Evidence-based practice is a POD Network core value (2018) and includes leveraging data to iteratively refine CTL services. However, CTL data for consultations are often limited to attendance or satisfaction surveys, rather than direct measures of outcomes (Beach et al., 2016; Haras et al., 2017). We compared pre/post assessments of syllabi from 32 faculty and 62 graduate students receiving course and syllabus design consultations to a comparison group not receiving consultations. We also examined whether CTL seminar attendance influences consultation impacts. Attendees will collaboratively generate additional strategies for directly measuring outcomes for formatively improving CTL consultation services.
