Using Analytics to Evaluate Influences on Student Learning Outcomes in a GenEd Science Course (G131, Oceans & Our Global Environment): Phase II of an Analytics Approach
Simon Brassell (Geological Sciences)
This project seeks to continue to utilize analytics on student demographics and grade records in combination with data on their performance in the GenEd NMS class G131 "Oceans and Our Global Environment" to assess how performance in the class and its range of assignments may be related to specific student characteristics.
Evaluating the Teaching Effectiveness of Principles of Microeconomics Instruction at IU Bloomington Campus Relative to Other Institutions
Gerhard Glomm and Paul Graf (Economics)
The aim of this study is to investigate more thoroughly if or to what extent students who are transferring in credit to IU for E201 are (in)adequately prepared for higher level courses such as E321.
Determinants of Student Attrition
Michael Kaganovich (Economics)
The proposed research will focus on the factors behind IU students' decisions to make substantial changes in their studies at IU: to discontinue enrollment altogether (i.e., to drop out) or to switch from one major to another.
How Does the Sequencing of Major Courses Influence Student Success?
Jie Li (Business)
It has been noted that a large number of students wait until their senior year to take their major courses. As a result, they get an unbalanced course load, lose the benefit of knowledge scaffolding built into the proper sequencing of the courses. This research seeks to understand the severity of the problem.
Evaluating Student Performance in C118 and N330 Based on Prior Academic Performance
Meghan Porter (Chemistry)
This Phase I project seeks to examine the student-perceived differences between C118: Principles of Chemistry and Biochemistry II and N330: Intermediate Inorganic Chemistry, both second-semester general chemistry courses offered by the Department of Chemistry at Indiana University.
Learning Analytics for Students Majoring in Healthcare Management and Policy
Terri Renner (SPEA)
Many students enrolled in SPEA's Healthcare Management and Policy degree program (HMP) struggle in our quantitative courses in financial management and economics. SPEA is revisiting the issues of appropriate admission criteria and prerequisite courses, as well as how to address our students' overall difficulty with quantitative courses. My research question is as follows: What is the profile of the student who is successful (grade of "C" or better) in healthcare finance and economics courses?
Mitigating Grade Surprise: A Study of Students' Grade Expectations Using Learning Analytics and Assignment Performance in General Education Courses at Indiana University
Jennifer Robinson, Jill Robinson, John Arthos, Nina Onesti, Logan Paul, Chung-chieh Shan and Sam Tobin-Hochstadt (Anthropology, Chemistry, English, Informatics and Computer Science)
This project investigates grade surprise—the unrealistic expectations students have for their grades, the subsequent consequences of surprise, and the factors that can mitigate it—in large classes across the general education curriculum.
Evaluating and Visualizing the Impact of Language Requirement and Abroad Programs on Students' Performance, Retention, and Major
Olga Scrivner and Julie Madewell (Spanish and Portuguese)
This project aims to (1) analyze the impact of the GenEd courses on students' overall performance and their career choice and (2) to develop analytical tools to measure students' trajectory from high school to graduation.
Examining the Consequential Validity of the New Online English Placement Exam
Sun-Young Shin (Second Language Studies)
This study will seek to understand how ELIP instruction can directly affect academic English performance by utilizing a dataset of pre- and post-instruction writing and speaking scores. These datasets will allow this study to evaluate the effectiveness of ELIP courses as a result of the IAET by exploring how students who are placed into ELIP courses perform differently at various measures of academic success.
Evaluating the Effectiveness of Integrated Information Literacy Instruction on Student Outcomes in the English W131 Multilingual Curriculum
Katherine Silvester and Andrew Asher (Anthropology)
Using a combination of institutional records, measures of student success and achievement, and a rubric-based assessment of students' research-oriented course assignments, this study aims to identify the kinds of information literacy instruction that are most effective, the times during a course or curriculum when instruction has the greatest impact, and the characteristics of students that benefit most from instructional interventions.
Using Analytics to Evaluate Influences on Student's Grades in an Introductory Nutrition Course (N231-Human Nutrition)
Krisha Thiagarajah (School of Public Health)
This study aims to understand the students whom take the course, Human Nutrition N231, and to establish the important characterisitics that help and/or hinder students in this course.
Tracking Student Movement in the SPHB through Learning Analytics
Sarah Young, Jarod Allsop, William Ramos, Donetta Cothran, Maresa Murray and Dohyun Lee (Recreation, Park, and Tourism Studies)
An area of concern has been the documented decrease in the number of undergraduate majors in the legacy departments. Attached to all of this is a concern over credit hour generation and underlying issues that may be taking place with student understanding of the new school message and perhaps quality related factors. As a means to begin understanding this phenomenon, this study is designed to examine variables associated with those undergraduate students who matriculated into the SPHB but then transitioned out.