Awarded Grant with University of Louisville

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Collaborative Research Initiatives: Enhancing STEM Education and Student Success

At the Center for Applied Data Analytics (CADA), we believe in the power of collaboration to advance educational research and impact student outcomes. From 2013 to 2018, Dr. Zhuhadar, in partnership with Dr. Tuesdi Helbig and Dr. Jerry Daday, spearheaded a major project aimed at improving student retention strategies in STEM education by exploring the impact of course sequencing on student success. This initiative was supported by a $36,000 grant from the WKU Office of Research and the University of Louisville, with essential contributions as cost-share ($18,000) from Dr. Olfa Nasraoui, University of Louisville.

Grant Overview:

• Title: Examining the Impact of Course Sequencing as Pathways to Success in STEM
• Funding Amount: $36,000 (RCAP grant and external cost-share from the University of Louisville)
• Principal Investigator: Dr. Lily Popova Zhuhadar
• Co-PIs:
  • Dr. Tuesdi Helbig, Director of the Office of Institutional Research, Western Kentucky University
  • Dr. Jerry Daday, Executive Associate Dean, Institute for Engaged Learning, Indiana University–Purdue University Indianapolis (IUPUI)
  • Dr. Bruce Kessler, Chair of the WKU Mathematics Department, Western Kentucky University
  • Dr. Olfa Nasraoui, University of Louisville

Research Objectives and Methodology: The project aimed to investigate how course sequencing impacts student outcomes in university-level mathematics, specifically within STEM disciplines. Using survival analysis techniques, the team analyzed the academic progression of mathematics students, uncovering key factors that influence STEM degree attainment and completion.

Key Findings:

1. Impact of Course Sequencing:
   • The study revealed that as students progressed further into their mathematics major, their likelihood of discontinuation increased. These insights were critical for understanding how course pathways affect retention rates in STEM fields.
2. Role of High School Performance:
   • A significant correlation was found between high school GPA and college success, indicating that students with higher GPAs were less likely to drop out or switch majors.
   • ACT scores emerged as a reliable predictor of success in the Math major, while gender did not have a significant impact.
3. Demographic Insights:
   • While race was found to correlate with success rates, gender showed no significant effect on graduation outcomes.

Publications and Impact: The results of this project were published in the Computers in Human Behavior journal in 2019, highlighting the importance of secondary education performance and STEM exposure in determining student success in post-secondary education. The findings emphasize the need for institutions to look beyond classroom instruction and focus on holistic support strategies, such as advising students based on their high school achievements and structuring optimal course sequences. Read more.

Implications for STEM Education: This collaborative research underscores the need for targeted interventions in course advising and support, leveraging high school performance metrics to tailor educational pathways. By understanding the relationship between course sequencing and student success, the Center aims to implement strategies that enhance retention and completion rates in STEM disciplines, ensuring that students are better equipped to succeed in their academic pursuits.