Associate Professor
IPT, EIME
Office: 150-L MCKB
Phone: 801-422-5229
Email: nope@randy.davies@byu.edumsn.com
Dr. Davies is originally from Alberta Canada. He graduated from the University of Alberta with a B.Sc. in Computer Science and Mathematics and a B.Ed. in Secondary Education. He received a Ph.D. in Instructional Psychology and Technology from BYU. Dr. Davies served a mission in Spain Madrid. He taught high school for 10 years and worked for four years overseas at the Dubai Women's College in Dubai, UAE. Prior to joining BYU he conducted evaluation research at the Center for Evaluation and Education Policy at Indiana University, and taught educational research, assessment & evaluation courses on the Indiana University South Bend campus.
My primary teaching responsibilities include Program Evaluation and Assessment in School.
My research expertise is in educational evaluation and assessment. My primary research agenda includes understanding and improving the teaching and learning process through the use of technology. This involves evaluating technology integration efforts and studying how to better use technology in educational settings. I am currently working on projects utilizing educational data mining and learning analytics (EDM/LA) techniques to improve instruction in technology enabled learning situations. In addition, I have worked with improving assessment, as its impact on evaluation is so important; I have also published on the topic of teaching evaluation as it relates to my primary teaching responsibilities.
Parental Perceptions of the Teaching Profession: Factors that Predict Parental Encouragement of Students to Enter the Teaching Profession
Understanding the Impact of Certificate-First Programs on Matriculation Rates.
Evaluation and Design
Law and policy impacts on teacher attrition in public education: Data suggesting a new focus beyond the silver bullets of targeted STEM and other salary increases
Using Educational Data Mining to Identify and Analyze Student Learning Strategies
Designing Surveys for Evaluations and Research.
Assessing Learning Outcomes
Teacher Recruitment: Predictive Factors of STEM University Students Entering the Teaching Profession
Religious affiliation and religiosity and their impact on scientific beliefs in the United States
Using Educational Data Mining to Identify and Analyze Student Learning Strategies
Keystroke Dynamics: Establishing Keyprints to Verify Users in Online Courses
Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers
Teacher Attrition: Differences in Stakeholder Perceptions of Teacher Work Conditions
Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats.
Scientific reasoning ability does not predict scientific views on evolution among religious individuals
Teaching Evaluator Competencies from the Affective Domain.
Understanding Engineering and Technology Student Perceptions: Barriers to Study Abroad Participation – A Survey Approach.
Designing technology-enabled instruction to utilize Learning Analytics.
Student Perceptions and Attitudes Towards a Required vs. an Optional Course in Leadership
Online Student Perceptions of the Need for a Proximate Community of Engagement at an Independent Study Program
A Longitudinal Study of Social and Ethical Responsibility Among Undergraduate Engineering Students: Preliminary Results
From Standards to Rubrics: Comparing Full-Range to At-Level Applications of an Item-Level Scoring Rubric on an Oral Proficiency Assessment
Transaction-Level Learning Analytics in Online Authentic Assessments
Best Practices for Using Global Virtual Teams
Using Open Badges to Certify Practicing Evaluators
The Design and Development of a Cross-Cultural Disposition Inventory
Evaluator Training: Content and topic valuation in university evaluations courses
Using a Mobile Dichotomous Key iPad Application as a Scaffolding Tool in a Museum Setting
The Adolescent Community of Engagement: A framework for research on adolescent online learning.
Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course
Communication Skills to Develop Trusting Relationships on Global Virtual Engineering Capstone Teams
Understanding Technology Literacy: A framework for evaluating educational technology integration.
Understanding the Diminishing Academic Advantage of Full Day Kindergarten.
A review of trends in distance education scholarship at research universities in North America, 1998-2007
Integrating Technology into a Science Classroom: An evaluation of inquiry-based technology integration
AYP accountability policy and assessment theory conflicts.
The Use of Randomization in Educational Research and Evaluation: A critical analysis of underlying assumptions.
Designing a Useful Scale to Measure Average Group Response.