EPSB - University of the Cumberlands

Data Collection, Analysis, and Evaluation – Initial TeacherPreparationData Collection, Analysis, and Evaluation – AdvancedPreparationAcceptableUnacceptableSummary of Findings:The Education Unit has been working from separate data management systems to track candidateand programmatic data. An example has been the review of Praxis data by departmental facultyof all teacher preparation programs across the university. Based on these data reviews, numerouschanges in programs have been reported. However, with major technological changes made atUC recently, additional analyses are now possible.In July 2009, the transition was made from Jenzabar to SunGard PowerCAMPUS, the EnterpriseResource Planning (ERP)/Student Information System (SIS) that manages student data. MyUC, thestudent’s self-service portal, enables both candidates and faculty advisors to check or post grades andview, add, or drop courses. The immediate access to these services is an additional enhancement ofthe unit’s candidate monitoring and feedback system.The Initial Undergraduate and Initial Graduate (Fall 2010) programs use LiveText, a web-basede-portfolio management system that facilitates the assessment of a candidate’s progress towardsmeeting the KY and UC standards. Currently, Elluminate, the University’s CommunicationManagement System is used in conjunction with the Learning Management System, ANGEL.The institution has designed and developed the EDUCational Assessment Network (EDUCAN)database to address the continuous assessment needs of the unit. The system stores assessment datarequired by the unit. EDUCAN is the repository for those assessments supporting only the Kentucky,ISLLC, KCS, and university standards. To support the assessment systems, the institution has hired afull time data manager who is responsible exclusively to the unit. Assessment materials are archivedand processed by the unit’s data manager.The new systems allow for the regular reviews of candidate performance by advisors and programdirectors. These have helped to identify candidates needing support. The needs of these candidatesare addressed by the preparation of Individual Action Plans which can also be monitored throughEDUCAN and other student data systems.The Pillar transition point monitoring for each initial and advanced program has been notablyenhanced by the availability of the EDUCAN system to faculty and program directors. Mostprograms use multiple assessments tied to standards to assess candidate performance and gather datafor program improvement. Except for the Reading and Writing Endorsement program, the programsassessments are tied to standards, which allow for the disaggregation and analysis of data. Theaggregated and disaggregated data reports are drawn from the EDUCAN system and are distributedto the program directors to be presented regularly to the Education Department faculty and annuallyto the TEAC or GEC.13