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Data Visualization and Using Data in Reports

IRAP Professional Development Workshop Series

Zak Buschbach

Summer 2015

Links for today

• Dataset: http://tinyurl.com/IRAPvizdataset (requires OxyConnect login)

• A useful checklist for evaluating your charts: http://tinyurl.com/EvergreenChecklist

http://tinyurl.com/IRAPvizdataset

http://tinyurl.com/IRAPvizdataset

http://tinyurl.com/EvergreenChecklist

http://tinyurl.com/EvergreenChecklist

A note for viewers of the web PDF

• A note for viewers of this presentation on the web: • Unlike the other workshops from this month, this presentation is harder to

follow-along with if you didn’t come to the initial session, as we engaged in group evaluation of each visualization and went through many iterations of most of the visualizations as part of discussions of best practices. This presentation will be most helpful as a refresher for those who attended the workshop.

• I’ve moved some of my speaker’s notes into the slides to help with interpretation

Book Recommendation

Presenting Data Effectively:

Communicating Your Findings for

Maximum Impact

by Dr. Stephanie Evergreen

http://www.amazon.com/Presenting-

Data-Effectively-Communicating-

Findings/dp/1452257361/

Types of Charts

And choosing the right one for your data

Common Chart Types

• Common and Good • Bar (Column)

Chart

• Line Graph

• Common and Bad • Pie Chart

• A bit less common, but have their uses • Scatterplot

• Histogram

• Uncommon • Stem/leaf

plot

• Box plot

• Radar graph

• Line plot

Note: Never use 3-D anything, especially 3-D clustered column

Plain Examples: Column/Bar

0

1

2

3

4

5

6

Category 1 Category 2 Category 3 Category 4

Series 1

Series 2

Series 3

Plain Examples: Line

0

1

2

3

4

5

6

Category 1 Category 2 Category 3 Category 4

Series 1

Series 2

Series 3

Plain Examples: Pie

Sales

1st Qtr

2nd Qtr

3rd Qtr

4th Qtr

Plain Examples: Scatterplot

0

0.5

1

1.5

2

2.5

3

3.5

0 0.5 1 1.5 2 2.5 3 3.5

Y-Values

Y-Values

Plain Examples: Histogram

0

20

40

60

80

100

0-100 101-200 201-300 301-400 401-500 501-600 601-700

Heights (cm)

Plain Examples: Histogram

Ages of GSS Respondents, 2008 Panel

Source: General Social Survey –

NORC

Plain Examples: Stem-and-Leaf Plot

See:

• https://dr282zn36sxxg.cloudfront.net/datastreams/f-d%3A6933d280ebecf388da367d4c07bdabfe51b554656f6130188634d8d5%2BIMAGE%2BIMAGE.1

Plain Examples: Box Plot/Box-and-Whiskers

• See: http://www.physics.csbsju.edu/stats/box2.html

• Descriptive statistics

• Distributions

• Scientific papers

http://www.physics.csbsju.edu/stats/box2.html

http://www.physics.csbsju.edu/stats/box2.html

Plain Examples: Radar Graphs

• See: http://stephanieevergreen.com/radar-graphs/

Plain Examples: Line Plot

• See: http://www.mathplanet.com/education/algebra-2/equations-and-inequalities/line-plots-and-stem-and-leaf-plots

Good and Bad Charts

Some Charts Obfuscate Instead of Clarify

• See http://wonkette.com/547373/reuters-cool-upside-down-chart-makes-stand-your-ground-look-awesome • A flipped y-axis

• But the x-axis remains on the bottom

• The white space is bounded on the bottom in a way that makes it look like the negative space is an area graph

• Sharp falls in line graphs intuitively look like drops no matter what you do

• One good thing: the marking of an intervention directly on the graph

• Compare to http://www.scmp.com/infographics/article/1284683/iraqs-bloody-toll • What she claimed to be inspired by

