Partnerships, Projects and Publications

Projects are conducted in partnerships with IU colleagues and with peer institutions

Analytics & Research is engaged in several ongoing projects and collaborations that address a variety of issues for IU undergraduate students. We work with schools, departments, academic and auxiliary units to understand and improve undergraduate education. Analytics & Research also partners with the Association of American Universities (AAU), the Association of Public & Land-grant Universities (APLU)Big 10Bay View AllianceUnizinSEISMIC and College & Beyond II, as well as peers and other universities in the United States and Canada to find solutions to some of higher education's most vexing problems. Learn more about our projects here, or contact us for more information about an existing or future project.

 

2021 Shepard L., Rehrey G., Groth D. Faculty Engagement with Learning Analytics: Advancing a Student Success Culture in Higher Education. In: Shah M., Kift S., Thomas L. (eds) Student Retention and Success in Higher Education. Palgrave Macmillan, Cham.  https://doi.org/10.1007/978-3-030-80045-1_5

2021  Deom G., Fiorini S., McConahay M., Shepard L., Teague J. Data-Driven Decisions: Using Network Analysis to Guide Campus Course Offering Plans. College & University, Vol. 69, No. 4.

2021  Deom G ., Fiorini S., McConahay M., Shepard L., Teague J. Learning Analytics in the Context of COVID-19: A Case Study of Using Network Analysis to Guide Campus Course Offering Plans. Companion proceedings of LAK '21: International Conference on Learning Analytics and Knowledge, April 12--16, 2021, Online, Everywhere. – Best Practitioner Paper Award at LAK’21.

2020  Hickey D., Robinson J., Fiorini S., Feng Y., Internet-based alternatives for equitable preparation, access, and success in gateway courses. The Internet and Higher Education, 44 (2020) 100693.

2019  Burke M., Guest-Scott A., Koke A., Fiorini S., Rangazas A., Claiming Their Education: The Impact of a Required Course for Academic Probation Students with a Focus on Purpose and Motivation. JoSoTL, Vol. 19, No. 4.

2019 Rehrey, G., Hostetter, C., Reynolds, A., Shepard, L., Groth, D. Engaging Faculty in Learning Analytics: Agents of Institutional Culture Change. Journal of Learning Analytics, Vol. 6, No. 2.

2019  Rehrey G., Groth D., Shepard L., Hostetter C., The scholarship of teaching, learning and student success: Big data and the landscape of new opportunities. In J. Friberg & K. McKinney (Eds.), Conducting and Applying SoTL Beyond the Individual Classroom Level. IU Press.

2018  Fiorini S., Sewell A., Bumbalough M., Chauhan P., Shepard L., Rehrey G., Groth D., An Application of Participatory Action Research in Advising-Focused Learning Analytics. Proceedings of LAK '18: International Conference on Learning Analytics and Knowledge, March 5--9, 2018, Sydney, NSW, Australia.

2018  Rehrey G., Groth D., Fiorini S., Hostetter C., Shepard L., Implementation of a Student Learning Analytics Fellows Program. Companion proceedings of LAK '18: International Conference on Learning Analytics and Knowledge, March 5--9, 2018, Sydney, NSW, Australia. – Best Practitioner Paper Award at LAK’18.

2017  Matz R., Koester B., Fiorini S., Grom G., Shepard L., Stangor C., Weiner B., McKay T., Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities. AERA Open, 3 (4), pp. 1-11.

2017  Feng Y., Fiorini S., Shepard L., Groth D., The Effect of Grades in STEM Courses on Retention. In Whalen S.  (Ed.), Proceedings of the 13th national symposium on student retention, Destin, Florida. (pp. 416-427). Norman, OK: The University of Oklahoma.

2015  Motz B., Teague J. & Shepard L., Know Thy Students: Providing Aggregate Student Data to Instructors.  Educause Review Online: http://er.educause.edu/articles/2015/3/know-thy-students-providing-aggregate-student-data-to-instructors

2014  Dennis Groth D., Hyden S. and Sauer M., Students in Transit: Understanding the Migration of Students between Disciplines and Disciplinary Groupings. In Proceedings of the 18th International Conference on Information Visualisation. Paris, France, 65-70.

