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From Frenemy to BFF, Making Data Work for You!

From Frenemy to BFF, Making Data Work for You!. From Frenemy to BFF, Making Data Work for You!. Part 1: examples of data out of context. Remember This Commercial?. Help! I cannot embed the code for the YouTube video I’d like to show. Does anyone know how to do this?

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From Frenemy to BFF, Making Data Work for You!

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  1. From Frenemy to BFF, Making Data Work for You!

  2. From Frenemy to BFF, Making Data Work for You! Part 1: examples of data out of context

  3. Remember This Commercial? Help! I cannot embed the code for the YouTube video I’d like to show. Does anyone know how to do this? Here is the URL to the YouTube video: http://www.youtube.com/watch?v=RRgnZcoNk_Q

  4. Example 1:Data Anomalies Taken Out of Context

  5. Example 1:The Complete Data Set

  6. Example 2: Data Without Social Context • The 2013 Student Success Scorecard reveals that only 49.2% of students in the California Community Colleges achieved “completion”

  7. Example 2: A More Complete Picture… The 2013 Student Success Scorecard reveals that: only 49.2% of students in the CCCs achieved “completion”

  8. Example 3:Raw Numbers vs. Rates Beware small N’s!

  9. Example 4:Change occurs slowly… and in small ways

  10. From Frenemy to BFF, Making Data Work for You! Part 2: Why we’re doing this now

  11. A Shift in Thinking FROM: TO: Data are just information (quantitative OR qualitative) Wait! Data are just information; I gather and use data all the time! • Data are complicated spreadsheets • Data are cold, hard numbers • Data are scary 

  12. A Shift in Thinking FROM: TO: Data can be used to *confirm* and *convey* what we already know (or suspect) about how well all our students are learning Data are the ‘carrot’ that we can use to express what we are doing • Data can be used to point out our deficiencies and/or what we’re not doing well • Data are the ‘stick’ that policymakers will use to punish us

  13. A Shift in Thinking FROM: TO: Data (information) is the *only* way to concisely convey the “story of the whole”; however, quantitative data are best paired with qualitative information for context, to convey the most complete story including subtlety and nuance. • Data don’t capture the subtleties or nuances in teaching and learning

  14. Part 3: Instructor Reflections Examples

  15. Instructor Reflections Examples The value of using both Qualitative and Quantitative descriptions of student learning Quantitative: The story of the whole; How did the whole class do? Qualitative: Provides context for the quantitative data.

  16. Qualitative Only

  17. How could these qualitative and quantitative efforts be improved?

  18. Qualitative and Quantitative

  19. Part 4: Examples from MPC

  20. (2) Examples of MPC’s Program Reflections w/ both quantitative & qualitative data…telling the story of the whole • Instructor Reflection: English • (Laura Headley, Adjunct Instructor) • Program Reflection: Student Services • (Student Financial Services Department)

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