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Learning and Teaching DASHBOARD Dashboard Compiled by SOLES Office of Assessment
Data are from Spring 2014 to Fall 2014 Sources, unless otherwise noted.
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Dashboard Overview
This dashboard captures and summarizes Learning and Teaching departmental data collected from various sources. The Dashboard examines trends and compares targeted values to actual data values using 40 different measures.
The Dashboard data are presented first, followed by the supporting data tables/charts, including n-values and sources of data. Faculty, staff, and administrators are encouraged to examine the dashboard data closely, noting strengths and any areas in need of strengthening, so as to ensure a high quality education for all Learning and Teaching students.
February 12, 2015
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Trends in Admission, Enrollment, and Degrees/Credentials Awarded -Dashboard Data _______________ Please see supporting data tables/charts for more details, including n-values and sources of data. ______________________ FTE means full time equivalent
Fall 2011 Fall 2012 Fall 2013 Target (3 Yr Avg) Fall 2014Admission Data 87 90 104 94 141Direction of Change ~ ↑ ↑ ʘ ↑
Graduate Enrollment Headcount 159 130 183 157 229Direction of Change ~ ↓ ↑ ʘ ↑
Graduate Enrollment FTE 108.5 106.1 141.6 119 163.9Direction of Change ~ ↓ ↑ ʘ ↑
Undergraduate Enrollment Headcount 33 50 52 45 39Direction of Change ~ ↑ ↑ ʘ ↓
Undergraduate Enrollment FTE 28.4 23 22.4 25 17.2Direction of Change ~ ↓ ↓ ʘ ↓
2010-2011 2011-2012 2012-2013 Target (3 Yr Avg) 2013-2014Fall to Spring Retention: MEd in Curriculum & Instruction 94% 94% 91% 93% 88%Direction of Change ~ ↑ ʘ ↓
Fall to Spring Retention: MEd in TESOL, Literacy & Culture 100% 100% 100% 100% 93%Direction of Change ~ ↑ ↑ ʘ ↓
Fall to Spring Retention: MEd in Special Education 100% 90% 100% 97% 100%Direction of Change ~ ↓ ↑ ʘ ↑
Number of Graduate Degrees Awarded 57 85 44 62 71Direction of Change ~ ↑ ↓ ʘ ↑
Number of Graduate Credentials Awarded 39 71 51 54 66Direction of Change ~ ↑ ↓ ʘ ↑
Number of Undergraduate Credentials Awarded 21 18 13 17 13Direction of Change ~ ↓ ↓ ʘ ↓
2009-2010 2010-2011 2011-2012 Target (3 Yr Avg) 2012-2013Number of Teacher Preparation Program Completers 57 76 79 71 54Direction of Change ~ ↑ ↑ ʘ ↓
Key: ↑= At or Above Target ↓= Below Target ~ = Baseline data ʘ = Target: 3 Year Average
Trends in Admission, Enrollment, and Degrees/Credentials Awarded
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FTE and Time to Completion Dashboard Data ____________ Please see supporting data tables/charts for more details, including n-values and sources of data. ______________________ FTE means full time equivalent
Note: 1.5 times each Programs’ Time Frame is consistent with the Integrated Post Secondary Education Data System’s calculation of graduation rates
Measure Target Data ValueRelationship of Data
Value to Target ValueRatio of FTE Tenured Track Learnng and Teaching Faculty to FTE Non-Tenured Track Learning and Teaching Faculty
≥ 1 3 ↑
Ratio of FTE Student to FTE Faculty
9 < ratio < 12 12 ↑
Measure Target Data ValueRelationship of Data
Value to Target ValuePercent of Entering Cohort Graduating within 1.5 times the normal timeframe for the MEd in Curriculum and Instruction
80% 87% ↑
Percent of Entering Cohort Graduating within 1.5 times the normal timeframe for the MEd in TESOL, Literacy, and Culture
80% 100% ↑
Percent of Entering Cohort Graduating within 1.5 times the normal timeframe for the MEd in Special Education
80% 80% ↑
Learning and Teaching Dashboard Data
Key: ↑= At or Above Target ↓= Below Target
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Quality of Educational Experience Dashboard Data – Exit Survey _______________ Please see supporting data tables/charts for more details, including n-values and sources of data.
