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DECISION MAKING THEORY Implications for Academic Advising Tina Brazil (TAB291@gmail.com) Jim Levin (JL7@psu.edu)
Importance: Curriculum of Academic Advising ,[object Object],[object Object]
Definition ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Problems with Qualitative Decision Making Methods ,[object Object],[object Object],[object Object],[object Object]
Models ,[object Object],[object Object],[object Object],[object Object],[object Object]
Definition of “Utility” ,[object Object],[object Object],[object Object]
Goals, Options, and Outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Personalist Approach (first approximation of quantifiable decision making Fig 1. The pluses and minuses are assigned on an arbitrary scale decided by the decision maker. (Brown, 2005) + + + + + +  + Total (algebraic) - -  + + Career security  + + + + +  Academic success + + + + - - Class enjoyment Liberal Arts Science OUTCOMES OPTIONS
Lens Model Concept ,[object Object],[object Object],[object Object],[object Object]
Simple Utility Equation ,[object Object],[object Object]
Simple Utility Equation study play pass  .2 fail  .8 pass .7 fail  .3 Value  prob x value  utility -100  -.3 .4  +100  .7 -100  -.8 -.6 +100  .2 Figure 2. Here, the two options are study and play. In this case, the utility  of option “study” has a much higher utility value to the decision maker than does play.  Utility = Σ (probability outcome  x value outcome )
Additive Linear Multi-Attribute Utility Theory (MAUT) ,[object Object]
Example of MAUT ,[object Object],[object Object]
Additive Linear Multi-Attribute Utility Theory (MAUT): ENGINEERING ,[object Object],[object Object],[object Object]
MAUT Example: SC   PHYS_ATT -0.0776     0.1678 .1818  (.0429) MATH_ATT -0.0819     0.1555   CHEM_ATT (<0.0493) (<.0001) -0.0161   -0.0173 -.0136 (<.0001) NONSCIpts       -0176  (.0231) ENGL score -0.0013 (<.0001) 0.1282   0.0798 .0759  (<.0001) CHEM score -0.055   0.3735     M40_score         M140_score PHYSICAL MATH LIFE ALL  
MAUT Example cont: SC         BASIC MATH SCORE -0.0179 (<.0001) -1.3727   -1.1434 -1.2080 (<.0001) REMEDIAL_MATH         SAT_MATH -0.0565 0.0033     .0022 (.0111) SAT_VERB -0.0111 (<.0001)   2.1597 0.9413 .8618  (<.0001) HS_GPA         Gender         Study_psu -0.0469 0.0288     .0142  (.0138) Study_hs -0.0104   1.7525   .2727  (.0171) COMPLETELY CERTAIN       -.2241  (.0929) CERTAIN       .8433  (.0138) KNOW_SOME         KNOW_ALOT -0.0358   -0.7194     BIOL_ATT
References ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Decision making theories: Implications for Academic Advising, by Tina Brazil and Jim Levin

  • 1. DECISION MAKING THEORY Implications for Academic Advising Tina Brazil (TAB291@gmail.com) Jim Levin (JL7@psu.edu)
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  • 8. The Personalist Approach (first approximation of quantifiable decision making Fig 1. The pluses and minuses are assigned on an arbitrary scale decided by the decision maker. (Brown, 2005) + + + + + + + Total (algebraic) - - + + Career security + + + + + Academic success + + + + - - Class enjoyment Liberal Arts Science OUTCOMES OPTIONS
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  • 11. Simple Utility Equation study play pass .2 fail .8 pass .7 fail .3 Value prob x value utility -100 -.3 .4 +100 .7 -100 -.8 -.6 +100 .2 Figure 2. Here, the two options are study and play. In this case, the utility of option “study” has a much higher utility value to the decision maker than does play. Utility = Σ (probability outcome x value outcome )
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  • 15. MAUT Example: SC   PHYS_ATT -0.0776     0.1678 .1818 (.0429) MATH_ATT -0.0819     0.1555   CHEM_ATT (<0.0493) (<.0001) -0.0161   -0.0173 -.0136 (<.0001) NONSCIpts       -0176 (.0231) ENGL score -0.0013 (<.0001) 0.1282   0.0798 .0759 (<.0001) CHEM score -0.055   0.3735     M40_score         M140_score PHYSICAL MATH LIFE ALL  
  • 16. MAUT Example cont: SC         BASIC MATH SCORE -0.0179 (<.0001) -1.3727   -1.1434 -1.2080 (<.0001) REMEDIAL_MATH         SAT_MATH -0.0565 0.0033     .0022 (.0111) SAT_VERB -0.0111 (<.0001)   2.1597 0.9413 .8618 (<.0001) HS_GPA         Gender         Study_psu -0.0469 0.0288     .0142 (.0138) Study_hs -0.0104   1.7525   .2727 (.0171) COMPLETELY CERTAIN       -.2241 (.0929) CERTAIN       .8433 (.0138) KNOW_SOME         KNOW_ALOT -0.0358   -0.7194     BIOL_ATT
  • 17.