2014  Fiorini S., Liu T., Shepard L. and Ouimet J., Using NSSE to Understand Student Success: A Multi-Year Analysis. In Whalen S. (Ed.), Proceedings of the 10th national symposium on student retention, Louisville, Kentucky. (pp. 460-473). Norman, OK: The University of Oklahoma. – 2014 Best Paper award from the Indiana Association for Institutional Research and a 2014 Charles F. Elton Best Paper awardee from the Association for Institutional Research.

2021 Koester B., Shepard L., Twiste, T. Adventures in Data Collection for a Multi-Institution Graduate Survey. Presented at the Association for Institutional Research (AIR) Forum 2021, May 25-28, Online.

2021 Deom G., Hoffman S., Koke A. Mathematics and Success: A Study of Retention Strategies. Presented at Indiana University's 3rd Annual Learning Analytics Summit, May 12-14, Online.

2021 Caporale N., Castle S., Fiorini S., Fischer C., Matz R. L. Analytics to Support Student Success in STEM: Stories from the SEISMIC Measurement Working Group. Presented at Indiana University's 3rd Annual Learning Analytics Summit, May 12-14, Online.

2021 Fiorini S., Molinaro M. Opportunities of Origin and Access to Higher Education: Revealing New Dimensions of Exclusions. Presented at Indiana University's 3rd Annual Analytics Summit, May 12-14, Online.

2021  Castle, S. D., Byrd, W. C., Koester, B. P., Bonem, E., Caporale, N., Cwik, S., Denaro, K., Fiorini, S., Matz, R. L., Mead, C., Whitcomb, K. M., Singh, C., Levesque-Bristol, C., & McKay, T. A. (2021). Equity in the STEM Landscape: A Multi-institutional Approach to Mapping Systemic Advantages Within STEM Courses. Presented at the American Educational Research Association (AERA) Annual Meeting, April 9-12, virtual.

2021  Deom G., Fiorini S., McConahay M., Shepard L., Teague J. Learning Analytics in the Context of COVID-19: A Case Study of Using Network Analysis to Guide Campus Course Offering Plans. Presented at the International Conference on Learning Analytics and Knowledge (LAK’21), April 12--16, 2021, Online, Everywhere. – Best Practitioner Paper Award at LAK’21. And at Indiana University's 3rd Annual Learning Analytics Summit, May 12-14, Online.

2021  Deom G., Fiorini S., McConahay M., Shepard L., Teague J. Navigating COVID-19: Using Network Analysis To Guide Campus Course Offering Plans​ Presented at the Association for Institutional Research (AIR) Forum 2021, May 25-28, Online. And at the Indiana Association for Institutional Research Annual Conference, April 8 –9, Online.

2021  Bane A. A., Sai S. K., Fiorini S. and Shepard L. Implementation of two analytics projects on the Unizin data and analytics platforms. Invited presentation: March 12, 2021. Online, hosted at IU Bloomington.

2021  Fiorini S. SEISMIC Speaker Series: Opportunities, Origins and Access: New Dimensions of Diversity, Equity and Inclusion at IUB. Invited lecture: February 11, 2021. Indiana University, Bloomington, IN.

2020  Various authors + Fiorini S. four project reports related to WG1: Measurement. SEISMIC 2020 Summer Annual meeting.

2019  Fiorini S. SEISMIC: Sloan Equity and Inclusion in STEM Introductory Courses Project. Presented on November 1, 2019 at the monthly meeting of the Unizin Learning Analytics Community of Practice (LA CoP). Webinar.

2019  Folkestad, J., Rehrey, G., Shepard, L., Groth, D., Hickey, M. Developing a Learning Analytics Community for Ethical Discourse. LAK 2019 Half day workshop. Tempe, Arizona.

2019  Rehrey, G., Shepard, L., Groth, D., Evaluating a Learning Analytics Research Community: A Framework to Advance Cultural Change.  Practitioner paper.  LAK 2019, Tempe, Arizona. 

2019  Feng Y., Fiorini S., Shepard L., Groth D., Major Transitions in STEM: Transitions To Success. To be presented at the Association for Institutional Research (AIR) Forum 2019, May 27-31, Denver, CO.

