CAEP

This document is written to include the original self-study (text in black), and for each standard the relevant CAEP offsite Formatie Feedback Review (FFR) narrative (text in blue). COE's response to the FFR is incorporated throughout and at the end of each standard (text in red).


The following link takes the reader to the FFR comments along with the EPP's response.

Click here to see the EPP's response to the FFR

Standard 5: Provider Quality Assurance and Continuous Improvement

The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates' and completers' positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers' impact on P-12 student learning and development.

IMPROVEMENT

The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates' and completers' positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers' impact on P-12 student learning and development.

The two sources of evidence used to document that the unit meets Standard 5 are Cherwell and the COE Assessment and Continuous Improvement Timeline (5B).

CHERWELL

Three years ago, records for individual programs within departments were kept in a variety of formats - Task Stream, Blackboard, Excel, Access, etc. Through the work of the Assessment and Accreditation Committee, the College created a comprehensive list that represented all the data being collected. Recognizing the inherent problems of having so many data collection processes, the College decided to create a powerful electronic database that would collect student data in a systematic, formalized manner that uses live data from the university's enterprise database (CUSIS). In May, 2012, representatives from the College of Education began meeting with staff from UCCS's Informational Technology department to build a semi-automated information collection system that would track students from inquiry status through program completion. The vehicle for this system was developed by Cherwell, a local technology company that specializes in data collection. The small COE/IT group spent months defining terminology, identifying data points, determining what data would be collected, when and by whom, examining other databases across campus that needed to interface with Cherwell, and designating where data would be housed (Cherwell, Singularity, DARS, CUSIS, etc.). The transition to Cherwell meant that COE could go paperless with its student and employee records, eliminating paper files. The program also allowed the College to collect, sort and analyze data electronically with a degree of accuracy that was never possible when information was hand-entered into a multitude of spreadsheets. Cherwell is capable of tracking student progress for the various transition points and notifying (via email) the candidate and/or faculty when there's a problem. COE is the first academic unit on campus (or technically, the country) to use this program.

It is important to understand the history of Cherwell because it's a critical component of ensuring that accurate, accessible, and mutually-agreed-upon data is being collected for the College. Cherwell tracks student data for five different categories: Inquiring, Applying, Matriculated, Deferred/Inactive, and Field Experience. Program completer data is available at the student level, but aggregate data rolls up to inform departments and the College (http://youtu.be/kFOrtISMSgI). Cherwell also informs the College's Student Resource Office (SRO) on matters related to staff productivity, how students contact the SRO (72% by email!), and student appointment traffic during the semester. 

Moving to paperless student files required that faculty and staff become trained on FERPA, CUSIS (the CU system's data enterprise system), Cherwell, the university's Degree Audit Reporting System (DARS), and Singularity (a campus-based document imaging system). The majority of faculty completed their trainings by January 2014, not coincidentally when the last of the paper student files were shredded. Besides inquiry data, Cherwell tracks interview results, reference letters, application completion, and admission decisions, thus improving the accuracy of the enrollment process and the College's ability to track and utilize data to inform SRO, departmental and college-level decisions. A series of videos providing more in-depth coverage of Cherwell's attributes may be found at the following URL's:

Home: http://youtu.be/yJXFD6v0K-w 

Left Lists: http://youtu.be/6MWO4c-zQq4

Dashboards: http://youtu.be/gB_2LYr4qog

Student Profile: http://youtu.be/IuCvxp8AOjwCOE

ASSESSMENT AND CONTINUOUS IMPROVEMENT TIMELINE

The best way to illustrate the College's progress in meeting Standard 5 demonstrating Provider Quality Assurance and Continuous Improvement is through a timeline of the practices and progress achieved in the past six years (5b. COE Assessment and Continuous Improvement Timeline ). Some of the items listed reflect assessment advances in an obvious way, but others are included as they represent the establishment of a framework to support the other changes or future expansions. 

Many of the points will be expanded upon in the College's Continuous Improvement Plan. As part of the Plan, Do, Study, Act model, the COE inventoried needs through the revitalized Assessment and Accreditation Committee, SPA process, and hiring of an Assessment and Operations Specialist. The results collected and utilized from PDSA will document both the quality of the timeline and its success. The establishment of the timeline in clearly identifiable steps helps mark progress in meeting those needs and forming the backbone of the continuous program improvement. 

STANDARD 5: SUMMARY

The introduction of Cherwell has served as a game changer for the College (and subsequently the University, since it will soon be used for tracking General Education requirements). In the past, files were occasionally borrowed by employees and lost in offices for weeks at a time - this has been corrected by having a secure, web-accessible site where faculty can share student files from campus or home, enter comments, send student emails, make advising appointments, or check admission applications, all using real-time data. More importantly, departments and the College are able to track students from initial inquiry to program completion. Programs are able to project enrollment numbers through the use of consistent, current, and accurate student data and generate reports based on that information. Cherwell has created a cultural shift in data collection, student communication, faculty advising, and how the College uses the platform to determine necessary and relevant data collection to inform resource distribution, planning, and recruitment initiatives. The data available allow the College and departments to monitor student progress in a systematic way that was previously unavailable. The future gains will be fully realized as departments utilize these new data in the coming years. The results will be used to drive further program improvement.

Several of the initiatives outlined in the timeline are reflective of the College's many efforts to address diversity through recruitment, successful program completion metrics, and candidate effectiveness with P-12 students, and faculty outreach. More importantly, the timeline reflects the College's efforts to make continuous improvements across a wide swath of themes, and specifically it endeavors to create a system of assessment.

CAB Mission and Function

CAB Members

CAB Meeting Agendas

CAB Meeting Minutes

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