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The time it takes a student to graduate with a university degree is mitigated by a variety of factors such as their background, the academic performance at university, and their integration into the social communities of the university they attend. Different universities have different populations, student services, instruction styles, and degree programs, however, they all collect institutional data. This study presents data for 160,933 students attending a large American research university. The data includes performance, enrollment, demographics, and preparation features. Discrete time hazard models for the time-to-graduation are presented in the context of Tintos Theory of Drop Out. Additionally, a novel machine learning method: gradient boosted trees, is applied and compared to the typical maximum likelihood method. We demonstrate that enrollment factors (such as changing a major) lead to greater increases in model predictive performance of when a student graduates than performance factors (such as grades) or preparation (such as high school GPA).
Most STEM students experience the introductory physics sequence in large-enrollment (N $gtrsim$ 100 students) classrooms, led by one lecturer and supported by a few teaching assistants. This work describes methods and principles we used to create an
Research is described on a system for web-assisted education and how it is used to deliver on-line drill questions, automatically suited to individual students. The system can store and display all of the various pieces of information used in a class
This paper describes some of the results of a National Science Foundation Nanotechnology Undergraduate Education project that aims to establish a nanoscience and nanotechnology program at the University of North Dakota. The goal is to generate new in
We detail an experimental programme we have been testing in our university. Our Advanced Hackspace, attempts to give all members of the university, from students to technicians, free access to the means to develop their own interdisciplinary research
In this study, we explored the extent to which problems and instructional strategies affect social cohesion and interactions for information seeking in physics classrooms. Three sections of a mechanics physics course taught at a Chilean University in