Measure Target Data ValueRelationship of Data Value to Target Value
Quality of Educational Experience (Exit Survey)
Faculty > 4 4.3 ↑Advisor > 4 4.4 ↑
Intellectual Climate > 4 4.2 ↑Program Support > 4 4.1 ↑
University Support > 4 4.1 ↑Overall Satisfaction > 4 4.3 ↑
Key: ↑= At or Above Target ↓= Below Target
5 Point Scale
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Quality of Educational Experience Dashboard Data – Course Evaluations _______________ Please see supporting data tables/charts for more details, including n-values and sources of data.
Measure Target Data ValueRelationship of Data
Value to Target ValueQuality of Educational Experience (Course Evaluations)
Overall Satisfaction > 6 6.4 ↑Teaching > 6 6.3 ↑
Faculty Relationship with Students
> 6 6.7 ↑
Course Requirements & Student Evaluation > 6 6.4 ↑
Key: ↑= At or Above Target ↓= Below Target
7-Point Scale
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Overall Program Satisfaction Dashboard Data - Alumni Survey _________________ Please see supporting data tables/charts for more details, including n-values and sources of data.
______________ Note1: Alumni noted in their responses the challenges they faced during the years of the economic downturn.
Note: The Alumni Survey is administered every other year.
MeasureOverall Program Satisfaction (Alumni Survey)
Good Career Preparation ≥ 80% 95% ↑Educational Experience
Fulfilled Expectations≥ 80% 95% ↑
Recommend Program to Others
≥ 80% 85% ↑
Good Value for the Quality of Program ≥ 80% 69% 1 ↓
Key: ↑= At or Above Target ↓= Below Target
Target Data ValueRelationship of Data
Value to Target Value
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Alumni Employment and Professional Activities Dashboard Data _______________ Please see supporting data tables/charts for more details, including n-values and sources of data.
Note: The Alumni Survey is administered every other year.
MeasureEmployment & Professional Activities (Alumni Survey)
Employment Status of Alumni ≥ 90% 96% ↑
Time from Graduation to Job Attainment
≥ 90% employed within 12 months of
graduation96% ↑
Alumni Attend Professional Conferences
≥ 50% 67% ↑
Alumni Belong to Professional Associations
≥ 50% 37% ↓
Alumni Present at Conferences ≥ 10% 19% ↑Alumni Publish Articles/Books ≥ 5% 2% ↓
MeasureCareer Preparation (Employer Survey)
More Prepared or As Prepared as Other Programs
≥ 80% 100% ↑
Very Satisfied or Satisfied with Level of Preparation
≥ 80% 100% ↑
Very Likely or Likely to Hire a USD-SOLES Alumni ≥ 80% 100% ↑
Relationship of Data Value to Target Value
Key: ↑= At or Above Target ↓= Below Target
Target Data Value Relationship of Data Value to Target Value
Target Data Value
Supporting Data Tables and Charts
The slides which follow are tables and charts containing the data used in the Dashboard.
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RATIO OF FULL TIME EQUIVALENT TENURED TRACK LEARNING AND TEACHING FACULTY TO FULL TIME EQUIVALENT NON-TENURED TRACK LEARNING AND TEACHING FACULTY (FALL 2014)
Source: Data extracted from University Institutional Research and Planning (IRP) SOLES Fall 2014 Faculty Data
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FTE Tenured Track L&T
Faculty 75%
FTE Non-Tenured Track
L&T Faculty 25%
Ratio of FTE Tenured Track Learning & Teaching Faculty to FTE Non Tenured Track Learning & Teaching Faculty (Fall 2014)
FTE Tenured Track L&T Faculty FTE Non-Tenured Track L&T Faculty
Full Time Equivalent (FTE) Students and Full Time Equivalent (FTE) Faculty - Fall 2013 and Fall 2014 Source of FTE Students: Data
extracted from University Institutional Research and Planning (IRP) Stat Book; Includes all levels of students, where FTE is based on 15 units for undergraduate students and 12 units for graduate students. Source of FTE Faculty: Data extracted from University Institutional Research and Planning (IRP) SOLES Fall 2013 and 2014 Faculty Data
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0 50 100 150 200 250
Fall 2013
Fall 2014
173
189.9
20.1
16
Number of Full Time Equivalents
Acad
emic
Per
iod
