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
Previous CSU Methods for
Collecting Information
 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
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
Academic Planning Data Base
System Overview
California State University
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
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)
Campus
Faculty
File
#1
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
Course
File
#1
Faculty
Transaction
Data
File
#2
Course
Section
Transaction
Data
File
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
APDB
Standard Term Reports
Course Section
Report
Section Size
Frequency
Distribution Rpt
Summary by
Classification and
Level Report
FAD
Faculty Assignments
Course and Section
by Dept. Report
Data Report
New APDB Report in 02-03
Service
Learning
Report
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
Key Benefit to Service Learning
 Identify
service-learning sections
throughout the CSU
 Generate systemwide reports on
service-learning offerings and
enrollments.
APDB System Overview
Data Element
Important to
Community Service Learning
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 campus
N = Course section in question is not classifiable as ‘service learning’
Implications for CSL
 The
campus “designates” service-learning
sections in APDB.
 Therefore, the campus must develop a
process to identify and designate servicelearning sections.
 The campus must also develop a process to
educate about, and implement, the servicelearning course designation policy.
 Campus will submit APDB data file on June
23, 2003.
Models for Consideration
Developing
a Service-Learning
Course Designation Policy
San
Jose State University
Using
the Service-Learning
Course Designation Policy
CSU
Fresno
QUESTIONS
NEXT STEPS
IN SUPPORTING YOU TO
MAKE THIS A REALITY
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
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?
WRAP-UP