2019  Fiorini S., Chaudhary M., Sauer M., Shepard L., Identifying roadblocks to graduation using graph analytics and association. To be presented at the Association for Institutional Research (AIR) Forum 2019, May 27-31, Denver, CO.

2018  Gunkel M., Rehrey G., Teague J. (2018).Encouraging Faculty Adoption of Learning Analytics: Whose Job is it Anyway? Presented at Educause 2018, Denver, Colorado, October 30-November 2, 2018.

2018  Sauer, M. Using AAUDE US News Data for Peer Comparisons.  Invited talk at AAUDE 2018, Minneapolis, Minnesota.

2018  Feng Y., Fiorini S., Shepard L., Groth D., Retention in STEM Fields: A Closer Look at Gender and Academic Performance. Presented at the Association for Institutional Research (AIR) Forum 2018, May 29 – June 1, Orlando, FL. And at the Indiana Association for Institutional Research Annual Conference, March 22 – 23, Indianapolis, IN.

2018  Fiorini S., Sewell A., Chauhan P., Shepard L., Groth D., Empowering student advising with partnership in Learning Analytics. Presented at the Annual Gateway Course Experience Conference, March 25-27, Houston, TX.

2018  Fiorini S., and Chauhan P., IR’s Role in Empowering Student Advising Through Learning Analytics. Presented at the Indiana Association for Institutional Research Annual Conference, March 22 – 23, Indianapolis, IN.

2018  Kumar, A., and Shepard, L. Assessing the Impact of a Dual Credit Program. Presented at the Indiana Association for Institutional Research Annual Conference, March 22 – 23, Indianapolis, IN.

2018  Fiorini S., Sewell A., Bumbalough M., Chauhan P., Shepard L., Rehrey G., Groth D., An Application of Participatory Action Research in Advising-Focused Learning Analytics. Presented at the International Conference on Learning Analytics and Knowledge (LAK’18), March 5--9, 2018, Sydney, NSW, Australia. A version of this paper was also presented at the 2018 Gateway Course Experience with the title: Empowering Student Advising with Partnership in Learning Analytics, March 25-27, 2018, Houston, TX.

2018  Rehrey G., Groth D., Fiorini S., Hostetter C., Shepard L., Implementation of a Student Learning Analytics Fellows Program. International Conference on Learning Analytics and Knowledge (LAK’18), March 5--9, 2018, Sydney, NSW, Australia.

2017  Feng Y., Fiorini S., Shepard L., Groth D., The Effect of Grades in STEM Courses on Retention. Presented at the 13th national symposium on student retention, Destin, Florida, November 6-9, 2017.

2017  Poznaski-Ring K., Gelan D., Best Practices for Effective Dashboards. Presented at the Purdue Data Summit – Big Data track: Statistical Techniques and Actionable Outcomes, July 10th, West Lafayette, IN. 

2017  Liu T., Fiorini S., Shepard L., Groth, D. GPA, Retention, and Graduation in Learning Communities: A Multi-Method Study. Presented at the Purdue Data Summit – Big Data track: Statistical Techniques and Actionable Outcomes, July 10th, West Lafayette, IN.

2017  Macfadyen L., Groth D., Rehrey G., Shepard L., Greer J., Ward D., Bennett C., Kaupp J., Molinaro M. and Steinwachs M., Developing institutional learning analytics 'communities of transformation' to support student success. Workshop presented at LAK’17. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (LAK '17). ACM, New York, NY, USA, 498-499. DOI: https://doi.org/10.1145/3027385.3029426

2017  Nagarajan, G., Fiorini S., Shepard, L., Groth, D. Facilitating Successful Course Pathways Using Recommender Tools: New Insights for Advisers. Presented at the Purdue Data Summit – Big Data track: Lessons Learned with Machine Learning Algorithms, July 10th, West Lafayette, IN. Versions of this paper were also presented at the INAIR Conference, Indianapolis, IN, March 22-24 and as a poster presentation at the Association for Institutional Research (AIR) Annual Forum in Washington, D.C., May 30 – June 2, 2017.

2017  Siering G. and Shepard L., Promoting Data-Driven Decision-Making through a Learning Analytics Fellows Program. Presentation at Educause: ELI Houston, TX, Feb. 2017. 

