Quotes & Sayings About Student Data

The teacher can seldom afford to miss the questions: What is the unknown? What are the data? What is the condition? The student should consider the principal parts of the problem attentively, repeatedly, and from from various sides. — George Polya

Moreover, an archetype exists in the nation's consciousness that connects student loan debt with irresponsibility. This is a result of well-publicized accounts of loan defaults in decades past in which students took out loans with no intention of ever paying them back and simply filed for bankruptcy after graduation. This perception was sufficiently strong that in the 1970s, Congress was convinced to remove bankruptcy protections from student loans. However, according to a March 2007 paper by John A. E. Pottow of the University of Michigan, this perception had a fatal flaw: "The fatal problem is that there are no empirical data to buttress the myth that students defraud creditors any more than other debtors."1 In fact, it was shown that when student loans were dischargeable in bankruptcy, there was a less than 1 percent bankruptcy rate among student debtors.2 Nevertheless, this misconception has been so often repeated that it is now indelibly etched in the public's mind. — Alan Collinge

In School of One, students have daily "playlists" of their learning tasks that are attuned to each student's learning needs, based on that student's readiness and learning style. For example, Julia is way ahead of grade level in math and learns best in small groups, so her playlist might include three or four videos matched to her aptitude level, a thirty-minute one-on-one tutoring session with her teacher, and a small group activity in which she works on a math puzzle with three peers at similar aptitude levels. There are assessments built into each activity so that data can be fed back to the teacher to choose appropriate tasks for the next playlist. — Eric Ries

If we study learning as a data science, we can reverse engineer the human brain and tailor learning techniques to maximize the chances of student success. This is the biggest revolution that could happen in education, turning it into a data-driven science, and not such a medieval set of rumors professors tend to carry on. — Sebastian Thrun

Staff will need to receive adequate training from IT staff on ways to effectively use databases. Beyond the ability to navigate a database system, staff will need additional skills such as developing queries or using spreadsheets to analyze and present data. In other words, rather than simply concentrating on the business functions that technology supports, student affairs staff should integrate assessment functions into their understanding of technology tools. — John H. Schuh

As a digital technology writer, I have had more than one former student and colleague tell me about digital switchers they have serviced through which calls and data are diverted to government servers or the big data algorithms they've written to be used on our e-mails by intelligence agencies. — Douglas Rushkoff

University, as institutions, pre-date the information economy by many centuries and are not for-profit cultural entities, whose reason of existence (purportedly) is to discover truth, codify it through techniques of scholarship, and then teach it. Universities are meant to pass the torch of civilization not just download data into student skulls. — Bruce Sterling

Learn when and how to use different data structures and their algorithms in your own code. This is harder as a student, as the problem assignments you'll work through just won't impart this knowledge. That's fine. — Robert Love

In all sensation we pick and choose, interpret, seek and impose order, and devise and test hypotheses about what we witness. Sense data are taken, not merely given: we learn to perceive ... The teacher has forgotten, and the student himself will soon forget, that what he sees conveys no information until he knows beforehand the kind of thing he is expected to see. — Peter Medawar

Of all forms of mental activity, the most difficult to induce even in the minds of the young, who may be presumed not to have lost their flexibility, is the art of handling the same bundle of data as before, but placing them in a new system of relations with one another by giving them a different framework, all of which virtually means putting on a different kind of thinking-cap for the moment. It is easy to teach anybody a new fact ... but it needs light from heaven above to enable a teacher to break the old framework in which the student is accustomed to seeing. — Arthur Koestler

I think that with only one data point, we don't know," he told me. "But it's rare for someone to make the kind of commitment you made, and I think your willingness to take on the challenge may make you different. You're clearly not a random person, but on the other hand, I'm not sure there's anything in how you improved that is completely outside the range of what a motivated college student could do. — Joshua Foer