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For higher ed decision makers, any program initiative can benefit from faculty buy-in, from a minor grading policy update to a full curriculum redesign. In fact, the smallest changes may even prove the most contentious. Being able to generate buy-in from your team of faculty, staff, and administrators becomes a critical skill to have at your disposal.

As technology advances, so do faculty needs, and support teams are often expected to keep pace with limited staff and expanding responsibilities. Recent findings from the CHLOE 10 report highlight that many institutions continue to operate online learning units with lean staffing models, even as support expectations and online enrollments rise (Simunich et al., 2025, pp. 6–7, 12). Building sustainable efficiencies into everyday processes is increasingly essential for maintaining quality support.

The Course Analytics landing page, which is titled Course Grades, contains an interactive scatterplot display, with points on the graph representing class averages on different assignments. Instructors can hover over different points to see what assignments they represent and click into them to see information about low and high grades. They can also type individual students' names into the search bar at the top of the page to compare a student's grades to the class average, and filter the scatterplot by assignment type (namely, assignments, discussions, and quizzes).