Presentation on theme: "Using Data to Inform Curricular Decisions 2011 Curriculum Institute Aimee Myers, Sierra College Dennis Gervin, Columbia College."— Presentation transcript:
Using Data to Inform Curricular Decisions 2011 Curriculum Institute Aimee Myers, Sierra College Dennis Gervin, Columbia College
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
Language of Research Where does language fit it? Is language a barrier at your college? Do I need to speak “researcheese”?
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.
Identifying Data Asking questions Disproportionate Impact Success and Retention Evidence that “change” might be needed
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
Identifying Data Evidence that “change” might be needed College of Marin Example: http://www.rpgroup.org/sites/default/files/Changing_Instructional_Practices_and_Structu res_2.pdf http://www.rpgroup.org/sites/default/files/Changing_Instructional_Practices_and_Structu res_2.pdf
Identifying Data Data and Prerequisites: Validation Relationships with data in new processes of Content Review
31-Mar-06 Contingency Table forHistory 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 4B Prerequisite Not Met Pre- requisite MetTotal 0-25 Rd Level 26-35 Rd Level PassCount89148237 % within RdPreReq50.8661.1656.83 FailCount8694180 % within RdPreReq49.1438.8443.17 TotalCount175242417 % within RdPreReq100 Odds Ratio Prerequisite Met: 148divided by94equals1.57 Prerequisite Not Met: 89divided by86equals1.03 The final odds ratio is 1.57 divided by1.03equals 1.52 The odds ratio means that a person completing the prerequisite is1.52 times more likely to be successful inHistory 4B than a person not completing the prerequisite. Other Statistics Chi square is 4.39 p<.036 Phi Correlation: 0.103
Program Review Central role for data Baseline research needs Additional evidence to strengthen program analysis Dealing with “bad numbers”
Student Learning Outcomes Relationships to Course Outline of Record Role in Program Development & Review Assessment support in Research Offices
Building Partnerships Roles & Responsibilities of Research & Curriculum When should Research reach-out? How can Faculty reach-out to Research Framing questions
Building Partnerships ASCCC Data 101: Guiding Principles for Faculty http://asccc.org/sites/default/files/Data101Feb2010.pdf 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 http://www.rpgroup.org/content/BRIC-inquiry-guides BRIC Inquiry Guide-Turning Data Into Meaningful Action http://www.rpgroup.org/BRIC/InquiryGuide/DataToAction http://www.rpgroup.org/BRIC/InquiryGuide/DataToAction Resources:
Key Points Building Collaborative Dialogue Taking Ownership - Not Taking Blame Meeting Research Half-Way - Using Key Terms