WCET Webcast: "D3 = Data Driven Decisions: It's Trendy”

WCET's Big Audacious Conversation on October 5, 2010 webcast, “D3 = Data Driven Decisions: It's Trendy” brought together Ellen Wagner, executive director of WCET and Kenneth C. Green, the Founding Director of the Campus Computing Project.  Wagner and Green discussed the significance of using survey data to make decisions for online education programs, focusing on the results of the 2009 Managing Online Education Survey, sponsored by WCET and The Campus Computing Project.   The chat box was active with many excellent questions posed and numerous resources shared.

Bring Data: A New Role for Information Technology after the Spellings Commission - EDUCAUSE Review, November/December 2006

During her inaugural tour of education conferences in winter 2005, Secretary Spellings, appropriating a quip from (the easily Googled) W. Edwards Deming, the widely recognized father of statistical quality control, told education audiences: "Back in Texas we like to say, 'In God we trust; all others bring data.' " Secretary Spellings's appropriation of Deming's bring data message was a charming and disarming way to describe a key aspect of the George W. Bush administration's priorities in education: evidence and assessment.

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An Unheralded Hero of the Revolution - Converge Magazine/Digital Tweed, December 2002

An Unheralded Hero of the Revolution - Converge Magazine/Digital Tweed, December 2002

Many of of the 300,000 people in Southern California who lost their generally well-paying jobs in the aerospace and defense industries during the last recession had one, sometimes two college degrees, often in technical fields. So "going back to college" for yet another college degree was not necessarily a viable alternative.

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New Computing in Higher Education - Information Technology Quarterly, Summer-Fall 1986

New Computing in Higher Education - Information Technology Quarterly, Summer-Fall 1986

Campus leaders need to look at general classes of computing applications, such as their use for academic research, their role in instruction, and their ability to enhance productivity for faculty, staff, and students, and to integrate computing into the curriculum in ways that recognize all three of these dimensions and their interdependence. Although other issues such as computer equity, standardization, and industry support of campus development activities need to be addressed, it would be unwise for colleges to wait around for "ultimate answers."

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