Diversity

Data Dashboards for Faculty Collaboration, Professional Learning, and Student Success

Pierce College
https://www.pierce.ctc.edu/
Faculty and administrators have a long list of data needs. When we presented data in the past, we often did so only at an institutional level. This resulted in a general sense of belief, but with a simultaneous belief of either "that's not happening in my classes," or "I don't see myself/my classes in these data". So, how then do we expect faculty to help increase student success at the course level without giving them the opportunity to dig deep into their own course and departmental data?

We are all likely familiar with the concepts of data, data analysis, and, to some degree, dashboards. What is unique about this innovation is the intersection of the tool, the depth, the training, and the culture.

The tool we are using is Tableau, which we have access to through a state-wide license. It creates both accessible/understandable visualizations of data, as well as statistical details for those who wish to dig deeper. The depth is that we have *released the data to everyone* who is trained such that faculty can see both their own data and the data of their colleagues. This provides context for understanding student experiences across courses, rather than simply within one's own. The training is designed to provide the technical, ethical, and emotional support and guidance needed in order to understand how the tool works, how to use it effectively and in ways that support and grow, and how to prepare oneself both for what they will see in their own data and how to discuss that in a broader context with faculty peers.

The tools was introduced in what we framed as a "non-punitive" environment. That is, the data and discovery that occurs were to be used to identify gaps, prompt conversations between faculty about student success, and to help identify professional learning opportunities that may be undertaken individually or by teams.

We introduced the the tool (and broad access to the data) first to a small group of faculty who asked to see "all the data." They, in turn, became "evangelists" of the data access and soon other faculty were asking for similar access. Having already built a culture of evidence wherein data is used to provide understanding and drive decision-making, we were well staged to elevate that to a culture of discovery wherein individuals were inspired to explore, identify areas of focus, and engage themselves and their colleagues to find approaches to learning that advance student success. This was initially introduced and used in institutes that focused on faculty learning/doing research and eventually expanded to be a part of the discipline and program review process.

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Carly Haddon

chaddon@pierce.ctc.edu

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