Using the Best Evidence to Find Solutions that Make a Difference

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Using the Best Evidence to Find Solutions that
Make a Difference

• Robert Pacheco
• Director of Research,
• Development and Planning
• Barstow College

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Last year, we had some fun

• Looking at creating a culture of inquiry
• We used the metaphor of solving a crime using
  direct and circumstantial evidence.

CSI Barstow
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Outcomes from a Year Ago

• Develop a sense of inquiry (that asking
  questions without immediately knowing the answers
  is good)
• Evaluate decisions based on the evidence
  (reliable and valid) not intuition
• Recognize issues of equity
  and fairness in outcomes
  and
  decisions on your
  
• campus.

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Factors That Impact Student Success and
Improvement in Basic Skills
cccbsi.org
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But we have to go deeper You are faculty
researchers now

• Outcomes for Today
• Understand the levels of data/evidence and the
  conclusions that can be drawn and not drawn at
  each level and
• Appreciate the movement from
  a macro (wide angle) look at
  hurdles to student learning
  and a micro (highly focused)
  look at learning.

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Utilization Focus Evaluation, Michael Quinn Patton
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Magnification and View of the Problem
At 20 x
At gtMillions x

• From the Surface Macroscopic

At 1000 x
At 40 x
Hat tip to Janet Fulks
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At 20 X
Nuclei visible with dye
Cell walls noticeable
Some organelles perceptible
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At 40 X
Greater detail
Inner parts of Nuclei visible
Cell material takes shape
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At 1000 x
Cells may need to be in another medium for clarity
Organelles clear
Light as a method to view reaching its limits
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At gtMillions XElectron Microscope
DNA visible
Clarity , but field of scope has been narrowed
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Magnification and View of the Problem
At 20 x
At gtMillions x

• From the Surface Macroscopic

At 1000 x
At 40 x
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Lets take the Metaphor to our Students
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At the Surface
Different Skill Sets
Varied Educational Experiences
Issues of Equity and Opportunity
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Lets Look at a Situation at an Institution at
20x Magnification
ARCC DATA
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What Information Do you Need to Make Looking at
This Level of Magnification Meaningful?

• Definitions of the ARCC Variables

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Lets Look at a Situation at an Institution at
20x Magnification
ARCC DATA
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What Conclusions Can You Make at this Level of
Magnification?Which Conclusions are Eluding Us
at this Level?
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Lets Look at a Situation at an Institution at
40x Magnification
Look at Your Lab Manual for Clearer Image of the
Slide and Much More Detailed Information
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What Conclusions Can You Make at this Level of
Magnification?Which Conclusions are Eluding Us
at this Level?
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Lets Look at a Situation at an Institution at
1000x Magnification
BSI Math Program Outcomes
Look at Your Lab Manual for Clearer Image of the
Slide and Much More Detailed Information
Program Outcome Perform mathematical processes
well enough to complete freshman college
mathematics requirements.
Results of Assessment
2a. Sixty-one percent of completers scored 75 or
better. 2b. Linear equations- 68 Inequalities-
74 Quadratic equations- 58 Graphing-
62 Powers roots- 86 Proportions- 67
Means of Assessment Criteria for Success
2a. Seventy percent of the completers will score
75 or higher on a locally devised test of
pre-college math competencies. 2b. Seventy
percent of completers will score 75 or higher on
each sub score area of the locally devised test.
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What Conclusions Can You Make at this Level of
Magnification?Which Conclusions are Eluding Us
at this Level?
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Lets Look at a Situation at an Institution at
Millionsx Magnification
Look at Your Lab Manual for Clearer Image of the
Slide
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Magnification and View of the Problem
Lets Review!
At 20x
At gt2000x

• From the Surface Macroscopic

At 1000x
At 40x
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Lets Look at Inteventions

• We Know You Would Study the Algebra Problem Much
  More Deeply than What We Just Did, but to Help
  the Discussion Along
• Suppose You Had 2 Interventions to Pick From to
  Remedy This Problem
• 1) Tutorial/SI or
• 2) Establishing a Learning Community.
• Which Intervention Would you Pick and Why?

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Now You Are Ready to Go Talk With Your Researcher

• Have Fun.