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Tuesday Send Personalized Messages |
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Wednesday Adjust Upcoming Assignments |
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View average course grade
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Thursday Review student engagement across various course activities |
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View weekly online activity |
Friday Evaluate Intervention Impact & Prepare for Next Week |
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View and download reports |
The following table summarizes a collection of effective instructional practices aimed at improving student learning outcomes and addressing factors that contribute to high DFWI (D, fail, withdraw, incomplete) rates. Each strategy is briefly described, accompanied by a brief example of its use and an explanation of how it can help mitigate problems that lead to high DFWI rates. The strategies cover various aspects of course design and delivery, such as creating a supportive classroom environment, providing timely feedback, using formative assessments, implementing transparent teaching practices, designing accessible syllabi, assigning relevant and engaging work, promoting inclusive pedagogies, teaching metacognitive strategies, scaffolding learning, and encouraging critical reflection. Each strategy is supported by multiple research references, lending credibility to its effectiveness in promoting student success.
# | Title | Description | Quick Example | Addressing DFWI Rates | Supporting Research |
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1 | Supportive Classroom Atmosphere | Create a supportive classroom atmosphere through community building, collaborative learning, and class requirements and expectations. | Clearly communicate roles, expectations, and classroom norms at the beginning of the course. Foster a collaborative learning environment through group activities, peer feedback, and class discussions. | Can help ease the difficult transition from high school to university by fostering a sense of belonging and support, and by addressing both institutional and student barriers such as limited resources and lack of academic preparation. |
Herman, J. H., & Nilson, L. B. (2023). Creating Engaging Discussions: Strategies for "Avoiding Crickets" in Any Size Classroom and Online. Taylor & Francis. |
2 | Frequent and Timely Feedback | Provide frequent and timely feedback to students and use/direct students to additional resources to improve their learning. | Offer regular, constructive feedback on assignments and assessments. Use a variety of feedback methods, such as written comments, rubrics, and one-on-one meetings. Refer students to additional resources, such as tutoring services or supplemental materials, to support their learning and address identified challenges. | Frequent feedback loops allow for proactive outreach to at-risk students to address academic challenges and connect them with resources early. |
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 487662. |
3 | Formative Assessments | Use formative assessments to measure student understanding and guide instructional improvements. | Use low-stakes, formative assessments to gauge student understanding and provide timely feedback. Examples include pre-class quizzes, in-class polls, think-pair-share activities, collaborative annotation exercises, and exit tickets. | Low-stakes, formative assessments enable both instructors and students to measure learning progress in real time, allowing for timely adjustments, interventions, and self-reflection. |
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), e3292. |
4 | Transparent Teaching Practices | Use transparent instructional practices to make the learning process more explicit and understandable. | Use transparent teaching practices by providing clear learning objectives, assessment criteria, and model examples of successful work. Share rubrics in advance and explain the rationale behind instructional decisions. | Transparency about academic expectations and available resources is especially important for underprepared and first-generation students navigating unfamiliar university systems. |
Winkelmes, M. A. (2013). Transparency in teaching: Faculty share data and improve students' learning. Liberal Education, 99(2), 48. |
5 | Accessible Syllabi | Design accessible curricula that set clear expectations and help students get off to a strong start. | Design an accessible, learner-centered syllabus that includes inclusive language, clearly defined policies, and proactive connections to academic support services. Ensure that the syllabus is available in multiple formats, meets accessibility guidelines, and provides a clear roadmap for student success by outlining course expectations, resources, and support systems. | Accessible and engaging course syllabi serve as a critical roadmap for student success by demystifying academic expectations and proactively connecting students to a network of support from day one. |
Yarosh, J. H. (2021). The syllabus reconstructed: An analysis of traditional and visual syllabi for information retention and inclusiveness. Teaching Sociology, 49(2), 173-183. |
6 | Relevant and Engaging Assignments | Make learning relevant to students by offering choices in assignments and connecting instruction to broader goals. | Offer students choices in assignment topics or formats to increase relevance and engagement. Encourage students to reflect on how coursework aligns with their personal interests, career goals, and real-world applications. | Meaningful assignments that tap into students' intrinsic motivations can increase engagement and persistence, easing the transition to college-level work. |
Thorpe, M. (2000). Encouraging students to reflect as part of the assignment process: Student responses and tutor feedback. Active Learning in Higher Education, 1(1), 79-92. |
7 | Inclusive Pedagogies | Promote inclusive pedagogy that fosters awareness and acceptance of differences among students. | Incorporate Universal Design for Learning (UDL) principles to provide multiple means of representation, engagement, and expression in your course materials and assessments. | Inclusive, UDL-informed instruction proactively designs learning to be accessible from the outset to the variability of students' circumstances, identities, and abilities, reducing the need for individualized accommodations. |
