2008 AIR ForumSeattle, WA

A Collaborative Study on the A Collaborative Study on the Preparation of Community Preparation of Community College Students for the College Students for the

Four-Year Experience,Four-Year Experience,With a Focus on Integrated With a Focus on Integrated

LearningLearningMaureen Pettitt, Ph.D.Maureen Pettitt, Ph.D.Skagit Valley CollegeSkagit Valley College

Beth Hartsoch, M.A.Beth Hartsoch, M.A.Western Washington UniversityWestern Washington University

Session OverviewSession Overview Measuring Integrated Learning – Learning Measuring Integrated Learning – Learning

Community OutcomesCommunity Outcomes Background: Learning Communities at SVCBackground: Learning Communities at SVC Measurement StrategiesMeasurement Strategies

Established Assessment ApproachesEstablished Assessment Approaches Student Writing, Course Satisfaction Survey & CCSSEStudent Writing, Course Satisfaction Survey & CCSSE

New Assessment Approaches New Assessment Approaches Academic performance indicatorsAcademic performance indicators Western Educational Longitudinal Study (WELS) Western Educational Longitudinal Study (WELS) Survey Focus GroupsSurvey Focus Groups

FindingsFindings

Measuring Learning Measuring Learning Community OutcomesCommunity Outcomes

Questions: Questions: How can we measure the How can we measure the

impact of learning communities impact of learning communities at the 2-year and 4-year level?at the 2-year and 4-year level?

What do we gain by using What do we gain by using multiple assessment multiple assessment approaches?approaches?

Background: Integrated Background: Integrated Learning Learning

at Skagit Valley Collegeat Skagit Valley College Interdisciplinary courses are a means Interdisciplinary courses are a means

of delivering instruction and fostering of delivering instruction and fostering student learning student learning

A response to curricular issues: A response to curricular issues: Faculty felt that students Faculty felt that students did not see connections between and did not see connections between and

among disciplines, and among disciplines, and needed to engage subjects more fully, to needed to engage subjects more fully, to

see education as a dynamic and see education as a dynamic and interconnected process of exploration interconnected process of exploration and discoveryand discovery

Typical Learning Typical Learning CommunitiesCommunities

Fully CollaborativeFully Collaborative Feast or FamineFeast or Famine (Nutrition and Sociology) (Nutrition and Sociology) Sex.commSex.comm (Human Sexuality and Mass (Human Sexuality and Mass

Communication)Communication) Stating the MatterStating the Matter (Chemistry and English (Chemistry and English

Composition) Composition) Developmental (federated, co-Developmental (federated, co-

enrollment)enrollment) Reading Between the Numbers Reading Between the Numbers

(developmental Math and Reading)(developmental Math and Reading)

Typical Learning Typical Learning CommunitiesCommunities

Federated Federated Celluloid ScienceCelluloid Science - science majors enroll in - science majors enroll in

an introductory film course and one of the an introductory film course and one of the courses required for their major , with the courses required for their major , with the explicit purpose of exploring how films explicit purpose of exploring how films portray scientists, scientific practices, and portray scientists, scientific practices, and conceptsconcepts

This, That, and the OtherThis, That, and the Other - students co-enroll - students co-enroll in a research paper course and one of several in a research paper course and one of several social science courses, with the goal of social science courses, with the goal of researching topics specific to their field of researching topics specific to their field of studystudy

CCSSE

Student Writing

Student Satisfaction Survey

Past Assessment Past Assessment ApproachesApproaches

1. Student Writing Study1. Student Writing Study

Faculty/IR team developed two-Faculty/IR team developed two-year research project to assess year research project to assess student attainment of overarching student attainment of overarching General Education learning General Education learning outcomes using student writingoutcomes using student writing

Student Writing Study: Student Writing Study: MethodMethod

Identified courses being taught in Identified courses being taught in Learning Communities, stand-alone, and Learning Communities, stand-alone, and DE that could be “matched” over a two-DE that could be “matched” over a two-year periodyear period

Faculty agreed to participate and give Faculty agreed to participate and give students course credit students course credit

Developed a set of questions based on Developed a set of questions based on Gen Ed goals and faculty input Gen Ed goals and faculty input

Students surveyed beginning-, mid-, and Students surveyed beginning-, mid-, and end-course end-course

Student Writing Study: Student Writing Study: FindingsFindings

Students’ responses regarding valuing Students’ responses regarding valuing learning, connecting classroom learning learning, connecting classroom learning with the world, and connecting with with the world, and connecting with other were fairly similar in both stand-other were fairly similar in both stand-alone and LC courses.alone and LC courses.