Comparison of Learning & Teaching Full Time Equivalent (FTE) Students Learning & Teaching Full time Equivalent (FTE) Faculty - Fall
2013 and Fall 2014 FTE Students FTE Faculty
Ratio of Full Time Equivalent (FTE) Students to Full Time Equivalent (FTE) Faculty - Fall 2014 Source of FTE Students: Data extracted from University Institutional Research and Planning (IRP) Stat Book; Includes all levels of students, where FTE is based on 15 units for undergraduate students and 12 units for graduate students. Source of FTE Faculty: Data extracted from University Institutional Research and Planning (IRP) SOLES Fall 2014 Faculty Data
12
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
12
9
Ratio
of F
TE
Stud
ent t
o FT
E Fa
culty
Learning & TeachingFall 2013: Ratio of FTE Students to
FTE Faculty 9
Fall 2014: Ratio of FTE Students toFTE Faculty 12
Comparison: Ratio of Learning & Teaching Full Time Equivalent (FTE) Students to Learning & teaching Full Time Equivalent (FTE) Faculty -
Fall 2013 and Fall 2014
Admissions Data
Source: Data from USD-SOLES Admissions Office
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Fall 2011 Fall 2012 Fall 2013 Fall 2014Completed
Applications 173 168 237 293
Admitted 125 126 148 193Attended 87 90 104 141
0
50
100
150
200
250
300
350
Num
ber o
f Per
sons
Learning & Teaching: Fall Admissions Data
Graduate Enrollment Data - Headcount
Source: Data extracted from University Institutional Research and Planning (IRP) Stat Book; 1 Includes students enrolled only in certificate or credential programs; does not include visiting, exchange, or special students.
14 36 44 36 36
218 213 219 238
159 130 183
229
157 171
186
180 570 558
624
683
0
100
200
300
400
500
600
700
800
Fall 2011 Fall 2012 Fall 2013 Fall 2014
Hea
dcou
nt
USD-SOLES Graduate Headcount by Department
School, Family & Mental Health
Learning & Teaching
Leadership Studies
Credential or Certificate only
USD-SOLES Total
Graduate Enrollment Data - FTEs
Source: Data extracted from University Institutional Research and Planning (IRP) Stat Book; 1 Includes students enrolled only in certificate or credential programs; does not include visiting, exchange, or special students. 2 The FTE calculation is based on the sum of credits carried by all students enrolled in classes at a particular level, divided by the number of credits in a full-time load per IRP Quick Facts: 12 units = 1 FTE graduate student and 15 units =1 FTE for undergraduate student.
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21.3 24.3 19.8 19.9
100.3 94.9 102.9 113.8
108.5 106.1 141.6
163.9
118.4 134.5
146.8
138.5 348.2 359.6
411.1
435.9
0
50
100
150
200
250
300
350
400
450
500
Fall 2011 Fall 2012 Fall 2013 Fall 2014
Hea
dcou
nt
USD-SOLES Full Time Equivalent Graduate Students2 (FTE's) by Department
School, Family & Mental Health
Learning & Teaching
Leadership Studies
Credential or Certificate only
USD-SOLES Total
Undergraduate Enrollment Data - Headcount
Source: Data extracted from University Institutional Research and Planning (IRP) Stat Book; 1 Includes students enrolled only in certificate or credential programs; does not include visiting, exchange, or special students. Note: Caution, undergraduate students are counted within the school/college of their major.
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Fall 2011 Fall 2012 Fall 2013 Fall 2014Education Specialist Credential
Only 0 1 4 3
Single Subject Credential Only 14 11 11 7Multiple Subject Credential Only 19 32 26 14Education Minor 0 6 11 15
6 11
15 19
32 26
14
14
11 11
7
1 4
3
0
10
20
30
40
50
60
Und
ergr
adua
te H
eadc
ount
Learning and Teaching Undergraduate Headcount
Undergraduate Enrollment Data - FTEs
Source: Data extracted from University Institutional Research and Planning (IRP) Stat Book; 1 Includes students enrolled only in certificate or credential programs; does not include visiting, exchange, or special students. 2 The FTE calculation is based on the sum of credits carried by all students enrolled in classes at a particular level, divided by the number of credits in a full-time load per IRP Quick Facts: 12 units = 1 FTE graduate student and 15 units =1 FTE for undergraduate student.
