Report

Using Analytics to Integrate Critical Thinking and Quantitative Reasoning Skills in Business Program Curricula Dr. Alan Burns, Dean of Business, Leadership and Psychology Dr. Ariane Schauer, Provost Marymount California University 2014 IACBE Annual Conference and Assembly Meeting San Diego, California April 9, 2014 Outline • • • • • • Goals of the Project Quantitative Reasoning Curriculum Mapping & Assessment Implementation Predictive Analytics Discussion/Questions Goals of the Project • Use learning analytics to drive improvement for curriculum design and delivery • Measure learning at the student level across the life of program • Move toward predictive analytics and agile development of courses, programs • Common metrics for assessment, maintaining flexibility for teaching • Minimize the burden of faculty QUANTITATIVE REASONING MCU BA-Business Program Outcomes • • • • • • • • • • Quantitative Literacy Problem Solving Critical Thinking Creative Thinking Integrative Learning Ethics Global Perspective Inquiry Oral Communication Written Communication AAC&U Definitions • Quantitative Literacy (QL) – also known as Numeracy or Quantitative Reasoning (QR) – is a "habit of mind," competency, and comfort in working with numerical data. • Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. • Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. • Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking. Quantitative Reasoning Quantitative Literacy (QL): comfort, competency, and "habit of mind" in working with numerical data. Quantitative Reasoning (QR): higher-order reasoning and critical thinking skills needed to understand and to create sophisticated arguments supported by quantitative data. from the National Numeracy Network, http://serc.carleton.edu/nnn/index.html Elrod, S. & Lindholm, J. (2013). “An Introduction to Quantitative Reasoning and Assessment in Majors”, Retreat on Core Competencies: Quantitative Reasoning and Assessment in Majors, October 24 - 26, 2013, Pomona, CA. Quantitative Reasoning Learning Outcomes: An Example A graduating fourth-year undergraduate at the University of Virginia will be able to: 1. Interpret mathematical models such as formulas, graphs, tables, and schematics, and draw inferences from them. 2. Communicate mathematical information symbolically, visually, numerically, and verbally. 3. Use arithmetical, algebraic, and geometric methods to solve problems. 4. Estimate and check answers to mathematical problems in order to determine reasonableness. 5. Solve word problems using quantitative techniques and interpret the results. 6. Apply mathematical/statistical techniques and logical reasoning to produce predictions, identify optima, and make inferences based on a given set of data or quantitative information. 7. Judge the soundness and accuracy of conclusions derived from quantitative information, recognizing that mathematical and statistical methods have limits and discriminating between association and causation. 8. Solve multi-step problems. 9. Apply statistics to evaluate claims and current literature. 10. Demonstrate an understanding of the fundamental issues of statistical inference, including measurement and sampling. from http://avillage.web.virginia.edu/iaas/assess/data/competency/quantitativereasoning/quant07-08.shtm MCU Draft Quantitative Literacy Rubric • Rubric Criteria – Interpretation: Ability to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words). – Representation: Ability to convert relevant information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words). – Calculation – Application / Analysis: Ability to make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis. – Assumptions: Ability to make and evaluate important assumptions in estimation, modeling, and data analysis. – Communication: Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized). Quantitative Literacy Rubric CURRICULUM MAPPING & ASSESSMENT Curriculum Map • A matrix of Program Outcomes vs. Courses – How do courses contribute to development of a program outcome? – What, where and how do they learn? • Program Outcomes – Broad enough to capture higher order learning (and reusability) – Specific enough to drive improvement – Developed over a series of courses – Competency-based • Course – Outcome-Assignment-Rubric nodes Oral Communication Rubric • Rubric Criteria – Central message: The main point/thesis/"bottom line"/"take-away" of a presentation – Delivery technique: Posture, gestures, eye contact, and use of the voice – Language: Vocabulary, terminology, and sentence structure. – Organization: The grouping and sequencing of ideas and supporting material in a presentation. – Supporting material: Explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities, and other kinds of information or analysis that supports the principal ideas of the presentation. Adapted from Association of American Colleges & Universities (AAC&U) Proposed Curriculum Map: PO#1, Communication Proposed Outcome: Students will communicate a central message in informative or persuasive ways using the appropriate form, channel, structure and style. Reinforce Develop / Mastery Introduce Develop ID117 (or ID217) Art of Being Human BUS300 Principles of Management Various courses Assignments: Sales Pitch presentation Elevator speech Assignments: Email response assignment Emerging Theme in Management paper Assignments: Papers, presentations Assignments: Capstone Final Project Capstone Final Presentation Outcome: Varies Outcome: Summative Assessment on outcome Outcome: Develop oral communication and presentation skills Rubric: Oral Communication Rubric Outcome: Develop written communication skills Rubric: Written Communication Rubric Rubrics: Oral and Written Communication Rubrics BUS498 Business Capstone Rubrics: Oral Communication Rubric Written Communication Rubric Oral Communication Assignments • Develop and deliver a 30 second elevator speech describing why you should be hired to an HR manager; • Develop and deliver an effective 2 minute sales pitch for a small business opportunity to a venture capitalist; Proposed Curriculum Map: PO#2, Analysis Proposed Outcome: Students will use critical thinking to analyze, interpret, represent and communicate quantitative data and information about financial statements, business performance and industry trends. Reinforce Develop / Mastery Introduce Develop ACCT201 Managerial Accounting BUS350 Principles of Marketing BUS380 Corporate Finance BUS497 Business Capstone Proposal Assignments: Create balance sheet, income statement, cash flow statement Assignments: Case studies Assignments: Outcome paper Assignments: Capstone proposal Outcome: Analyze, interpret quantitative data to draw conclusions Outcome: Connect experiential learning to coursework Outcome: Summative Assessment on outcome Rubrics: Quantitative Literacy Rubric Rubrics: Quantitative Literacy Rubric Outcome: Analyze, interpret and represent quantitative data Rubrics: Quantitative Literacy Rubric Rubrics: Quantitative Literacy Rubric Quantitative Literacy Assignments Course Assignment Rubric Criteria ECO220 Evaluate GDP trends for different regions and countries Quantitative Literacy Interpret, Communication ACCT201 Create financial statements Quantitative Literacy Interpret, Represent BUS380 Calculate the weighted average cost of capital (WACC) Quantitative Literacy Interpretation, Calculation BUS350 Analyze Marketing case studies Quantitative Literacy Interpretation, Calculation Application/Analysis Assumptions Communication BUS498 Final capstone presentation Quantitative Literacy Interpretation Representation Calculation Application Analysis Assumptions Communication IMPLEMENTATION Learning Analytics Approach • Learning Management System is Desire2Learn • Using D2L Analytics to measure learning at the level of – Program – Course – Course Offering – Student D2L Structure Program Course Template Course Offering Activity Rubric Curriculum Map Lake Valley University Individual Student Progress PREDICTIVE ANALYTICS Risk Quadrant Success index designed to let you visualize and compare key factors – course access, content access, social learning, completion, grades Sociogram Visualize social network patterns for class discussion forums and identify isolated and connected students Grades Visualization Innovative grades visualization provide diagnostic insights Interactive drill-down and roll-up to view grade patterns Summary • Competency-based assessment for program outcomes • Goals include improving quantitative reasoning and literacy skills • Using learning analytics at the program, course and student level • Moving toward predictive analytics in the classroom Questions