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Lecture 7
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Semester in Review
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http://www.quickmeme.com/First
-World-Problems/
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Not all problems are social problems
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Logic Models are tools for
Assessment
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Kellog Foundation 2004:3
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You have also taken part in
helping to change this community
for the better…
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oices/2008/12/say_yes_program_receives_1_mil.html
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http://www.google.com/search?q=the+global+achievement+gap&hl=en&tbo=d&source=lnms&tbm=isch&sa=X&ei=1n8ZUeamEauH0QGHtIFI&sqi=2&ved=0CAcQ_AUoAA&biw=1280&bih=717#imgrc=WUXCLgkpmG0LLM%3A%3BeAZvh_KIR12jVM%3Bhttp%253A%252F
%252Fwww.nassaubocesperkins.org%252Fdocs%252Fimages%252Ftony%252520wagner.png%3Bhttp%253A%252F%252Fwww.nassaubocesperkins.org%252Farchive.htm%3B980%3B700
http://www.google.com/search?hl=en&sugexp =les%3 B&gs_rn=2&gs_ri=hp&cp=1 3&gs_id=1c&xhr=t&q=the+g lobal+a chievement+g ap&biw=1280& bih=7 17&bav=on.2, or.r_gc. r_pw.r _qf.&wrapid=tlif1360 625721 02810&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=OI AZUa zXGov K0AGL i4GAA g#imgrc=rZW 0y y xkTXd5T M%3A %3B38 Y-Uusp 8I77M M%3Bhttp%25 3A%25 2F%25 2Fwww .gse.ha rvard.e du%25 2Fnews _events %252Ffeature s%252F2008% 252Fimages% 252F08 _global_achiev ement_gap.jpg%3Bhttp%253 A%252 F%252 Fwww. gse.har vard.ed u%252 Fnews_ events %252Ff eatures %252F2008%2 52F08 %252F2 0_wag ner.php %3B15 0%3B2 32
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We in this class are part of a
rising trend
urship/Arthur-C-Brooks/e/9780132330763
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Some Good
News
• “Data scientists are the
magicians of the Big
Data era. They crunch
the data, use
mathematical models
to analyze it and create
narratives or
visualizations to
explain it, then suggest
how to use the
information to make
decisions.”
urship/Arthur-C-Brooks/e/9780132330763
The Bad
News: There
is competition
http://enitiative.syr.edu/eTeam.html
“In the last few years, dozens
of programs under a variety
of names have sprung up in
response to the excitement
about Big Data, not to
mention the six-figure
salaries for some recent
graduates.”
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http://nyti.ms/146mC6R
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urship/Arthur-C-Brooks/e/9780132330763
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Does this look familiar?
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• As an academic field, it cuts across disciplines, with courses
in statistics, analytics, computer science and math, coupled
with the specialty a student wants to analyze,
• master’s degree programs in data science require basic
programming skills. They start with what Ms. Schutt
describes as the “boring” part — scraping and cleaning raw
data and “getting it into a nice table where you can actually
analyze it.” Many use data sets provided by businesses or
government, and pass back their results. Some host
competitions to see which student can come up with the best
solution to a company’s problem.
• Finally, students have to learn to communicate their findings,
visually and orally, and they need business know-how,
perhaps to develop new products.
urship/Arthur-C-Brooks/e/9780132330763
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How about this?
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oices/2008/12/say_yes_program_receives_1_mil.html
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• Entrepreneurial:“The best tend to be really
curious people, thinkers who ask good questions
and are O.K. dealing with unstructured situations
and trying to find structure in them.”
• Job Examples: for example, analyze tax return
data to develop algorithms that flag fraudulent
filings, or cull national security databases to spot
suspicious activity.
• Or apply their skills to e-commerce, where data
about users’ browsing history is gold.
urship/Arthur-C-Brooks/e/9780132330763
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And this?
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oices/2008/12/say_yes_program_receives_1_mil.html
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• Regression:“This is a generation of kids
that grew up with data science around
them — Netflix telling them what movies
they should watch, Amazon telling them
what books they should read — so this is
an academic interest with real-world
applications,”
urship/Arthur-C-Brooks/e/9780132330763
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More Good News
https://spears.okstate.edu/eee/classroom
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oices/2008/12/say_yes_program_receives_1_mil.html
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• Universities can hardly turn out data scientists fast enough.
