Resource Allocation and Closing the Assessment Loop January 10, 2017

Today Accreditation Requirements Identifying Activities to Improve SLOs as Part of the Program Review Process Considering Funding Sources Local Examples Closing the Loop Discussion

Why Use SLO Data to Drive Resource Allocation? Why is it important to reassess to determine the impact of resource allocations?

Recommendation # 4 “. . . The team recommends the college fully integrate the assessment of course and program SLOs into the program review process, including analysis and dialog of the results at the department/program level. . . “

Recommendation #4 (con’t.) “ . . . The team also recommends the college systematically assess the effective use of financial resources and the impact of program changes as a result of implemented program review recommendations.“

Complete Cycle Takes over One Year Assess Discuss and Publicize Results Analyze and Dialogue Reassess to Evaluate Impact of Interventions Implement Changes for Improvement

Use SLO Data to Determine Program Goals Is there one CSLO or PSLO that students are having the most difficulty achieving? What do disaggregated SLO data reveal? Is one specific subgroup disproportionately impacted? What type of activity could be applied to bolster the outcome? What resources would be desired to do so?

Possible Actions to Improve Outcomes Tutoring SIs Embedded Student Equity Workers Professional Development Retreats with Adjuncts Technology Software Curricular Redesign Course Scheduling Faculty-Led Workshops Student Activities/Field Trips Open Educational Resources

Consider Existing Funding Sources Very little of the general fund is not already spoken for annually Are there relevant resources/activities in our Equity Plan, 3SP Plan, Basic Skills Plan, our Strong Workforce Funding Application, or existing grant that could be applied to your program?

Note the Alignment in Your Goal Form

Capture the Relationship between the SLO Data and the Goal In the Program Review Form (IIA-II2c) On the Goal Form (IIA-IIC)

Build a Plan to Measure the Effectiveness of the Activity

New Budget Allocation Rubric Use Section II of APR form to show link between SLO data and program goal

New Budget Allocation Rubric Aim for a score of 13!

TC Examples Redesigned ENGL 1500 based on PSLO Data Embedded Student Equity Workers in English Courses Increased Academic Support for Writing in Psychology AA-T

ENGL 1500 Redesign 2014 PSLO Data showed that research skills were deficient compared to other outcomes. INCO 1548 had been pre/corequisite ENGL 1500 overhauled to include for more development of research SLO and remove co-requisite Assessment is Ongoing

Embedded Student Equity Workers in English 2015 disaggregated PSLO data revealed that Hispanic females were disproportionately impacted and had more difficulty exhibiting the SLO “Apply cultural/historical context to the reading of literary texts.” Student Equity Workers embedded in English classes, beginning in spring of 2016 Time to reassess to evaluate impact

Psychology AA-T SLO data used as basis of 2015 goal: “Increased academic support for writing.” Proposed Activities in 2015 APR: Writing: Professional development for full-time and part-time instructors of lower-level Psychology program courses in teaching writing. Professional development for full-time and part-time instructors of Psychology (or any Social Science division) program courses in teaching APA Style. Workshops for students on APA Style. Tutoring and proofreading that is easily accessible for students in Psychology program courses. This may be in the Writing and Language Lab or not. Behavioral Statistics: Workshops for students on using calculators and Excel. Tutoring that is easily accessible for students in PSYC 2200 courses. This may be in the Math Lab or not. Supplemental Instructors Assistants who understand behavioral statistics, the SI model, and how to reach students.

Psychology AA-T Resources requested in 2015 APR Goal Form: • Professional development for faculty (full-time and part-time) • Professional development for tutors, SI assistants, and employees in the math and English labs • Improved funding and quality of Learning Resource Center academic supports • Student workshops How did it go?

Closing the Loop

Closing the Loop Activities to improve outcomes require implementation and monitoring Update the status of the prior year’s goals in the subsequent APR Measure as you planned to in the goal form It is alright to fail Use results to inform next steps

Discussion