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Using Qualitative and/or Quantitative Data: ''Where Can You Find Key Data?''* (2013-2014 Distinguished Teacher-Scholar Project )

SpeakerAmy Woods, 2013-2014 Distinguished Teacher-Scholar & Cheelan Bo-Linn (CITL)
Date Nov 6, 2013
Time 11:30 am - 1:00 pm  
Location Room 428 Armory Buildling
Cost No cost for joining the learning community
Sponsor Office of the Provost and the Center for Innovation in Teaching and Learning
Phone Amy Woods 333.9602 or Cheelan Bo-Linn 244.3859
Event type Conference/Workshop
Views 4219

Using Qualitative and/or Quantitative Data: “Where Can You Find Key Data?”*

As in any scholarly work, the design of your project defines what empirical data should be used. Should it be quantitative, qualitative, or both? Quantitative data can provide numerical information; yet, qualitative data in verbal, textual, or visual forms provide rich and interpretative information (McKinney, 2007).

 In this 4th session, we will discuss the advantages and considerations of using quantitative (e.g., surveys, exams) and qualitative data (e.g., focus groups, student journals). It is important that the data type and the investigative plan are chosen wisely to answer your inquiry hypothesis. Michael Loui will be our guest presenter in this session. In addition to being a Carnegie Scholar, he is also the Editor of Journal of Engineering Education and a member of the editorial boards of College Teaching and Accountability in Research.

 * This is part of the series from the project of Amy Woods, University of Illinois 2013-2014 Distinguished Teacher-Scholar: “Inquiry into the University Classroom: A Journey toward Scholarly Teaching”

When asked, we can tell you when a specific strategy or assignment worked well or didn’t and perhaps, to a lesser degree, when a particular concept was not well understood by our students.  But if asked to explain why, how many of us can really explain the reasons for those successful and not as successful moments?

In this series we will design and implement a structured examination of the teaching and learning in our courses. Specifically, we will address a unique problem or issue and then develop a process to test our inquiry question. The results of our inquiry should lead to more reflective, purposeful teaching and enhanced student learning.

 Learning Community Discussions and Work Session

Please mark these sessions on your calendar

1. Sept. 25th - Introduction to Scholarly Teaching and Classroom Action Research: “Asking Questions about Your Teaching is a Good Thing”

2. Oct. 9th - Defining an Inquiry Hypothesis: “What Question Do You Want to Explore?”

3. Oct. 23rd - Developing an Investigative Plan: “What Are the Steps in Your Study?"

4. Nov. 6th- Using Quantitative and/or Qualitative Data: “Where Can You Find Key Data?”

5. Nov. 13th - The Ethical and Legal Aspects of CAR: “How to Obtain Institutional Approval and Student Consent”


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