To meet demand from employers, the United States will
need to increase the number of graduates with skills handling
large amounts of data by as much as 60 percent, according to
a report by McKinsey Global Institute.
• There will be almost half a million jobs in five years, and a
shortage of up to 190,000 qualified data scientists, plus a
need for 1.5 million executives and support staff who have
an understanding of data.
• “This has become relevant to every company,” said Michael
Chui, a principal at McKinsey who has studied the field.
“There’s a war for this type of talent.”
urship/Arthur-C-Brooks/e/9780132330763
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So is it working?
urship/Arthur-C-Brooks/e/9780132330763
http://enitiative.syr.edu/eTeam.html
You’ve come to the right place!
Do you feel as if your Le Moyne education prepared you
for your career?
120%
100%
100%
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80%
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60%
58%
40%
20%
0%
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This Course Concentration
http://www.maxwell.syr.edu/
Graduates Pre (1992-2004)
(n=28)
Graduates Post (post Class
of 2004) (n=27)
urship/Arthur-C-Brooks/e/9780132330763
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Anonymous feedback:
• “While it was not clear to me during my time at
Le Moyne that I was receiving a superior
education, it became very clear once in graduate
school at XXX University. I had a firm grasp on
research methods, thanks to Dr. XXX and the
time he spent with me…. In fact, credit can be
given to all of Le Moyne's staff. By the time I got
to graduate school, I could focus on subject matter
instead of form. A majority of students from other
undergraduate programs could not say the same.
Most importantly, Le Moyne enabled me to be
confident, to believe in myself, to take chances,
and to be successful in whatever I do!”
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Inspirational Stories from
Students For Final Project
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Local grad to pedal cross country
for area's homeless
• http://www.localsyr.com/mostpopular/sto
ry/Local-grad-to-pedal-cross-country-forareas/d/story/UpgtCu_Jf0yzmb3zHuVUK
Q
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Father and daughter continue mission for
special needs playground near Phoenix
• http://www.youtube.com/watch?v=w6lx1
8ubmyo
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Soc Club Events on Video
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Brooks p 3 management
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urship/Arthur-C-Brooks/e/9780132330763
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Tony Wagner – Harvard Grad
School Ed
• Students are graduating from both high school and college
unprepared for the world of work. Less than a quarter of the more
than 400 employers recently surveyed for a major study of work
readiness report that new employees with four-year college degrees
have “excellent” basic knowledge and applied skills. Among those
who employ young people right out of high school, nearly 50
percent said that their overall preparation was “deficient.”
• “they may be learning how to add, subtract, and multiply, but they
have no understanding of how to think about numbers. Not
knowing how to understand statistics or gauge probability, many
students cannot make sense of the graphs and charts they’ll see
every day in the newspaper.”
• Effective communication, curiosity, and critical thinking skills, as
we will see, are much more than just the traditional desirable
outcomes of a liberal arts education. They are essential
competencies and habits of mind for life in the 21st century.
• Seven Survival Skills—the skills that matter most for work,
learning, and citizenship in today’s global knowledge economy.
http://www.tonywagner.com/resources/the-global-achievement-gap
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Course Objectives
This course is intended to refine your applied academic skills to
better prepare you for professional careers of leadership in public
administration, business administration, economics, criminal justice and
consulting. Upon completion of this course, class members should be
able to:
Explain the use of the CLASS scale (Community Need, Logical
Approach, Assessment Plan, Sustainability Plan and Special interest
area) in philanthropy and grantmaking relating to the career area of
your choice.
(Community Need) Gather, tally and present data in charts and graphs
to show basic numerical information and explain how these skills are
important in needs assessment and other program/policy applications.
(Logical Approach) Create and demonstrate the use of Logic Models
for program/policy design and evaluation.
(Assessment Plan) Demonstrate ability to design an appropriate
evaluation design. This includes articulating the difference between
formative and summative evaluation, and differentiating between
experimental, quasi-experimental, and non-experimental evaluation
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