2019 Projects

Performance differences among different groups of students in the chemistry curriculum at Indiana University

Laura Brown (Chemistry)

This project intends to identify the performance differences of women and minorities, as well as among students with different general chemistry preparation across our entire chemistry curriculum.



Checking the Box: A closer look on declared intentions to study Economics

Gerhard Glomm and Paul Graf (Economics)

The aim of this study is to investigate more thoroughly if or to what extent students are switching in and out of an Economics major. Specifically, we plan to see if instructor selection, class size, high school GPA, and overall college experience explain some of these changes.



Collaborative Learning Analytics of Developmental, Supplemental, and Tutorial Services

Daniel Hickey (Learning Sciences), Jill Robinson (Chemistry), and J Duncan (Informatics)

This project will analyze developmental, supplemental, and tutorial services (DSTSs) offered to help undergraduates succeed in “gateway” Chemistry and Informatics courses. We will explore tensions between (a) using tests to direct underprepared students into developmental courses versus (b) relaxing entrance criteria and providing supplemental instruction while (c) searching for evidence of the impact of private tutors and new web-based supplemental instruction.



Tracking Basic Human Anatomy (A215) Pre-Healthcare Students into Healthcare Programs

Polly Husmann and Amberly Reynolds (Medical Sciences)

This project seeks to utilize learning analytics to investigate the relationship between student demographics, students’ overall records, and performance in Basic Human Anatomy (A215). A specific interest being in assessing the relationship between the acceptance rate of pre-nursing students into the IUB Nursing Program.



Dropping out or Changing Academic Direction: Determinants of Student Choices

Michael Kaganovich, Morgan Taylor, and Ruli Xiao (Economics)

The proposed research will explore the differences between demographic groups in decisions to drop out of IU rather than switch to an alternative academic category, conditional on the revealed inclination to leave the initially preferred academic category. We will look at student outcomes at early stages of their academic experience at IU, since performance in prerequisite classes may be of decisive consequence for the alternative subsequent paths different categories of students are likely to take.



Post-Statistics Student Success

Nastassia Krukava and John Stone (Economics)

This project intends to summarize and compare the students who tend to enroll in either E370 or S301, both introductory business statistics courses (offered by Economics or Statistics, respectively). Additionally, we aim to investigate whether students who enroll in one of these courses perform differently in subsequent courses at IU. This information will inform our redevelopment of E370.



Does the Sequencing of Major Courses Influence Student Success?

Jie Li (Business)

Continuing from a 2018 LA project, this project will continue to look at the impact of major course sequencing on student success. This project will use the same data set to further explore major combinations, major course requirements, and course sequencing to define relationships on the impact on student success.



Evaluating the Effectiveness of the ASURE Program for STEM Students

Megan Murphy (Biology)

This project will examine outcomes for STEM students participating in ASURE (Arts and Sciences Undergraduate Research Experience) to inform its future development. This work will look at student outcomes in two ways: 1) short-term outcomes in students’ attitudes about science through pre- and post-course surveys and 2) long-term outcomes in academic performance using the data.



An Investigation of Disability Accommodated Students’ Academic Performance Across STEM

Valerie O’Loughlin and Michael Goodwin (Medical Sciences)

This project aims to understand whether significant gaps in academic achievement exist between students who receive Disability Services for Students (DSS) accommodations, and non-DSS students, in specific large-enrollment, introductory Indiana University STEM courses. We also will compare DSS academic achievement trends in these IUB STEM courses to comparable (large enrollment, introductory) non-STEM courses, to determine if there are marked differences.



Evidence-Based Curriculum Mapping: Measuring Effectiveness of Prerequisite Courses

Terri Renner (SPEA)

This proposal seeks to extend and expand the learning analytics projects begun in Spring 2017. Work completed thus far has provided insight into student characteristics and prior coursework that may be predicative of student success in SPEA’s quantitative courses. I would like to extend this project by examining additional prerequisite/course combinations with the goal of informing SPEA’s curriculum planning and development.



Exploring determinants of international students’ academic performance using longitudinal data analysis

Sun-Young Shin (Second Language Studies)

This study aims to explore the relationships between various predictors of international students’ academic success including SAT and TOEFL iBT subsection scores and their cumulative GPAs obtained in multiple semesters using longitudinal data analysis and by examining the moderating mediation effect of English-support classes on academic achievement.



Using Analytics to Evaluate Influences on Students’ Grades in an Introductory Nutrition Course-Part 2

Krisha Thiagarajah (Applied Health Science)

This project will expand upon a 2018 LA project in exploring how high school GPA, SAT score and performance in previous science course(s) influence student grades in an introductory nutrition course or in dropping the class. Finding answers to the above questions could provide valuable insight into the student experience and improving curriculum.