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Student outcomes in US higher education exhibit deep and persistent inequities. The continued underperformance of historically marginalized students remains a serious concern across higher education, reflected in increasing efforts among institutions to infuse diversity, equity, and inclusion into their academic and social communities. Yet despite widespread recognition of these inequities, few studies in the learning analytics literature engage in practical ways with issues of educational equity or DEI considerations. In this paper, we share our work supporting a large college's strategic DEI goals through the creation of a Course Diversity Dashboard informed by research into how students' study behaviors and performance interact with their gender and ethnic identities to impact course outcomes. The dashboard enables users to explore inequalities in course outcomes and take concrete actions to improve student study strategies, time management, and prior knowledge. Results from our research revealed the existence of previously hidden learner inequities in all courses included in our study as well as critical differences in underrepresented minority students' prior knowledge. And while we did not find evidence of meaningful differences in the study behaviors of student subgroups, our findings further validate the effectiveness of evidence-informed study strategies in an authentic educational setting.
Sloan-Lynch et al. (Tue,) studied this question.