Closing the Gap: From Data to Decision Making

1. Closing the Gap:From Data to Decision Making Stefinee Pinnegar, Ph.D. Pat Esplin, Ph.D. Brigham Young University academy.byu.edu

2. Closing the gapfrom data to decision making

3. _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________

4. Literacy • Economic health/poverty • Diversity • Health • Family • Power

5. Underlying questions • Who? • What? • When? • Where? • Why?—Mission statement • How?

6. 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

7. _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________

8. Classroom • Program/ Department • Institution

9. 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?)

10. 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

11. ________________ • ________________ • ________________ • ________________ • ________________ • ________________ Data you have Data you need • ________________ • ________________ • ________________ • ________________ • ________________ • ________________

12. Note: each word in the question directs our efforts: • How • Can • We • Effectively • Support • Student success • Here

14. _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________

15. 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.

16. _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________ • _____________________________________

17. 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

18. What matters to stakeholders? • Student retention • Student performance (grades) • Student learning

19. When do things matter? Expectations 1 yr 2 yr 3 yr 4 yr Time spent at the university

20. ________________ • ________________ • ________________ • ________________ • ________________ • ________________ What things do you do when? What do you know about them? • ________________ • ________________ • ________________ • ________________ • ________________ • ________________

21. ________________ • ________________ • ________________ • ________________ • ________________ • ________________ What things do you know? How do you know them? • ________________ • ________________ • ________________ • ________________ • ________________ • ________________

23. ________________ • ________________ • ________________ • ________________ • ________________ • ________________ What do you know? What can you do? • ________________ • ________________ • ________________ • ________________ • ________________ • ________________

24. 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

25. ________________ • ________________ • ________________ • ________________ • ________________ • ________________ What do you know? What can you do? • ________________ • ________________ • ________________ • ________________ • ________________ • ________________

28. Using typical activities and timelines

29. Closing the gapfrom data to decision making