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2019-2020 Featured Research

Welcome to the first IR Faculty Scholars Virtual Showcase!

This site features reports from our Faculty Scholars, in collaboration with graduate data interns and the Office of Institutional Research. 

For each of the IR Faculty Scholars, you can click on “See Projects” below to learn more about their research. You will see posters and reports with an overview of their work, as well as short audio clips to hear the scholars share their thoughts. We also encourage you to share your thoughts and feedback with the Scholars by going to the “Leave Questions and Comments” button on their individual pages. The scholars will be responding to you themselves over the course of the next 2 weeks. Enjoy!

Dave Keating

Dave Keating and Taylor Doty (IR Data Intern and MA student in Psychology) have spent the 2019-2020 year examining transfer student success. Their reports summarize data about who CSUN's transfer students are, transfer student retention and graduation rates, important equity gaps, and credit momentum among transfers.

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Grishma Bhavsar

Grishma Bhavsar’s project sought to understand and increase faculty use of data dashboards available through Institutional Research. Focus groups were conducted with faculty to determine current and potential uses of data, barriers of using data, and potential ideas to increase faculty use of CSUN Counts and CSU Student Success Dashboards.

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Patricia Juarez-Dappe

This project focuses on the top 25 high school feeders to CSUN. We are interested in learning where our students come from, who they are, and how they are doing at CSUN. Three main questions guide our analysis: What high schools do our students come from? What are the main academic and demographic characteristics of the top high school feeders to CSUN? How are the students coming from the top 25 feeders performing at CSUN?

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Tissyana Camacho

This project examines reverse equity gaps (REGs), which refers to the differences in academic performance between traditionally better-served students (White and Asian American) and under-represented students (Latinx and African American/Black) where under-represented students perform better. Historical data stemming from 2011 were investigated and examined for REGs within and between colleges, departments, and courses.

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