Students in LC courses were far more Students in LC courses were far more likely to cite applying or appreciating a likely to cite applying or appreciating a variety of perspectives to problem-variety of perspectives to problem-solving (55% versus 15%)solving (55% versus 15%)

Student Writing Study: Student Writing Study: FindingsFindings

Comparing student responses in Comparing student responses in the stand-alone courses with the stand-alone courses with students in collaborative courses—students in collaborative courses—same courses with the same same courses with the same instructor(s):instructor(s): Students in stand-alone courses were Students in stand-alone courses were

less likely to write about these less likely to write about these connections or about learning, and connections or about learning, and

tended to focus on personal growth, tended to focus on personal growth, liking faculty, etc.liking faculty, etc.

Student Writing Study: Student Writing Study: Student CommentsStudent Comments

““After taking this course I feel that I After taking this course I feel that I can make connections to various can make connections to various things, such as history, influences, things, such as history, influences, people, and culture. This course people, and culture. This course taught me the value of making taught me the value of making connections and things from my own connections and things from my own perspective.”perspective.”

2. Quarterly Surveys2. Quarterly Surveys Short survey administered by staff Short survey administered by staff

member in all Learning member in all Learning Communities Scale from “strongly Communities Scale from “strongly disagree” to “strongly agree”disagree” to “strongly agree”

Faculty are provided their course Faculty are provided their course results and comments, plus the results and comments, plus the cumulative for the quarter for all cumulative for the quarter for all coursescourses

Learning CommunityLearning CommunitySurvey Questions Survey Questions

1.1. "This learning community has "This learning community has been a valuable educational been a valuable educational experience."experience."

2.2. "I believe it was probably "I believe it was probably more valuable to have taken more valuable to have taken these classes together than it these classes together than it would have been to take them would have been to take them separately."separately."

Mean Responses to Value Mean Responses to Value Questions Questions (N = 5156)(N = 5156)

4.1

3.93.8

3.6

3.33.43.53.63.73.83.9

44.1

Valuable More Value Together

LC Comp LC

Student CommentsStudent Comments

““This class has been fun and not sucky at This class has been fun and not sucky at all. I think I have learned a lot.”all. I think I have learned a lot.”

““I did not learn too much other than how I did not learn too much other than how to explore more in depth, how to write to explore more in depth, how to write more.”more.”

““If they had been separate, I would have If they had been separate, I would have known the what and where, but not the known the what and where, but not the why, and the why is always the most why, and the why is always the most important question.”important question.”

3. Community College 3. Community College Survey of Student Survey of Student

EngagementEngagement Administered the CCSSE in 2003, Administered the CCSSE in 2003,

2005, and 20072005, and 2007 Went to this survey because it most Went to this survey because it most

closely matched the institution’s closely matched the institution’s focus on student learning and focus on student learning and engagementengagement

The LC question was a bonus extra!The LC question was a bonus extra!

CCSSE LC QuestionCCSSE LC Question Stem: “Which of the following have you Stem: “Which of the following have you

done, are you doing, or do you plan to do done, are you doing, or do you plan to do while attending while attending this collegethis college?” ?”

Category: “Organized learning Category: “Organized learning communities (linked courses/study communities (linked courses/study groups led by faculty or counselors)”groups led by faculty or counselors)”

Response Categories: Response Categories: I have doneI have done I plan to doI plan to do I have not done nor plan to doI have not done nor plan to do

MethodMethod Used T-test for independent Used T-test for independent

samples to examine differences in samples to examine differences in effort and engagement between effort and engagement between students who had taken Learning students who had taken Learning Communities and those who had not Communities and those who had not done nor planned to do.done nor planned to do.

