From Data to Practice Change: Co-designing a Subject Dashboard That Enables Inclusive, Evidence-informed Teaching. A Good Practice Report

Authors

DOI:

https://doi.org/10.63608/ssj.4168

Keywords:

Application of learning analytics, human-centred design, subject dashboards, inclusive design, inclusive teaching, transition pedagogy

Abstract

Higher education institutions are increasingly data-rich yet insight-poor, with learning analytics often experienced by academics as difficult to interpret and disconnected from everyday teaching practice. Transition pedagogy emphasises that intentional inclusive practice relies on educators having a clear, evidence-based understanding of their student cohorts, yet such visibility is rarely available at subject level. This paper reflects on the design, development, and sustained use of an institution-wide subject dashboard that makes cohort-level diversity, enrolment patterns, and longitudinal performance data visible and usable for subject coordinators. Co-designed with academics and grounded in human-centred design, learning analytics, and the Technology Acceptance Model, the dashboard supports sensemaking rather than reporting. Survey evidence and case examples illustrate how cohort visibility has informed reflective curriculum design, supported student transitions, and enabled inclusive teaching decisions, while also identifying challenges and future directions for institutions seeking meaningful pedagogical impact from analytics.

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Author Biographies

Dr Kathy Egea, University Technology Sydney Australia

Kathy Egea is a senior lecturer in the central T&L unit at the University of Technology Sydney and leads the First and Further Experience (FFYE) program . Formerly the First Year Experience Program, which she co-led with Jo McKenzie, the program continues to connect, link, draw on practice, build communities towards a better student transition experience, in both curricular and co-curricular spaces. Key practices include an annual grant program, university-wide forums, virtual community sharing space, resources (blogs, videos) and subject dashboards. The program has won national recognition through OLT citation (2016), finalist in 2021 CAULLT Global Good Practice Award.  Kathy also co-leads the FYE national Australasian Network for the Student Success annual conference and in 2021, was awarded a STARS Fellow for her work in creating the conditions for practice change around student transition.

Dr Amara Atif, University of Technology Sydney Australia

Amara Atif is a Senior Lecturer in the School of Computer Science within the Faculty of Engineering and Information Technology at the University of Technology Sydney. A teacher at heart, a Learning Sciences researcher by training, and a Responsible AI advocate by passion, her research focuses on Human-Centred Artificial Intelligence, Learning Analytics, Human–Computer Interaction and Educational Innovation to design intelligent, equitable and evidence-informed learning ecosystems. Her work explores how AI and learning analytics can enhance learner agency, educator decision-making and student success through ethical, evidence-informed educational practice. She has received multiple institutional awards for excellence in learning and teaching and is recognised as a UTS Open Education Champion.

Associate Professor Gavin Paul, University of Technology Sydney Australia

Gavin Paul is an Associate Professor in the School of Electrical, Mechanical and Biomedical Engineering at the University of Technology Sydney (UTS). His teaching and scholarship interests include engineering education, authentic learning, project-based learning, learning analytics, and the development of practical engineering skills. He has led the design and delivery of large undergraduate engineering subjects and educational initiatives aimed at improving student engagement, retention, and graduate readiness. His research primarily focuses on robotics, autonomous systems, perception, mapping, localisation, and intelligent sensing technologies, with applications spanning field robotics, service robotics, mining automation, and industrial autonomous systems.

Ms Sonia Matiuk, University of Technology Sydney Australia

Sonia Matiuk is a Lecturer in the School of Nursing and Midwifery, at the University of Technology Sydney. She has over 20 years experience in higher education and has held leadership roles including Undergraduate Director of Nursing, FFYE Coordinator, and learning.futures fellow for the Faculty of Health. Her current teaching and scholarship focuses on enhancing student succcess, with recent projects investigating generative AI-supported feedback to enhance learning and the use of dashboards to improve approaches to teaching with particular focus on students from equity backgrounds. Her contributions have been recognised through UTS teaching and learning awards.

Professor Jo McKenzie, University of Technology Sydney Australia

Jo McKenzie is a part-time Professor working on learning and teaching projects at the University of Technology Sydney as part of the Education Portfolio. She has 35 years experience working in higher education learning and teaching, including 12 years as Director of the Institute for Interactive Media and Learning at UTS.  During this time, she initiated the UTS First Year Experience Program (now First and Further Year Experience) as part of the university’s Widening Participation approach.  Her current work focuses on recognition and reward for teaching and support for learning, through AdvanceHE fellowships and national teaching awards. Her research focuses on university teachers’ experiences of learning and change. 

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Published

10-08-2026

How to Cite

Egea, K., Atif, A., Paul, G., Matiuk, S., & McKenzie, J. (2026). From Data to Practice Change: Co-designing a Subject Dashboard That Enables Inclusive, Evidence-informed Teaching. A Good Practice Report. Student Success, 17(2), 132–140. https://doi.org/10.63608/ssj.4168

Issue

Vol. 17 No. 2 (2026): Special Issue / 2026 Student Success Conference

Section

Good Practice Reports

License

Copyright (c) 2026 Dr Kathy Egea, Dr Amara Atif, Associate Professor Gavin Paul, Ms Sonia Matiuk, Professor Jo McKenzie

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.