2016  Darlymple M. & Shepard L., Engaging faculty in the Scholarship of Student Success.  Presented at the Association for Institutional Research (AIR) Annual Forum in New Orleans, Louisiana, May 31-June 3.

2016  Liu T., Fiorini S. and Shepard L. GPA, Retention, and Graduation in Learning Communities: A Multi-Method Study. Presented at the at the Indiana Association for Institutional Research (INAIR)Annual Conference in Indianapolis, Indiana, April 7-8 and at the Association for Institutional Research (AIR) Annual Forum in New Orleans, Louisiana, May 31-June 3.

2016  Rehrey, G. & Sauer, M., Collaborating for Student Success: Indiana University’s Student Learning Analytics Program.  Presented at T.E.A. the Tools for Evidence-based Action Conference, UC Davis in Davis, CA, February 3-4. 

2015  Fiorini S. and Bloomington Assessment and Research, Enhancing participation in student-related knowledge use and production at Indiana University. Invited presentation and the University of Michigan Academic Innovation at Michigan (AIM-Analytics) part of the Digital Education and Innovation/Digital Innovation Greenhouse. Ann Arbor, MI, November 16.

2014  Groth, D., Hayden S. and Sauer M., Students in transit: understanding the migration of students between disciplines and disciplinary groupings.  Presented at the 18th International Conference on Information Visualisation. Paris France September 2014

2014  Fiorini S., Liu T., Shepard L. and Ouimet J., Using NSSE to Understand Student Success: A Multi-Year Analysis. Presented at the 10th national symposium on student retention, Louisville, Kentucky, November 3-5. Previous versions of this research were presented on the same year as a paper at the Indiana Association for Institutional Research (INAIR) annual conference in Indianapolis, Indiana, March 27-28 and as a poster at the Association for Institutional Research (AIR) in Orlando, Florida, May 27-30.

2014  Ouimet J., Fiorini S., McKay C., Liu T. What do Students Say About Their Experiences? The Culture of Surveys at IU Bloomington. Presented at The Indiana University Bloomington First Year Experience Conference, Bloomington IN, April 2.

2014  Teague J., Fiorini S., Shepard L., Sauer M., Building Foundations for Curriculum Monitoring in General Education. Presented at the Indiana Association for Institutional Research (INAIR) annual conference in Indianapolis, Indiana, March 27-28.

Research

2021 Deom G., Fiorini S., McConahay M., Shepard L., Teague J.  Learning Analytics in the Context of COVID-19: A Case Study of Using Network Analysis to Guide Campus Course Offering Plans. Companion proceedings of LAK '21: International Conference on Learning Analytics and Knowledge, April 12--16, 2021, Online, Everywhere. – Best Practitioner Paper Award at LAK’21.

2018-2021  Alfred P. Sloan Foundation, participant in The Sloan Equity & Inclusion in STEM Introductory Courses (SEISMIC) Project. Lead institution and grantee organization: University of Michigan.

2018  Society for Learning Analytics (SoLAR), Learning Analytics and Knowledge 2018, a Best Practitioner Paper Award for the paper: Rehrey G., Groth D., Fiorini S., Hostetter C., Shepard L., Implementation of a Student Learning Analytics Fellows Program.

2014  Association for Institutional Research a Charles F. Elton Best Paper for the paper: Fiorini S., Liu T., Shepard L. and Ouimet J., Using NSSE to Understand Student Success: A Multi-Year Analysis.

2014  Indiana Association for Institutional Research’s Best Paper award for the paper: Fiorini S., Liu T., Shepard L. and Ouimet J., Using NSSE to Understand Student Success: A Multi-Year Analysis.

2018  Gast, A. & Peczalska, A., The IU2U Impact: An Examination of a Pre-Arrival Orientation in Shaping International Student Retention, Academic Performance, and Experience. In S. Whalen (Ed.), Proceedings of the 14th National Symposium on Student Retention. Salt Lake City, Utah. (474-489). Norman, OK: The University of Oklahoma.

Sloan Equity and Inclusion in STEM Introductory Courses

The SEISMIC project aims to advance equity and inclusion in foundational STEM courses. Our model for change is grounded in recent research exploring the reasons for the relatively slow adoption of evidence-based approaches to STEM education. SEISMIC at IU Bloomington is a partnership between Analytics & Research, the Center for Learning Analytics & Student Success and the Center for Innovative Teaching & Learning.

