Data Stewardship & Analytics for Learning & Teaching (DSALT) Working Group (DRAFT)
Landscape Scan (To be discussed by the working group in January meeting)
I) TRU Landscape Scan
Question 1: What are all the existing student and Instructor data sources on campus? Storage & who has access? Approved uses? Who externally has access in agreements and what uses?
|System||Data Collected||Who has access at TRU||Who approves use||Access via external agreements|
Question 2: What are all current uses of student and instructor data for enhancing teaching and learning at TRU?
|Use||Current uses||Potential uses/Emerging||Concerns /issues/questions|
|Research on teaching and learning|
|Customized feedback and information for students||quiz answers and branching|
|Early alerts & identifying students missing academic milestones||Pamela Fry’s office
- Program review and continuous improvement
- Promotion and recruitment based on evidence
o Stats on retention
- Evaluating student participation and performance
- Evaluating instructor engagement and performance (not currently done, possible in the technology system).
- Partnerships and agreements with software or educational experience providers (e.g., integrating a textbook publisher’s software into the LMS where they can access and use student data).
- Connections with alumni (data)
- Other, please specify…
Question 3: What policies and guidelines already exist for the use of student and Instructor data? Any identified gaps so far?
|Existing Policies and Guidelines||Link/access to doc||Notes/comments|
· E.g., NWCCU Requirements
o Physical and Technology Infrastructure 2.I.1: “Consistent with its mission, the institution creates and maintains physical facilities and technology infrastructure that are accessible, safe, secure, and sufficient in quantity and quality to ensure healthful learning and working environments that support and sustain the institution’s mission, academic programs, and services.”
o Student Support Services 2.G.7: “The institution maintains an effective identity
verification process for students enrolled in distance education courses
and programs to establish that the student enrolled in such a course or
program is the same person whose achievements are evaluated and
credentialed. The institution ensures that the identity verification
process for distance education students protects student privacy and
that students are informed, in writing at the time of enrollment, of
current and projected charges associated with the identity verification
Question 4: What unwritten guidelines and “we usually do…”? Whose guidelines?
|Unwritten guidelines /Usually do||Whose guidelines||Notes/Comments|
II) Peer Institution Landscape scan of Governance structures and Policies
|Institution||Policies/governance structures with links||Notes/Comments|
Sample principles and procedures:
o Principles: https://learninganalytics.ubc.ca/ethics-policy/learning-analytics-at-ubc-purpose-and-principles/
o Ethics https://learninganalytics.ubc.ca/ethics-policy/
- University of west London https://www.uwl.ac.uk/sites/default/files/Departments/About-us/uwl_learning_analytics_policy_2018_0.pdf
- University of Michigan https://ai.umich.edu/learning-analytics-guiding-principles/
Experience of process samples: