Faculty App: Profiles, Stories, and Scholarship is currently in review or is no longer available.

Cal State Long Beach Data Fellows Program

California State University Long Beach (CSULB)
The program was created to fill an internal need. We had, and have, data-rich pockets on campus, but all users were not necessarily savvy enough to take advantage of the data and ask the right questions. Date need to be tailored to many different unit's needs, and faculty, staff and administrators look at data differently. Data that were being "pushed out" did not necessarily meet users' needs. We are creating a "data pull" environment in which the various units on campus can appropriately target CSULB's graduation rates and achievement gaps.

The Data Fellows program identifies data-interested people across campus; trains them in higher order data management and data accession skills; and trusts them to ask appropriate questions in the broad context of student success. Furthermore, the program encourages and enhances collaboration and problem-solving across units.

Brian Jersky

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Process, Result, Improvement and Next Step Form

Pueblo Community College
The college needed to develop a way to be able to provide a high level reporting system that would be HLC compliant. The high level reporting needed to include the Process taken to address the strategic challenge, the Results from the process, Improvements necessary or collected from the process, and the Next Steps that need to be taken for Continuous Quality Improvement.

The PRIN form was originally designed for the College to report progress to the HLC reviewers on six Strategic Challenges that were noted in the first review. To be able to provide a short one-page synopsis of the progress the college was making the form was divided into four parts. The first part provides the “Process,” or steps taken to address the Strategic Challenge. This includes dates corresponding to the process steps, resulting in a documented timeline. Following the “Process” with the “Results” provides a list of what was achieved through the noted process. The “Improvements” section provides a two-pronged approach that can be used to note improvements made from the process or improvements that need to be taken from the documented results. Finally, the “Next Steps” section give the user the ability to line out with date’s specific action items that were born of the results found from the process. This final portion provides the Continuous Quality Improvement documentation along with the ability to close the loop from the initial process while outlining the process for the next part of the challenge.

Kevin Milder

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Faculty App: Profiles, Stories, and Scholarship

Faculty information is located in different places, different formats, or missing. For a student to find a faculty, their contact information, their class schedule, and their office hours, they have to navigate through different pages, various links, and sometimes find outdated or incorrect information. Some faculty members have created their own websites, which lead students outside of the CSUN environment and are difficult to navigate and do not conform the the University's branding standards. As for research, there is not one central place where faculty can find funded scholarly projects and connect to collaborate. The Faculty App aims are bringing all those components into one easy to use site.
Average: 5 (1 vote)
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Data Dashboards for Faculty Collaboration, Professional Learning, and Student Success

Pierce College
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.

Carly Haddon

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LibGuides CMS

Western Dakota Technical Institute's Library Services
Within academic institutions' course management systems, resources and content-sharing are limited, resulting in a degree of siloing among and between campus entities. The LibGuides CMS tool allows flexible access to information; includes tools such as analytics, surveys/reports, and discussion posts to aid in evaluation and communication, and requires no special programming or HTML knowledge.

WDT LibGuides CMS allows WDT's library, librarians, and resources to have high visibility and versatility both on- and off-campus. We are a commuter college, are growing our online programs, and have a sizable adjunct faculty, so it is vital that our online presence be robust, which includes ease of navigation and access to high quality, concentrated resources. Instead of expecting students to meet us where we are, our intention is to meet them where they are. Our LibGuides contain resources that start at admissions (preparing for Accuplacer exams) to completion (career resources, preparing for certification exams) and span everything in between (financial and information literacy, successful study skills, as well as customized course- and program-specific resources. Collaboration is key to the success of our LibGuides. Faculty and departmental staff work with us in mission-driven initiatives as well as students suggesting content to improve their skills in everything from style formatting to anatomy drill and practice.

Sheila Hansen

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Collaborative and Responsive Model of Course Development

Laramie County Community College

Traditionally, online course offerings were produced as needed rather than programmatically with minimal consistency in delivery or development of course materials.

The Center for Learning Technologies complied research on best practices for consistent, high quality online course delivery led to the formation of this project. The instructional designers and subject matter experts collaborated to design both online that ensure comparability and consistency in meeting course competencies and learning objectives that mirror LCCC’s face-2-face courses.

Les Balsiger

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Articulation with Four-Year Pathways

Laramie County Community College

Building a partnership to aid the transfer of students from Laramie County Community College to Four-Year Universities.

This agreement is designed to ensure articulated pathways for LCCC students and give students a four year academic pathway. The agreement guarantees admission, completion of general education requirements, access to financial aid, scholarships, and student services for transferring students. The pathway gives a student a roadmap to their specific field of choice, starting with the broader associate degree at LCCC. A student who can see their pathway is more engaged and more likely to complete their degree.

Jeffrey Shmidl

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Maricopa Institute for Learning (MIL)

Maricopa Community Colleges

Opportunity for residential faculty to contribute to the scholarship in their field

The Maricopa Institute for Learning (MIL) is a fellowship for residential faculty in any discipline who are interested in examining significant issues in their teaching fields and contributing to the scholarship of teaching and learning through classroom research projects. Its secondary purpose is to create a community of scholars that will engage in conversations about the scholarship of teaching and learning.

Dr. Sam Dosumu

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Data to Action: Freshmen Retention Project

Portland State University

Reduce freshmen student attrition during and immediately after the end of first year and facilitate students’ successful transition to second year.

Freshmen student attrition at Portland State University occurs throughout the academic year with the highest number of students leaving at two critical points: between fall and winter term, and spring and following fall. While a majority of students who leave, do so at one of these points, our assessment results indicate that many of the reasons preventing students to continue are either known beforehand, enabling us to intervene proactively, or could be dealt with when they occur. In either case, there is a need to focus on providing intervention in a systematic, coordinated manner. Freshmen Retention Project is one such coordinated approach involving University Studies, advising units, Office of Financial Aid & Scholarships, and Student Financial Services. The project uses multiple sources of data to support student success and aims to facilitate students’ continuous enrollment during the first year and successful transition to the second year. The project accomplishes this through outreach and intervention at critical points, and through ongoing intervention for students identified as at risk of not persisting beyond their first year.

Mirela Blekic

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CCCOnline Community Course and Cultivating Excellence Blog (Instructor Lounge and Communication Blog)

Colorado Community Colleges Online

Among a large community of online adjunct instructors and staff, how do you build a sense of community and open communication? In many ways e-mail is the "old" way of communicating among a group, making it one to one and not in a viewable, historic thread of ideas. Another solution more accessible by all at any point in the conversation was needed.

Originally, the CCCOnline Community Course in D2L was developed to conduct D2L training for more than 300 adjunct instructors over a six week period. The goals were to prepare instructors for the new learning management system and to develop a sense of a private community among staff and faculty who function in a fully online environment. After the migration to the new LMS was complete, the community evolved into a number of open and discipline specific forums, or faculty lounges. In one all-instructor forum the Quality Assurance Coordinator collaborates with staff to post weekly pedagogical and technology topics to be discussed among the staff and instructors in the discussion for the week. The topics addressed can be viewed at our Cultivating Excellence Blog, . Additionally, each Division has a "private" lounge using the D2L groups tool to divide instructors providing access to just the faculty in that Division to openly discuss teaching problems and solutions with students and courses. Disciplines also use this space in a collaborative way during development projects and to identify items that need to be fixed quickly such as a broken link. In the discipline specific lounges, coaching and mentoring by seasoned faculty also occurs for new instructors who can ask their peers about course design, pedagogy, and even technology issues. Since the lounges are private and require a D2L log in, they are not available for the public.

Average: 3.3 (8 votes)
Karen Kaemmerling

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