1.

Terminal Objective: (Module 1)

Use data analysis tools to summarize a data set
Enabling Objectives
Assessment Idea
1.1

Describe a data set

with appropriate
Small Group
summary statistics
(mean, median, mode, Discussion
range, standard
deviation, percentiles)

1.2

Describe the impact

of outliers on
summary statistics

1.3

Apply the 68-95-99

rule to a normally
distributed data set

1.4

Interpret performance
indicators using the
definitions provided
in WITC's data
dictionary

Large Group ReportOut

Absorb Activity

Do Activity

Connect Activity

Face-to-Face

In groups of four, each

person is assigned one
of the following
handouts to read
Measures of Center
Measures of Variation
Percents vs Percentiles
Normal Distribution

Small Group Discussion

In groups of four, learners take turns teaching
important take-aways from their assigned reading
to the group in order from Handout 1 to Handout
4.
Maximum of 5 mins per teach-back on the
first round.
Second round 2 mins per teach-back
Continue until out of time
Max 30 minutes
Large Group Reportout: Reflection
Group reflects on top
four take-aways, one
from each area of
expertise. Posts the
take-aways on flip
chart.
Large group report-out
on important takeaways.

Parking Lot:
Learners post
unanswered questions
to the parking lot

Parking Lot:
Reflection
Collect unanswered
questions in the
Parking Lot.
Facilitator addresses
unanswered questions
by end of training
session.

Small Group Data

Analysis Scenarios
Worksheet

Data Analysis Scenarios:

Small groups are given a worksheet with data
analysis scenarios which include summary
statistics. Small group discusses what can be
learned from the data set (i.e. measure of center,
variation, expected outcomes, identifying students
needing additional attention/assistance (outliers))

Online
Mastery Quiz

Interactive Tutorial

Mastery Quiz

Stop-and-Think

Stop-and-Think

Individual learners
work through an
interactive tutorial such
as this one, Summary
Statistics,

A mastery quiz follows

each section of the
interactive tutorial:

Self-reflection is
encouraged within the
interactive tutorial
through stop-and-think
scenarios.

The sample tutorial is

complete for Measures
of Center.

Measures of Center
Measures of
Variation
Percents vs
Percentiles
Normal Distribution

Self-Reflection

Self-Reflection
Learner summarizes
one take-away from
each of the handouts
and how it will be
useful to them in
teaching and learning.
- Measure of
Center
- Measure of
Variation
- Percents vs
Percentiles
- Normal
Distribution
Responses are posted
on the discussion board

Parking Lot

Parking Lot:
Reflection
Learner posts any
unanswered questions
to the Parking Lot
discussion board forum.
Other students in class
or the facilitator will
address unanswered
questions by end of
training module.

Data Analysis
Worksheet

Data Analysis Scenarios:

Learner is given a worksheet with data analysis
scenarios from teaching and learning which
include summary statistics. Learner selects from
multiple choice responses and discusses what can
be learned from the data set (i.e. measure of center,
variation, expected outcomes, identifying students
needing additional attention/assistance (outliers))

Face-to-face
1.5

Construct an
appropriate graph
(bar, line, pie, time
series, histogram),
including a title and
labeled axes, to
illustrate summarized
data

Small Group
Discussion
Create Infographic

Provide handout with

brief description of
each graph type (bar,
line, pie) along with
visual examples

Small Group/Gallery Walk

Small groups of four are given a copy of Appendix
B (data summary) of the latest graduate follow-up
survey, along with the rubric for creating charts
and graphs and a sample infographic.

Gallery Walk

Large Group Reportout

The group is asked to:

1. Identify at least three statistics that highlight
successful teaching and learning at WITC.
2. Create an infographic to display their statistics
that minimally includes three different graph
types from the list:
- Pie chart
- Line graph
- Bar chart
- Histogram
- Time series
3. Post their infographic display on the wall for a
gallery walk
Large group reportout

What are the big ideas

to take away from this
activity that will be
useful in teaching and
learning?