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Learning Analytics Fellows

Analytics & Research partners with the Center for Learning Analytics & Student Success to support the Learning Analytics Fellows program. LA Fellows propose data-focused research projects and work with CLASS and Analytics & Research to find the right data and develop new approaches to data-informed instruction. Our work on using data to become a better instructor was recently featured in the Chronicle of Higher Education.

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American Association of Universities Ph.D. Initiative

Analytics & Research has a partnership with the IU Bloomington Graduate School as they develop and support enhanced opportunities for graduate education and occupational success. Specifically, the AAU PhD initiative seeks to improve graduate education for a wider and more diverse array of career pathways, both within and beyond the academy. Data transparency from admissions, to enrollment to graduation and beyond, allow students to consider a diverse range of employment opportunities while they appropriately align their educational experiences.

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APLU Powered by Publics

Analytics & Research represents IU Bloomington in the Big Ten Academic Alliance Cluster of the Powered by Publics initiative, sponsored by the Association of Public & Land-grant Universities. The Big Ten Academic Alliance Cluster focuses on retention, persistence, and the achievement gap.

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Academic Advising

Analytics & Research works with academic advisors in University Division as well as various campus schools to design new ways for data to inform their work advising students in course planning, as well as providing support to address retention concerns. For example, Analytics & Research incorporates course grade predictions into the roster review process to help advisors identify students in need of additional outreach/intervention.  Read more about this Analytics & Research partnership with advisors in the IU News Room.

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Advance College Project

Analytics & Research partners with Advance College Project, IU's pre-college dual enrollment program serving over 16,000 high school students, to understand how ACP credits impact students who enroll as undergraduate students at IU Bloomington, and how ACP courses support students throughout Indiana and surrounding states.

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Board of Aeons

Analytics & Research partners with the Board of Aeons, an advisory board of students who works closely with the Office of the President to study key issues on campus. Analytics & Research provides data and reports to support many of the Board’s research projects. The Board of Aeons analyzes the data, writes a report, and presents the findings to the president and other university administration. Analytics & Research recently won an award from the Board of Aeons in recognition of this long-standing partnership.

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Title VI National Resource Centers

Analytics & Research has a long history of collaboration with Indiana University Bloomington’s many language and area studies programs, to support them in their annual applications to establish and/or renew their status as Title VI National Resource Centers (NRCs) under the U.S. Department of Education’s Office of International and Foreign Language Education (IFLE). Title VI NRC status represents not only an important source of federal funding that enables the centers to maintain and strengthen their resources and programming, but is also a matter of prestige, because it recognizes awardees as having exceptional expertise and resources not just to teach foreign languages, but also to conduct training and research, and provide consultative and outreach services at the local, regional and national level on particular geographic regions around the world.

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UNIZIN

Analytics & Research partners with the UNIZIN consortium to contribute to the development of effective digital ecosystems to facilitate collaboration and analysis of institutional and learning management system data. Most recent work has focused on extending on the Unizin Data Platform (UDP) the analytics implemented in the project Learning Analytics Reflection and Awareness (LARA) (see Matz et. al. 2017).

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UITS Research Technologies

Analytics & Research’s application of advanced analytics has resulted in a longstanding collaboration with UITS Research Technologies solutions. Support from the Research Analytics team has facilitated the implementation of Machine Learning algorithms to support advising on Carbonate, IU’s large memory computing cluster, significantly reducing the run time and prioritizing the time-sensitive processes to meet campus needs. More recently, this partnership is resulting in the deployment of interactive advanced analytics not possible on the Tableau platform. For example, academic departments and administrators on the Bloomington campus can apply Business Process Analytics to course enrollments, exploring impacts of course requirements on students’ progression to degree.

Career Services

Analytics & Research has a long standing, ongoing partnership with IU’s Career Services offices, whereby we facilitate the extraction and curation of career services engagement and outcomes data from Handshake and 12-twenty. These data are further integrated with student demographic, enrollment, academic objective and degree data, as well as National Student Clearinghouse data, in order to provide a variety of interactive Tableau visualizations related to utilization of services, internship/career-related course enrollments, first destinations/outcomes and enrollment in advanced degrees after graduating from IU.