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DATA COLLECTION

DATA COLLECTION. Documenting Our Accomplishments in a Time of Accountability, Competition, and Limited Resources. Need for Documentation. Political Context Fiscal Context Focus on OUTCOMES Continuous Improvement and High Quality. CSU Specific GCS/LSA Database

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DATA COLLECTION

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  1. DATACOLLECTION Documenting Our Accomplishments in a Time of Accountability, Competition, and Limited Resources

  2. Need for Documentation • Political Context • Fiscal Context • Focus on OUTCOMES • Continuous Improvement and High Quality

  3. CSU Specific GCS/LSA Database Campus Profile for Annual Report Listserv inquiries Various systemwide questionnaires SNAPS Technology Survey Other Venues Campus Compact Annual Survey Listserv postings Campus Cares Previous CSU Methods for Collecting Information

  4. Expectations for 2002-2003 • Continued use of methods in the past: • GCS Database: June 30, 2003 • LSA Database: August 29, 2003 • Campus Profile for the Annual Report: June 30, 2003 • Listserv inquiries • New method: APDB

  5. Academic Planning Data Base System Overview California State University

  6. Objectives • Collect, analyze, and provide statistic data on faculty workload and on courses taught • Conduct special statistical studies with data as needed for CSU administrators and state legislators

  7. Overview • The Academic Planning Data Base (APDB) is a Computerized Information System based upon two separate but coordinated files: • The Faculty File – contains information on al l persons compensated from instructional or administrative accounts, and having teaching responsibilities in the CSU, regardless of funding sources. • The Section File – contain information on all courses offered during a given term. • The two files are linked by Social Security Number (SSN)

  8. Faculty Transaction Data File Key elements are: Year Term Campus Code Faculty SSN Faculty Name Assigned Dept & School Code Salary Range Code Instructional Faculty Fraction Instructional Admin Fraction Administrative Level Code Assigned Time Code Assigned Time WTU Other Support Fraction Campus Faculty File # 1

  9. Key elements are: Service-Learning Indicator Discipline Code Course Level School Code Department Code Course Abbreviation Course Number Course Suffix Section Number Course Classification (CS) Number Course Credit Units Enrollment Space Type Begin & End Time Meeting Days Faculty SSN Team Teaching Fraction Faculty Transaction Data File Course Section Transaction Data File Campus Course File # 1 # 2

  10. Summary by Classification and Level Report Course Section Report FAD Faculty Assignments by Dept. Report Course and Section Data Report Section Size Frequency Distribution Rpt APDBStandard Term Reports

  11. Service Learning Report New APDB Report in 02-03

  12. Key Benefits • Monitor faculty workload • Monitor student faculty ratios • Monitor course offerings, enrollments, class sizes and mode of instruction by course level (LD, UD & GD) • Monitor space utilization

  13. Key Benefit to Service Learning • Identify service-learning sections throughout the CSU • Generate systemwide reports on service-learning offerings and enrollments.

  14. APDB System Overview Data Element Important to Community Service Learning

  15. Service-Learning Indicator Definition This data element is used to identify courses designated as "service learning" by a particular CSU campus. In general terms, a service-learning course actively involves the student in a community service experience that directly relates to the content area of the course in question. Each CSU campus has a coordinator who implements and maintains policies and procedures for designating particular courses as service learning. Values Blank = Course section in question is not classifiable as ‘service learning’ (blank is defaulted to “no”) Y = Course section in question has been classified as ‘service learning’ by the reporting campusN = Course section in question is not classifiable as ‘service learning’

  16. Implications for CSL • The campus “designates” service-learning sections in APDB. • Therefore, the campus must develop a process to identify and designate service-learning sections. • The campus must also develop a process to educate about, and implement, the service-learning course designation policy. • Campus will submit APDB data file on June 23, 2003.

  17. Developing a Service-Learning Course Designation Policy San Jose State University Using the Service-Learning Course Designation Policy CSU Fresno Models for Consideration

  18. QUESTIONS

  19. NEXT STEPS IN SUPPORTING YOU TO MAKE THIS A REALITY

  20. Next Steps • Meet with your APDB coordinator • Ask APDB coordinator what information management system is used on your campus to generate the APDB files (i.e. Banner) • Determine the process for “marking” service-learning sections in that information management system • Determine on campus who else should be involved

  21. SMALL GROUP WORK • Based on the information that has been shared, what do you think your next steps will be on campus? Share your ideas with your colleagues and get some feedback • What support will you need in order to facilitate those steps?

  22. WRAP-UP

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