Online
Create Infographic

Online tutorial with

brief description of each
graph type and visual
examples
View Camtasia video
on using Easel.ly to
create infographics

Self-Reflection

Learner is given a copy of Appendix B (data

summary) of the latest graduate follow-up survey,
the rubric for charts/graphs and a sample
infographic solution to the problem. Learner is
asked to
1. Identify at least three statistics from the survey
2. Create an infographic to display their statistics
that minimally includes three different graph
types from the list:
- Pie chart
- Line graph
- Bar chart
- Histogram
- Time series
3. Create an infographic to display the statistics
4. Submit the infographic to the drop box
Self-Reflection
Learner completes a
self-evaluation using
the infographic rubric
including a one
paragraph summary of
how charts and graphs

can be used to make

sense of data. Uploads
to the drop box in
Blackboard.

Face-to-face
1.6

Interpret data
presented in a table,
chart or graph

Small group
discussion
Worksheet

Lecture
PowerPoint with
sample tables, charts
and graphs along with
key ideas that can be
pulled from the data
represented and
possible causes/courses
of action

Small Group
Discussion
w/Worksheet
Learners divided into
groups of four and are
given a worksheet with
data sets in chart, table
or graph form.
Learners are asked to
interpret data from the
table/chart/graph.

For example, view

table/chart/graph data
from WITCs 2016 FTE .
Report.

Online
Mastery Quiz

Interactive
PowerPoint
Interactive PowerPoint
with sample tables,
charts and graphs along
with key ideas that can

Mastery Quiz
Learner completes
mastery quiz online

be pulled from the data

represented and
possible causes/courses
of action
For example, view
table/chart/graph data
from WITCs 2016 FTE
Report.
1.7

Identify trends in data

presented in table or
graphical form

Face-to-face
Small Group
Discussion
Case Studies

Demonstration by
Facilitator

Case Studies
Learners break-out in small groups. Groups are
provided four case studies on problems from
PowerPoint with
teaching and learning. Each case study will be
sample tables, charts
associated with data collected over time in table or
and graphs along with
graph form. Learner will
key ideas that can be
1. Create line graph using trend data
pulled from the data
2. Identify trend, if present
represented and
3. Identify possible cause/effect
possible causes/courses 4. Identify action steps for further investigation
of action
For example, view
table/chart/graph data
from WITCs 2016 FTE
Report.

Online

Mastery Quiz

Interactive
PowerPoint

Self-Reflection

Mastery Quiz
Learner completes
mastery quiz online

Interactive PowerPoint
with sample tables,
charts and graphs along
with key ideas that can
be pulled from the data
represented and
possible causes/courses
of action
For example, view
table/chart/graph data
from WITCs 2016 FTE
Report.

Self-Reflection
Learner chooses a case
study involving timeseries data to analyze.
Learner will:
1. Create line graph
using trend data
2. Identify trend, if
present
3. Identify possible
cause/effect
4. Identify action steps
for further
investigation

2. Terminal Objective: (Module 2)

Summarize the scope and purpose of data analysis tools that are available at WITC through the Office of Institutional
Effectiveness
Enabling Objectives
Summarize the scope
2.1 and purpose of
college level data (i.e.
Noel-Levitz, CCSSE,
NCCBP)

Assessment Idea

Absorb Activity

Do Activity

Online and Face-to-Face

Navigating the
Connection: Finding
Data

View videos
1. Ask Jennifer
Explanation:
Moderator asks
questions about
where to go to find
specific data;

Finding Data at
WITC
Learners will be
given time to
familiarize
themselves with
the Office of

Connect Activity

Jennifer answers
Institutional
(Inspiration Bill
Effectiveness tab
Nye, the science guy) on the Connection
Scavenger Hunt

2. View Camtasia
video, Navigating
the Connection
3. View the Noel-Levitz
video on using SSI to
improve retention
Read about the 12-scales
in Noel Levitz SSI

