Evaluating the Effect of Course-specific Library Instruction on Student Success
Andrew Asher (Anthropology and IU Libraries)
Using records of course-specific instruction provided by the IUB Libraries, this study will evaluate the impact of library instruction sessions on measures of students academic success and educational development.
S&H Fulfillment Patterns and Their Effect on Student Retention
Kalani Craig (History)
To encourage balance between degree completion and graduating with appropriate skills, the goal is to study patterns in student fulfillment of IUB GenEd S&H (Social & Historical Studies) requirements and attempt to understand how the variety of options available for S&H transfer credits affects student engagement, retention, and performance.
Inflection Points of Economics Majors: A closer look at enrollments in Intermediate Microeconomics (E321)
Paul Graf (Economics)
In this follow-up study, the plan is to address potential correlation between instructor selection, class pedagogy, and student preferences and expectations in Intermediate Microeconomics (E321) and when and possibly why students opted in or out of an Economics major.
The Impact of the Becoming the Best Student
Anthony Guest-Scott (Student Academic Center)
This study will analyze the impact of two of IUB classes about college classes, college academics, and college life more generally. These metaclasses support a broad range of students, including first-generation, transfer, international, students on probation, and students who are motivated to improve their college learning.
Using Analytics to Compare Student Demographics For Different Delivery Methods (Face to Face, Hybrid, Online) of AMST-A 100 What is America?
Vivian Nun Halloran (English and American Studies)
The American Studies department is reconfiguring one of its introductory courses (AMST-A 100 What is America?) and this study will use student analytics data to analyze student success in current courses compared to past years' courses, focusing on various methods of delivery (face to face, hybrid, and online) and enrollment size.
Analyzing the Transition from Developmental to Supplemental Education
Daniel Hickey (Education Counseling & Educational Psychology)
The proposed project will explore all manner of accessible IUB evidence regarding undergraduate developmental and supplemental instruction. The project will then search for ways to use this data to study and enhance the precision with which students are placed in or offered these services and the success of these services.
Determinants of Students Choices of Undergraduate Majors and the Program Strategies
Michael Kaganovich (Economics)
The project focuses on (i) quantifying the factors that contribute to IU students' choices of majors, (ii) inferring the actions and policies of major programs in effecting those student decisions, (iii) the statistical relationship between mid-career salaries associated with IU majors and curricular requirements and grading standards in them, and (iv) the patterns of students' "switching" between the programs.
Role of Peer Networks in Student Choice of Academic Major at IUB
Adam Maltese (Education Curriculum & Instruction)
This study will focus on trying to evaluate the role of peer networks on major choice and persistence from two angles: 1) analysis of existing institutional data on course enrollments to discover networks based on co-enrollment; and 2) analysis of data from an ongoing study on major choice to understand how peer networks develop and evolve, and what roles these networks may play in major choice and persistence.
The HumAn Learning Project Phase II
Jennifer Robinson (Anthropology)
Phase II of the HumAn Learning Project (1) refines our understanding of these trends with multivariate modeling and by comparing them to student success in other IU general education courses, (2) assesses variability of student success across sections of course, (3) analyzes student performance over time, and (4) begins to implement interventions based on Phase I findings.
Ethical Innovations: Exploring How Moral Reflection Benefits Learning Analytics Development
James Willis III, Joshua Quick (Education Counseling & Educational Psychology)
Using student data for the purposes of learning analytics incurs various ethical problems in the processes of curation, analysis, implementation, and modeling. This study will develop ethical approaches to using student data that is both timely and applicable for users of learning analytics.