Brussino, O. (2021). Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion. OECD Education Working Papers, No. 256, OECD Publishing. https://doi.org/10.1787/57fe6a38-en |
8 | Metacognitive Strategies | Incorporate metacognitive strategies to help students develop effective study habits. | Provide opportunities for students to reflect on their learning processes, set goals, and assess their progress through activities such as exam wrappers or learning journals. | Weaving explicit instruction in metacognitive strategies into courses equips students with lifelong tools for managing their own learning and addresses potential gaps in their overall readiness. |
Lawson, C. A., McGuire, S., Hodges, R., Gray, R., McGuire, S. Y., Killingbeck, M., & Segovia, J. (2021). Recipe for Success: Teaching Students Metacognitive and Self-Regulatory Learning Strategies. Learning Assistance Review, 26(2), 149-178. |
9 | Scaffolded Learning | Provide examples, break down assignment steps, and have intentional conversations with students. | Provide opportunities for student choice in assignment topics or formats to increase relevance and engagement. Encourage students to think about how coursework aligns with their personal interests, career goals, and real-world applications. | Scaffolding creates more accessible entry points to challenging college-level work for students with varying levels of prior knowledge. By providing structured support and guidance, scaffolding helps students gradually develop the skills and confidence needed to succeed, thereby mitigating potential barriers created by uneven academic preparation and reducing the likelihood of DFWI outcomes. |
Barkley (2010). Student engagement techniques. Jossey-Bass. |
10 | Critical Reflection | Incorporate reflective activities to help students monitor their learning progress and adjust their approaches accordingly. | Encourage critical reflection through techniques such as The Muddiest Point, where students identify areas of confusion, and exam wrappers, which encourage students to analyze their performance and study strategies. | Promotes students' metacognitive skills and self-regulated learning, which can mitigate challenges related to mental health, well-being, and varying levels of academic preparation. |
Van Beveren, L., Roets, G., Buysse, A., & Rutten, K. (2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review, 24, 1-9. |
Course Redesign Template: Aligning Outcomes, Activities, and Assessments
Step |
Course Activity Redesign Process |
Description (May require additional resources, technology, or support services) |
Addressing DFWI Rates | Example (Adapt to your specific course) |
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1 | Clarify and Align Learning Outcomes with Course Content, Activities and Assessment |
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Clear, aligned learning outcomes provide a roadmap to success, help underprepared students focus on key skills, and reduce confusion about expectations. |
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2 | Diversify Assessment Methods |
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Varied, frequent assessments provide regular touchpoints to identify and support struggling students, addressing gaps in preparation and institutional resources. |
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3 | Integrate Active Learning Strategies |
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Active learning builds self-efficacy and a sense of belonging, which are critical for persistence. It provides safe practice of skills and addresses gaps in preparation. |
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4 | Design Relevant and Engaging Assignments |
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Mitigates the impact of competing priorities by aligning assignments with students' interests and real-world applications, increasing motivation and engagement. |
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5 | Optimize Technology and Feedback |
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Well-designed technology tools can make high-impact practices more feasible at scale but require intentional implementation and support. |
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6 | Implement Transparent Teaching Practices |
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Reduces confusion and aligns student expectations with course requirements, addressing issues of academic preparation and awareness of support resources. |
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7 | Plan for Continuous Improvement |
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Fosters a culture of reflection and improvement by directly addressing institutional challenges and student needs to continuously reduce DFWI rates. |
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Course Activity Design Template: Engaging Learning Experiences
Step | Component (Iterative) |
Description (May require additional resources, technology, or support services) |
Addressing DFWI Rates | Example (Customize for your specific course) |
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1 | Activity Title, Discipline, & Context |
Ensure that the title is engaging, student-centered, inclusive, and focuses on the key skills or knowledge to be gained. Consider the broader context and relevance of the activity to students' lives and future goals. |
A clear, discipline-specific title helps students connect the activity to their academic goals, increasing relevance and motivation, which are key factors in reducing DFWI rates. |
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2 | Learning Outcomes & Assessment Alignment |
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Explicit alignment with learning outcomes and assessments provides a clear roadmap for success. It helps students prioritize their efforts and stay on track, mitigating factors that contribute to DFWI rates. |
Break down the learning outcome into specific, measurable criteria for success. For example, students will a) identify at least three perspectives, b) provide evidence for each, c) take a clear position, d) anticipate counterarguments. |