Create Job Aid

Read about CCSSE

benchmarks
Read about national
benchmarks provided by
NCCBP

Scavenger
Hunt - Find
answers to
questions in
worksheet format
by searching the
data sets
published on the
Connection in the
Institutional
Effectiveness
tab.
Create Job Aid
Create a job aid for
quick reference on
1. How to locate
data sets (QRP,
PDP, CCSSE,
NCCBP, SSI) on
the WITC
Connection in the
Institutional
Effectiveness tab
2. Summarize
scope and
purpose of data
sets provided on
the Connection

3. How to access
course statistics
in Blackboard
4. How to request
specialized data
from the Office of
Institutional
Effectiveness
2.2

Summarize the scope

and purpose of
program level data
(i.e. TSA, QRP, PDP)

Navigating the
Connection: Finding
Data
Scavenger Hunt

View videos
1. Ask Jennifer
2. View Camtasia
video, Navigating
the Connection

Create Job Aid

2.4

2.6

Summarize the scope

and purpose of course
level data at WITC
(i.e. grade
distributions,
Blackboard item
statistics,
completion rates,
attrition rates,
instructor
evaluations,
course
evaluations)
Explain the process
for requesting

Navigating
Blackboard: Course
Statistics

Create Job Aid

View videos
1. Ask Jennifer
Explanation:
2. View Camtasia
video, Accessing
Course Statistics in
Blackboard

View video, Ask

Jennifer

Finding Data at
WITC
Learners will be
given time to
familiarize
themselves with
the Office of
Institutional
Effectiveness tab
on the Connection
See 2.1 Do Activity

Scavenger Hunt
(See 2.1)
Job Aid
(See 2.1)

Scavenger Hunt
(See 2.1)
Job Aid
(See 2.1)

Create Job Aid

(See 2.1)

specialized data from

the Office of
Institutional
Effectiveness

3. Terminal Objective: (Module 3)

Use classroom data, program data and college data to inform decision making about the teaching and learning process as
part of WITCs plan-do-check-act continuous improvement process
Enabling Objectives
3.1 Explain the steps in
WITCs continuous
improvement model
plan, do, check, act
as it relates to
teaching and learning
3.2

3.3

3.4

Define benchmark
as it relates to databased decision
making
Compare statistical
measures to
established
benchmarks
Select at least one
performance
indicator that can be
used to measure a

Assessment Idea
Cite-examples Activity

Final project

Absorb Activity
Read
Infographic of WITCs
continuous
improvement process

Do Activity
Worksheet or
Interactive Online
Activity
Sort activity prompts as
to whether they are part
of plan, do, check or act

Connect Activity
Cite an Example
Find an example of a
process at WITC that
models plan-do-checkact

Presentation
Benchmarks

Worksheet
Deciding if summary
statistics are at, below
or above a given
benchmark

WITCs Connection
View college
effectiveness measures
on the Connection and
interpret red, yellow and
green relative to
established benchmarks

Presentation
Watch a sample solution
to a problem from
teaching and learing

Small Group/Case
Study
Within the safety net of
a small group, practice

Self-Reflection
Learners will consider a
problem from teaching
and learning at WITC

3.5

3.6
3.7

3.8

3.9

given teaching and

learning outcome
Gather data (i.e. PDP,
CCSSE, informal
survey, Blackboard
column statistics,
homework
management system,
student evaluations,
course evaluations,
assignment
completion rates)
which can be used to
analyze a selected
performance
indicator
Discuss the
reliability and
validity of a data set
Identify any
problems or gaps that
exist in a given data
set
Analyze the available
data by considering
summary statistics,
constructing tables of
summarized data or
creating
charts/graphs
Use the data analysis
to identify trends or
to compare statistical

applying data analysis

to the plan-do-check-act
process for a problem
identified from teaching
and learning at WITC

and will brainstorm

action plans and
measurable, actionable
performance indicators

3.1
0

measurements to
established
benchmarks
Apply the plan-docheck-act continuous
improvement process
to a problem from
teaching and learning