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Fall 2011 Fall 2012 Fall 2013 Fall 2014Special Education 2.6 2.2 2.6 1.6Education 25.8 20.8 19.8 15.6
25.8
20.8 19.8
15.6
2.6
2.2 2.6
1.6
0
5
10
15
20
25
30
Und
ergr
adua
te F
TEs
Learning and Teaching Undergraduate FTEs2
Retention: Fall to Spring
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Source: Data extracted from University Institutional Research and Planning (IRP) Stat Book
2010 2011 2012 2013MEd in Curriculum & Instruction 94% 94% 91% 88%MEd in TESOL, Literacy, & Culture 100% 100% 100% 93%MEd in Special Education 100% 90% 100% 100%
0%
20%
40%
60%
80%
100%
Fall-
to-S
prin
g Re
tent
ion
Rate
Fall-to-Spring Retention: Learning and Teaching
Graduate Degrees Awarded ___________ Please note that
Source: Data extracted from the University Cognos Report on Graduate Degrees Awarded for an academic year (Fall, Intersession, Spring, Summer)
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0 20 40 60 80 100
2013-2014 Total: 72
2012-2013 Total: 53
2011-2012Total: 102
2010-2011Total: 68
48
21
57
25
5
10
9
19
15
13
14
11
Number of L&T Students Awarded a Degree
Aca
dem
ic Y
ear
USD-SOLES Learning & Teaching Graduate Degrees Awarded
M.Ed. Curriculum & Instruction M.Ed. Special Education M.Ed. TESOL, Literacy and Culture
Graduate Credentials Awarded
Source: Data extracted from the University Cognos Report on Graduate Degrees Awarded for an academic year (Fall, Intersession, Spring, Summer)
20
0 10 20 30 40 50 60
2013-2014Total: 21
2012-2013Total: 51
2011-2012Total: 71
2010-2011Total: 39
35
20
16
11
21
16
22
15
4
5
9
10
Number of L&T Graduate Students Awarded a Credential
Aca
dem
ic Y
ear
2013-2014
Total: 21
2012-2013
Total: 51
2011-2012
Total: 71
2010-2011
Total: 39Multiple Subj (Title II GS) 35 20 16 11SS English (Title II ENGL) 21 16 22 15Prelm Mild/Mod (Title II E_GS) 4 5 9 10
USD-SOLES Learning & Teaching Graduate Credentials Awarded
Undergraduate Credentials Awarded
Source: Data extracted from the University Cognos Report on Graduate Degrees Awarded for an academic year (Fall, Intersession, Spring, Summer)
21 0 2 4 6 8 10 12 14 16 18 20
2013-2014Total: 13
2012-2013Total: 13
2011-2012Total: 18
2010-2011Total: 21
12
11
14
11
1
2
2
9
2
Number of L&T Undergraduate Students Awarded a Credential
Acad
emic
Yea
r
USD-SOLES Learning & Teaching Undergraduate Credentials Awarded Multiple Subj (Title II GS) SS English (Title II ENGL) Prelm Mild/Mod (Title II E_GS)
Comparison of Teacher Preparation Programs in the San Diego Area 1
Source: Data extracted from the 2012-2013 California Teacher Preparation Programs Title II Annual Report. Note1: Table does not include San Diego State University with data values of :433 (9-10), 404 (10-11), 312 (11-12), and 329 (12-13).