• Much clearer

http://wonkette.com/547373/reuters-cool-upside-down-chart-makes-stand-your-ground-look-awesome























http://www.scmp.com/infographics/article/1284683/iraqs-bloody-toll







Source: Whitehouse.gov

Source: The Globe and Mail http://www.theglobeandmail.com/news/world/gun-control-in-america-a-state-by-state-breakdown/article6465107/

A Data Note Relating to Oxy Student Data

Working with Race Codes at Oxy

• Oxy Race Variables and Sources: • Federal Race: IPEDS, Banner, or “Our Story” Webpage

• Multiracial individuals are classified as “two or more races” • Publically available at: http://oxy.edu/our-story/numbers

• Oxy Race: Banner & IRAP Factbook • Data requested from the Registrar or pulled from Argos or Banner

tables in Access typically, but not always, uses Oxy Race • Classifies people on their least represented race – no multiracial

variable • Previous AY data is available publically in Factbook:

http://www.oxy.edu/irap/institutional-research/factbook

http://oxy.edu/our-story/numbers









Speaker’s Notes from last slide

• Make sure you match variables when reporting with race

• Look for the multiracial variable to ensure you’re matching the right variable

• Make sure you match the AY as things change year-to-year

• You can request data from IRAP or the Registrar’s Office on these questions when making a report and needing population data


• Our Story (2014-15) – FedRace • 4.4% Black or African-American

• 12.7% Asian

• 15.6% Hispanic of any race

• 0.2% Native American or Alaska Native

• 0.2% Native Hawaiian or Pacific Islander

• 9.0% Two or more races

• 50.8% Caucasian

• 2.3% Race and ethnicity unknown

• 4.8% International


• Factbook (2013-14) - OxyRace • White: 50.9% • Hispanic/Latino: 13.7% • Asian: 17.4% • Black/African American: 7.2% • International: 4.8% • American Indian/Alaska Native: 2.1% • Unknown: 2.2% • Native Hawaiian/Pacific Islander: 1.7%


• Banner (2014-15) - OxyRace • White 50.48%

• Asian 17.21%

• Hispanic or Latino 13.56%

• Black or African American 7.33%

• Non Resident Alien 5.97%

• Unknown 2.10%

• Native American 1.84%

• Native Hawaiian 1.51%

50.8% 50.5%

15.6% 13.6%

12.7% 17.2%

9.0%

4.8%

6.0%

4.4% 7.3%

2.3% 2.1%

0.2% 1.8%

0.2% 1.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fed Race Oxy Race

Comparison of Oxy Race and Federal Race Variables for Oxy Student Body, 2014-15

Native Hawaiian/Pacific Islander

Native American/Alaska Native

Unknown

Black/African American

International Students/Non-ResidentAlien

Two or More Races

Asian

Hispanic/Latino

White/Caucasian

Slides from Diverse Learning Environments Town Hall

85%

2.5%

0.7%

3.4%

5.2%

3.4%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Heterosexual/Straight

Gay

Lesbian

Bisexual

Queer

Other

What is your sexual orientation?

1

147

44

1

168

416

94

116

0 50 100 150 200 250 300 350 400 450

American Indian non-Hispanic

Asian non-Hispanic

Black non-Hispanic

Hawaiian non-Hispanic

Hispanic - any race

White non-Hispanic

Two or more races non-Hispanic

Unknown

Distribution of Duplicated Counts for Race (check all that apply)

3.0% .7% 5.4% 2.2%

12.9% 20.4%

23.8% 19.6%

55.1%

59.9% 49.5%

52.2%

29.0% 19.0% 21.3% 26.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

White Asian URM Two or more races

I feel a sense of belonging on this campus**

Strongly Disagree Disagree Agree Strongly Agree

1.0% 3.5% 1.0% 0.0% 2.1% 4.2% 8.9%

4.5%

12.7%

21.8% 21.9%

12.5%

27.8%

23.2% 22.4%

29.5%

56.4% 47.2% 45.8%

53.4%


Frequency socialized or partied with a person of a different race

Never Seldom Sometimes Often Very Often

8.7

11.7

4.3

20.9

32.3

19.8

29.0

10.1

26.2

0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0

Ability/disability status

Age

Citizenship status

Political beliefs

Race/ethnicity

Religious/spiritual beliefs

Sex

Sexual orientation

Socioeconomic status

% of all Students Who Experienced Each Form Of Discrimination While at Oxy

15.2%

40.9%

54.9% 43.5%

84.8%

59.1%

45.1% 56.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Race Discrimination

