Problem Solver
Christopher Davidson
In order to solve a problem, you need to understand it first. Any problem with a human dimension requires a solution that addresses human needs. If you want to understand a person's needs, you need to communicate with them, ask the right questions, and understand what they are telling you. Then you need a reality check. How does the qualitative "view from the ground" mesh with the quantitative data that's out there already (sales figures for firms, or test scores for schools?) What I do is translate this information into the answers you need to solve a problem.
consistent with the data That's what I do.
consistent with the data That's what I do.
Areas Christopher Davidson is Knowledgeable in:
Secondary education
Human resources
Public relations, communications, marketing
Human resources
Public relations, communications, marketing
Techniques Christopher Davidson Uses:
Writing questionnaires and surveys, using them as a guide to interview stakeholders, synthesizing their responses in writing, integrating findings from interviews with relevant quantitative data, and completing a report organized around the themes of the problem being solved.
Christopher Davidson's Problem Solving Skills:
- qualitative social research == interviewing, focus groups, participant observation
- journalism -- investigative reporting, research
- novel writing -- developing narrative, creating characters, incorporating scientific knowledge into a readable narrative
- teaching sociology
- K-12 teaching, lesson planning, curriculum design and assessment
- research design -- writing surveys, analyzing survey data
Christopher Davidson's Problem Solving Experience:
- I developed a writing-based curriculum for a remedial class that prepared immigrant high school students for the California High School Exit Exam, and as they were completing my class almost half of my students passed the test on their first or second try.
I developed the curriculum for a high school civics class that included internships and volunteer projects at local nonprofits and government agencies, e.g. cleaning up parks and working at polling sites during elections. Students then wrote white papers in which they analyzed their service experiences in terms of the knowledge they had mastered in the civics classroom.