October, 2003

N. Maylone

The Education Students Data/Assessment Committee (ESDAC):

Where We’ve Been; What’s Been Accomplished; What’s Ahead

An Informational Resource Document

Background

An ad hoc group, The College of Education Data and Assessment Advisory Committee (DAAC), was formed in April of 2003 at the suggestion of COE Interim Associate Dean Dr. James Berry.

The committee was organized in response to several converging realities:

1. NCATE, other accreditation initiatives, and program reviews are making “data-rich demands” on those involved with educator preparation, and not all needed data is readily available.

2. The COE has the largest share of educator preparation responsibilities at EMU, yet COE databases have been a potpourri of various computer programs and database types. Networking has been inadequate. Preparation of reports has been inefficient.

3. There has been insufficient rhyme and reason regarding what, why and how educator preparation data has been collected in the COE and elsewhere.

4. There is a burgeoning university-wide data collection and management initiative (“The Data Warehouse”, incorporating Banner).

5. Educator preparation faculty, administration and staff have not been able to take advantage of the benefits offered by intelligent collection and management of data (job efficiencies, programmatic guidance, even instructional implications.)

The DAAC has been meeting monthly since April, 2003. Members were chose by Dr. Berry (with input from COE Department Heads) to represent the entire COE. Two representatives from the College of Arts and Sciences were included.

The DAAC’s charge

The DAAC has been operating under the following informal charge (developed by committee chair Nelson Maylone, committee member Pat Pokay, and Dr. Berry):

“The purpose of the COE Data and Assessment Advisory Committee is to promote meaningful collection and management of data with a focus on learning.”

Elaboration statement:

“To meet its charge, the DAAC works to consolidate COE databases, to network computers appropriately, to consider issues of COE data collection and its ramifications, and to explore uses of collected data which assist in meeting accreditation challenges, support COE programs, and enhance student learning. The DAAC acts to inform EMU personnel regarding the benefits of appropriate data collection, and solicits input from faculty, staff and administration regarding data issues.”

Pending implementation of the COE Dean’s committee reorganization proposal, the DAAC is moving forward on issues of COE data collection and management (with an eye toward accreditation needs), and is taking the lead in engaging EMU faculty, staff and administration in conversations about meaningful data management.”

Although the charge does not specifically mention accreditation issues, data collection for NCATE has been a recent committee focus.

Work accomplished

1. Significant progress toward streamlining and consolidation of databases and networking of computers in the COE’s Office of Academic Services.

2. The development of an OAS “data dictionary”, which defines data fields and terms (a work in progress).

3. Early identification and discussion of “critical issues” associated with the work of the DAAC (what data to collect, details on collection, privacy issues, contract issues, education of faculty and staff, etc.)

4. Acting as a liaison between the COE and those developing the university-level Data Warehouse.

5. Development of “education plans” for informing COE and COAS personnel of the work of the DAAC.

What’s ahead

1. The “education plans” have Dr. Berry and committee chair Nelson Maylone visiting COE Department Heads and others this fall to share the work of the committee and to begin establishing lines for input.

2. OAS database streamlining work must continue.

3. “Critical issues” must continue to be addressed. Special attention must be given to several issues:

* What COE data is being collected, and why?

* How will newly-collected data be inputted and kept fresh?

* How can we move responsibly toward collection of data useful to faculty? (data helpful for programmatic issues, individual or aggregate student course data, pedogologically helpful data, etc.)

4. The Dean has suggested that the DAAC evolve into a Professional Education Assessment Committee. The PEAC’s functions and duties would be similar but not identical to those of the current ad hoc DAAC. The PEAC would become part of the official COE governance structure, and membership would change. This proposal is on hold.

5. As the university’s Data Warehouse initiative moves forward, the committee (or PEAC) must help things jibe.

6. The committee is considering a newsletter and/or a web site in the interest of keeping its work “transparent.”

Name change

As the DAAC met in 2003, it became clear that its “territory” was not limited to the COE; educator preparation activities extend to EMU’s other colleges as well. With that in mind, the DAAC (still an ad hoc group) changed its name to The Education Students Data/Assessment Committee (ESDAC) in September, 2003.