The document discusses using qualitative data to gain deeper insights into student learning at San Jacinto College. It presents examples of using qualitative assessments like observations, interviews, and class activities in sociology and English courses. The qualitative data provided a more holistic view of students, faculty, and the educational experience that complemented quantitative assessment data. For instance, qualitative data from student interviews in a 2008 pilot project revealed improvements in reading engagement and performance after receiving strategic interventions. When these interventions were implemented more broadly in 2009, end-of-term grades showed higher completion rates, more A's and C's, and fewer F's compared to the previous year without the interventions. The presenters argue qualitative data can inform and potentially improve quantitative assessment results

1. The San Jacinto College Quality Enhancement Plan Deepening Insights into Student Learning withQualitative Data Presenters: Dr. James Semones, Dr. Karen Hattaway and Bret Nelson 1

2. Context for Assessment Emphasis on Reading in Academic transfer classes Discipline Fluency Faculty Inquiry 2

3. Where Does Assessment Begin? Did you see that? What did the students do? What does this mean? What do we do next? 3

4. “Our first impressions are generated by our experiences and our environment, which means that we can change our first impressions. . . by changing the experiences that comprise those impressions…” from Blink

5. Quantitative & Qualitative Data Quantitative Data What is it? What can it tell us? Qualitative Data What is it? What does it tell us? What are points for concern when we look at grade data? 5

6. What is lost in quantitative assessment Full profile of student As accountable for learning As one who experiences rather than one who enrolls As one who grows rather than one who completes Full profile of faculty As accountable for creating learning situation As designer of path for student growth As architect of changes for student path As evaluator and encourager

7. What is most lost: A profile of education As more than beginnings and endings As recursive experiences As growth in apparent failure As an environment of continuous development

8. History Class Activity What would the teacher do with this data? What would the researcher do with it? What are the inquiry questions? 8

9. Observations on Assessment “Assessment should not only serve as an external evaluation and public conscience for higher education institutions; at the very least, it also should do no harm to instruction. . . . When we embed assessment in instruction, it is much more likely that what is assessed will contribute to and be compatible with the core objectives of instruction.” – Lee Schulman 9

10. English Class ActivityDeparture and Destination 25 students enrolled 15 wrote the final-exam paper Of the 15 writing the final exam, 13 passed Grade distribution: 5 W’s ; 8 F’s; 2 D’s; 6 C’s; 5 B’s 10

11. Using Qualitative Assessments in Sociology: A Case Study How the use of qualitative approaches (faculty inquiry) can inform and perhaps improve quantitative results Observations of students Student interviews Methodology: A Brief Overview End of semester quantitative results and comparisons: What do they really mean? 11

12. Spring 2008: QEP Observation/Reflection Focus on Reading Twenty-four percent (24.2%) had not acquired a textbook by end-of-term. Fewer than 25% of students regularly brought their texts to class. Only about 10% to 15% of the students ever participated in class discussion. In student interviews (a sample of about 30), 20 percent (20%) revealed that they had neverread a single book to completion. Only 7 students (8.6%) of 81 whose texts were examined knew the fundamentals of text annotation.

13. Example of a Qualitative Assessment:2008 QEP Pilot Group Student Interviews “I never really knew what to study in a textbook before. Now, it’s like a light has been turned on. Thank you professor.” “Textbooks don’t put me to sleep anymore. Now I know what to look for and highlight in my book.” “I went from a D- on my first test to a B on the last one. . . . I never really read my books before. It was because I did not have to. . . ) “I used to hate to read. Now I am beginning to see the value, especially in sociology and history. I used to think history was so boring. . . .” “I want to take more courses that are QEP next semester. It’s more work but you get something out of it. Until this semester, I thought reading really sucked.”

14. Methodology: A Brief OverviewFall 2009 QEP Implementation All Fall campus sections of SOCI 1301 –QEP Group (2009) – taught by co-presenter received several QEP strategic interventions (N = 139) A textbook authored by the co-presenter (Doing Sociology: A Basic Text, 2010 (along with an interactive guide and workbook containing strategic pedagogical interventions) was first used For a comparative fit (Fall to Fall), the QEP Group (2009) was compared to the Non-QEP Group (2008)

16. Non-QEP (2008) = 6.7%

17. QEP (2009) = 9.3%

19. Non-QEP (2008) = 20%

20. QEP (2009) = 26.6%

22. Non-QEP (2008) = 49.3%

23. QEP (2009) = 56.3%

25. Non-QEP Group (2008) = 58.7%

26. QEP (2009) = 76.3%

28. Non-QEP Group (2008) = 14.7%

29. QEP (2009) = 3.6%