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2009-2010Teacher
PreparationProgram
Completers
2010-2011Teacher
PreparationProgram
Completers
2011-2012Teacher
PreparationProgram
Completers
2012-2013Teacher
PreparationProgram
CompletersAlliant International University 7 4 2 3San Diego Christian College 13 18 8 8University of California, San
Diego 49 66 63 58
Point Loma Nazarene University 101 67 71 85University of San Diego 57 76 79 54
57
76 79
54
0
20
40
60
80
100
120
Prog
ram
Com
plet
ers
Number of Teacher Preparation Program Completers by San Diego Institution of Higher Education1
Time to Completion
Source: Data extracted from University Institutional Research and Planning (IRP) Stat Book
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Note: 1.5 times each Programs’ Time Frame is consistent with the Integrated Post Secondary Education Data System’s calculation of graduation rates
MEd in Special Education(n=10)
MEd in Curriculum and Instruction(n=31)
MEd in TESOL, Literacy, and Culture(n=9)
80%
87%
100%
Time to Completion for Learning and Teaching: Percent of 2011 Entering Cohort Graduating Within 1.5 Times the Normal Program
Time Frame
Measures of Quality of Educational Experience– Exit Survey
Source: Data extracted from 2014 Exit Survey
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Rating scale: 5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2= Disagree, 1= Strongly Disagree
FacultyMean
Ratings
PrincipalAdvisorMean
Ratings
Intellectual Climate
MeanRatings
Program-Level
Support &Communi
cationMean
Ratings
UniversitySupportServices
MeanRatings
OverallSatisfaction withProgram
MeanRatings
Learning & Teaching 4.3 4.4 4.2 4.1 4.1 4.3
4.3 4.4 4.2 4.1 4.1 4.3
0.0
1.0
2.0
3.0
4.0
5.0
Mea
n Ra
tings
Exit Survey Components
Measures of Quality of Educational Experience: 2014 Exit Survey Ratings for Learning and Teaching (N=43)
Measures of Quality of Educational Experience – Internationalization Requirement
Source: Data extracted from USD-SOLES 2014 Internationalization Survey Using Matched Pairs
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Types of Experiences: • Full/Partial Course Abroad • International Project and/or Paper • Conference Abroad • Course w/ Internationalization Content
Change Due to External Factors
1%
Change Due to SOLES 82%
No Change 17%
Changes in Students’ Ex Post Facto Self-Reported Cultural Competence Levels (N = 110)
Change Due to External Factors Change Due to SOLES No Change
Measures of Quality of Educational Experience -Course Evaluations
Rating scale: 7=strongly agree, 6=agree, 5=slightly agree, 4=neutral, 3=slightly disagree, 2=disagree, 1= strongly disagree
Source: Data extracted from Spring 2014 Course Evaluations
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6.4 6.3
6.7
6.4
4.0
5.0
6.0
7.0
Overall Mean Rating Teaching of CourseMaterial Mean Rating
Relationship withStudents Mean Rating
Course Requirements &Student Evaluation
Mean Rating
Mea
n Ra
tings
Course Evaluation Areas
Measures of Quality of Educational Experience: Spring 2014 Course Evaluation Mean Ratings for Learning and Teaching (N=430)
Overall Program Satisfaction
Source: Data extracted from 2013 Alumni Survey
27 0% 20% 40% 60% 80% 100%
Good Value for the Quality of Program
Recommend Program to Others
Education Experiences Fulfilled MyExpectations
Good Career Preparation
69%
85%
95%
95%
Overall Learning and Teaching Alumni Program Satisfaction (N = 41)
Employment Status
Source: Data extracted from 2013 Alumni Survey
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Employed 96%
Not Employed 4%
Employment Status of Learning and Teaching Alumni (N=55)
Employment Placement Rate
Source: Data extracted from 2013 Alumni Survey
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On or before graduation
48%
1 month 10%
3 months 14%
6 months 10%
9 months 4% 12 months
10%
12+ months 4%
Time from Graduation to Job Attainment for Learning and Teaching Alumni (N=29)
Professional Activities
Source: Data extracted from 2013 Alumni Survey
30 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Published Articles or Books
Presented at Professional Conferences
Attend Professional Conferences
Belong to Professional Associations
2%
19%
67%
37%
Learning and Teaching Alumni Professional Activities (N = 52)
Employer Survey Ratings
31
Source: Data extracted from 2014 Employer Survey for Learning and Teaching Programs
0% 20% 40% 60% 80% 100%
Very Satisfied or Satisfied with Level of Preparation
Very Likely or Likely to Hire a USD-SOLES Alumni
More Prepared or As Prepared as Other EducatorPreparation Programs
100%
100%
100%
Employer's Ratings Regarding USD-SOLES Educator Preparation Programs (N = 8)
Dashboard Summary
Of the 40 measures included in the Dashboard, 31 measures had a positive trend or met/exceeded the targeted value, and 9 measures were below the targeted value. These data measures serve as indicators for areas of strength and areas in need of strengthening within the Department of Learning and Teaching at the University of San Diego, so as to continue to provide students with a high quality education.
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