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The purpose of this paper is to demonstrate a process of faculty utilization of learning analytics by evaluating students’ course objective achievement results to enable student reflection, student remediation and faculty curriculum evaluation.

Upon the completion of a backward curriculum design process, the authors utilized learning analytics to improve advising, student reflection, remediation and curriculum evaluation. The learning management system incorporated the learning analytics tool to assist the learning analytics process. The course faculty, student advisors and students utilized the learning analytics throughout the academic year.

Unlike relying merely on student grades and other proxy indicators of learning, the learning analytics tool provided immediate and direct data to multiple stakeholders for advising, student reflection, student remediation and course curriculum evaluation. The authors believe it was a meaningful endeavor. It enabled meaningful conversations focusing on course learning objectives and provided detailed information on each student. The learning analytics tool also provided detailed information regarding which areas faculty needed to improve in the curriculum.

Most of the literature on learning analytics present the cases that administrators utilized learning analytics to make higher level decisions and researchers to explore the factors involved in learning. This paper provides cases to faculty regarding how learning analytics can benefit the faculty and the students.