using data to inform curricular decisions 2011 curriculum institute aimee myers, sierra college ...
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Using Data to Inform Curricular Decisions
2011 Curriculum Institute
Aimee Myers, Sierra College Dennis Gervin, Columbia College
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Breakout Goals
Explore the language of Research
Identify data with the potential to shape curriculum
Connect data and processes associated with Prerequisites, Program Review, and SLOs
Strengthen partnerships between faculty and research
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Language of Research
Where does language fit it?
Is language a barrier at your college?
Do I need to speak “researcheese”?
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Language of Research
Disproportionate Impact
§ 55502. Definitions d) “Disproportionate impact” occurs when the percentage of
persons from a particular racial, ethnic, gender, age or disability group who are directed to a particular service or placement based on an assessment instrument, method, or procedure is significantly different from the representation of that group in the population of persons being assessed, and that discrepancy is not justified by empirical evidence demonstrating that the assessment instrument, method or procedure is a valid and reliable predictor of performance in the relevant educational setting.
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Identifying Data
Asking questions
Disproportionate Impact
Success and Retention
Evidence that “change” might be needed
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Identifying Data Asking questions
Disproportionate Impact
Success and Retention
Evidence that “change” might be needed
BRIC – Technical Assistance Program Resource Guide Associate Degree Nursing: Model Prerequisites Validation
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Identifying Data Disproportionate Impact
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Identifying Data Student Success
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Identifying Data
Evidence that “change” might be needed
College of Marin Example: http://www.rpgroup.org/sites/default/files/
Changing_Instructional_Practices_and_Structures_2.pdf
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Identifying Data
Data and Prerequisites:
Validation
Relationships with data in new processes of Content Review
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31-Mar-06
Contingency Table for History 4B
Data Set: Fall 2002 - Fall 2005
Prerequisite: APS Reading Assessment Score within 26-35 range, college level reading.
Prerequisite met = There is evidence in the existing database for having assessed at the college level.
Prerequisite not met = There is evidence in the existing database for having assessed below college level, 0-25 range.
History 4BPrerequisite Not Met
Pre- requisite Met Total
0-25 Rd Level26-35 Rd Level
Pass Count 89 148 237
% within RdPreReq 50.86 61.16 56.83
Fail Count 86 94 180
% within RdPreReq 49.14 38.84 43.17
Total Count 175 242 417
% within RdPreReq 100 100 100
Odds Ratio
Prerequisite Met: 148 divided by 94 equals 1.57
Prerequisite Not Met: 89 divided by 86 equals 1.03
The final odds ratio is 1.57 divided by 1.03 equals 1.52
The odds ratio means that a person completing the prerequisite is 1.52
times more likely
to be successful in History 4B
than a person not completing the prerequisite.
Other Statistics
Chi square is 4.39p<.036Phi Correlation: 0.103
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Program Review
Central role for data
Baseline research needs
Additional evidence to strengthen program analysis
Dealing with “bad numbers”
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Student Learning Outcomes
Relationships to Course Outline of Record
Role in Program Development & Review
Assessment support in Research Offices
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Building Partnerships
Roles & Responsibilities of Research & Curriculum
When should Research reach-out?
How can Faculty reach-out to Research Framing questions
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Building Partnerships
ASCCC Data 101: Guiding Principles for Faculty http://asccc.org/sites/default/files/Data101Feb2010.pdf
The Research and Planning Group for CCC BRIC Inquiry Guides: http://www.rpgroup.org/content/BRIC-inquiry-guides
BRIC Inquiry Guide-Turning Data Into Meaningful Action http://www.rpgroup.org/BRIC/InquiryGuide/DataToAction
Resources:
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Key Points
Building Collaborative Dialogue
Taking Ownership - Not Taking Blame
Meeting Research Half-Way - Using Key Terms