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

• Goals of the Project
• Quantitative Reasoning
• Curriculum Mapping & Assessment
• Implementation
• Predictive Analytics
• Discussion/Questions

• 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 Literacy
• Problem Solving
• Critical Thinking
• Creative Thinking
• Integrative Learning
• Ethics
• Global Perspective
• Inquiry
• Oral Communication
• Written Communication

• 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 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

• 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).

• 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

• 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 Outcome:
Students will communicate a central message in informative or persuasive ways using the appropriate form, channel, structure and style.
Introduce Reinforce
ID117 (or ID217)
Art of Being Human
Develop
BUS300
Principles of
Management
Various courses
Develop / Mastery
BUS498
Business
Capstone
Assignments:
Sales Pitch presentation
Elevator speech
Outcome:
Develop oral communication and presentation skills
Rubric:
Oral Communication Rubric
Assignments:
Email response assignment
Emerging Theme in
Management paper
Outcome:
Develop written communication skills
Rubric:
Written
Communication Rubric
Assignments:
Papers, presentations
Outcome:
Varies
Rubrics:
Oral and Written
Communication
Rubrics
Assignments:
Capstone Final Project
Capstone Final Presentation
Outcome:
Summative Assessment on outcome
Rubrics:
Oral Communication Rubric
Written Communication Rubric

• 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 Outcome:
Students will use critical thinking to analyze, interpret, represent and communicate quantitative data and information about financial statements, business performance and industry trends.
Introduce Develop Reinforce Develop / Mastery
ACCT201
Managerial Accounting
BUS350
Principles of
Marketing
BUS380
Corporate Finance
BUS497
Business Capstone
Proposal
Assignments:
Create balance sheet, income statement, cash flow statement
Outcome:
Analyze, interpret and represent quantitative data
Rubrics:
Quantitative Literacy Rubric
Assignments:
Case studies
Outcome:
Analyze, interpret quantitative data to draw conclusions
Rubrics:
Quantitative Literacy
Rubric
Assignments:
Outcome paper
Outcome:
Connect experiential learning to coursework
Rubrics:
Quantitative Literacy
Rubric
Assignments:
Capstone proposal
Outcome:
Summative Assessment on outcome
Rubrics:
Quantitative Literacy Rubric

Course
ECO220
ACCT201
Assignment
Evaluate GDP trends for different regions and countries
Create financial statements
Rubric
Quantitative Literacy
Quantitative Literacy
Criteria
Interpret,
Communication
Interpret, Represent
BUS380
BUS350
BUS498
Calculate the weighted average cost of capital (WACC)
Analyze Marketing case studies
Final capstone presentation
Quantitative Literacy
Quantitative Literacy
Quantitative Literacy
Interpretation,
Calculation
Interpretation,
Calculation
Application/Analysis
Assumptions
Communication
Interpretation
Representation
Calculation
Application
Analysis
Assumptions
Communication

• 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

Lake Valley University

Success index designed to let you visualize and compare key factors – course access, content access, social learning, completion, grades

Visualize social network patterns for class discussion forums and identify isolated and connected students

Innovative grades visualization provide diagnostic insights
Interactive drill-down and roll-up to view grade patterns

• 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