Yes No

Strongly Agree

Strongly Agree

Strongly Agree

Agree

Agree

Agree

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students Faculty Admin and staff

There is respect for the expression of diverse values and beliefs in this institution

% of “Very Satisfied” and “Satisfied”

58%

31% 34% 36%

41% 40%

29% 32%

36%

20%

43%

35%

43% 43% 43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall sense ofcommunity

Racial/ethnicdiversity of the

faculty

Racial/ethnicdiversity of thestudent body

Racial/ethnicdiversity of the staff

Interactions amongdifferent

racial/ethnic groups

% V

ery

Sat

isfi

ed

an

d S

atis

fie

d

How satisfied are you with the following aspects at this college:

Students

Faculty

Admin and staff

58%

31% 34% 36%

41% 40%

29% 32%

36%

20%

43%

35%

43% 43% 43%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Overall sense ofcommunity

Racial/ethnicdiversity of the

faculty

Racial/ethnicdiversity of thestudent body

Racial/ethnicdiversity of the staff

Interactions amongdifferent

racial/ethnic groups

% V

ery

Sat

isfi

ed

an

d S

atis

fie

d


Students

Faculty

Admin and staff

% of “Very Satisfied” and “Satisfied”

27.20%

42.8%

57.0%

21.6% 23.8%

39.0%

47.5%

14.9% 18.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Atmosphere ofpolitical differences

Atmosphere ofreligious differences

Atmosphere ofdifferences in sexual

orientation

Administrativeresponse to incidents

of discrimination

Administrativeresponse to concerns

about exclusion ormarginality

% V

ery

Sat

isfi

ed

an

d S

atis

fie

d

Note: The student survey did not ask about "administrative response to concerns about exclusion or marginality".


Students

Faculty

How satisfied are you with the following aspects of your institution?

Percent “Very Satisfied” or “Satisfied”

58%

31%

34%

36%

41%

27%

43%

57%

22%

0%10%20%30%40%50%60%70%

Students

40%

29%

32%

36%

20%

24%

39%

48%

15%

0% 10% 20% 30% 40% 50% 60% 70%

Faculty

Overall sense of community

Racial/ethnic diversity of the faculty

Racial/ethnic diversity of the student body

Racial/ethnic diversity of the staff

Interactions among different racial/ethnic groups

Atmosphere of political differences

Atmosphere of religious differences

Atmosphere of differences in sexual orientation

Administrative response to incidents of discrimination


Male 36%

Female 64%

First year 30%

Sophomore 25%

Junior 19%

Senior 26%

Students: Very Representative Sample

n=986 (complete answers) N=1927 response rate 51%

American Indian non-Hispanic

0%

Asian non-Hispanic 15%

Black non-Hispanic 4%

Hawaiian non-Hispanic

0%

Hispanic - any race 17%

White non-Hispanic

42%

Two or more races non-Hispanic

10%

Unknown 12%

RACIAL BREAKDOWN

RESPONDENTS ENROLLED STUDENTS American Indian or

Alaska Native 0%

Asian 13%

Black or African American

5%

Hispanic or Latino 17%

Native Hawaiian or Other Pacific Islander

0%

Two or More Races 10%

Unknown 2%

White 53%

45

46

47

48

49

50

51

52

Male Female Male Female Male Female Male Female


Sense of Belonging Factor Score

41.00

43.00

45.00

47.00

49.00

51.00

53.00



Freshman/first year


41.00

43.00

45.00

47.00

49.00

51.00

53.00



Sophomore/second year


41.00

43.00

45.00

47.00

49.00

51.00

53.00



Junior/third year


41.00

43.00

45.00

47.00

49.00

51.00

53.00



Senior/fourth year


47.00

48.00

49.00

50.00

51.00

52.00

53.00

54.00

55.00

TFS Habits of Mind Score DLE Habits of Mind Factor Score

Habits of Mind

Freshman/first year Sophomore/second year Junior/third year Senior/fourth year

Slope chart – two points in time, saying nothing about in between The slope is what matters

