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: 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. 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

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)