Learning deep patient representations for the teleICU

This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019Cataloged from student-submitted PDF version of thesis.Includes bibliographical references (pages 89-93).This thesis presents a method of extracting deep robust representations of teleICU clinical data using Transformer networks, inspired by recent machine learning literature in language modeling. The utility of these representations is evaluated in various prediction outcome tasks, in which they were able to outperform linear and neural baselines. Also examined are the probability distributions of various patient characteristics across the learned patient representation space; where corresponding high-level spatial structure suggests potential for use as a similarity metric or in combination with other patient similarity metrics. Finally, the code for the models developed is publicly provided as a starting point for further research.by Ini Oguntola.M. Eng.M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Scienc

A critical assessment of imbalanced class distribution problem: the case of predicting freshmen student attrition

Predicting student attrition is an intriguing yet challenging problem for any academic institution. Class-imbalanced data is a common in the field of student retention, mainly because a lot of students register but fewer students drop out. Classification techniques for imbalanced dataset can yield deceivingly high prediction accuracy where the overall predictive accuracy is usually driven by the majority class at the expense of having very poor performance on the crucial minority class. In this study, we compared different data balancing techniques to improve the predictive accuracy in minority class while maintaining satisfactory overall classification performance. Specifically, we tested three balancing techniques—oversampling, under-sampling and synthetic minority over-sampling (SMOTE)—along with four popular classification methods—logistic regression, decision trees, neuron networks and support vector machines. We used a large and feature rich institutional student data (between the years 2005 and 2011) to assess the efficacy of both balancing techniques as well as prediction methods. The results indicated that the support vector machine combined with SMOTE data-balancing technique achieved the best classification performance with a 90.24% overall accuracy on the 10-fold holdout sample. All three data-balancing techniques improved the prediction accuracy for the minority class. Applying sensitivity analyses on developed models, we also identified the most important variables for accurate prediction of student attrition. Application of these models has the potential to accurately predict at-risk students and help reduce student dropout rates

Curriculum Guidelines for Undergraduate Programs in Data Science

The Park City Math Institute (PCMI) 2016 Summer Undergraduate Faculty Program met for the purpose of composing guidelines for undergraduate programs in Data Science. The group consisted of 25 undergraduate faculty from a variety of institutions in the U.S., primarily from the disciplines of mathematics, statistics and computer science. These guidelines are meant to provide some structure for institutions planning for or revising a major in Data Science

Supporting teachers in collaborative student modeling: a framework and an implementation

Collaborative student modeling in adaptive learning environments allows the learners to inspect and modify their own student models. It is often considered as a collaboration between students and the system to promote learners’ reflection and to collaboratively assess the course. When adaptive learning environments are used in the classroom, teachers act as a guide through the learning process. Thus, they need to monitor students’ interactions in order to understand and evaluate their activities. Although, the knowledge gained through this monitorization can be extremely useful to student modeling, collaboration between teachers and the system to achieve this goal has not been considered in the literature. In this paper we present a framework to support teachers in this task. In order to prove the usefulness of this framework we have implemented and evaluated it in an adaptive web-based educational system called PDinamet.Postprint (author's final draft

kLog: A Language for Logical and Relational Learning with Kernels

We introduce kLog, a novel approach to statistical relational learning. Unlike standard approaches, kLog does not represent a probability distribution directly. It is rather a language to perform kernel-based learning on expressive logical and relational representations. kLog allows users to specify learning problems declaratively. It builds on simple but powerful concepts: learning from interpretations, entity/relationship data modeling, logic programming, and deductive databases. Access by the kernel to the rich representation is mediated by a technique we call graphicalization: the relational representation is first transformed into a graph --- in particular, a grounded entity/relationship diagram. Subsequently, a choice of graph kernel defines the feature space. kLog supports mixed numerical and symbolic data, as well as background knowledge in the form of Prolog or Datalog programs as in inductive logic programming systems. The kLog framework can be applied to tackle the same range of tasks that has made statistical relational learning so popular, including classification, regression, multitask learning, and collective classification. We also report about empirical comparisons, showing that kLog can be either more accurate, or much faster at the same level of accuracy, than Tilde and Alchemy. kLog is GPLv3 licensed and is available at http://klog.dinfo.unifi.it along with tutorials

Predicting time to graduation at a large enrollment American university

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 Tinto's 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).Comment: 28 pages, 11 figure