Frosh

Sophomore

Junior

Senior

4

4.1

4.2

4.3

4.4

4.5

4.6

Slope of change in ability to work cooperatively with diverse peoples is most dramatic and positive for seniors Self-assessment drops through the freshman and junior years, and increases during the sophomore year

TFS DLE

12%

21%

19%

25%

21%

11%

24%

42%

46%

53%

52%

46%

30%

54%

0% 20% 40% 60% 80% 100%

Accurately reflects the diversity of its student body in publications(e.g., brochures, website)

Has campus administrators who regularly speak about the value ofdiversity

Has a long-standing commitment to diversity

Encourages students to have a public voice and share their ideasopenly

Provides the financial support I need to stay enrolled

Promotes the appreciation of cultural differences

Appreciates differences in sexual orientation

Strongly Agree Agree Disagree Strongly Disagree

Student opinion on institutional diversity measures are largely positive Though issues of representation remain a weak point

Student opinion on institutional diversity measures are largely positive Though issues of representation remain a weak point

12%

21%

19%

25%

24%

30%

32%

42%

46%

53%

52%

54%

56%

56%

0% 20% 40% 60% 80% 100%

Accurately reflects the diversity of its student body in publications(e.g., brochures, website)

Has campus administrators who regularly speak about the value ofdiversity

Has a long-standing commitment to diversity

Encourages students to have a public voice and share their ideasopenly

Provides the financial support I need to stay enrolled

Promotes the appreciation of cultural differences

Appreciates differences in sexual orientation

Strongly Agree Agree Disagree Strongly Disagree

Slides from the IPO Annual Report

83%

25% 17%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Spain Trip Participants Oxy

Spain Faculty-Led Trip Demographics

URM

Non-URM

URM 83%

White 17%


Pie charts are generally bad because we estimate angles so poorly, but in this case, it’s acceptable, though not ideal– because: • Starts at noon • Wildly different in size • Less than four categories • Clear labels – emphasis over trying to

convey solely through the graphic

36%

64%

44%

56%

25%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

URM Not URM

Representation of Underrepresented Minorities in Study Abroad, AY2014-15

Fall 2014 SA Spring 2015 SA Oxy

9%

14%

7%

0%

2%

4%

6%

8%

10%

12%

14%

16%

Fall 14 Spring 15 Oxy 14-15

Representation of African American Students in Study Abroad

12%

21%

11%

0%

5%

10%

15%

20%

25%

Fall 14 Spring 15 Oxy 14-15

Representation of Hispanic/Latino Students in Study Abroad

African American Students are overrepresented in Study Abroad in 2014-15, compared to the Oxy student body

9%

14%

% Black Students at Oxy

7%

0%

2%

4%

6%

8%

10%

12%

14%

16%

Fall 14 Spring 15

83%

17%

61%

39%

67%

33% 25%

75%

15%

85%

20%

80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

URM Non-URM First Generation Not FirstGeneration

Pell-elgible Non-Pell

Race First Generation Status Pell Eligibility



61% 67%

83%

15% 20%

25%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

First Generation Pell-elgible URM


Spain Trip Participants OxyCleaner – only shows the “yes” categories

61% 67%

83%

15% 20%

25%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

First Generation Pell-elgible URM



25%

83%

15%

61%

20%

67%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

UR

MFir

st G

en

era

tio

nP

ell

Eli

gib

ile

All Oxy Students

IPO: Targeting Programming to Diverse Populations Spain Trip Participants were significantly more likely to be under-represented minorities, first generation, and low income