Results are only for the latest Results are only for the latest survey administration (Spring 2007)survey administration (Spring 2007)

   Learning CommunityLearning Community

Sig.Sig.VariableVariable HaveHaveTakenTaken

(n = 173 )(n = 173 )

Not Not TakenTaken

(n = 232)(n = 232)Asked questions in

classor contributed to

classdiscussions

3.00 3.00 1.000

Made a classpresentation

2.43 2.27 .069

Prompt: “In your experiences at this college Prompt: “In your experiences at this college during the current school year, about how during the current school year, about how

often have you done each of the following?”often have you done each of the following?”Responses range from 1 (“Never”) to 4 (“Very Responses range from 1 (“Never”) to 4 (“Very

Often”)Often”)

ResultsResults

   Learning Learning CommunityCommunity

Sig.Sig.VariableVariable Have Have TakenTaken(n = (n = 173 )173 )

Not Not TakenTaken(n = (n = 232)232)

Prepared two or more drafts of a paper or assignment before turning it in

2.96 2.45 .000

Worked on a paper or project that required integrating ideas or information from various sources

3.14 2.75.000

Worked with other students on projects during class

2.88 2.69 .021

Worked with classmates outside of class to prepare class assignments

2.49 2.10 .000

Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

2.87 2.69 .038

Learning Learning CommunityCommunity

Sig.Sig.VariableVariable Have Have TakenTaken(n = (n = 173 )173 )

Not Not TakenTaken(n = (n = 232)232)

Worked harder than you thought you could to meet an instructor’s standards or expectations

2.78 2.52 .003

Used email to communicate with an instructor

3.10 2.67 .000

Discussed grades or assignments with an instructor

2.76 2.58 .039

Discussed ideas from your readings or classes with instructors outside of class

2.11 1.88 .012

Worked with instructors on activities other than coursework

1.74 1.45 .000

Convergence of SVC DataConvergence of SVC Data Findings from LC surveys, student Findings from LC surveys, student

writing and the CCSSE strongly writing and the CCSSE strongly suggest that taking Learning suggest that taking Learning Communities results in higher Communities results in higher levels oflevels of effort and engagementeffort and engagement collaborate with peerscollaborate with peers interaction with facultyinteraction with faculty

What we What we didn’tdidn’t have…. have….

……Perceptions or performance of Perceptions or performance of students after they transferred from students after they transferred from

SkagitSkagit

Collaboration with Western Collaboration with Western Washington University’s Office of Washington University’s Office of

Survey ResearchSurvey Research

Outcomes/Data SourcesOutcomes/Data SourcesBetter Academic

PerformanceAcademic Performance

Indicators (GPA, credits GPA, credits earned, persistence, earned, persistence, etc.)etc.)

Engagement with faculty and peers

WELS Student Engagement – Previous College

Making connections among disciplines

Focus Groups

Academic preparation; expected and perceived difficulty

WELS Expected Difficulty & Perceived DifficultyWELS Info/Tech LiteracyWELS Study Skills

Easier/Better Transition to 4-yr

WELS Integration into College

Focus Groups

NotesNotes Quality and type of experience is unknown, Quality and type of experience is unknown,

and we know from quarterly surveys that this and we know from quarterly surveys that this varies widelyvaries widely linked course vs. fully integratedlinked course vs. fully integrated Instructor investment and experienceInstructor investment and experience

Students who took no LCs could be a special Students who took no LCs could be a special case that is not accounted for with available case that is not accounted for with available controlscontrols Those with schedule constraints such as Those with schedule constraints such as

employment or family may be less likely to take employment or family may be less likely to take LCsLCs

NotesNotes When looking at significance, we used a very When looking at significance, we used a very

liberal liberal pp value of 0.1 to select outcomes. value of 0.1 to select outcomes. Since this is an ongoing study used to improve Since this is an ongoing study used to improve

programs, we want not only evidence of effects, but programs, we want not only evidence of effects, but also suggestions for further investigation.also suggestions for further investigation.

In the case of WELS outcomes, our sample is small In the case of WELS outcomes, our sample is small when broken down by number of LC experiences. when broken down by number of LC experiences.

There are no substantial consequences for being There are no substantial consequences for being wrong.wrong.

WWU will conduct another WELS transfer baseline WWU will conduct another WELS transfer baseline in 2008, and we may use that opportunity to gather in 2008, and we may use that opportunity to gather additional information about some of these items.additional information about some of these items.

