Author Archives: choessler
Protected: Identifying Methodology and Methods #2
ENVS 814 Terminology Activity 4 (Specific Methodologies)
ENVS 814 Terminology Activity 3 (Methodology vs Methods)
ENVS 814 Terminology Activity 2 (Self)
ENVS 814 Terminology Activity 1 (Core)
Qualitative Research Terminology Matching Activity
Time of the Great Digital Upheaval
It is mid-March 2020, in a week that has seen most institutions in Canada, the US and much of the world change how they teach, how they communicate and how they gather. Institutions are announcing the cancelling of in-person classes, the moving of classes to remote and online delivery, the closure or restriction of access to campus, cancelling or making optional course evaluations, sending staff home to work remotely as kids are also home from school,
Questions of access equity, including internet access and how to assess fairly in the midst of work and home disruptions in so many of our lives. Self are self-isolating to protect family members, others have returned from travel and self-isolate to protect their community. Kids in many jurisdictions are home from school and non-essential travel is curtailed, community events, concerts, sports (including NBA, NHL, Football season in Italy) and more are closed, paused or moved online. The Berliner Philharmoniker concerts are now only digital. Coffee meetups with friends are now FaceTime’s, Zoom meetings and Google Hangouts.
Some institutions are already cancelling spring and summer courses, and some have already cancelled current classes, though most are trying to move remotely. Professional organizations are approving 75% hour completions as completions for practicums.
Work, Higher education, and life are disrupted, reprioritized.
And in the midst of it, we are seeing each other as human. As family members with partners, kids, cats and dogs. As team members in figuring out our options. As people frustrated and grieving lost opportunities and moments, and some grieving those we have lost to the virus. A massive rewriting of daily life, and of the roles and ways we interact.
How we teach, how we learn, how we assess…what does a good early ending look like when we don’t have the usual milestones? What does mentoring look like when we can no longer hand over a book? What is fair for the students? What is credible and will look reasonable later to our peers and to anyone reviewing this year.
We will redefine what it means. Each time we chose what makes sense, what is honest, what makes sense, what is needed. Each time we see the human in the learner, in the peer and in the educator. We are all in extraordinary times, let us be extraordinarily considerate and remember what will matter most is what we learn about the world from each other’s choices. Let them be good ones.
For resources on teaching: keepteaching.ca
For peace of mind, remember this does feel and is new and yet the birds are still returning to their summer grounds.
(Workshop) Plotting a Dynamic Journey: Intermediate Excel To Master Pivot Tables And Conditional Formatting For Quicker Thematic And Data Visualization
In many projects, I find myself in a room of stakeholders discussing the data. As questions emerge, it becomes evident that they are interested in just-in-time data.
It takes skill as an evaluative leader to guide the discussion through increasingly complex datasets and even more complex interpersonal and power dynamics: being able to utilize and adapt pivot tables, charts, and conditional formatting can inform evidence-based change through engaging data discussions with stakeholders. This workshop is intended for individuals familiar with data entry in typical Excel datasheets with rows and columns.
Through this workshop, you will develop technical practice competencies related to analyzing and interpreting data (new CES competency 2.8) and group facilitation skills related to data discussions (new CES competency 4.5). Recognizing and planning for the use of pivot data tables and charts that auto-update has additional implications for effectively using human, financial and technical resources (new CES competency 4.3).
Session: CES Workshop, Halifax, May 29, 2019
Register via CES conference registration select member or non-member registration and then select Plotting a Dynamic Journey May 29th workshop list www.c2019evaluationcanada.ca
Interested and unable to attend CES, complete the contact me form to be notified of upcoming workshops or to arrange to host a workshop.
About Carolyn Hoessler:
I am passionate about respectful, meaningful, efficient discussions that unlock pathways towards meaningful change and alignment of goals, activities and measures. I bring to our conversation, 12 years experience in facilitating learning, assessment and program development within higher education and beyond. And as a methodological geek, I draw on quantitative, qualitative and mixed method analyses to explore questions of change, contribution, and evidencing value.
Language: English
Learning outcomes:
By the end of this full-day workshop, attendees will be able to:
- Create pivot tables and then adapt them to address additional questions
- Create charts and visuals that auto-update from refreshed pivot tables
- Organize data effectively to create pivot tables with consideration of row identifiers, demographics and the aggregation across rows but not related columns.
o Note: if you have 3 scorers rating the same outcome variable represented as 3 columns, the pivot table will treat each column as a separate variable (and separate column or table). - Conditionally format data and pivot tables based on both colour scales and specified criteria
- Thematically code qualitative data and organize results with a pivot tables to analyze and summarize for both simple coding and multiple codes per quote.
Please note that this session will include demonstrations in a Mac interface. There will also be Windows-based examples and instructions. Hands-on guidance for Windows-based will be provided. To request a Windows-based workshop, complete the contact me form
Subject Matter Expertise: I have facilitated national and international workshops on statistics from a practitioner lens, mentored faculty on qualitative and quantitative analysis in the evaluation of course and program design for over 6 years, and taught graduate courses in statistics, qualitative research methods and mixed methods, I routinely conduct surveys and focus groups with responses from up to 200 students and analyze them in excel for internal reports for program improvement, and work in large-scale datasets.
Facilitation Experience: I have led workshops on teaching and facilitating learning (10+ years), on statistics nationally (CES 2018, ISSOTL 2017, EDC 2011, STLHE 2009) and internationally (ICED 2010), data visualization nationally (STLHE 2018, EDC NJAW 2018) and on evaluation in educational development nationally. I have also taught small group sessions on excel for evaluation project teams.
Teaching for Success: How we can Increase Students’ Internal Locus of Control to Address Anxiety and the Behaviours that get them Fired
Why it matters:
- 60% of students are experiencing high levels of anxiety (
Dr. Dreher citing Wolverton, 2019) - Top reasons employers frequently fire millennials include low confidence in self and decisions, collaboration, overconfidence (a disconnect between what can do and what think they can get) and lack of accountability.
Dr. Dreher connects the high levels of anxiety to
What educators can do:
The goal is to build a strong internal locus of control a sense of connection between the decisions and actions we make and the outcomes that happen.
First, Let’s model it
Focus on the factors we can control as educators. While factors we cannot directly control as educators very much do impact our students, so too can what we teach and how we teach it. When challenges come up in the classroom, note the parts we can control. The slide projector stops working – we have laptops and the ability to email slides. The internet is down, we can shift the order of our activities.
Second, Let’s expect it
Speak of the what’s next, and ask what they can do. In our first class, I note: Life happens, first be safe then call or email me. I also ask what resources are available on campus as it helps the newer students learn from those who have been on campus for a while. Asking what part of the readings most relates to your project? What’s your next step on the project this week? Who could you do an informational interview with to learn more?
Third, Let’s reward it
One of the ways to change mindset is to change patterns behavior. Rewarding indicates which behaviors to increase. We shape behavior; constantly reinforcing what has been learned prior or disrupting it. I have my students write a scope proposal (what will look at, time estimates), then an update, then a draft, then and a final version with a note indicating what they changed. The assignments intentionally build so that early decisions and feedback inform later stages. Their decisions matter! How and if they respond to feedback matters! It also helps identify common issues early like too large a question, leaving the literature review to last minute. It has them identify their challenges in the updates and a revised timeline, and also the edits they made from the draft to the final version and the areas of the rubric they worked on so I know what to look for (Bonus: saves searching for what has changed!)