Spain Trip Participants

25%

83%

15%

61%

20%

67%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

All Oxy Students



Pell Eligible

First Generation

Under-represented minorities

15%

61%

20%

67%

25%

83%

0% 20% 40% 60% 80% 100%



Pell Eligible

First Generation

Under-represented Minorities

All Oxy Students

Speaker’s Notes for the last two slides • Visually segments the three dimensions • Labels are directly on the data bars, along with the percents

(for the True values only) • Tells a story along the top • “False” categories are greyed out to fade into background,

while emphasizing “part of whole” • Resorted so that they go from largest to smallest proportion

of the trip subpopulation – purposive ordering

Slides based on IPEDS Data

250

270

290

310

330

350

370

390

2006 2007 2008 2009 2010 2011 2012 2013

End

ow

me

nt

in M

illio

ns

of

Do

llars

Fiscal Year

Occidental College Endowment At End of Fiscal Year, 2006-2013

Recovery Begins

Great Recession

Begins

Mark your interventions

28

31 32

36

32 32 31

33

40

24

28

31

38

29

34 33

31 31 30

32

24

0

5

10

15

20

25

30

35

40

45

1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

Number of Oxy Graduates Receiving Research Doctorates in the United States Yearly, 1992-2012

Source: National Science Foundation, National Center for Science and Engineering Statistics, Integrated Science and Engineering Resources Data System (WebCASPAR), https://webcaspar.nsf.gov".

28

31 32

36

32 32 31

33

40

24

28

31

38

29

34 33

31 31 30

32

24

29

34 31

34

35

32

35

39

38

36

33 35

33

32 34 34

32

38

35

39 40

0

5

10

15

20

25

30

35

40

45

1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Number of Oxy Graduates & Average Number of Peer Institution Graduates Receiving

Research Doctorates in the United States Yearly, 1992-2012

Peer Group Average

Oxy

0

20

40

60

80

100

120

140

1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012

Number of Oxy and Peer Institution Graduates Receiving Research Doctorates in the United States Yearly, 1992-2012

Carleton College Colorado College Dickinson College Franklin and Marshall College Hamilton College

Macalester College Oberlin College Pitzer College Pomona College Reed College

Rhodes College Scripps College Skidmore College Trinity College (Hartford, CT) Union College (Schenectady, NY)

Whitman College Peer Group Average Oxy

0

20

40

60

80

100

120

140

160

Co

un

t o

f Fu

ll-Ti

me

T3

Fac

ult

y

Academic Year (Fall)

Number of Full-Time Tenured and Tenure Track Faculty (T3), by Academic Rank, by Academic Year, 1987/88-2013/14 (1988 & 2000 data unavailable)

Source: IPEDS Data Center

Assistant Professor Associate Professor Full Professor

0

20

40

60

80

100

120

140

160

Co

un

t o

f Fu

ll-T

ime

T3

Fac

ult

y


Number of Full-Time Tenured and Tenure Track Faculty (T3) by Academic Year, 1987/88-2013/14 (1988 & 2000 data unavailable)


Full Professor Associate Professor Assistant Professor All T3

Full

Associate Assistant

All T3

0

20

40

60

80

100

120

140

160

1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013

Co

un

t o

f Fu

ll-T

ime

T3

Fac

ult

y


Number of Full-Time Tenured and Tenure Track Faculty (T3) by Academic Year, 1987/88-2013/14 (1988 & 2000 data unavailable)


Full

Associate Assistant

All T3

0

20

40

60

80

100

120

140

160

1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 2011 2013

Co

un

t o

f F

ull

-Tim

e T

3 F

acu

lty


Over the past quarter century, the number of T3 faculty at Oxy has slowly risen But rising numbers of full professors and falling numbers of assistant and associate professors points to the

aging of the T3 faculty


Slides from the Excel Workshop Sample Dataset and Fake

Classroom Satisfaction Sheet

0

5

10

15

20

25

0%

10%

20%

30%

40%

50%

60%

2000 2002 2004 2006 2008 2010

Satisfaction with Course Instruction and Student:Faculty Ratio, 2000-10 Correlation Coefficient (R): -0.834**

