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, ProvostMarymount California University

2014 IACBE Annual Conference and Assembly MeetingSan 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 argumentssupported 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

ID117 (or ID217)Art of Being Human

BUS300Principles of Management

Proposed Outcome:Students will communicate a central message in informative or persuasive ways using the appropriate form, channel, structure and style.

Assignments: Sales Pitch presentationElevator speech

Outcome:Develop oral communication and presentation skills

Rubric: Oral Communication Rubric

BUS498Business Capstone

Assignments: Capstone Final ProjectCapstone Final Presentation

Outcome:Summative Assessment on outcome

Rubrics: Oral Communication RubricWritten Communication Rubric

Introduce Develop Develop / Mastery

Assignments: Email response assignmentEmerging Theme in Management paper

Outcome:Develop written communication skills

Rubric: Written Communication Rubric

Various courses

Assignments: Papers, presentations

Outcome:Varies

Rubrics: Oral and Written Communication Rubrics

Reinforce

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.

ACCT201Managerial Accounting

BUS350Principles of Marketing

Assignments: Create balance sheet, income statement, cash flow statement

Outcome:Analyze, interpret and represent quantitative data

Rubrics: Quantitative Literacy Rubric

BUS497Business Capstone Proposal

Assignments: Capstone proposal

Outcome:Summative Assessment on outcome

Rubrics: Quantitative Literacy Rubric

Introduce Develop Develop / Mastery

Assignments: Case studies

Outcome:Analyze, interpret quantitative data to draw conclusions

Rubrics: Quantitative Literacy Rubric

BUS380Corporate Finance

Assignments: Outcome paper

Outcome:Connect experiential learning to coursework

Rubrics: Quantitative Literacy Rubric

Reinforce

Quantitative Literacy AssignmentsCourse 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, CalculationApplication/AnalysisAssumptionsCommunication

BUS498 Final capstone presentation Quantitative Literacy InterpretationRepresentationCalculationApplicationAnalysisAssumptionsCommunication

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 insightsInteractive 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