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 Disproportionate Impact

Identifying Data Student Success

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

Identifying Data

Data and Prerequisites:

Validation

Relationships with data in new processes of Content Review

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

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

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:

Key Points

Building Collaborative Dialogue

Taking Ownership - Not Taking Blame

Meeting Research Half-Way - Using Key Terms