WWU Academic WWU Academic Performance IndicatorsPerformance Indicators

OutcomesOutcomes Fall 1: credits enrolled, credits earned, GPAFall 1: credits enrolled, credits earned, GPA Winter 1: retentionWinter 1: retention Year 1: GPA, mean credits earned/quarterYear 1: GPA, mean credits earned/quarter Fall 2: retentionFall 2: retention

ControlsControls Community college, sex, race/ethnic, age, transfer Community college, sex, race/ethnic, age, transfer

credits, transfer GPA, associates degree, WWU full-time credits, transfer GPA, associates degree, WWU full-time statusstatus

Variables in outcomes list used as controls when Variables in outcomes list used as controls when appropriate appropriate

Independent variablesIndependent variables 1 LC, 2 LCs, 3 LCs. No LCs is excluded category.1 LC, 2 LCs, 3 LCs. No LCs is excluded category.

WWU Academic WWU Academic Performance IndicatorsPerformance Indicators

Fall 1 Significant Fall 1 Significant EffectsEffects

DependentDependent NNMeaMea

nnIndependIndepend

entent ββ ppCredits enrolled - Credits enrolled -

FTFT 197*197* 13.6113.61 3 LCs3 LCs0.220.22

66 0.0730.073Credits earnedCredits earned 217217 12.112.1 2 LCs2 LCs -0.14-0.14 0.0690.069

GPAGPA209*209*

** 3.043.04 2 LCs2 LCs -0.17-0.17 0.0230.023* FT students only (registered for 12 or more * FT students only (registered for 12 or more

credits in fall 1)credits in fall 1)** Some GPAs missing because students took all courses ** Some GPAs missing because students took all courses

pass/failpass/fail

No significant differences for:No significant differences for: Fall - Winter 1 retentionFall - Winter 1 retention Year 1 major declaredYear 1 major declared Year 1 credits earnedYear 1 credits earned Year 1 GPAYear 1 GPA

WWU Academic WWU Academic Performance IndicatorsPerformance Indicators

Western Educational Western Educational Longitudinal Study (WELS)Longitudinal Study (WELS) Fall 2005 Transfer Cohort Fall 2005 Transfer Cohort

1051 students – 44 SVC respondents & 38 Seattle District respondents

Survey items related to students’ Survey items related to students’ expectations, pre-WWU experiences, college expectations, pre-WWU experiences, college preparedness, etc.preparedness, etc.

Three separate surveys of incoming transfer Three separate surveys of incoming transfer students administered on-line, with phone students administered on-line, with phone follow-upfollow-up Prior to starting classes - baselinePrior to starting classes - baseline After the first quarter - transitionsAfter the first quarter - transitions After finishing three quarters & yearly follow-ups After finishing three quarters & yearly follow-ups

(not included in this analyses)(not included in this analyses)

WELS BaselineWELS BaselineAcademic PreparationAcademic Preparation

DependentDependent NN IndependeIndependentnt ββ pp

Study SkillsStudy Skills 79791 LC1 LC 0.4060.406 0.070.07

2 LCs2 LCs 0.3270.327 0.0730.073

Info/Tech Literacy - Info/Tech Literacy - IndexIndex 7979 2 LCs2 LCs 0.3180.318 0.0670.067

  Plan/Implement/Plan/Implement/Organize Research Organize Research 7979

1 LC1 LC 0.3790.379 0.0780.078

   2 LCs2 LCs 0.5030.503 0.0050.005

   3 LCs3 LCs 0.5360.536 0.0180.018

WELS BaselineWELS BaselineExpected Difficulty Expected Difficulty

DependentDependent NN IndependIndependentent ββ pp

Managing time Managing time effectivelyeffectively 7777 3 LCs3 LCs 0.4610.461 0.0720.072

Written & Oral Written & Oral Presentation - IndexPresentation - Index 7777

1 LC1 LC -0.491-0.491 0.0280.028

3 LCs3 LCs -0.492-0.492 0.0390.039

Writing PapersWriting Papers 7777 2 LCs2 LCs -0.361-0.361 0.0540.054

Participating in Participating in Discussion GroupsDiscussion Groups 7777

1 LC1 LC -0.533-0.533 0.0140.014

2 LCs2 LCs -0.34-0.34 0.0480.048

3 LCs3 LCs -0.599-0.599 0.010.01

Negative beta indicates less difficulty expected

WELS TransitionsWELS TransitionsPerceived Difficulty – Fall Perceived Difficulty – Fall

11

DependentDependent NN IndependIndependentent ββ pp

Participating in discussion Participating in discussion groupsgroups 5050 1 LC1 LC --