% Satisfied % Very Satisfied Student:Faculty Ratio

30% 32% 30% 35% 36% 37%

33% 32% 33% 30%

35%

10% 12% 14%

15%

16% 16%

12% 10%

11% 15%

15%

0

5

10

15

20

25

0%

10%

20%

30%

40%

50%

60%

2000 2002 2004 2006 2008 2010

% Satisfied % Very Satisfied Student:Faculty Ratio

Student-to-Faculty Ratio and Course Satisfaction are strongly negatively correlated (-0.834**) As the ratio of students to faculty goes down, course satisfaction increases almost linearly

Scatterplot of Student-to-Faculty Ratio against Mean Classroom Experience Satisfaction Score It is this scatterplot which produces the correlation co-efficient shown on the previous graph

17.5

18

18.5

19

19.5

20

20.5

2.45 2.5 2.55 2.6 2.65 2.7 2.75 2.8

Stu

de

nt-

to-F

acu

lty

Rat

io

Mean Classroom Experience Satisfaction Score

2,025 2,052

1,986 2,021

2,078

1,975

2,170

2,024

1850

1900

1950

2000

2050

2100

2150

2200

Asian Black Latino White

Ave

rage

Cu

mu

lati

ve S

AT

Race, then Sex

Average Cumulative SAT by Sex within Race

Female Male

Slides from the HEDS Alumni Survey 2014 Presentation

35.3%

43.3%

7.4%

0.9% 8.8%

4.2% 1 Year Out (n=215)

While enrolled as an undergraduate.

During the first six months after graduation.

During the second six months after graduation.

More than a year after graduation.

I have not yet sought a paying job; I am a full-time student or engaged in other activities.

I have sought a paying job, but I have not yet found one.

Time to Find First Post-Grad Job

22.3%

49.5%

10.4%

11.4%

5 Years Out (n=202)

41.7%

42.9%

4.2% 7.7%

3.6%

10 Years Out (n=168)

22.2%

50.0%

10.0%

15.6%

2.2%

20 Years Out (n=90)

63% 10%

7%

9%

0%

2%

8%

1%

1 Year Out (n=241)

Employed, full-time Employed, part-time

Employed, multiple jobs Graduate/Professional school, full-time

Military service Volunteer or national service

Not employed, but seeking Not employed by choice

68% 4%

6%

15%

1%

5%

1%

5 Years Out (n=228)

80%

5%

3% 4%

1% 3%

4%


81%

9%

4% 1% 1%

4%

20 Years Out (n=99)

Current Primary Activity

12.6%

42.7%

32.9%

5.6%

5.6% 0.7%

1 Year Out (n=143)

No Earned Income < $20k $20k-40k $40k-60k $60k-80k $80k-120k $120k-$160k > $160k

Annual Income

6.0%

12.0%

37.7% 16.9%

16.9%

8.2%

1.6% 0.5%

5 Years Out (n=183) 3.1%

3.1%

25.8%

16.6% 16.6%

17.8%

8.0%

9.2%


3.3% 2.2%

6.5%

17.4%

17.4%

18.5%

10.9%

23.9%

20 Years Out (n=92)

Income Continued

• Average of Income Response Category Medians • One Year Out: $30,773.48

• Five Years Out: $50,350.88

• Ten Years Out: $88,262.41

• Twenty Years Out: $126,014.49

$0

$20,000

$40,000

$60,000

$80,000

$100,000

$120,000

$140,000

1 (n=69) 5 (n=141) 10 (n=171) 20 (n=181)

Years Since Graduation

Average of Income Response Category Medians

Where are they now?

http://tinyurl.com/OxyAlumMap

Some Annual Report Samples from Oxy Departments

data visualization and using data in reports · data visualization and using data in reports irap...

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