Strategic use of data has become a priority in higher education to improve student outcomes, experinces, and success. This session explores how cross-functional teams of faculty, staff, and leaders engage in an intentional data journey that transforms teaching and learning, student support services, and institutional practices to holistically serve students.

As colleges and universities increasingly rely on digital platforms, the effective use of data has emerged as an intentional strategy to improve instruction, student success, and their overall college experience. Campuses use a variety of tools such as learning management systems (LMS), early alert systems, assessment platforms, and analytics dashboards to collect data. It is important that institutions are intentional in how and who they share that data with. In many cases college’s key stakeholder faculty, student affairs practitioners, department leaders, and institutional researchers work in silo rather than partnership, hence the need for cross functional teams to lead institutional transformation using data informed innovation that advances improving student outcomes, experiences, and success.  

This session addresses the need for collaboration by exploring the development of cross-functional teams (CFT) that go on an intentional data journey focused on transforming institutional practices to support student learning, equity, and success. It is important not to use data as a compliance or reporting mechanism but as a means to transform student experiences and advance professional learning, instructional innovation, and shared institutional accountability. 

We will examine how to intentionally build cross-functional teams that are representative of diverse roles, expertise, and perspectives while working collaboratively to identify challenges, interpret data, and implement practices, approaches, and policies that lead to improved student outcomes.  We will discuss models for structuring these teams and establishing shared vision for reaching strategic goals related to student success. Within CFTs participants learn how to effectively, purposefully, and meaningfully use data at all levels of the institution. Through real-world case studies, we will demonstrate how data informed cross-functional teams lead to more collaborative decision-making, improved responsiveness to student needs, and more inclusive educational environments. 

We propose a shift from passive data consumption to intentional data literacy and transparency through a collaborative process where teams engage in inquiry, reflection, and action planning based on evidence. Intentional data use focuses on emerging trends, identifying equity gaps, and informing pedagogical or programmatic modifications. 

Communities of Practice: Sustaining Growth through Peer-to-Peer Learning 

One of the most effective and scalable approaches to sustaining data-informed practices is the establishment of communities of practice (CoPs). CoPs bring together constituents from across the college with shared interests and goals, while creating peer networks that facilitate change. 

In this session, we will share case studies of CoPs organized around themes such as: 

• Data informed instruction 

• Culturally responsive teaching and learning 

• Data-driven assessment 

We will provide guidance on how to launch and sustain CoPs, including leadership models, facilitation practices, and alignment with institutional goals. When supported effectively, CoPs foster a sense of agency and ownership among participants, and they become powerful catalysts for both individual and institutional learning and transformation. 

Creating a Culture of Shared Responsibility 

Central to these PL efforts is the goal of building a culture of shared responsibility. This requires institutions to shift from transactional practices and intentionally move towards a structure where all institutional roles work collaboratively to ensure student success. 

Cross-functional teams support this culture by making data use routine, collaborative, and mission-aligned. These teams see data as an opportunity for innovation that guides the implementation of real-time interventions.  

We will discuss leadership strategies for fostering this culture, including: 

• Creating shared language and goals across departments 

• Having transparent data conversations at all levels of the institution  

• Celebrating and recognizing cross-functional collaboration and innovation 

Challenges and Successes: What to Expect and How to Respond 

While cross-functional, data-informed collaboration has great potential, these teams will encounter obstacles while they are on the data journey. Presenters will share real-world challenges institutions often face, including: 

• Data skepticism or resistance among faculty or staff 

• Disparate data systems that are not integrated or accessible 

• Lack of time, support, or incentives for collaboration 

• Concerns around data ethics and student privacy 

We will also share strategies that have helped institutions overcome these challenges—such as starting with small pilot teams, aligning with institutional strategic plans, ensuring transparency in data processes, and offering just-in-time professional learning. 

Case studies will highlight success stories, such as improved gateway course completion, increased faculty satisfaction with professional development, and stronger alignment between academic and student support services. 

Next Steps and Takeaways 

To support application beyond the session, participants will be guided through a “Data Journey Action Plan” that helps them: 

• Identify key stakeholders and potential partners for cross-functional collaboration 

• Assess the current state of faculty development and data use at their institution 

• Map out short-term and long-term goals for building or expanding their data-informed culture 

• Plan for sustainability and scaling through leadership, professional learning, and communication 

By building cross-functional teams, investing in staff and faculty development, and cultivating sustainable professional learning cultures, colleges and universities can harness the full potential of data to improve instruction, close equity gaps, and advance student success. Participants will leave empowered with the tools, frameworks, and vision to lead their own intentional data journeys and foster lasting impact at their institutions. 

H. Ray Keith

Associate Director of Teaching and Learning at Achieving the Dream

H. Ray Keith brings 25 years of professional experience in higher education, K–12, and nonprofit community-based organizations. At the core of his work is diversity, equity, and inclusion, while improving educational outcomes for students of color through practices that validate and affirm their cultures, identities, and lived experiences. His expertise includes leading institutional transformation, strategic planning, and advancing student success. As the associate dean of instructional intervention and support at a community college in Colorado, his department provided professional development and learning through a multi-pronged approach grounded in evidence/research-based and culturally responsive teaching and learning. Ray led the development of the college’s Center for Teaching and Learning in addition to establishing institutional initiatives and programs designed to eliminate equity gaps for the diverse student body at the college. Prior to joining higher education, he worked in K–12 as a high school administrator and college counselor. As an educational consultant, Ray provides comprehensive instructional professional development and learning services to higher education and secondary educational institutions. Ray has established a Community of Practice framework, Equity by Design Teaching Academies, a Department Chair Equity Academy, and an Equity by Design Leadership Academy at colleges in Colorado, Tennessee, and Minnesota. He holds a bachelor's degree from Oklahoma City University and a master's degree in higher education from the University of Denver.

Norma Hollabeck

Associate Director, Innovation and Programs at Every Learner Everywhere

Norma Hollebeke is an educational innovation and strategy leader leveraging emerging technologies to transform teaching and learning for advancing equity in higher education and improving student success. She brings more than 25 years of higher education experience, including over 15 years in digital learning, to the Every Learner Everywhere Network and as Senior Manager of Network Programs and Services, Norma leads service design and delivery initiatives through the collaboration of network partners.
Prior to joining Every Learner, Norma worked in the private sector as a consultant and led the development of a new distance learning revenue center at a science education and supply company. Norma was also an associate dean within the Colorado Community College System (CCCOnline) and a tenured associate professor at Sinclair Community College. While there, she directed the Dayton Urban STEM Academy, provided leadership for initiatives designing and developing online biology courses; and was Associate Director for PLTW Biomedical Sciences - Ohio.