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Indiana University’s Kelley School of Business Uses Integer Programming to Form Equitable, Cohesive Student Teams

Author

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  • Rex Cutshall

    (Operations and Decision Technologies, Kelley School of Business, Indiana University, Bloomington, Indiana 47405)

  • Srinagesh Gavirneni

    (S.C. Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853)

  • Kenneth Schultz

    (S.C. Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853)

Abstract

We used integer programming to form student teams for case studies in the integrated core courses at Indiana University. The previous assignment method achieved academic balance but was time consuming and limited. We developed and implemented an integer-programming-based computerized method for forming teams. It achieves equity in team members’ academic performance, functional diversity, and demographic balance. Students perceived the system as fairer than the previous method, and it forms teams of students that work better together. Students complain less about other team members, and the students and the instructors report improvement in their experience. Indiana University’s Kelley School of Business has adopted the integer-programming method for forming the teams for its I-core group of four courses.

Suggested Citation

  • Rex Cutshall & Srinagesh Gavirneni & Kenneth Schultz, 2007. "Indiana University’s Kelley School of Business Uses Integer Programming to Form Equitable, Cohesive Student Teams," Interfaces, INFORMS, vol. 37(3), pages 265-276, June.
    • Handle: RePEc:inm:orinte:v:37:y:2007:i:3:p:265-276
    DOI: 10.1287/inte.1060.0248
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    References listed on IDEAS

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    Cited by:

    1. Arne Schulz, 2023. "The balanced maximally diverse grouping problem with integer attribute values," Journal of Combinatorial Optimization, Springer, vol. 45(5), pages 1-27, July.
    2. Stephen Mahar & Wayne Winston & P. Daniel Wright, 2013. "Eli Lilly and Company Uses Integer Programming to Form Volunteer Teams in Impoverished Countries," Interfaces, INFORMS, vol. 43(3), pages 268-284, May-June.
    3. Ball Michael O & Halper Russell, 2009. "Scramble Teams for the Pinehurst Terrapin Classic," Journal of Quantitative Analysis in Sports, De Gruyter, vol. 5(2), pages 1-25, May.
    4. Johnes, Jill, 2015. "Operational Research in education," European Journal of Operational Research, Elsevier, vol. 243(3), pages 683-696.
    5. Nahid Rezaeinia & Julio César Góez & Mario Guajardo, 2022. "Efficiency and fairness criteria in the assignment of students to projects," Annals of Operations Research, Springer, vol. 319(2), pages 1717-1735, December.
    6. Ansari, Azadeh & Farrokhvar, Leily & Kamali, Behrooz, 2021. "Integrated student to school assignment and school bus routing problem for special needs students," Transportation Research Part E: Logistics and Transportation Review, Elsevier, vol. 152(C).
    7. Thomas L. Magnanti & Karthik Natarajan, 2018. "Allocating Students to Multidisciplinary Capstone Projects Using Discrete Optimization," Interfaces, INFORMS, vol. 48(3), pages 204-216, June.
    8. Donald Kudek, 2016. "Self-Chosen Student Groups - What is the student impact if one is not part of his/her ideal team?," International Journal of Teaching and Education, International Institute of Social and Economic Sciences, vol. 4(2), pages 63-87, June.
    9. Schulz, Arne, 2021. "The balanced maximally diverse grouping problem with block constraints," European Journal of Operational Research, Elsevier, vol. 294(1), pages 42-53.
    10. Leo Lopes & Meredith Aronson & Gary Carstensen & Cole Smith, 2008. "Optimization Support for Senior Design Project Assignments," Interfaces, INFORMS, vol. 38(6), pages 448-464, December.
    11. Binyamin Krauss & Jon Lee & Daniel Newman, 2013. "Optimizing the Assignment of Students to Classes in an Elementary School," INFORMS Transactions on Education, INFORMS, vol. 14(1), pages 39-44, September.
    12. Andrew Bowers & Melissa R. Bowers & Nana Bryan & Paolo Letizia & Spencer Murphy, 2023. "Forming Student Teams to Incorporate Soft Skills and Commonality of Schedule," Interfaces, INFORMS, vol. 53(2), pages 111-127, March.

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