1.The survey will be conducted on Google Forms, so all of the responses will be automatically recorded through that system. We will have access to those responses and all of that data through the Google Form. It will also automatically generate bar graphs and pie charts for the quantitative questions of the survey, so the data is even easier to digest and comprehend. We will be able to see the percentage/ratio of participants that chose each level of on-campus involvement and the percentage/ratio of participants that chose different number of online courses they are currently taking. All of the qualitative answers written in the online survey will also be presented in an organized manner through the Google Form. Similar answers to the same qualitative questions can be merged together, to further support the percentages/ratios generated by the quantitative section of the survey.

For the in-person interviews, all of the participant responses will be recorded by the recording function of a smartphone and then written up in an organized document. Then, similar responses to questions will be placed together and counted so that the qualitative data can be presented in a percentage/ratio format as well. These similar responses will be identified by matching highlighted keywords from the responses in the document.

2.For the quantitative part of the online survey, the measurements of the data will be made with the help of the automatically generated graphs and charts from the Google Form. These charts and graphs will show the statistics of the responses from the quantitative questions, such as number of online courses currently taken and level of campus involvement on a scale from 1-5. To measure this data even further, these statistics will also be put into a table on an excel spreadsheet, so that we can create even more comprehensive graphs and charts. We can then create conditional charts and graphs that will show the data for the level of campus involvedbased on how many online courses a student is currently taking. We can also create charts and graphs that show the data for level of campus involvement based on the year level of the student, and every other demographic obtained from the survey responses. These conditional charts and graphs will be created in excel by highlighting different columns and using the insert chart function (the format of the chart can also then be chosen based on the variables selected). All of these measurements will help us conclude if a greater number of online courses taken by a student increases, decreases, or has no effect on the level of a student's engagement and involvement on campus.

3. One way that the findings can be presented is by showing a slideshow of all the data that is collected and showing the graphs that represent the gathered information. Also, we can provide written testimonies of students about their opinion. A second way is to gather a panel of students who are willing to speak to the representatives of the muma college of business about how they feel about online classes and the affect it has on their on campus involvement. This way muma can hear it from actual students who have the experience of being on and off campus.

4. We engaged three two this week, once via text on Monday, and via a Google meeting on Tuesday, to ensure that we all understood the assignment and answered all of the necessary questions. We wanted to make sure everyone had a part in this assignment as we all had one question to answer and had another team member peer review our work which helped get a different perspective on the answer. This allowed us to work through our ideas and add our solutions to slides 4-7. Because we had really good feedback on our questions about how students feel their online campus engagement changes should be a direct response to the school's possible increase in online courses this allowed us to understand the sample size of 700 and the possibility of getting over 1,000 responses from the Muma students.we made sure to fix it by coming up with a the force driving a "change" to make sure we covered everything the questions asked. We were all on the same page about making the correct adjustments so that we cover all the materials that are required out of our group so that we can set the pace again for the best group work.

questions:

Describe at least two ways to present your data (i.e., charts, graphs, pie charts, spreadsheet)? Don't just say "charts"; describe the function and why you selected them

Summarize how you decided on your data input?