0.370.37 0.0970.097

Academic Performance - Academic Performance - IndexIndex 5050

1 LC1 LC--

0.440.4444

0.0430.043

3 LCs3 LCs--

0.470.4733

0.0720.072

   Writing papersWriting papers 5858 1 LC1 LC--

0.390.3955

0.0720.072

Negative beta indicates less difficulty perceived

Results – WELSResults – WELSNo significant differences for:No significant differences for: Baseline:Baseline:

Academic, community and campus Academic, community and campus engagementengagement

Expected integration into collegeExpected integration into college Using computers for academic workUsing computers for academic work Using library resources for researchUsing library resources for research Preparing for & presenting work in front of a Preparing for & presenting work in front of a

classclass Transitions:Transitions:

Time and task management indexTime and task management index

Student Engagement – Previous CollegeStudent Engagement – Previous CollegePercent responding that they did this 4 Percent responding that they did this 4

or more timesor more timesNo LC(n = 9)

1 LC(n = 27)

2 LC(n = 14)

3+ LC(n= 31)

Talked to a professor outside of class

77.8% 74.1% 50.0% 90.3%

Personally contributed to a classroom discussion

88.9% 85.2% 100.0% 90.3%

Volunteered on or off campus outside of coursework

44.4% 14.8% 50.0% 41.9%

Sought out a job for credit rather than pay

0.0% 0.0% 0.0% 0.0%

Did community service work as part of a course

0.0% 7.4% 0.0% 12.9%

Participated in a club or activity

22.2% 18.5% 21.4% 22.6%

Focus GroupsFocus GroupsMaking connections among Making connections among

disciplines…disciplines…

Focus Groups: DesignFocus Groups: Design WWU generated list of SVC transfersWWU generated list of SVC transfers SVC did transcript analysis to SVC did transcript analysis to

identify student course taking, identify student course taking, particularly Learning Communities particularly Learning Communities

Identified two groups for interviews:Identified two groups for interviews:1) a mix of none, one, or two or more 1) a mix of none, one, or two or more LCs taken at SVCLCs taken at SVC2) two or more LCs taken at SVC2) two or more LCs taken at SVC

Questions for Both Focus Questions for Both Focus GroupsGroups

What aspects of your learning experiences at What aspects of your learning experiences at Skagit Valley College have helped you in your Skagit Valley College have helped you in your courses at Western Washington?courses at Western Washington?

If you could change anything about your If you could change anything about your learning experiences at Skagit Valley College learning experiences at Skagit Valley College so that you would be better prepared to so that you would be better prepared to succeed at Western, what would that be?succeed at Western, what would that be?

Can you talk a little bit about how Learning Can you talk a little bit about how Learning Community courses have helped or hindered Community courses have helped or hindered your academic progress at Western? your academic progress at Western?

If you took an English course that was linked If you took an English course that was linked with another course, can you describe how that with another course, can you describe how that learning experience has been useful or not in learning experience has been useful or not in your studies at Western?your studies at Western?

Additional Group-Specific Additional Group-Specific QuestionsQuestions

For the first group:For the first group: If you have taken more than one Learning If you have taken more than one Learning

Community or English Link, how did Community or English Link, how did taking a second or third learning taking a second or third learning experience of this kind impact the experience of this kind impact the development of your skills or knowledge?development of your skills or knowledge?

For the second group:For the second group: How did taking the second or third How did taking the second or third

learning experience of this kind impact the learning experience of this kind impact the development of your skills or knowledge?development of your skills or knowledge?

Focus Group ResponsesFocus Group ResponsesWe summarized the most commonly We summarized the most commonly

cited ways in which students cited ways in which students reported benefiting from their LC reported benefiting from their LC experiences. experiences.

In most cases there were students who In most cases there were students who disagreed with these ideas, and did disagreed with these ideas, and did not feel they benefited in this way. not feel they benefited in this way.

Our purpose is not to quantify the Our purpose is not to quantify the responses, but to report the types of responses, but to report the types of benefits reported by students.benefits reported by students.

