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Closing the Gap: From Data to Decision Making. Stefinee Pinnegar, Ph.D. Pat Esplin, Ph.D. Brigham Young University. academy.byu.edu. Closing the gap from data to decision making. \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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closing the gap from data to decision making

Closing the Gap:From Data to Decision Making

Stefinee Pinnegar, Ph.D.

Pat Esplin, Ph.D.

Brigham Young University

academy.byu.edu

slide3
_____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
slide4
Literacy
  • Economic health/poverty
  • Diversity
  • Health
  • Family
  • Power
slide5
Underlying questions
    • Who?
    • What?
    • When?
    • Where?
    • Why?—Mission statement
    • How?
slide6
Conceptual framework indicating influences on student learning

The existing knowledge,

understanding, abilities, motives

and conceptions/ styles of learning

students already have

How students

approach learning

and studying

How students perceive the teaching-learning environment

Quality of learning achieved

How course material is selected, organized, presented, assessed

How a teaching-learning environment is designed and implemented

Constructive alignment

What students are expected to learn and understand

University teachers’ ways of thinking about teaching

Noel Entwistle, ESRC/TLRP ETL report 3, March 2003

slide7
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slide8
Classroom
  • Program/ Department
  • Institution
assessment cycle
Assessment Cycle

Outcomes

(What do we want

to achieve?)

Improvement

(Now what? Policy, resource changes?)

Your institution

Mission/Values

Assessment criteria (How will we know if we have done this well?)

Learning – So what?

(What did we learn? What does it mean?)

Assessment activities (Design, carry out)

  • Assessment results
  • (What happened?)
slide10
Suite of BYU Instruments

Internal

BYU

Developed

Non-Returning Student Survey

Graduate Student Exit Survey

Employers of BYU Graduates Survey

  • BYU Freshman Surveys
  • Pre-arrival
  • End-of-year

Senior Survey

Alumni Questionnaire

AQ2

(10 year)

Foundation

Aims of a BYU Education

Timeline

Freshman Sophomore Junior Senior Grad Std Post-college

External

BCSSE

NSSE

NSSE

Key

Internal /

In use

Internal / In Development

Internal / Planned

External

slide11
________________
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Data you have

Data you need

  • ________________
  • ________________
  • ________________
  • ________________
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  • ________________
slide12
Note: each word in the question directs our efforts:
      • How
      • Can
      • We
      • Effectively
      • Support
      • Student success
      • Here
slide14
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  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
  • _____________________________________
freshman academy mission statement
Freshman Academy Mission Statement

Freshman Academy (FA) is a one-semester program that helps first-year students make important connections within the university during their first semester at BYU. By creating the best teaching-learning environment possible, FA strives to provide an academic environment that facilitates the development of well-rounded students and bridges the gap between high school and college. FA does this by helping students connect with each other, faculty members, academic majors, the University Core, The Aims of a BYU Education, and other university resources.

slide16
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slide17
Freshman Academy Mission

Bridging the Gap

Connecting

Student

  • Aims of BYU Education
  • Spiritually strengthening
  • Intellectually enlarging
  • Character building
  • Life-long learning & service

Academic Experience

Academic majors

University resources

Teaching-learning environment

Development of the total Person

slide18
What matters to stakeholders?
  • Student retention
  • Student performance (grades)
  • Student learning
slide19
When do things matter?

Expectations

1 yr

2 yr

3 yr

4 yr

Time spent at the university

slide20
________________
  • ________________
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What things do you do when?

What do you know about them?

  • ________________
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slide21
________________
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What things do you know?

How do you know them?

  • ________________
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  • ________________
  • ________________
slide23
________________
  • ________________
  • ________________
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  • ________________
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What do you know?

What can you do?

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
slide24
Significant time preparing for class

High ACT

High

HS GPA

Low

HS GPA

Low level Engagement

High level Engagement

Limited time

preparing for class

Low ACT

slide25
________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________

What do you know?

What can you do?

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
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