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Scholarship of Teaching and Learning - Data Analysis

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Discussion of methods and tools to use for data analysis in SoTL projects, including available tools like Qualtrics, BlackBoard, and resources for qualitative analysis options.

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Scholarship of Teaching and Learning - Data Analysis

  1. 1. SoTL: Scholarship of Teaching and Learning Data Collection and Analysis Dr. Staci Trekles, atrekles@pnw.edu
  2. 2. Review: SoTL Basics • Reflective process, similar to research in any disciplinary field • Goals typically relate to improving student learning and experiences • Five primary steps (Bishop-Clark & Dietz-Uhler, 2012): 1. Generate the research question and do literature review 2. Design the study 3. Collect data 4. Analyze data 5. Present and publish
  3. 3. Types of Data to Collect • Mainly you will have either qualitative or quantitative data, or both (in mixed methods) • Quantitative data usually involves some statistical work (such as results from surveys) • Qualitative data will involve looking through and finding commonalities or themes
  4. 4. Tools for Data Collection • Qualtrics: Great choice as it gathers data anonymously and does common statistics on surveys • Cameras/microphones/iPad/smartphone: Great for interviews or focus groups, recordings are easy to transfer or listen to again and transcribe • BlackBoard: good place to get assessment data from within your courses, can do basic statistics on test scores, rubrics • SPSS: University has a site license available to use SPSS to run statistical analysis on quantitative data • NVIVO and HyperRESEARCH: Common tools in qualitative analysis (not free) but there are others – see https://en.wikipedia.org/wiki/Computer-assisted_qualitative_data_analysis_software • University Institutional Research Office: http://www.pnw.edu/institutional-research/
  5. 5. Qualtrics Overview • http://purdue.qualtrics.com • Log in with your Purdue career account • They just updated their interface! You now have a choice between classic and new views • Detailed and helpful tutorials: • New “Insight Platform”: http://support.qualtrics.com/explore-the-new-qualtrics • Classic platform: http://www.qualtrics.com/university/
  6. 6. Differences in Interfaces
  7. 7. Let’s Explore Qualtrics • Great for anonymous surveys, research, feedback, and voting • A link is provided that you can send to anyone to complete the survey • Reports are detailed and can be analyzed in a number of ways • More help and manuals: http://centers.pnw.edu/teaching/qualtrics/
  8. 8. The Basics • Use the Create Project button at the top right to create a new survey • Once you’re editing a survey you have a toolbar of options • Survey: Content and design • Distribution: Get your link and other settings • Data & Analysis: Analyze your data collected • Reports: Download reports of results
  9. 9. Qualtrics Survey Questions • Qualtrics offers many different types of questions, everything from basic multiple choice to matrixes, ranking, and more • Additional options are available for timing, custom validation, and skip logic
  10. 10. Coding and Categorizing • Your data will start to line up into categories based on repetition, comparisons • Some people like tools like NVIVO which help with coding digitally • Others will use colors (markers or digital) to show where themes intersect visually, or make a table • Use the method that makes sense for you, and realize that it may take several passes through the data • Resources for coding methods: • https://researchrundowns.com/qual/ qualitative-coding-analysis/ • http://programeval.ucdavis.edu/docu ments/Tips_Tools_18_2012.pdf • http://onlineqda.hud.ac.uk/Intro_Q DA/how_what_to_code.php
  11. 11. Analyzing Data and Making Conclusions • You’ll never be able to say with 100% certainty that you proved something in research • But, you can usually say that there is good evidence for a conclusion or recommendation based on what you see so far • If it’s still unclear, get more data from other sources and triangulate the findings
  12. 12. Digging Deeper • Remember that it’s difficult to generalize most SoTL research conclusions • Recommendations, though, can lead to further research or to new literature out there to review • Often the process is cyclical and you’ll find yourself going back, adding new data sets, and confirming or altering your conclusions over and over again
  13. 13. Your Turn! • Where are you at so far with your project? • Where do you need more help (more advice, more data, more questions)? • What’s confounding you so far in the process? • What questions do you have about analyzing data, getting tools to help, and so on?
  14. 14. Places to Publish • Annual SoTL Conferences: http://www.washington.edu/teaching/sotl- annual-conferences/ • Great list of interdisciplinary and teaching journals: http://www.fctl.ucf.edu/researchandscholarship/sotl/journals/ • Directory of Teaching Journals: http://cetl.kennesaw.edu/teaching-journals- directory • Directory of Teaching Conferences: http://cetl.kennesaw.edu/teaching- conferences-directory
  15. 15. More Resources • Vanderbilt SOTL “getting started” guide: https://my.vanderbilt.edu/sotl/doing-sotl/getting-started/ • Guidebook to SOTL – thinking of a problem and the questions: https://my.vanderbilt.edu/sotl/files/2013/09/1SoTLProblem4.pdf • Faculty Center for Teaching and Learning at Univ. of Central Florida: http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/ • Center for Engaged Learning at Elon University videos: https://www.youtube.com/channel/UCNIm8Apo1feU73SPyxEXXgg
  16. 16. References • Bishop-Clark, C, & Dietz-Uhler, B (2012). Engaging in the scholarship of teaching and learning. Sterling, VA: Stylus. • Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professorate. San Francisco, CA: Jossey-Bass. • Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. • Hutchings, P. (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: Carnegie. • Nelson, C. (2003). Doing it: Examples of several of the different genres of the scholarship of teaching and learning. Journal of Excellence in College Teaching, 14(2), 85-94.

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