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CRT Professional Learning Community - Shared screen with speaker view
Brett Christie
01:06:01
Got multiple comments that my audio was very rough, weak. Sorry, hotel bandwidth getting hit by many conference users. Have switched over to phone audio so hoping it will be better from here.
Ida Jones
01:13:07
We are free to use the charts and/or data within our ePortolios?
Ida Jones
01:13:47
So should we ask before we use it?
Brett Christie
01:15:26
Given the ePortfolios are public and Creative Commons, directly using charts/graphs could be in conflict with the dashboard being behind firewall.
Brett Christie
01:15:53
We will have a follow-up conversation with Roy and address in next month’s ePortoflio webinar and through email clarification. Thanks!
Ida Jones
01:16:46
Thanks Brett. I could envision doing a comparison of the demographics in our courses with the CSU-wide demographics
Brett Christie
01:17:29
@Ida: Great example and what we want to enable.
adam_glesser_CSUF_math
01:18:38
Do you expect, in the near future, for the data to include a student's second major? At least anecdotally, a lot of our math majors are also CompSci, Physics, or Engineering majors.
Raman Unnikrishnan (Fullerton)
01:18:38
As faculty members, we use data to provide background information in research proposals, persuade decision makers to act appropriately and to do research in our fields. So, if the data is not accessible or if there are serious obstacles to obtain them, their value to the individual faculty member is significantly diminished.
Ashley Skylar
01:19:06
great to do demographics in a dept./college and provide in Stage 2 in ePortfolio
Brett Christie
01:20:02
Roy has sequenced slides with screenshots of everything he is demonstrating, if you want to use the slides later to guide your use of the dashboard. Slides at http://plc.csuprojects.org
Erick Kong
01:23:11
Thank you Brett.
Carlos Torres
01:24:34
Roy, I feel like the data answers “what” and “who” but not necessarily “why” students are dropping out of classes. I am currently teaching “First Year Experience” a course dedicated to freshmen experience. I am finding that the inability for incoming freshmen to schedule their time and workloads to be important in learning success.
adam_glesser_CSUF_math
01:27:19
Is there an achievement gap for the department as a whole, so that we can tell whether the achievement gap for a given course might actually be relatively small?
Judy Challinger
01:27:22
If a course is not listed under the achievement gap does that mean no achievement gap is detected?
Carlos Torres
01:27:35
The implications and subtext in the data are very important, no doubt.
Brett Christie
01:27:52
“Why” is definitely critical but knowing what/who can help to target efforts and decide what the best efforts are.
Ida Jones
01:28:23
I agree with Carlos, too. We are gathering data about work hours, units, etc and it would be useful to compare to see whether there are differences between our campus and the other CSUs. Is that data available?
adam_glesser_CSUF_math
01:28:55
What is the y-axis on this chart?
Brett Christie
01:29:14
GPA on 4-point scale
adam_glesser_CSUF_math
01:29:21
Ah, thank you.
Carlos Torres
01:29:29
Yes, thanks for that Brett.
Raman Unnikrishnan (Fullerton)
01:34:05
Since CSU is a public entity, what is the source of reservations from publicly sharing data?
wkymmell
01:34:22
can you explain the achievement gap again please
Brett Christie
01:34:58
@Jeff Gold, feel free to add on, if would like. Thanks!
Ida Jones
01:36:21
I can see how it can be useful, though.
Carlos Torres
01:36:58
I think the best thing that could be added to the dashboard, speaking as a social scientist, are testimonies from the experience of professors, and qualitative data that point to student success but also the major stumbling blocks to student graduation recorded from students themselves.
Yuhfen Lin(chico)
01:37:08
So the data we see on the dashboard now are the past data? For how long?
Laurie Starkey
01:37:58
yes - what is the date range?
Brett Christie
01:37:58
Hopefully through some of your Course Redesign ePortfolios we will have more examples/testimonials!
Jesus Oliver (East Bay)
01:38:51
The dashboard “major migration” feature was very useful
Jesus Oliver (East Bay)
01:39:14
We were not aware of what percentage of majors in our campus were switching into math
Jesus Oliver (East Bay)
01:40:17
On the other hand: a new data function that would be useful is to get the historical ethnicity breakdown for each class in our campus
Ida Jones
01:42:58
It looks like the dashboard will be useful. I have done a little bit of exploration
adam_glesser_CSUF_math
01:43:36
On the Non-Passing Grade Chart, the three numbered bubbles, seem to be chosen by Impact. Impact appears to be the product of enrollment times the DFW%. Can you speak as to why anybody thinks Impact is a reasonable metric to single out. If we double the number of students without changing the DFW%, then the Impact doubles, suggesting that the course has somehow gotten worse?!? Flipping, we could improve the course by cutting the number of students who take it.
Ashley Skylar
01:45:26
Dec. 1st Stage 3 webinar
Ida Jones
01:45:46
Thanks for the reminder Ashley
adam_glesser_CSUF_math
01:47:43
Did you say that resource allocation and policy decisions are made based on the Impact measure?
Raman Unnikrishnan (Fullerton)
01:48:23
Courses with large number of sections often tend to be taught by adjunct faculty, sometimes not well-prepared adjunct. Have you considered this as a contributing factor for student failure?
Raman Unnikrishnan (Fullerton)
01:49:48
I hould hastily add that I know of cases where the best instructor is an adjunct faculty member. So, the question is about linking the effectiveness of faculty member with student success.
adam_glesser_CSUF_math
01:50:36
@Raman: At least in the math department, they tried to measure this and found the students in part-time faculty lower-division courses were out-performing their peers who took their classes from tenure/tenure-track faculty.
adam_glesser_CSUF_math
01:50:49
@Roy Thanks for the explanation.
Ida Jones
01:51:30
Thanks for this interesting presentation. I must t leave now, but again thanks Roy, Brett and Ashley
Brett Christie
01:51:39
Thanks Ida
Kris Henderson
01:52:05
Courses with a lot of sections can be easily compared with each other - the impact of the instructors can be seen better than courses with only 1 section.
wkymmell
01:52:37
I am impressed with the graphics on the dashboard!
wkymmell
01:52:58
Thank you for introducing and explaining it
Raman Unnikrishnan (Fullerton)
01:53:21
I agree; fabulous graphics!
Dennis Dahlquist Sac State Engineering
01:54:22
thank you great session
Ellie - chico
01:54:35
Thanks all…