3 | Prerequisites & Instructional Support (Scaffolding) | Provide resources, brief tutorials, or collaborative learning opportunities to help students fill in knowledge gaps and build necessary foundational skills. Consider the diverse needs and backgrounds of your students when designing instructional support. | Adequate preparation and instructional support level the playing field for student success. They address potential gaps in prior knowledge that can lead to DFWI, especially for historically underserved students. |
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4 | Activity Type & Description |
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Active, collaborative learning increases student ownership and accountability, building essential self-efficacy and metacognitive skills that can be transferred to other rigorous courses and reduce the overall risk of DFWI. |
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5 | Procedure & Integration | Provide a suggested timeline for each step of the activity, including checkpoints to monitor progress and provide guidance. | Clear procedures and expectations create a supportive structure for learning. They have the potential to reduce unproductive confusion and affective barriers that can hinder success and persistence, especially for students from marginalized groups. |
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6 | Assessment & Feedback |
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Proactively designing for accessibility and inclusion creates a more equitable learning environment by reducing systemic barriers to success that disproportionately affect students from historically marginalized groups, a key factor in DFWI rates. |
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7 | Resources & Accessibility |
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Promotes equity by ensuring that all students have the resources and support they need to fully participate in course activities. |
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8 | Reflection & Continuous Improvement |
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Reflecting on learning and acting on feedback creates a culture of continuous improvement, fostering a growth mindset and sense of belonging that can improve academic performance and persistence, especially for students at higher risk for DFWI. |
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Assessment Design Template: Authentic and Equitable Evaluations
Step | Component (Iterative) |
Description (May require additional resources, technology, or support services) |
Addressing DFWI Rates | Example (Customize for your specific course) |
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1 | Assessment Objectives |
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Explicit alignment between assessments and learning outcomes provides a clear roadmap for success. It helps students focus their efforts and see the direct impact on their academic goals, mitigating the disengagement and confusion that can lead to DFWI. | Break down the learning outcome into specific, measurable criteria for assessment. For example, students will a) define key concepts, b) analyze a real-world case study, c) propose an intervention based on psychological principles. |
2 | Diversity of Assessment Types |
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Formative assessments create a feedback loop between students and instructors, enabling timely adjustments and personalized support that can prevent the accumulation of knowledge gaps and disengagement that often lead to DFWI. |
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3 | Formative Assessments |
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Ongoing feedback from formative assessments allows for early intervention and support for at-risk students, significantly impacting DFWI rates by addressing issues before they lead to failure or withdrawal. |
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4 | Rubric Design |
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Clear, student-centered rubrics demystify the assessment process, promoting a growth mindset and self-directed learning, which can increase academic confidence and resilience, mitigating DFWI risk factors. |
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5 | Feedback Strategies |
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Effective feedback fosters a sense of belonging and validates students' efforts. It increases students’ motivation to persevere through challenges-a key factor in mitigating DFWI, especially for students from historically underserved backgrounds. |
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6 | Assessment Scheduling |
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Strategic pacing of assessments supports student well-being and work-life balance, mitigating the impact of non-academic factors on performance that can disproportionately affect underserved students and contribute to DFWI ratings. |
Consider students’ workload and other commitments when scheduling assessments and provide clear communication about deadlines and expectations. |
7 | Accessibility and Accommodations |
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Proactively designing assessments for accessibility and inclusivity upholds the principles of Universal Design for Learning (UDL). It creates an equitable environment in which all students can demonstrate their knowledge and skills-a critical factor in reducing systemic inequities in DFWI. |
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8 | Technology Integration |
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Thoughtful integration of assessment technology can increase access, engagement, and self-directed learning, but must be balanced with human interaction and support to ensure holistic student development and mitigate potential equity gaps. |
Use learning analytics to identify patterns and provide targeted support to struggling students. |
9 | Continuous Improvement |
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Continuously improving assessment practices demonstrates a commitment to student success and equity. It fosters a culture of belonging and growth that can significantly impact DFWI rates, especially for historically underserved student populations. |
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