Program Review

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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Sector Mapping Tool

University of Hawaii System
http://www.uhcc.hawaii.edu/OVPCC/
States are notoriously blind when it comes to "seeing" the economy. In addition, little is known about the connections between academic offerings and the economic needs of the state. This tool forces discussions and makes clear the alignment or lack of alignment between the educational system and the economy of the state. In addition to higher ed connecting better to the economy, more needs to be done to connect K12 to higher ed. This site makes this connection as well.

This tool visualizes the entire economy of the state organized under sectors. The entire economy can be visualized and heat mapped. Overlaid on top of the heat map, one can visualize UH degree program offerings. Each stem job in the state can be highlighted. Each sector contains all the jobs in that sector. Every job in the state has a landing page and every landing page has the following info on each job: past and projected demand; salary ranges and comparison of salaries between all states for that job; degree attainment levels actually used by industry; production of degrees vs. demand in the state; skill sets, hard and soft, current companies advertising for this job by name and by county, and more. There is a cross sector search mechanism as well that is able to search across sectors.Therefore, the connection between jobs and degrees is made clear and the demand for that job can show whether education is under or over producing. One can also see high demand areas where there are no degrees being offered.

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Peter Quigley

quigleyp@hawaii.edu

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Surveys: Administration Staying in Touch with the People We Serve

Idaho State Univeristy,Division of Health Sciences
http://www.isu.edu

Keeping connected with the students, faculty and staff on a regular basis is one excellent way for administrators to assess the quality of their organization and to seek ways to improve policies and procedures. We have developed routine surveys that go to all faculty, staff and students at the end of each semester. Response rates have been excellent. Faculty and staff ideas have resulted in strategic improvements in our organization. Student surveys help us gauge satisfaction that can impact recruitment of new students.

Twice each year the Division of Health Sciences surveys all students, staff, and faculty. The staff and faculty survey vary from one semester to the next.

The student surveys are always the same, and are sent to students at the program level.

The faculty and staff survey results are shared at Opening Assemblies attended by faculty and staff each semester. Student surveys are used at the program level as a source of "continuous quality improvement." These surveys are global in nature and attempt to assess ways to improve what we do based on information from our the major constituents in our organization.

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Linda Hatzenbuehler

hatzlind@isu.edu

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Colorado CTE Advisory Committee Handbook

Colorado Community College System
http://www.cccs.edu

The purpose of this toolkit is to help educators and business/industry representatives to strengthen career and technical education programs within a career pathways system through the use of advisory committees. The toolkit includes tips, techniques, and worksheets for adopting a systematic process for working with committee members.

The Colorado CTE Advisory Committee Handbook is an interactive online toolkit that explains the benefits of program advisory committees and provides templates and forms to assist faculty with advisory committee set up and maintenance; the handbook also includes direction on program evaluation, committee member roles, and tips for program sustainability.

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Jennifer Jasinowski

jennifer.jasinowski@cccs.edu

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Review of Low Completion Programs

South Dakota Board of Regents
http://www.sdbor.edu/

Review programs with few graduates to generate savings that can be reallocated to ensure the system provides a range of quality programs for students enrolled.

This tool provides an overview of the processes used to conduct a system-wide review of programs with few graduates. Based on historical numbers of graduates by program, the set of programs targeted for review were identified. Each campus implemented a review of these programs using common strategies and criteria to develop a set of recommendations. These were reviewed centrally, refined, and recommendations were forwarded to the Board for action.

3.77778
Average: 3.8 (9 votes)
Sam Gingerich

samg@sdbor.edu

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A2P2 (Academic Affairs Program Prioritization)

Washington State University
http://www.wsu.edu

How to thoroughly and fairly analyze and categorize programs to support excellence, and to de-emphasize and/or eliminate unsuccessful or unnecessary programs and courses.

A2P2 is a transparent and convincing process that should result in a broadly accepted consensus about the relative success/excellence of degree programs, as well as CILs (Centers, Institutes, Laboratories), that can be used for making budget decisions under conditions of both growth and retrenchment. It takes into account the multiple missions of the institution (research/scholarship; teaching and learning; outreach and engagement), as well as the relative strength of each expected of different programs.

2
3.291665
Average: 3.3 (24 votes)
Larry James

jameslg@wsu.edu

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