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From Frenemy to BFF, Making Data Work for You!. PART 1: EXAMPLES OF DATA OUT OF CONTEXT From Frenemy to BFF, Making Data Work for You!

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Presentation on theme: "From Frenemy to BFF, Making Data Work for You!. PART 1: EXAMPLES OF DATA OUT OF CONTEXT From Frenemy to BFF, Making Data Work for You!"— Presentation transcript:

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

2 PART 1: EXAMPLES OF DATA OUT OF CONTEXT From Frenemy to BFF, Making Data Work for You!

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:

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 PART 2: WHY WE’RE DOING THIS NOW From Frenemy to BFF, Making Data Work for You!

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

12 A Shift in Thinking FROM: 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 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

13 A Shift in Thinking FROM: Data don’t capture the subtleties or nuances in teaching and learning 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.

14 Part 3: Instructor Reflections Examples

15 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. Instructor Reflections Examples

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17 Qualitative Only

18 How could these qualitative and quantitative efforts be improved?

19 Qualitative and Quantitative

20 Part 4: Examples from MPC

21 (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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