Helpful in Transition to Helpful in Transition to WWUWWU

Interdisciplinary learningInterdisciplinary learning Analytical/critical thinkingAnalytical/critical thinking Research and writingResearch and writing Group workGroup work One on one interaction with instructorOne on one interaction with instructor Course content in specific courses Course content in specific courses Additional helpful aspects noted: Additional helpful aspects noted:

completion of GURs, knowing people who completion of GURs, knowing people who have attended Western, and the financial have attended Western, and the financial benefit of attending SVCbenefit of attending SVC

Interdisciplinary Interdisciplinary LearningLearning

The interdisciplinary aspect of learning The interdisciplinary aspect of learning communities helps to make classes communities helps to make classes more interesting and fun at SVC. more interesting and fun at SVC.

Exposure to interdisciplinary learning Exposure to interdisciplinary learning at SVC helps students to feel more at SVC helps students to feel more confident in their classes at Western. confident in their classes at Western. This is supported by WELS outcomes on This is supported by WELS outcomes on

expected and perceived difficulty.expected and perceived difficulty.

Interdisciplinary Interdisciplinary LearningLearning

Students say they have learned to Students say they have learned to make connections and to apply what make connections and to apply what they’ve learned to another topic or they’ve learned to another topic or

to the real world. to the real world.

WritingWriting Most students say English LCs were Most students say English LCs were

useful in their studies at SVC and in useful in their studies at SVC and in transferring to Western—challenged transferring to Western—challenged students to think and write analytically, students to think and write analytically, outside of the box. outside of the box. This is supported by WELS outcomes for This is supported by WELS outcomes for

expected and perceived difficulty with expected and perceived difficulty with writing.writing.

English was more interesting because it English was more interesting because it was linked to a content area which was linked to a content area which provided something to write about. provided something to write about.

Research and WritingResearch and Writing Research and writing experiences Research and writing experiences

in English links and learning in English links and learning communities at SVC helped to communities at SVC helped to prepare students for research and prepare students for research and writing assignments at Western. writing assignments at Western. This is supported by WELS outcomes This is supported by WELS outcomes

for planning, implementing and for planning, implementing and organizing research.organizing research.

Analytical/Critical Analytical/Critical ThinkingThinking

The emphasis on critical thinking The emphasis on critical thinking at SVC helps students in their at SVC helps students in their classes at Western because they classes at Western because they learned how to analyze learned how to analyze information, make connections, information, make connections, and synthesize major ideas. and synthesize major ideas.

Group WorkGroup Work

Group work in links and learning Group work in links and learning communities helped to prepare communities helped to prepare students for group work assignments students for group work assignments at Western. at Western. This is supported by WELS outcomes for This is supported by WELS outcomes for

expected and perceived difficulty with expected and perceived difficulty with group work.group work.

Faculty CoordinationFaculty Coordination Coordination between instructors is Coordination between instructors is

critical. Absent this coordination, critical. Absent this coordination, linked course experiences are no linked course experiences are no different from stand-alone courses.different from stand-alone courses.

Co-teaching enhances the learning Co-teaching enhances the learning community experience further.community experience further.

WWU FindingsWWU Findings

Fostering Student LearningFostering Student Learning Taking Learning Communities does not result Taking Learning Communities does not result

in significantly higher academic performancein significantly higher academic performance Students who took LCs feel better prepared Students who took LCs feel better prepared

academically for their WWU experience, academically for their WWU experience, especially with regard to writing, research, especially with regard to writing, research, and group discussion.and group discussion.

Students who took LCs perceive less difficulty Students who took LCs perceive less difficulty at WWU after their first quarterat WWU after their first quarter

Engaging with college, peers and Engaging with college, peers and facultyfaculty

Students taking Learning Communities did Students taking Learning Communities did not report significantly higher engagementnot report significantly higher engagement

Questions – Future Questions – Future ResearchResearch

Do students who took LCs take more Do students who took LCs take more challenging classes?challenging classes?

Do the “transfer – in” credits and Do the “transfer – in” credits and experiences (to SVC) play a role in the experiences (to SVC) play a role in the differences? Is there a way to quantify differences? Is there a way to quantify those experiences?those experiences?

The differences between number of The differences between number of Learning Communities taken and student Learning Communities taken and student engagement warrants some additional engagement warrants some additional study, particularly in light of other resultsstudy, particularly in light of other results

The advantage of using The advantage of using multiple methods….multiple methods….

……you get to do you get to do a “reality a “reality check” on your check” on your data data interpretation; interpretation; multiple views multiple views generate better generate better understanding understanding and suggest and suggest new inquiriesnew inquiries

Thanks for coming!Thanks for coming!